Tag Archives: graduate school

Defending Virtually: A “New Normal” for Doctoral Candidates

Allie Smith @creativegangsters

Like many graduate students, the last two years of my graduate career have largely consisted of preparing for my dissertation proposal and final defense. In all of that time spent analyzing and re-analyzing data, reading literature, writing, and editing non-stop, I had never envisioned that part of that process would involve figuring out how to propose virtually.

My committee members and I narrowed in on a date one day prior to my institution closing for the remainder of the semester. I was set to propose in-person the following week. To ensure that the proposal went smoothly and as scheduled in an online format:

  • I dedicated part of my time to practicing my presentation via Zoom with my family who served to help me troubleshoot issues ahead of time;
  • I made sure to have a strong internet connection;
  • I religiously monitored my email for any incoming messages from my committee members indicative of issues accessing the platform;
  • And I took deep breaths.

Luckily, no major technical issues arose and after two hours I was asked to exit the meeting so that the committee could privately come to a decision. Fifteen minutes later, I received a text from my advisor to re-enter the call at which point I was told that I had successfully passed my oral proposal. I remember letting out an excited “woohoo!” as my committee members congratulated me. (And I wasn’t even on mute!)

As the calls and texts poured in from family and friends, I felt a mix of emotions: Accomplished for being one step closer to graduating; grateful for the flexibility and commitment of my committee members to see me through this step – and for the distant support of my loved ones in the midst of preparing for what the pandemic was to bring; and also a small amount of grief for the celebratory hugs and high fives I knew I would not receive in person.

Nevertheless, as I now gear up to schedule my defense and look ahead to my possible future as a social psychologist, I decided to interview an APAGS leader on his process of defending a dissertation from home.*

Q: Could you please briefly introduce yourself?

My name is Alvin P. Akibar, I’m a sixth-year doctoral candidate in Experimental Psychology at the University of North Texas. My minor is in Research, Measurement, and Statistics. I’m originally from Queens, NY by way of Houston, TX.  And I successfully defended my dissertation at the beginning of April.

Q: Was your defense open or closed to other people?

My department tends to have open defenses as a standard and sends announcements out to students and faculty. I shared the meeting information with some friends and colleagues on social media, but there was definitely some attention to keeping to the meeting manageable given recent issues with Zoom “bombing.” To help negotiate that balance, while the meeting information was relatively public, I set up the meeting to have a waiting room so that a member of my committee or I would need to let in each person.

Q: What made your experience defending from home different from those of your colleagues or others who have proposed in-person?

As much practice as I might do in my living room, it was strange to then continue the entire defense there. I felt a little disconnected, especially given my experience with my thesis defense in the department. The community in my department is one where faculty and students alike give encouragement throughout the day, especially while the committee is in deliberation. I had not realized just how impactful it was for one’s department community be the first to acknowledge the milestone post-defense until current circumstances made it no longer a possibility.

Q: Were there any pros to defending virtually?

While in some ways it was a bit isolating with respect to my department, it was honestly amazing to have friends and colleagues, many of whom I met over the course of my graduate studies, be able to watch and send encouragement from across the country.

Q: Did you run into any complications as you were setting up your virtual defense or defending?

Having webcam issues on a regular day might be a minor inconvenience, easily remedied with a quick trip to the store or to a repair shop. Having webcam issues prior to a dissertation defense during a time that those places are closed or sold out of supplies becomes much more of a task.  I do now have the knowledge and tools to take apart and repair my laptop’s webcam but having some sort of backup camera would have saved a lot of time and stress.

Beyond that, as my committee was now working from home, we had a few additional hurdles to the historically simple process of getting the paperwork signed by everyone. Even more than before, I definitely relied on the help of my department’s graduate coordinator who came to my rescue and helped navigate basic tech support with my committee.

Q: What tips would you share with others who are about to defend their dissertations from home?

While it is important to take care in planning details of the milestone, not everything may go according to plan. It is okay and even natural to feel strange about having to suddenly change course and adjust expectations. Everyone is trying their best, and there is no need to stress yourself out over minor hiccups.

Q: Lastly, how did you celebrate your successful defense?

Well, celebration plans definitely had to be adjusted a bit. While a dinner is still happening at some point, pending travel and social distancing restrictions, later in the day I defended, I caught up with loved ones on the phone, and watched a few of my favorite shows over pizza.

