The Mentoring Committee invites you to join us and one of our esteemed POWER ambassadors, Dr. Shelley Gray, in a conversation about mentoring within academia. This event is thematically focused on mentoring from the perspective of the mentor, to provide a forum for discussion about issues such as how to establish a mentoring relationship with mentees, how to decide who to mentor and with what types of engagement, how to ensure that the mentoring relationship is beneficial for both parties, and other key aspects of a sustained mentoring relationship with students and colleagues.
Dr. Gray is Professor of Speech and Hearing Science in the College of Health Solutions at Arizona State University. She has substantial experience in mentoring colleagues and students both within her home institution and across institutions, especially given her involvement in multiple multi-site research projects. More information on Dr. Gray’s many career achievements is included in her biography on the POWER website.
We look forward to an engaging and enriching conversation and invite POWER members at all career stages to participate. Bring your thoughts, experiences as mentor and mentee, and questions for Dr. Gray and the community.
Enhancing the Mentoring Experience: A Conversation with POWER Ambassador Dr. Shelley Gray Thursday January 28th 3-4 pm eastern time/1-2 pm mountain time A virtual event hosted on Zoom by the POWER Mentoring Committee Click on this link to signup!
Announcing a virtual event, organized by the POWER Professional Development Committee.
Come join POWER on November 19th at 11am Eastern / 10 Central for an online discussion about how to move school-based research forward with respectful, responsible inquiry during the COVID-19 pandemic. The one-hour discussion will be based on an article written by Drs. Kathleen Lane, Sonia Cabell, and Sally Drew (https://edarxiv.org/n3hrf/) titled "Retooling to Advance Scientifically Rigorous and Relevant School-based Educational Research During the COVID-19 Pandemic." Kathleen Lane, lead author of the retooling paper, will provide an introduction. Then you will have two opportunities to go into one of three breakout rooms to discuss current concerns, suggestions, and resources related to one of the following three broad topics: Room 1: How do I use this time to re-think my programmatic lines of inquiry with attention to new questions and issues that have arisen due to COVID-19? (led by Dr. Drew) Room 2: How do I disseminate my work when my study fell apart? (led by Dr. Cabell) Room 3: In the time of COVID-19, how do I conceptualize future studies? (led by Dr. Lane)
Power steering committee members will be taking notes in each of the breakout sessions, and an overview of the discussions will be posted on the POWER website in December.
We hope to see you there! Follow this link to sign yourself up!
By Kelly Farquharson, Nadine Gaab, and Lori Skibbe
Five simple steps to starting a POWER HUB
POWER is excited to have the opportunity to offer HUBs. What are POWER HUBs you ask? These are topic-specific networks of researchers who plan to further the mission of POWER through regular meetings and support of their members. Any member of POWER can start a HUB. We have several HUBS established already, but have also received some questions asking for more detailed guidance about starting a HUB. Below, we present five simple steps to starting a POWER HUB.
Determine your topic area. What will be the uniting topic of your HUB? It can be specific to a research topic (e.g., dyslexia), specific to a research-related task (e.g., grant-writing), location-based (e.g., Houston), position-based (e.g., post-docs), social in nature (e.g., book clubs), or another classification that isn’t listed here.
Decide on your format. POWER HUBs can take place in any format, including both on-line and in person settings. Hubs can happen in chat rooms, coffee shops, parks, and restaurants. We acknowledge in a COVID era that most HUBs will be meeting virtually for a while, but the format can be flexible and evolve over time as the group’s needs change.
Invite speakers. POWER HUBs should feel comfortable hosting events with speakers related to a collective topic of interest. Speakers can be POWER members [hint, we’ll be asking about your topics of expertise as well as topics you’d like to hear about], but don’t have to be. Speakers can be individuals available through your local community (e.g., women’s group, research librarian, etc). These events can also include HUB “cross-overs” in which, for instance, the post-doc HUB and the Boston HUB get together to host an event about pursuing tenure track jobs in the Boston area. Note that HUBs must meet at least twice per year and all meetings must adhere to the POWER code of conduct.
