Graduate Group in Immunology. 1026 VM Admin Building, One Shields Avenue Davis, CA 95616 USA Phone: (530) 754-0103 ggi@ucdavis.edu. Office of Graduate Studies. Graduate School Heckart Lodge 2900 SW Jefferson Way Oregon State University Corvallis, OR. Phone: 541-737-4881 Fax: 541-737-3313 Email.

Pilipino American Graduate Student Association / pagasa.ucla@gmail.com This is only a small sampling of the diverse student organizations at UCLA. You can also get involved in the community through the Volunteer Center, or by joining the Graduate Students Association which funds important initiatives to enhance the lives of graduate students. To maintain good standing as a Graduate Student Group, groups will have the following responsibilities. Good standing indicates that the Graduate Student Group is eligible to applying for funding from the Graduate Student Government. Add any GSG relevant email addresses to their membership list serve; Connect with the GSG on Social Media Platforms. Introduction to the Graduate Student Subgroup This subgroup originated after a particularly generative discussion during the online conference for the CIS Network in June 2020. Candidate Gian Hernandez offered to coordinate a subgroup in which graduate students and early-career researchers could come together and discuss some of the.

This subgroup originated after a particularly generative discussion during the online conference for the CIS Network in June 2020. Ph.D. Candidate Gian Hernandez offered to coordinate a subgroup in which graduate students and early-career researchers could come together and discuss some of the critical issues that occupy the network.

The group had its first meeting on October 9th, 2020. We discussed the potential directions we would like to take the group during this meeting, including sharing community with other graduate students and helping each other navigate academia. The group meets via the chatting platform Discord, which offers the opportunity to “drop in” and provides a transparent chat feature that everyone can access at any time. There were two main outcomes of the first and subsequent meetings. Firstly, we established a writing group that meets twice a week to accommodate those in different time zones. During the writing sessions, we follow the Pomodoro technique and chat about our individual projects to hold each other accountable. The second concrete outcome we decided upon was a semi-regular meeting to present our research to one another. During these presentations, we will offer each other informal feedback after a small presentation so that we can all benefit from one another’s expertise. The first of these meetings was on December 11th.

Because there is no central “leader,” each of these initiatives was brought forward by members of the group. We have had several members step forward to offer their ideas, and the discussion about the group’s trajectory is ongoing. Our goal is to foster an intentional community and hold space for all possibilities. Future activities could involve collaborating on articles together, putting together conference panels, and inviting senior members of the CIS Network to speak. If you’re interested in joining us, please don’t hesitate to join the discord server at https://discord.gg/N68vDVQYqC

We look forward to having you with us!

Author: Gian-Louis Hernandezis a doctoral student and research assistant at the Institute for Communication, Culture and Society at Università della Svizzera italiana (USI). He is also the program coordinator of the European Masters in Intercultural Communication (EMICC). Gian holds an MA in Global Studies from Universität Humboldt zu Berlin, in collaboration with the Facultad Latinoamericana de Ciencias Sociales (FLACSO) Argentina.

Identifying and pursuing opportunities that nurture a psychology graduate student’s professional identity and belongingness can be critical for success (Ducheny et al., 1997). At the same time, graduate students frequently report that a lack of time interferes with their ability to pursue activities that would promote their well-being and development (e.g., El-Ghoroury et al., 2012). Here, we note how membership and involvement in professional groups and organizations can complement work conducted in the classroom or laboratory.

The first step is simply to join groups that focus on your interests or values, such as professional societies and student organizations (Bernstein et al., 2019; Bernstein et al., 2015). This first step, which increases your affiliation, may lead to more active participation, which can in turn enhance your sense of belongingness, relational value and social connectedness (Leary, 2010).

Some of the common and beneficial components of group membership include:

• Communication with others via listservs, conference calls, and virtual or in-person meetings.
• Networking opportunities, such as social events to facilitate familiarity and camaraderie among group members.
• Formal recognition for achievements (e.g., student awards, funding opportunities).
• Publication opportunities, such as invited contributions to blogs, newsletters or special issues.
• Access to cutting-edge research and educational/training opportunities (e.g., journals, webinars, workshops).
• Mentorship or peer support from experts in the field, more senior students and others.
• Leadership opportunities (e.g., serving on an executive board, student representative positions).
• Discounts (e.g., conference registration).
• Increased awareness of current events, perspectives and controversies in your area of interest.

Large professional organizations, such as the American Psychological Association, often include content-focused divisions, societies or special interest groups, which themselves may offer support to students and early career psychologists. Thus, you can choose to be a part of a group with thousands of members or a group that is small and more intimate. Your involvement can also vary from passive to active participation.

When deciding how to engage, it can be useful to reflect on your personal interests, values, and needs. This self-reflection may lead you to join an existing professional society to gain access to its listserv dialogue, journals, mentorship opportunities, and so on. Or it may inspire you to spearhead the organization of a group of like-minded students interested in advocacy at a program or departmental level.

Engagement with professional organizations also presents psychology graduate students with the opportunity to foster genuine interpersonal relationships with other group members who can provide insight into what it truly means to live a scholarly life. Indeed, conference presentations, publications, and guest lectures are often necessary for professional growth. At the same time, it is critical to your growth as a well-rounded scholar to develop relationships that lead you to contemplate additional areas for professional growth, including diverse mentorship, managing work-life balance, and linking your activities to contemporary social issues.

Graduate Programsswsmac Student Group Evaluation

The network and relationships that are formed through active membership in professional organizations can nourish the formation of not just scholarly skills, but a true scholarly identity in your community. As the next generation of scholars, psychology graduate students can highlight the value of engaging with professional development communities to others within their sub-disciplines and the broader psychology field.

About the authors

Natalie Hong is the clinical science representative to the APA Science Student Council. She is a rising fifth-year graduate student in the department of psychology and Center for Children and Families at Florida International University.

Edward Scott Jr. is the developmental science representative to the APA Science Student Council. He is a rising third-year graduate student in the educational psychology and applied developmental science program at the University of Virginia.

Graduate Programsswsmac Student Group Assessment

References

Graduate Programsswsmac Student Group Activities

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Graduate Programsswsmac Student Group Counseling

Bernstein, R.S., Crary, M., Bilimoria, D. and Blancero, D.M. (2015). Reflections on diversity and inclusion practices at the organizational, group, and individual levels. In R. Bendl, I. Bleijenbergh, E. Henttonen, & A.J. Mills (Eds.), The Oxford handbook of diversity in organizations (pp. 1-14). New York: Oxford University Press.

Ducheny, K., Alletzhauser, H.L., Crandell, D. and Schneider, T.R. (1997). Graduate student professional development. Professional Psychology: Research and Practice, 28(1), 87-91. doi: 10.1037/0735-7028.28.1.87

El-Ghoroury, N.H., Galper, D.I., Sawaqdeh, A. and Bufka, L.F. (2012). Stress, coping, and barriers to wellness among psychology graduate students. Training and Education in Professional Psychology, 6(2), 122–134. doi: 10.1037/a0028768

Leary, M.R. (2010). Affiliation, acceptance, and belonging. In S.T. Fiske, D.T. Gilbert, & G. Lindzey (Eds.), Handbook of social psychology (5th ed.)—Vol. 2 (pp. 864-897). Hoboken, New Jersey: Wiley.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J. and Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879. doi: 10.1016/j.respol.2017.02.008