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Graduate Peers' Schedules

Winter 2015
Peer Advisor Availability

Professional Development Peer:
Shawn Warner-Garcia
Mon: 10 a.m. to noon
Wed: 10 a.m. to noon
Fri: 10 a.m. to noon

Diversity & Outreach Peer:

Funding Peer:
Kyle Crocco
Tue: 10 a.m. to 4 p.m.
Thu: 10 a.m. to 4 p.m.

Writing Peer:
Ryan Dippre
Mon: 1:30 to 4 p.m.
Tue: 9 to 11 a.m., 1:30 to 4:30 p.m.
Wed: 1:30 to 4 p.m.

Communications Peer:
Melissa Rapp
Mon: 11 a.m. to 3 p.m.
Thu: 1 to 3 p.m.

The peers sometimes hold events or attend meetings during their regular office hours. To assure you connect with your Graduate Peer Advisor, we encourage you to contact them by email and make an appointment.



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Teaching Opportunity for Majors in Education, Linguistics, TESOL, Cultural Studies, and Social Sciences

Credit: Chongqing University

Are you looking for an opportunity to teach abroad? Are you trying to build your teaching experience for a year or two? Do you want to learn Chinese in China for free while making money? Well, here is a great opportunity! Chongqing University School of Foreign Languages and Cultures in China is hiring 10 or more professors to teach English to college students. The university is looking for both native English speakers and non-native English speakers who are proficient in English.

  • Position Title: ESL Instructor
  • Contract: One year, renewable based on performance
  • Hours: 14 to 16 hours per week on average
  • Teaching: Courses on English-speaking countries cultures/English training for undergraduate students
  • Salary: 6,000 to 8,000 RMB (about $1,000 to $1,300 U.S.) per month, depending on experience and qualifications.
  • Allowance: Travel allowance provided each semester.
  • Vacation: One month paid vacation for Lunar New Year, 1.5 months for summer, plus public holidays.
  • Housing: Free furnished two-bedroom apartment provided, a five-minute walk from the University.
  • Medical: Free basic medical care.
  • Language: Free Chinese language instruction.
  • Transportation: Free airline ticket (reimbursed at end of the contract).

MA TESOL, Applied Linguistics, Cultural Studies or other social sciences preferred.
BA and two or three years’ ESL teaching experience+ CELTA/RSA/TESOL/TEFL Certificate will be considered.

Submit: (in pdf format)
Cover Letter (summarizing experience, commitment to education and interest in China)

Send email to:
Dr. Dong: AND Ms. Vivian Lee:

Deadline: June 15, 2014

Need help? Feel free to email me, Hala Sun, Diversity and Outreach Peer at

For more information about the university, watch the following videos:


Navigating Your Non-Academic Career Path: Tips from Dave Forman's Talk 

Credit: HCI.orgIf you're thinking of a career outside of academia, then these tips from Dave Forman, UCSB undergrad and grad school alum and Chief Learning Officer of the Human Capital Institute, can set you on the right path to successfully navigate your non-academic career search.

Transferable Skills

Academics all have skills that are easily transferable to the business world, such as

  • Understanding and using research and statistics
  • Writing (knowing how to write clearly, simply, to the point, with the reader in mind)
  • Presenting
  • Synthesizing a variety of views
  • Being flexible (in this world, job descriptions change all the time; so if you’re flexible and resilient, you will succeed)

Opportunities and Networks

Students should use their work and school experiences to build their opportunities and expand their networks. Specifically,

  • Get a foot in the door. Do contract work or internships. Each small job can lead to new experiences, skills, contacts, and new jobs.
  • Don't be timid. Try different jobs in different places. Risks lead to opportunities.
  • Don’t stop working. Continue to build your brand and network all the time. Build your brand through your writing, speaking, and work.
  • Find a mentor.

The Recruiting Process

Recruiters are always busy and have hundreds of applications for a few positions. Many people never make it to a phone interview, let alone an in-person interview.

To get to the top of a recruiter's list, you should

  • Get a referral from someone. Companies prefer referrals. Remember, referrals don't have to be from close friends or family. They can be from a colleague, or a colleague of a colleague. 
  • Apply early, even before jobs are advertised if possible.
  • Use LinkedIn and keep your profile up-to-date, as recruiters will first look at this page to find out about you.
  • Use Glassdoor to research the company and the industry you are interested working in. This information will help when crafting your message.