Keep track. Although there are no specific rules for what a HUB coordinator should keep track of, we have a few ideas of details that may be useful to track. How do you advertise for your HUB? Recruitment can happen in person, through email, using our POWER listserv, or via social media. Remember that we hope to include scholars from a variety of places, including community colleges, 2-year and 4-year institutions, research institutes, and non-profit organizations. How many people attend each event and what might explain differences? There may be events or meetings that are particularly well-attended vs. some that are maybe less so. What was the difference? This brainstorming may also be useful for future coordinators.
Keep in touch. Know that at any point in time, you can reach out to the chair of the POWER membership committee, or the POWER President for guidance, ideas, and problem-solving. We specifically look forward to your feedback on how POWER can better support you
I am someone who has not typically embraced social media; I held on to my flip phone an uncomfortably long amount of time. But I have had a Twitter account for approximately three years, and I believe it has positively impacted my professional academic career. Here is what I have learned over the last three years.
If you are new to Twitter, I highly encourage you to find a colleague who is an experienced Twitter user and have them provide you some initial tips and advice. Learning how to block tweets containing particular words or phrases was very important for me. This allowed me to filter out certain aspects of current events that, while important, are not why I am on Twitter. People also have different opinions about how best to keep tweets or threads that have really critical or important information. For example, early on I found a thread from a highly respected researcher about academic writing tips. I knew I would want to refer to this often, so I direct-messaged the thread to myself. This works for me, but there might be better ways to do this. Get advice from experts!
Be selective about who you choose to follow. I followed very few people for the first 2-3 months, only following academics, scientists, and educators whose research was directly related to my own. I looked at who they were following and engaging with on Twitter. I started to follow organizations directly related to my line of research as well as funding agencies such as NIH and IES. Another thing I consider is the tone of responses. I personally appreciate spirited discussions but don’t like pompousness, so I take this into consideration when following (and unfollowing) people.
One of the primary advantages of Twitter for me is hearing about new research. In a way, Twitter can serve a similar purpose as a conference. I often hear about new research results months prior to seeing it in journal. I have also connected with colleagues that I have never met in person via Twitter; after a few positive Twitter exchanges, I now feel comfortable contacting them directly to ask questions about their research findings. Also, when I have posted information about my own research, Twitter colleagues have posted suggestions for other authors or lines of research that I had overlooked.
Having “twitter friends” is also amazing when you attend a conference. In the past two years, I have connected with people in person that I have been conversing with for years on Twitter. I have also noted researchers finding dinner dates and writing buddies at conferences simply by tweeting that they were at a particular conference and were looking for company. For young/new faculty in particular, or for folks attending a conference a little out of their wheelhouse, this can be an amazing resource.
I have not utilized Twitter to promote my own academic work as well as I should, and this is a goal for 2020. Some people do this really well. Find them and try to emulate their tweets as you think about how to promote your own work.
One other unexpected advantage to Twitter is the feeling of solidarity with other academics. Although I love my chosen career path, it can often be hard and also really isolating at times. It makes me feel better that someone else is writing a grant at 11 o’clock at night while feeling incredibly guilty about not being fully present with their family. And if they are doing it over a glass of wine, as I often do, it’s even better! But I also love to see academics that are very prolific and highly respected tweet about leisure time-- books they are reading, museums worth seeing, trips they are taking (or planning to take post-COVID times). It makes me feel like pursuing extracurricular activities is an okay thing to do during my academic career as well.
Many POWER members have Twitter accounts. I encourage you to seek them out and follow them. It’s a great way to both support our members as well as learn something about their research in the process. (Also make sure to follow POWER at @poWOMENer!)
There are many articles written about the benefits of social media, and specifically Twitter, and here are a few links that I particularly enjoyed:
The professional development committee has been working on putting together resources that we know and love. That isn’t quite done yet, but we thought that in this time of COVID-19, there would be interest in COVID-19 related resources. Here they are!
These resources were gathered from our Steering Committee members as resources they have found helpful to them. They will likely not all be of interest, or all right for you, but we hope this list might bring you some needed information/support during the time. We haven’t individually team-vetted each resource, so normal disclaimers apply.
National Center for Faculty Development and Diversity https://www.facultydiversity.org/ Professional tools, mentoring, and support for being successful in the Academy, with a specific page dedicated to COVID-19 resources.
Academic Woman Amplified Podcast by Dr. Cathy Mazak https://www.cathymazak.com/podcast/ The podcast for academic women who want to write and publish more while rejecting the culture of overwork in academia, with recent attention paid to what to do during the pandemic.