* Alvin is going to be a panelist in our APA Webinar on April 30. Register or watch previous recordings in our Staying On Track series.

Zeljka Macura is a doctoral candidate in Applied Social Psychology at The George Washington University and a current intern in Early Career and Graduate Student Affairs at the American Psychological Association (APA). Her research interests are heavily focused on social psychological determinants of obesity, with an emphasis on health behavior promotion and intervention, as well as the application of social psychological theories in the context of social media to promote physical activity and healthy dietary behavior.

APA’s Pandemic Care Package for Students

We, the staff in APA’s Early Career & Graduate Student Affairs, continue to offer our best wishes for your safety and well-being. This is our second “pandemic care package” and we’ve hand-picked a few of the top resources provided by APA and related organizations to assist you during this time. Please feel free to share this with your networks.

New resources:

Continuing resources: 

What else would you like to see?  Send us an email – your concerns are our priority.

No One Prepared Us for Graduate School during a Pandemic: Quick Tips for Graduate Students

By Jill Jacobson, Ph.D., Licensed Psychologist

Photo by Dollar Gill on Unsplash

In this time of uncertainty, one thing is clear: This semester is not going as planned! I recently participated in an American Psychological Association (APA) webinar for psychology training directors, called “Nobody prepared me for training during a pandemic,” and I realized that many graduate students might also find that this webinar’s title resonates with them. Faculty and students have been gearing up for distance learning over the past few weeks, and thanks to colleagues from near and far, many helpful technology guides and self-care resources have been shared with students. As a faculty member and training director, I’m often struck by the passion, pro-activity, and perseverance of our graduate students. This semester I am once again in awe of the ways our students are navigating the current circumstances with resilience and creativity. Graduate students who are able to continue their training this semester may find the following tips helpful as they make the most of their training during this time. [For those that have been personally affected by illness or loss, please know that our hearts are with you.]

  • Pay attention to your emotions: It is normal to feel a wide range of both positive and negative emotions right now. Take time to reflect on your feelings and identify ways to cope. Everyone has been affected by the pandemic in some way, and we are all adjusting to these circumstances. Part of that process is modifying our expectations about what this semester will look like. Based on how you’re feeling and your unique situation, consider modifying your expectations for productivity.
  • Structure your time: The hours, days, and weeks are running together. Some of our typical daily rituals might have been lost–getting ready for work, packing your lunch, commuting to campus, attending meetings and class, going to the gym, etc. It can be helpful to add some structure back into your day, whether it’s through a full day schedule of activities, weekly or daily to do list, or simple ritual around writing or active time. Keeping a log of certain activities, such as your research, can help you stay focused, share your progress with others, and start up again quickly if you take time off.
  • Be a focused and helpful distance learner: In addition to familiarizing yourself with technology tools and following guidelines sent by your instructors, it’s important to participate fully in your online learning activities. We’re experts at multitasking, but try signing off email and putting away your phone while you’re completing class requirements. You’ll learn more and feel more productive! Keep in mind that many instructors are new to distance learning. If something isn’t working for you, please share your feedback in a constructive way, such as emailing your instructor with an idea for improvement.
  • Check in with your advisor and other key individuals: Since you won’t have the opportunity to pop into your advisor’s office for a quick meeting, you’ll have to find other ways to touch base this semester. Take a proactive approach and reach out to your advisor, supervisor, and other key individuals to check in and let them know what you’re working on. For example, set up a virtual meeting or send regular email updates. Importantly, let others know if and how your work is impacted right now–many of us are managing child/elder care, scheduling, and high stress. If you can’t complete work or make adequate progress, talk to your advisor or program director about your situation and document this communication.
  • Keep in touch with your classmates: Remember those quick chats between classes and topics you kept discussing long after class ended? The conversations that used to happen on the fly can (and should) still take place! Schedule time to video chat and share activities with your classmates. There are so many creative ways to connect, such as meeting for a meal over Zoom, sharing Google slides showcasing what you’ve been working on and doing outside of work, gathering for a Netflix party, and participating in virtual events hosted by your program. In addition to staying social during what can be a very isolating time, this will help maintain your sense of connection and engagement within the program.
  • Look for the silver lining: This semester your training has been marked by compromise and sacrifice, and it is normal for you to feel grief over the loss of the training experiences you were counting on. In addition to practicing self-care strategies, consider the silver lining: Is there something that you can learn this semester that you wouldn’t ordinarily be able to learn? What skills might you develop or enhance? For example, how can you use the time you are no longer commuting to/from campus? Perhaps there is a workshop now available as a webinar or at a discounted rate. You might also be able to contribute your skills and knowledge in a way that benefits the community, such as helping develop online modules or resources. As we’re adapting to distance learning, all of us have the opportunity to learn something new along the way.

