An evidence-based roadmap for success: Part 1—The bumpy road of graduate school.

Abstract

Guidance for graduate students about the challenging transition from graduate school to landing their first faculty position is essential in today's changing higher education landscape. Several authors from a variety of institutions (i.e., community colleges through universities) at many stages of their careers (i.e., from new faculty through retirement) incorporated their wisdom into this review of evidence-based best practices for graduate student success. Recommendations focus on the best strategies for developing graduate students' teaching, research (including scholarship of teaching and learning), service appropriate for graduate students, and work-life balance within these stressful environments. The authors emphasize the importance of finding strong mentors and conclude each section with a review of specific strategies.

Psychology Doctoral Program Experiences and Student Well-Being, Mental Health, and Optimism During the COVID-19 Pandemic

“…This is in line with research on how feeling like one belongs to a group can increase perceived social support during times of difficulty, as close relationships can help protect individuals from stress (Cohen, 2004;Uchino, 2009). Graduate school and the COVID-19 pandemic are both periods in which there is heightened stress due to the uncertainty and lack of control experienced (Rettie and Daniels, 2020;Richmond et al, 2019). Thus, having social support from others in their graduate programs, which graduate programs could facilitate, may help protect students' current mental health, well-being, and optimism during difficult times.…”

Guidance for Teachers: A Review of Facets of an Academic’s Life: A Memoir

“…Second, as discussed previously, his participation in high-profile service activities started early in his career (cf. Leder, 2013;Richmond et al, 2019) and continued throughout his professional life. Third, through the years, he transitioned from being one of the youngest participants in a high-profile service meeting (see American Psychological Association, Education and Training Board, 1959) to leadership roles and then the Presidencies of multiple psychological organizations.…”

“…Service is a foundational requirement of academic success (e.g., Leder, 2013; Richmond et al, 2019; Shane-Simpson et al, 2014), and Wertheimer’s clear impacts on the field through his productive service in support of university teaching can provide guidance for teacher–scholars’ decisions about local, regional, and national service opportunities for teaching-oriented faculty. Following his guidance in service involves embracing his attitude toward these endeavors as well as his specific recommendations.…”