Enjoy the last episode of season two, where Sarah and Becca talk about whether grad students are novices or experts or somewhere in between. They also:

• explain why knowing how experts and novices think about problems can help grad students
• answer a listener's question about isolation during thesis writing
• review tips on creating a writing routine that works for you

If you'd like to have your question answered in our next season, submit your question on our website: www.howtogradschool.com/podcast.

References:

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2

*I stated the wrong year for this reference in the episode. Glaser, R. (1985). Thoughts on expertise (Technical Report No. 8). Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh.

After a bit of a delay, we're back with another episode of the podcast! This is our penultimate episode of the season.

In the fifth episode of season two, Sarah and Becca talk about goals in grad school. They also:

• explain the difference between avoidance and approach goal orientations

• answer a listener’s question about prioritizing their work in grad school

• review tips on writing in grad school

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website:⁠ ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠⁠.

Check out our blog:⁠ ⁠www.howtogradschool.com/blog⁠⁠⁠⁠ and sign up for our newsletter⁠ ⁠⁠⁠www.howtogradschool.com⁠⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

References

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544

The Craft of Research book: ⁠https://press.uchicago.edu/ucp/books/book/chicago/C/bo23521678.html⁠

Zombie Thesis blog post by the Thesis Whisperer: ⁠https://thesiswhisperer.com/2014/07/09/the-zombie-thesis/⁠

In the fourth episode of season two, Sarah and Becca talk about metacognition and whether using generative AI saves time in grad school. They also:

• explain several different types of metacognitive knowledge

• answer a listener’s question about using generative AI

• review tips for how to be metacognitive

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠. 

Check out our blog: ⁠www.howtogradschool.com/blog⁠⁠⁠ and sign up for our newsletter ⁠⁠⁠www.howtogradschool.com⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

References

Flavell, J. H. (1985). Cognitive development (2nd. ed.). Englewood Cliffs, NJ: Prentice Hall.

Mannion, J. (2018, September 12). Metacognition, self-regulation and self-regulated learning: what’s the difference? My College. https://my.chartered.college/impact_article/metacognition-self-regulation-and-self-regulated-learning-whats-the-difference/

Paris, F., & Buchanan, L. (2023, April 14). 35 Ways Real People Are Using A.I. Right Now. The New York Times. https://www.nytimes.com/interactive/2023/04/14/upshot/up-ai-uses.html

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1/2), 113–125. https://doi.org/10.1023/a:1003044231033

Schunk, D. H. (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review, 20(4), 463–467. https://doi.org/10.1007/s10648-008-9086-3

Winne, P. H., & Perry, N. E. (2000, January 1). Chapter 16 - Measuring Self-Regulated Learning (M. Boekaerts, P. R. Pintrich, & M. Zeidner, Eds.). ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/B9780121098902500457?via%3Dihub