Jill Jacobson, Ph.D., Assistant Clinical Professor, is the Director of Training for the School Psychology Doctoral Program at the University of Maryland–College Park. She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Jacobson’s research and professional interests include effective supervision practices, school psychology training, and consultation.

Public Service Loan Forgiveness – Success!

There was no way for me to become a psychologist without taking out student loans, so my first day of graduate school was a blend of exhilaration about pursuing my vocational calling and dread over committing myself to loans that were much larger than any amount of money I had ever earned. Four years later I had a graduate degree, a network of inspiring colleagues, a postdoctoral fellowship, and six-figure debt.

I am now debt-free, thanks to successful completion of the Public Service Loan Forgiveness (PSLF) program, and writing to share my story in case it helps others. PSLF is designed to provide debt relief to individuals who work in public service jobs, including many of the career paths that psychologists pursue. After making 120 qualifying payments, the remaining student loan balance is forgiven.

As a psychologist in the Department of Veterans Affairs (VA), my employment met the certification requirements for PSLF, and I paid into an income-driven repayment plan, picking the best option for me from among the PSLF repayment types. Since my payments were income-driven, the payments increased over time as my income increased. I started paying during my postdoctoral fellowship, when my income was lower, which was a wise decision.

The paperwork, in my experience, was straightforward. There was no need for a lawyer or financial adviser. I worked for the VA (at two different locations) the entire time, which meant my paperwork was simple. Once per year, I completed forms to verify my income level. I filed my employer certification paperwork twice during the 10 years (once with each VA location), and then submitted the application for loan forgiveness at the end. I believe that the current recommendation is to file employer certification paperwork every year. Please check the PSLF website for official guidance.

Because of Temporary Expanded Public Service Loan Forgiveness (TEPSLF) funding, I also received a refund of several thousand dollars. My first four student loan payments did not originally qualify for PSLF because I paid into the default loan repayment option, which was not a qualifying repayment type for PSLF. Thanks to TEPSLF, those initial payments were counted retroactively as qualifying payments, and thus my four final payments were refunded. When considering PSLF, make sure to check the official website for rules about which repayment plans qualify.

The monthly payments, though income-based, were significant and on par with my rent and monthly daycare bill. The amount I repaid came close to the amount that I borrowed, but because of interest, even after 120 payments, I had barely made a dent in the principal. Without PSLF, I was looking at another 15 years of paying back graduate school loans. PSLF has been life changing for me and my family. While the PSLF program honors the importance of public service rendered during the repayment period, the post-loan forgiveness stage allows even more freedom for values-driven career decisions.

My graduate education at The Wright Institute, focused on a clinician-to-society social justice model, has been invaluable and worth every penny. Because of the excellent instruction, empowerment, and role modeling I received in graduate school, I went on to develop a yearlong social cognition rehabilitation group for military Veterans with histories of traumatic brain injuries and psychological trauma that has been adopted at multiple VA medical centers nationwide and published in a peer-reviewed journal. I received funding for an Institutional Courage Initiative to study experiences of institutional betrayal and institutional courage among Veterans and VA health care providers, in an effort to improve the quality of care for Veterans and strengthen employee engagement. The PSLF is a gift of a lifetime that has allowed me a career focused on making the world a better place, while having the financial security to build my own life as well.

There are many reports in the media of the failures of the PSLF program, but for me it was a success. It worked for me, and it can work for you too.

Kelly McCarron, PsyD

Editor’s Note: For more information on repaying your student debt, check out the APA webinar: Public Service Loan Forgiveness: How You Can Get It and Why We’re Fighting to Preserve It or visit the Department of Educations’ page on Public Service Loan Forgiveness (PSLF).