Crafting Your Message

Finally, hiring managers don’t want to hire people because the process takes time and they will have to train the new person. They want a person to solve their business problems yesterday, so craft your message to solve a company's problems, such as

  • Competitive Threats
  • Slow Revenue Growth
  • Merger or Acquisitions
  • Aging Workforce
  • Yearly Strategic Initiatives

Hiring managers also want people with skills. Let them know you have desired capabilities, such as

  • Learning Agility
  • Resilience and Flexibility
  • Curiosity
  • Passion
  • Ownership and Accountability
  • Team Collaboration

Getting a Job is a Full-Time Job

Finally, the skills to get a job are not the same as doing the job. Always remember that:

  • Getting a job is not a part-time endeavor. Approach it casually and you will fail. Take it seriously and you will succeed.
  • Research and preparation are essential. Used LinkedIn and Glassdoor.
  • Expand and leverage your connections from acquaintances, colleagues, family, and former jobs. With the right referral you might not even have to interview for a job.
  • Don’t wait in line. Uncover jobs before they are posted.

Essential Items to Pack for a Job Interview

In a previous GradPost article, we described how to dress professionally for a job interview. But, do you know what you should bring to a job interview?

Credit: Shopucsbgauchos.comSarah Lemmon, a writer for Blogging4Jobs, recommends bringing the following items:

  • Watch
  • Written directions
  • Resume copies
  • Portfolio
  • Lint roller
  • Hairbrush/touch-Up makeup
  • Water
  • Snacks

See Lemmon's article, "Your Interview Packing List," for more information about what to bring to a job interview.

As a graduate student who recently survived interviewing season for faculty positions, I believe that Lemmon's list is pretty comprehensive. In addition to Lemmon's list of items, I also brought a USB drive, a computer, an A/V adapter for my job talk, and a list of questions for each of the groups that I met with (e.g., faculty, dean, students, department chair) to ensure that all of my questions would be answered.

One of the most important things you can bring to a job interview is your portfolio. My portfolio consisted of copies of my CV, teaching evaluations, and writing samples (e.g., two to three pages of published articles). I also designed a mission statement and handed it out to each of the groups that I met during the campus visit.

My mission statement (see screenshot below) was inspired by Johanna Greeson's article, "From PhD to Professor: Advice for Landing Your First Academic Position." It included my mission, guiding principles, aspirations, and plans for publishing, research, and grant proposals. Having a portfolio allowed me to show my accomplishments and aspirations rather than just talking about them.

Mission Statement

So, before your next job interview, make your own packing list. This will help you feel more prepared and less stressed.


One-Year Lecturer Position Opening at Teachers College, Columbia University

The programs in TESOL and Applied Linguistics at Teachers College, Columbia University, are seeking a Lecturer with demonstrated teaching experience and research interests in one or more of the following areas: second language acquisition (SLA), second language pedagogy, and pedagogical grammar. This one-year position is renewable, subject to performance review and program needs, but does not lead to tenure.


  • Teach courses in the following areas: SLA, teaching practicum, or pedagogical English grammar
  • Teach five courses per academic year
  • May need to teach one course during a summer session for extra pay
  • Advise M.A. students
  • Serve on dissertation committees
  • Participate in routine program administrative activities
  • Build or maintain an active research and professional profile in TESOL and Applied Linguistics


  • Earned doctorate in TESOL, Applied Linguistics, SLA, or a closely related field
  • Evidence of scholarship potential in one of these three areas: TESOL, Applied Linguistics, or SLA
  • A record of successful ESL and/or EFL teaching experience
  • A record of graduate level teaching
  • Emerging evidence of service to the field of TESOL or Applied Linguistics
  • Ability to perform administrative duties and to work collaboratively

To apply:

  1. Cover letter (detailing how you meet the qualifications for the position)
  2. A teaching philosophy
  3. CV
  4. Three letters of reference e-mailed directly by the referees to Dr. Han at: (subject line: "TESOL/AL Lecturer Position 2014”)

Submit application materials at the following link on the TC Employment website:

Correspondence should be addressed to:

Professor ZhaoHong Han
Search Committee Chair
The Applied Linguistics and TESOL Program, Box 66
Teachers College, Columbia University
525 West 120th Street
New York, NY 10027-6061 USA


Professional Development: Intensive Training Opportunity in Educational Evaluation


The University of California Educational Evaluation Center (UCEC) is offering a wonderful opportunity for UC graduate students to participate in a three-day intensive training workshop on educational evaluation.