Mirya Holman's Aggressive Winning Scholars newsletter https://miryaholman.substack.com/ A weekly newsletter focused on being successful in academia, which recently has been focused on being successful as an academic in the time of COVID-19.
What is the purpose? The mission of POWER is to connect, support, and advocate for those researchers who identify as women or non-binary in the fields of education and child development. We seek to reduce gender inequity in leadership roles, establish a professional network to maximize career advancement and retention, and enhance women’s visibility in the field. Many of our members have commented on the value of networking events held at conferences and other meetings. POWER HUBs are designed to build upon these prior successes, to facilitate more frequent connections among individuals.
What is a POWER HUB? POWER HUBs are networks of researchers committed to furthering the mission of POWER. HUBs are led by a coordinator who is a POWER member and meet regularly to network among and support their members.
Who can start a HUB? A HUB can be started by any member of POWER. It can represent a certain geographical area or be held virtually based on shared interests. HUBs are designed to be flexible to meet the needs of POWER members. HUBs may be broad or may serve a specific group (e.g., early career researchers, researchers outside of academia, post-tenure faculty, graduate students, fixed-term faculty) or focus on a shared topic (e.g., mentoring, promotion and tenure).
What are the rules associated with starting a HUB? POWER members who want to start a HUB within their area should fill out this form. The Chair of the POWER Membership Committee will touch base about how to get started. This will allow HUBs to be listed on the POWER website. If a particular HUB is geared towards a specific group or topic, let us know, and this will be stated explicitly on our website. Coordinators of POWER HUBs will be asked to fill out a short 1-page form at the end of each May to tell us about how things went in the prior year. If a HUB coordinator changes or the HUB decides to disband, please note this in the form or let the Chair of the POWER Membership Committee know.
Who do I invite? POWER encourages you to use the POWER database to find other POWER members that live in your area or share your interests. You do not need to be a POWER member to attend a HUB meeting. HUBS will also be advertised on the POWER website to attract new members. A HUB can be as small as three members or as large as the coordinator feels comfortable hosting.
What does a HUB meeting look like? The location and nature of the HUB meeting is specified by the HUB coordinator.There is no mandated structure to a HUB; instead, they are designed to fit the needs of HUB participants. All meetings must adhere to POWER’s code of conduct. Some HUBs might choose to gather for coffee and sharing experiences. Other HUBs may choose to organize meetings around specific professional development topics.
Ready to get started? If you want to start a HUB in your location, or on a particular virtual topic, visit the HUBS page of our website to see if one already exists. If not, fill out a form and we’ll send you more information, and add your information to the website.
The Providing Opportunities for Women in Education Research consortium was developed to address inequities that people who identify as women or non-binary experience in educational research. We also work with our membership and broader research community in their efforts to address issues of social justice and systemic inequities. The most current iteration of blatant racism and violence, as those of the past, is deeply troublesome for us; we know that we cannot fully understand how it has impacted our membership and their communities. As an organization we unequivocally say that Black Lives Matter. We acknowledge and condemn white supremacy and racism. We recognize that centuries of systemic inequity and racism have a real and profound negative impact in the day to day lives of our colleagues of color, both professionally and personally. We acknowledge that now is the time to listen, engage, and take specific actions that combat systemic inequalities and racism in all of our organizational structures. Most of our research and scholarship engages young children and adolescents. These children and adolescents should not have to fear for their lives and those of their family and friends. We urge our membership to consider how they can use their expertise to take action in their own communities. We are committed to change in our own organizational structure and goals to ensure that we are supporting these efforts. We are committed to doing this through our own reading and learning, engagement and action in our own communities, and as always, we welcome feedback from all our members about how we can better serve both our membership and the broader educational research community.
Just two weeks ago, I had been prepared to send a letter to our POWER membership about the organization’s plans for the new decade. The contents largely outlined the goals and mission of the organization, described some of the work we had been actively and sometimes quietly engaged in, and our aspirations moving forward. It became evident two weeks ago the world was quickly changing, and today, having re-read what I wrote weeks ago, it became crystal clear that much of what I had outlined is no longer relevant.