Second Editor’s Note (updated 2/27/20): We learned via the New York Times that some people who may have been misled or misinformed by their loan servicer in pursuit of PSLF have been successful in using a little-known recourse called the Federal Student Aid Feedback System.

Careers in Science-Related Policy, Part 1: Balancing Research with Policy Interests in Graduate School

Mary Fernandes, Melanie Arenson, Elyse Mowle

The number of PhD graduates that pursue traditional tenure-track faculty career paths is declining yearly (Horn, 1999). Many graduate students choose to pursue “alternative” careers in business, industry, policy, education, practice, and more. Unfortunately, while most PhD training programs adequately train students for research-based careers, few are able to support the needs of students with alternative goals. As a result, graduate students are left to supplement their training with experiences aligned with their career goals. But how? Well, if you’re interested in pursuing a career that integrates science and policy, you’re in luck! Below, we have listed some helpful educational and training resources to help you build your policy-related skill-set, as well as some tips to help you balance your research responsibilities with such opportunities. 

Resources/tips for students interested in policy 

  1. Look for policy trainings locally and/or at the conferences that you attend (e.g., SPSSI’s 2019 Policy Workshop). 
  2. Get involved in policy-making or policy-influencing bodies at your university (e.g., Graduate Association of Student Psychologists, University Executive Committees, etc.). 
  3. Get involved in your local Psychological Association and/or other mental health organizations that include a strong advocacy or policy component. Ask to get involved in these roles. 
  4. Seek advice from psychologists in your area of study who currently hold policy positions of interest to you. Ask them what their path to their position was and try to emulate it. 
  5. Align your research and practice work with your career goals as much as possible. In your research, think about the policy implications of your work (see this blog post for more information). Stay updated on policies relevant to your clients. 
  6. Apply for training grants that might allow you to pursue a more full-time educational experience while in graduate school (e.g., the Predoctoral Fellowship in Mental Health and Substance Abuse Services). 

Tips for balancing policy interests with research and clinical work

  1. For most students, the ability to pursue opportunities outside of graduate school will likely require the approval of a mentor or department head. Be prepared to justify the experiences that you wish to pursue and how they align with your career goals. Consider ways to gain buy-in from your mentor. 
  2. Prioritize your interests. If you have a clear picture of your ideal career endpoint, that might help you prioritize. If you do not have a clear endpoint, do not panic! Consider prioritizing experiences that might help you explore potential careers of interest. 
  3. Practice saying no in an assertive and kind manner. In order to make room for the experiences that you wish to gain, you will need to say no to ones that are less aligned with your goals.
  4. Budget your time. As a graduate student, you’re probably already well-versed in this skill. However, adding additional responsibilities might require more skills. Consider blocking out chunks of time or days for different responsibilities (i.e. research: Friday-Monday, practicum: Tuesday, clinical work: Wednesday, policy work: Friday). Make a plan, and stick to it. Try to arrange your policy-related educational experiences around times when you can truly gain the most out of them. This might be during the summer, during a semester when your course load is lower, or during a “gap” year. 
  5. Consider ways in which your policy interests can be integrated with your research interests. This might serve the dual role of 1) having your research inform your policy, and vice versa, and 2) gaining buy-in from your advisor in the form of publications, conference presentations, etc.
  6. Self-care! Adding more to your plate means expanding your mental, physical, and emotional resources. Family time, sufficient sleep, healthy eating, and exercise are important. The more you stretch your limits, the more important these will become. 

Benefits of pursuing policy-related experiences in graduate school

  1. Skills you learn (writing and presenting information for a variety of audiences, speaking to stakeholders and policymakers) are applicable across many fields, whether you go into research, a clinical career, industry, or policy full time.
  2. Sharing your passion about a particular area of interest (eg. specific population, pathology, social-justice issue, etc.) could help you stand out during internship and postdoc interviews.
  3. Networking! Getting involved at the university, local, state, and national levels means meeting and developing professional relationships with more psychologists in your field and area of interest.
  4. Exploring and narrowing down career interests. You might find novel ways to use your skills and pursue an interest that you hadn’t thought about before delving into a policy opportunity. 
  5. Gain a different perspective. Engaging in policy work might allow you to form a more macro-level perspective than is typically afforded when primarily working with individuals in clinical or research settings. A more systems-based perspective, might, in turn, inform your research and clinical practice.