Reasons to Apply:

  1. You will receive training in methods and theory, as well as participate in skill-based workshops in educational evaluation conducted by nationally recognized UC scholars.
  2. You will have an opportunity to share your individual research interests and receive feedback from UC professors and other participating graduate students.
  3. It is FREE to attend the Institute. Admission to the Institute includes training materials, lodging (shared hotel suite with one or two other student for two nights), and several meals (two breakfasts, one lunch, and one dinner). In addition, students will be reimbursed up to a maximum of $350 for transportation to/from the training (receipts required) after the Institute. All other expenses are the responsibility of the student.

Application Checklist:

  1. Institute Application Form
  2. CV (12-point, Times New Roman font; 1” margins; maximum two pages)
  3. One faculty letter (faculty recommenders should send their letters to with the subject line "UCEC Institute Letter of Support for [student’s last name]"

Deadline: Sunday, April 27, 11:59 p.m. PST


  1. Send your application material to UCEC at
  2. Subject heading should be: "YOUR LAST NAME, YOUR FIRST INITIAL - UCEC Institute Application”
  3. All submitted files must adhere to the following naming convention: "YOUR LAST NAME, YOUR FIRST INITIAL - DOCUMENT TYPE.pdf". The document should be identified as: "IAF" (Institute Application Form), "CV" (Curriculum Vita)

For the specific application guidelines, click here.



Resources for Navigating the Non-Academic Labor Market

Career Services Center

If you are planning to pursue a career outside of academia, it may seem like you have to navigate this process on your own. Fortunately, there are many online and campus-based resources to help you navigate the non-academic job market.

L. Maren Wood, Ph.D., recently published an article in The Chronicle of Higher Education called, "The Ph.D.'s Guide to a Nonfaculty Job." In this article, Dr. Wood shares tips and advice for navigating the nonfaculty job market. Dr. Wood emphasizes the importance of highlighting your skills over your credentials, knowing where to look to find jobs, and building your network.

As a graduate student, you have free access to campus resources, such as Career Services. You can meet with a Career Services counselor for advice on finding jobs, improving your resume, and building your network. In fact, the Career Services website has an entire page dedicated to the non-academic job search (

Another useful (and free!) resource is Versatile PhD. Versatile PhD is a web-based resource where you can participate in discussion forums, connect with panels of experts in your field, view examples of cover letters and resumes, and learn the step-by-step process of applying to and securing non-academic jobs.

Here are some additional resources:


Two Great Teaching Job Opportunities in Northern California

credit: international rescue committee

Looking to teach in Northern California? Consider these job opportunities:

English as a Second Language (ESL) Instructor position: International Rescue Committee (IRC), San Jose, CA office

International Rescue Committee (IRC)
is looking for someone with experience to teach ESL classes to adult refugees who are preparing for employment in the United States. The ESL Instructor will teach and create lessons focusing on vocational English. This is a full-time position in San Jose, CA.

Here are some basic requirements:

  • Bachelor’s Degree in Adult Education or related field
  • ESL certification, such as TOSEL, TEFL or CELTA required
  • At least two years experience in ESL instruction or Adult Education
  • Must have a valid driver’s license, active insurance policy, and access to reliable transportation

For more information, visit


credit: York schoolSpanish Language Teaching Position: York School, Monterey, CA

York School, a college preparatory, co-educational independent day school for grades 8-12, is currently looking for a full-time Spanish language teacher. Successful candidates will demonstrate the following:

  • Minimum of Bachelor’s Degree in Spanish
  • Ability to engage students to converse in Spanish in and out of class
  • Excellent writing skills both in English and Spanish.
  • Ability to communicate effectively with students and parents
  • Ability to collaborate with colleagues
  • Ability to sponsor a significant activity
  • Comfort with the independent school setting and involvement
  • Understand and exhibit high standards of professional conduct
  • Warmth, sense of humor, and tact
  • Experience and willingness to use technology in the classroom preferred

For more information, visit

Feel free to email me if you have any questions or need mentoring in applying to these jobs (Hala Sun, Diversity and Outreach Peer Advisor,


5 Ways to Be a Better Mentor

MentorCredit: Funding PeerOne day you will graduate (really!) and someone will look up to you for advice.