As I have settled into a forced homeschool situation with my three young boys coupled by an exponential work load increase, the things I deemed important two weeks ago are no longer. Today I worry about the health of my nuclear family, my aging parents and grandparents, and my friends far and wide. In a very real way, I worry about being able to manage my job while also managing my kids at home. I hope that someday soon, I will get through just one zoom call without my 5-year-old interrupting it by yelling some totally asinine thing that at the very least worries the participants on the call, and most certainly makes it so that they are judging my parenting. As I work late into the night trying my hardest to catch up, I often get paralyzed by the thought that I just can’t do it all. I can’t, and quite frankly, I just don’t want to. It feels weird to be pushing so hard on the ordinary work things when the world is in such a desperate and strange state. I worry that my kids are worried. Should I be concerned that they have started playing a game called “social distance freeze tag”, I mean- this is odd, right? I worry about the kids in schools, those who usually benefit in some way from my work, and are often the most marginalized in schools- how are they coping at home? Essentially, I worry about all the things. And, I am concerned that with all this worry, about my family and the world around me, that I will never again be able to fully engage in the deep and critical thinking that is required in our line of work to be a productive scholar.
At the same time, I realize that my concerns are happening from a place of great privilege. I have a roof over my head, resources for myself and my children, and job security. I am keenly aware that not all the people that make up our membership are in the same situation. I have spent a lot of time thinking about the impact this situation will have on my more junior colleagues and those not situated in tenure or tenure line positions. Since so many of us work in applied research settings there is no doubt that research agendas have been disrupted. This will have more of a negative impact on our junior colleagues than more senior, there is just no way around this. Folks who hear the tick tock of the tenure clock, or were collecting data as pilot study to submit an early career grant are more impacted. Similarly, dissertation studies are being altered as we speak and graduate students and postdocs are looking at a new reality of a potentially even more difficult academic job market.
When POWER was first conceived we had a laser focus on three main goals, which are to advocate, support, and connect people in educational and human development research, with a particular interest in lifting up junior women in our fields. Now, more than ever, is the time to think about how we can do this as a collective group. I have heard from several good friends who are more junior that they feel hesitant about speaking up against the narrative around productivity during this time. To those people, I would like to scream, “I am here for you and I think many others are as well.” It is so important for us to keep in mind that for people who are in vulnerable positions within the academic structure, their vulnerability is exacerbated in times like these. The question becomes how do we use our collective voice to support ourselves and those around us.
Advocate. I am hopeful that the people who are in positions of power across the multiple institutions that we represent, and those that have secure job positions, will be unapologetic in their advocacy for folks in our community for whom this is not their reality. Those of us who can speak up, should. We should be asking the hard questions about how our institutions are going to deal with tenure related concerns and funding of graduate students as we move forward. I am not suggesting that we all have to be publicly vocal, some very important things can happen at the local level. Be the person who surfaces the issues at the faculty meetings, engage with your other more senior colleagues about these concerns. Lead the efforts around how we will rethink the notion of productivity in 2020 and 2021. Ask the hard questions about your institution’s plan to support graduate students. Bottom line, our junior colleagues should not be left alone to consider how the current situation is going to impact them differentially and in inequitable ways.
Support. People are approaching this new reality in drastically different ways, and I have found over the past two weeks that this means that there are very different types of supports that folks need. One interesting consequence of our current situation is that I have heard on more than one occasion more senior colleagues suggesting that this time is a great time to be productive. I’ve heard - we are stuck at home, why would we not consider how we can use this time to write more papers, conceive of grant ideas, etc.? To those people, I ask that you stop to consider how this narrative impacts the people around you and how actively resisting the notion of sustained and even increased productivity during this time may be a supportive step for women and our more junior colleagues. As people are settling into this new reality, we each have our own individual distractions. Some of us have increased childcare and/or eldercare responsibilities, some of us are scrambling to provide quality content to our students in an online platform for the first time, many of us have seen research disrupted. Many of us are feeling a heightened state of anxiety- we are concerned about our students, our families, the world. Let’s be mindful of this in our interactions, especially those of us who are in positions of power within institutions. And more importantly, let’s try to be intentional in support of our colleagues, especially those who are struggling to find secure footing in their personal and professional lives during these extremely trying times.
