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.

Everyone would agree that teaching is important, right? But what do universities and colleges actually do to demonstrate that it matters, to really make it a priority? 

How often do you feel seen in your work, or get feedback that really speaks to you? When it happens, which is rare, you have to really take a moment to let it sink in. Work has its ups and downs, and taking time to appreciate the gems can be even more important than working through your challenges. I am glad to be able to capture a recent bright spot here.

Students coming into your class on a given day are thinking about many things apart from the topic of the class. Even if they did their homework and are prepared, they probably don’t walk into the room thinking about the specifics. How can you use the time before class starts to welcome everyone and get ready for the day? Say goodbye to the awkward silence, where everyone is just on their phones waiting for you to start. Use the time to welcome students, have them feel comfortable together, and get in the mind of what you’re going to teach that day. 

January has been a real beat-down. Record snow and cold, horrible news, lots of disconnection around us on so many levels. It seems like nothing is the way it’s supposed to be right now. But of course we still have work and other obligations. How do you stay productive? Read my advice for staying focused and moving forward with your goals during challenging times.

As college students everywhere are heading back into the classroom after winter break, I thought it would be useful to explore one of my favorite topics, the first day of class. The first day of class is like the foundation of a house, or the introduction of the paper: it all builds from there. Students are nervous and unsure of what to expect, they may even have new sneakers and notebooks, all to get ready for your class. There is a real power in the anticipation that comes with a new beginning. How do you want to start their journey with you?

What does it mean to be good at something? How do you know? Today I explore different perspectives on the answers to these questions, to help instructors and students think about developing a shared understanding of success.