How To Grad School: The Podcast How To Grad School

After a bit of a delay, we're back with another episode of the podcast! This is our penultimate episode of the season.


In the fifth episode of season two, Sarah and Becca talk about goals in grad school. They also:


explain the difference between avoidance and approach goal orientations


answer a listener’s question about prioritizing their work in grad school


review tips on writing in grad school



Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website:⁠ ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠⁠. 

Check out our blog:⁠ ⁠www.howtogradschool.com/blog⁠⁠⁠⁠ and sign up for our newsletter⁠ ⁠⁠⁠www.howtogradschool.com⁠⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.


References


Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544


The Craft of Research book: ⁠https://press.uchicago.edu/ucp/books/book/chicago/C/bo23521678.html⁠



Zombie Thesis blog post by the Thesis Whisperer:
⁠https://thesiswhisperer.com/2014/07/09/the-zombie-thesis/⁠

In the fourth episode of season two, Sarah and Becca talk about metacognition and whether using generative AI saves time in grad school. They also:


explain several different types of metacognitive knowledge


answer a listener’s question about using generative AI


review tips for how to be metacognitive



Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠. 

Check out our blog: ⁠www.howtogradschool.com/blog⁠⁠⁠ and sign up for our newsletter ⁠⁠⁠www.howtogradschool.com⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.



References


Flavell, J. H. (1985). Cognitive development (2nd. ed.). Englewood Cliffs, NJ: Prentice Hall.

Mannion, J. (2018, September 12). Metacognition, self-regulation and self-regulated learning: what’s the difference? My College. https://my.chartered.college/impact_article/metacognition-self-regulation-and-self-regulated-learning-whats-the-difference/

Paris, F., & Buchanan, L. (2023, April 14). 35 Ways Real People Are Using A.I. Right Now. The New York Times. https://www.nytimes.com/interactive/2023/04/14/upshot/up-ai-uses.html

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1/2), 113–125. https://doi.org/10.1023/a:1003044231033

Schunk, D. H. (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review, 20(4), 463–467. https://doi.org/10.1007/s10648-008-9086-3

Winne, P. H., & Perry, N. E. (2000, January 1). Chapter 16 - Measuring Self-Regulated Learning (M. Boekaerts, P. R. Pintrich, & M. Zeidner, Eds.). ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/B9780121098902500457?via%3Dihub

In our third episode of season two, Sarah and Becca beliefs around failure and success in grad school. They also:


discuss attribution theory and how it can help us understand successes and failures


answer a listener’s question about confidence in grad school


review tips for avoiding independent learning in grad school



Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 

Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

Show notes:

First Nations Education Steering Committee FNESC. (n.d.). First peoples principles of learning. https://www.fnesc.ca/first-peoples-principles-of-learning/



Schwartz, N.H. Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge. https://doi.org/10.1007/s11528-020-00565-6



Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329

In our second episode of season two, Sarah and Becca talk about planning in grad school. They also:


discuss how to separate planning from doing


discuss what we know about planning from self-regulated learning


review tips effective planning


answer a listener question on how to get work done while parenting in grad school



Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 

Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

Show notes:

Q & A with Nora Roberts by user @jenlynnbarnes. Retrieved from: https://twitter.com/jenlynnbarnes/status/1220182162118451200?lang=en

Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 1–15). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315697048-1

Wells, E. (15 Nov 2023). Why you should spend 25 percent of your time planning. University Affairs. Retrieved from: https://www.universityaffairs.ca/career-advice/career-advice-article/why-you-should-spend-25-per-cent-of-your-time-planning/

We're back for our second season!


In our first episode of season two, Sarah and Becca talk about building community in an online grad program and help-seeking in grad school. They also:

-discuss the many ways in which we can seek help

-discuss research on how grad students seek academic help

-review tips for connecting with others in grad school

-answer a reader question on how to manage an online grad school program


Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 


If your question is read on a podcast episode, you'll get a free 30 minute online session with Sarah to further explore solutions for your problem/question.


Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.


This episode discusses research by Stuart Karabenick (1940-2020), who was an incredible mentor during Sarah Davis’ PhD. One of the first times they met at a conference where he was in a role of a mentor, after hearing about her research he asked her: “How can I help you?” He is fondly missed and we know he would love hearing that we are discussing his work on help-seeking in this episode.


Show notes:
Dunn, K. E., Rakes, G. C., & Rakes, T. A. (2014). Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking. Distance Education, 35(1), 75–89. https://doi.org/10.1080/01587919.2014.891426


Karabenick, S. A., & Gonida, E. N. (2018). Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions. In Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 421–433). Routledge. https://doi.org/10.4324/9781315697048-27


Makara, K. A., & Karabenick, S. A. (2013). Characterizing sources of academic help in the age of expanding educational technology: A new conceptual framework. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 37–72). IAP Information Age Publishing.

Becca and I are working on planning our next season of the podcast. We anticipate we will be releasing 4-6 new episodes between October and December.

We’d love for you to submit your questions about grad school!

You can take a listen to our previous episodes to get a sense of what typical questions look like, but in general we love answering any question from current Master’s or PhD students about topics like motivation, time management, learning strategies, impostor syndrome, dealing with your supervisor, career topics, conference life, and much more!

Becca and I will use these questions to set the topic for our upcoming episodes and bring our experiences and knowledge of research in educational psychology to provide you with some options.

If you submit a question and it is answered on our podcast, you'll get a free 3 month subscription to the new How To Grad School Club launched this fall. You can submit your question here.

For all our listeners who are current grad students, use the coupon code HTGSPODCAST10 for one free month in The Club. We're only giving out 30 of these spaces so sign up soon as these spaces will fill up! Offer valid until October 31, 2023.