Who gets credit for your success? It’s commencement at Harvard tomorrow, and I have been thinking about this as so many proud parents and friends are here to celebrate this milestone. Last night at a farewell reception, the dean called on graduates to thank three groups of people: the faculty and staff that keep the programs running and help students learn and thrive, family and friends that supported students along the way, and the students themselves, for all their hard work 

Do you ever feel your work is going out into the void? That no one cares? Maybe you worry it doesn’t matter. I’ve definitely felt this way at times. Work, especially more academic work, is really a long game. Recently I’ve been getting gratifying signs that remind me that progress isn’t linear and we don’t always know our impact.

Yesterday I gave a communication workshop for graduate students preparing to go to summer conferences and apply for fellowships. They wanted to practice the answer to the simple, but always challenging question “what do you work on?” We talked about strategies to frame your work, with a special focus on hooks.

I help students and scholars discover and present the best versions of themselves, to find their scholarly voices. Recently I got some great feedback from a student I supported with a writing project, which got me thinking about how these skills are all connected.

These days I’ve been meeting with students preparing for final presentations and asking for last-minute feedback before their papers are due. This kind of support can be tricky in that the students don’t really have time to make big changes. They may be coming to me for a confidence boost more than anything else. So what should I do when I think their work has some fundamental challenges? How should mentors approach meetings like this?

Last week I finished a challenging knitting project. It’s the second year in a row that I’ve tackled a complicated project over the winter months that I finished in time for the Boston Marathon. It seemed like a good occasion to share the lessons I’ve learned from knitting, running, and how we think about proficiency that apply to any academic project, whether you are trying to finish your dissertation (the ultimate marathon), publish a paper, or commit to your next project.

A huge part of giving a strong research talk is the ability to respond clearly and confidently to questions. For many speakers, the questions are the part of the talk they fear, because it feels hard to prepare for what might be asked. But you can set up your talk to get the kinds of questions you want, and for many speakers, questions help them remember to connect with the audience. Questions are an opportunity, and today I share my best advice on handling them well. 

I help students and scholars work through what they are doing and why, to present the best version of themselves. But before you present yourself, you have to show up. And how do you want to do that? 

Recently I have been sharing good news, and focusing on positive things, like my client getting into her dream program. But what happens when you just miss your victory? What about those students who are on the waitlist now, or those who were finalists for positions at what they thought might be their next professional home, only to have their hopes dashed? 

I share an update on a student I worked with in February!

Every graduate student I have met with recently has said something like, “I thought I would be further along by now. I can’t believe it’s spring break, I’m so behind!” It’s so easy to feel this way. We have the sense that life is a race and we need to keep up with it. How can we escape this trap?

I have spent my career partnering with smart people to help them achieve their goals. My expertise in language, communication, teaching, program planning, and everything I’ve learned from my years in universities is useful in many different contexts. I can help someone set up a class, give an engaging talk, make sure their paper makes sense, or design a successful program, among other things. But what might motivate someone to ask for help or seek a partner to elevate their work? Whether you are teaching or working on other ways to motivate students or staff, or are thinking of asking for help yourself, I am interested in this challenge of how to best be available and ready, and the obstacles people may face in taking advantage of your expertise. 

As a graduate student or young scholar, how are you supposed to learn the conventions of your field? The traditional model is one of apprenticeship. You learn from an advisor. But how can you become a better student of your environment, to develop your understanding of how to be successful in your field? Pay attention.