Here are five ways you can be a better mentor.

  1. Ask better questions. Mentors just don't provide good answers, they also ask the right questions.
  2. Be fully present when listening. Your mentee doesn't just need advice; he or she also needs a sympathetic listener.
  3. Understand that the professional and personal are linked. Sometimes personal lives affect professional lives.
  4. Truly listen. By truly listening, you can articulate your mentee's thoughts back to him or her so that s/he can clearly see the situation.
  5. Demand accountability. You're not just there to encourage and hand hold, your must also expect your mentee to meet set goals.

For more on this topic, read the Time article by Rick Wartzman, "5 Secrets to Being a Great Mentor-From Someone Mentored by the Best."


Perish or Pay to Publish: The New Devil's Choice in Academia

E-CardCredit: Funding PeerRecently, I received an email from two excited graduate students who had their book of edited articles accepted for publication. I was excited for their success – that is, until I read their acceptance letter: Congratulations, your book was accepted for publication: The authors will pay $4,000 to have their book published.

Welcome to the hard, cold, new world of academic publishing.

Not only are professors expected to publish to get and keep their jobs, but now many also have to pay to have that work published. And they're not just paying for books; they're paying for articles, too.

The overwhelming need to publish has helped to create a market for the world of open-access publishers, who are willing to publish your research – for a price.

What is that price?

This selective list created by UC Berkeley shows that academic authors must pay $1,000 or more in many cases to have their article published by an open-access publisher.

Elsevier hosts a number of open access journals, and publication in them costs an author anywhere from $500 to $5,000 for an article, depending on the title.

Outsell, a consultancy firm, estimated the average price in 2011 for a published science article was $660.

And for monographs, the price can be up to five times as much.

Who benefits?

Not surprisingly, open-access publishers are benefiting the most from this trend. In an article in the Economist "Open Access Scientific Publishing is Gaining Ground," it was estimated that open access publishers generated $172 million in 2012 and were expected to earn $336 million by 2015.

So what should you do?

The reality is that young professors need to publish to be hired, to keep their jobs, and to get tenure. While there are still places to publish without a fee, article acceptance is more difficult, and that's if you accept the fact that doing free work as a peer reviewer is not a fee.

My advice: Go in with eyes wide open and a big wallet.

For more discouraging information on this topic, read these articles:

Nick Hopwood's blog " A Few Things You've Always Wanted to Know About Academic Publication But Were Too Afraid to Ask."

Sarah Kendzior, "What's the Point of Academic Publishing?"

The Nature article by Richard Van Noorden, "Open Access: The True Cost of Science Publishing."


How to Tell Your Advisor that Faculty Life Is Not for You

AdvisorCredit: Funding PeerMany graduate students have anxiety telling their advisors about their desire not to follow the sweet faculty life. Based on what I've seen and experienced at UCSB, graduate advisors think their students want to be just like them.

So how do you break your advisor's heart – and still get that reference or permission to do an internship out of the department? The following is my personal advice on how to handle the situation.

Prepare for the conversation

First, frame your conversation to stress the difficult job market for academia and that you want to be prepared for the possibility of not landing that sweet tenure-track job in Nowheresville, USA.

Next, do research on what options are available to you in your field of study.

Then, have a plan of what you are going to say and what research you have done.

Address push/pull factors

Let your advisor know what is pushing you away from academia and what is pulling you toward another field.

Push factors can include things such as the difficult job market in academia, your mounting financial obligations, and your geographical limitations.

Pull factors can include how you feel you can make a better, more meaningful contribution to a non-academic field such as government, non-profit, industry, or administration.

Ask for something specific

Be polite and explain to your advisor what you exactly need from him or her, in terms of a letter of reference or  permission to work in a non-academic internship.

Prepare a cheat sheet to show how the advisor can write your non-academic reference to best present your skills.

If things go wrong

Most advisors will be helpful, but if you feel your advisor is being unreasonable, you always have recourse to your department chair or the Graduate Division.

For more information on this topic, read The Chronicle of Higher Education advice article by L. Maren Wood, "How to Tell Your Advisor."

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