Connect. Let’s be purposeful about connecting with each other, both socially and professionally. One of the most successful activities that POWER has been engaged in over the past two years is our most simple - we host happy hours at professional conferences and meetings. These happy hours serve as a safe place for women, and, others who support women in our field to talk about successes, issues, and create meaningful relationships. Early on, our steering committee recognized that we are more powerful as advocates when we communicate with each other. As our new reality sets in, we should share what is working for us, how our institutions are responding, and ideas for advocacy and supports across institutions. Please also connect with me and with our steering committee as you see fit, we want to hear from you and we want to know how we can support your efforts at your institutions.
Let’s take care of and be kind to each other and ourselves as we move through this uncharted territory.
This week we are delighted to share our interview of Dr. Kate Cain. We had We had a thoughtful conversation about creating mentoring networks, setting goals, and other engaging topics.Please see our website for more information about Dr. Cain’s background and commitment to mentoring.
Whatare some of the best lessons that you have learned during your research career? The beginning of my career was challenging. I faced a lot of rejections. In academia, we need to be resilient and not give up because we get a lot of knock-backs in this business. We must believe in ourselves and the quality of our work. We much more readily share our successes. So then when we face a failure, we think we are alone and doubt ourselves. It’s important to share the negative too. To learn about ways to make rejections a shared part of your academic community, see BarabaraSarnecka’s idea of rejection parties:
Also, because I faced these rejections early on, I also learned to get outside expert perspectives on my work before I submitted my proposals or manuscripts. It’s difficult to make yourself vulnerable, but it improves our work. We often don’t see our own flaws in thinking or writing. Also, others can see connections to related fields that deepen our work. This collaboration and difference of opinion is a good thing! It sharpens and broadens our thinking.
How do you forge these connections to ask others to review your work? You can do this formally and informally. Informally, you can ask individuals who are in your network. Formal structures also are beneficial. Then you don’t feel like you are asking someone for a favor. In my department, we initiated an optional writing day once a month. Both junior and senior colleagues join. Sometimes people can only come for part of the day, and that is okay. Everyone sets a goal for their writing for the day, and then each person shares their work. Several colleagues provide feedback.
What should one consider when looking for a mentor? Multiple mentors are important. Your mentor is not always someone that you are going to collaborate with on research projects. Your mentor can also be someone who has been successful in areas that you are worried about or are struggling with, such as family-work balance or teaching.
What specific advice do you have for early to mid-career women? Be careful about trying to do too many things at one time. Do things at a sensible pace. You want to situate yourself as an expert in your field, so you don’t want to spread yourself too thin. Establish your long term goals. Then think about what you need to do in the next 5 years to get there…3 years…1 year. For instance, let’s think about grants. Don’t start with a million dollar grant proposal. You haven’t demonstrated grant stewardship yet. Start with a smaller grant OR be a co-investigator on a larger grant. Give yourself the opportunity to learn how to do things. If you feel unsure, ask advice from senior colleagues. You may want to ask them: “What are my (quick) wins?”
How do you mentor doctoral students? Again, it’s important to scaffold students to consider their goals and set a reasonable pace. One of the most helpful strategies is to help them break larger tasks into smaller chunks. When they get those wins, they gain confidence, and it keeps their spirits high. The personal connections are critical as well. I encourage them to build a peer network, such as attending a pre-conference doctoral student workshop or gathering. This gives them a sense of community.
How do you manage your time, including ensuring you have time for writing? You have to block out your writing time on your calendar. With my doctoral students and post-docs, we also have dedicated writing days. It is set up similarly to the one I mentioned in my department, although it’s not optional.
I also reserve time on my calendar for other tasks, such as email. It’s also important to make sure you have time off away from your work. Working all the time doesn’t necessarily mean you are being productive! When I became department chair, 4 years ago I initiated a policy where individuals do not send emails to staff or students from 7 pm to 7 am. I had just read an article about how lots of us check email last thing at night, then stress and wake up in the night worrying about a work matter that you cannot get to until the next day. Of course, you’re not in a fit state to deal with that matter because you’ve slept badly. The email policy allows people to have breathing space. We need to be really thoughtful about boundaries especially when we think about power dynamics. We don’t want more junior individuals to feel like they have to immediately respond to more senior faculty or administration at every moment of the day. When there is a policy, it creates a boundary to safeguard people’s time. Of course, people may still get on email to read and draft…but they aren’t allowed to send it. We’ve now had this in place for 4 years, and other departments in the University have adopted it, and it has been helpful. We are continuing to use it.
How do you evaluate opportunities to say yes/no to? And if no, how do you communicate this answer? I always think about whether this is a new opportunity for me or whether it is something that I have done before. With new opportunities, I’m looking to develop different skills or a different network. And sometimes I say yes to things because they are fun. When I say no, I say something simple and straight forward, like “My time is already allocated.”
What should you consider when engaging with the media? Get media training! You usually can get that at your university. They can teach you how to talk to different audiences and consider your message for different outlets (e.g., television, newspaper). You want to consider having an agreement with the media outlet so that you can preview what will be disseminated. Also, remember that you will have negative experiences. Everyone has one at some point. Don’t let these situations eat you up. Move on to the next opportunity.
What is the best piece of advice you’ve received during your research career? Two pieces of advice immediately come to mind.
First, write every day. This is a hard thing to do, but it is important. I put it on my calendar. Some days it is only 10-15 minutes, whereas other days I have more time to devote to writing. Second, consider your time. When you are presented with a new task, you need to consider how this fits in with your commitments. You may need to give up something to be able to take advantage of the new opportunity. When someone who is in power asks me to take on a new task, I have begun asking this person “What should I give up to fit in this work?” This shows that you are willing to be of service but acknowledges your time limitations. It doesn’t always work as a strategy, but you may be surprised how often people are willing to help you think of solutions.
This leads us to ask…how do you evaluate what to say no to? It is important for you to think about your goals and what you need to do to reach those goals. I have my goals written down and posted in my office, so they are always visible to me. For instance, if your goal is to be promoted or achieve tenure, then your goals should be tied to those expectations. I have seen junior colleagues and graduate students capitalize on the wrong opportunities because they have not carefully considered their goals. I have also had junior colleagues tell me no to collaborations because those opportunities are not tied to their personal goals and as such, don’t fit into their schedules at the time. I admire this because it shows they are thoughtful and responsible about their commitments. Of course, it is also important to consider your family and social responsibilities.
What are some of your lessons learned that you think are important for early and mid-career women to know? I encourage them to find multiple mentors, including a female mentor. It is really important to have the perspective of a woman. Additionally hook into university and professional organization networks. My primary professional organization, ASHA, has wonderful opportunities to connect early career individuals with mentors. Additionally, these networks can serve a key role in advocating for equity, such as promotion/tenure extensions for family care and clarity in bylaws. Women are not asking for things to be easier, but for equitable treatment. It all goes to the community good. They can also look for mentors at other universities. I think this provides a broadening perspective about how others do things.
How can institutions support mentoring relationships? New faculty may not feel comfortable initiating mentoring relationships or may not understand these relationships are important. They may think that asking for a mentor is a sign of weakness. My institution does several things that support mentoring relationships. We explicitly state that new faculty should find a mentor. The mentor and mentee also go through joint training together provided by the university. Additionally, the mentor receives service credit for being a mentor.
What do you consider when mentoring doctoral students? When doctoral students have strong social connections, such as with their advisor and their peers, they are more likely to complete their degree. I create opportunities for those social connections in group situations. At the same time, as a faculty member, we have to remember the power differential and be thoughtful in establishing boundaries. For examples, I do not interact with students on social media. I’ve also recently learned that I don’t have to be the primary source of mentoring at all times for my doctoral students. Sometimes students react more positively to a different voice. Connecting students to other faculty members for mentoring can be very beneficial for students.
What do you think are the keys to collaborating well with other researchers? It’s important to have those hard conversations about processes, such as authorship or how you will settle differences in opinions. It also helps if you build personal connections with your collaborators. That way when challenges arise, you trust each other and can rely on your personal relationship to help you navigate through the situation at hand.
How do you manage your time daily and on a broader level? Time management doesn’t just happen. You need a plan You need to prioritize your tasks, so it is important to have short and long term goals. People may use different tools, like Slack or online calendars, to organize their time. Don’t get caught up in the tool. Find the one that works for you.
It’s also important to consider your family-work balance. Just like I allocate time to work tasks, I also allocate time to spend with my family and travel.
How do you stay motivated over the duration of your career? I keep a project always on the horizon. Something that I am not actively engaging in but something that I am exploring and talking to others about. This way all your eggs are not in one basket, and you have something to be excited about. I also think that working with junior faculty and colleagues outside of your discipline keep work rewarding.