Contents

OVERVIEW: THE CONCEPT OF GRADUATE PATHWAYS TO SUCCESS The concept of Graduate Pathways to Success—navigating your way, taking charge, 1 building a plan for success; the principles of success: explore, connect, share, adapt, and ask; transdisciplinary skills for success; and getting connected at CGU.

ADVISING AND ACADEMIC MENTORING Academic advising guidelines, checklist for advisor meetings, and advising meeting 2 notes. ACADEMIC PLANNING Annotated key pages from the student handbook, enrollment for classes, 3 understanding the Ofce of the Registrar as part of your academic planning, copies of academic plans and timelines, important forms, a visual map of your program pathway.

GRADUATE STUDY SKILLS Checklist of essential graduate study skills; study skills resource checklist: the Center 4 for Writing & Rhetoric, Honnold Mudd Library, citation management, and research databases; academic integrity; digital tools, the Digital Learning Lab, and the Ofce of Information Technology.

CAREER PLANNING: ACADEMIC AND NON-ACADEMIC CAREERS Career Development Ofce, internships, and career road maps; Preparing Future 5 Faculty and teaching preparation. PROFESSIONAL DEVELOPMENT Professional associations and key conferences, key journals, writing proposals for 6 conferences, presentation skills checklist, writing for publication checklist, the PFF Progress Checklist, and grant writing.

NETWORKING AND MENTORING Mentoring and networking sources and lists, web presence plan and checklist, and the 7 Ofce of Alumni Engagement. STUDENT LIFE, DIVERSITY & LEADERSHIP (SLDL) Student life engagement, diversity and identity, international students and afnity 8 groups, leadership and mentoring, and student associations and organizations. SELF-MANAGEMENT, HEALTH, AND BALANCE Health and wellness (physical, emotional, and spiritual), managing time and workload, 9 recreation, dining halls and cafeterias, disability services, and Title IX. FINANCIAL LITERACY Paying for your education, FAFSA, financial aid, student loans, scholarships, and 10 alternate sources for funding.

The Academic Success Kit (ASK) Graduate Pathways to Success (GPS)

Graduate school is a journey toward academic and career success. Your journey is unique to your needs and interests. Use your ASK binder as a personalized navigator to help you calibrate your unique journey and gather and develop the tools you need.

In the ASK binder, we give you overviews or maps of the landscape of graduate school. The information and navigation guides in this binder are your GPS to help you actively look ahead, discover useful resources and opportunities, map strategic academic and career pathways, and make your journey at CGU productive, well- balanced, and some of the best years of your life.

Consider Success What does it really mean when you say “I want to succeed in graduate school”? Success in coursework means managing your academic workload, reading a lot, working efciently with large amounts of information, thinking critically, generating ideas, asking good questions, working with multiple perspectives, using academic digital tools efectively, collaborating with others, and presenting your work in written and spoken form. That’s a lot. But that is just part of the journey. Success beyond coursework means developing a vision for your future, integrating into your professional domain, building networks, developing a portfolio of professional work, learning to be mindful of your well-being, and discovering who you are as a leader. Success means being future-centric, succeeding today while working strategically for tomorrow.

Your ASK Binder Contents The Values pages for each section tell you why and how this area life is important for your success in graduate school —and beyond. Note that while there are discrete sections, real life is far more integrated and so information and resources will overlap. We hope the sections will cue you in to these important facets of graduate student success. The Information and Tools pages give you a broad view of resources, areas you must think about, and checklists or questions to help you work through and gather the information and skills you need for success. We have deliberately not given you a large amount of information. Rather, we have provided essential information and directions so that you are actively engaged in your success at CGU. Use these navigation tools to sharpen the skills and knowledge you bring with you, and to develop new knowledge and skills while you are here. These tools will help you become proactive and strategic in achieving your success at CGU and beyond.

1-1 Principles of Success

As a graduate student Be curious and open to at CGU, you have the new ideas and ways of opportunity to engage in Explore thinking and working. learning and professional Be open to diferences; they point to innovation in thought and development. Taking action. There is always something to learn.

advantage of all CGU Be proactive. The only bad question is the has to ofer will enhance one you never ask. Stay informed and keep your learning experience Ask learning so that you can engage fully and and help you prepare for strategically in your academic and professional development. success in school and Build networks. beyond. Make friends. Here are some principles Connect Academic, for journeying successfully professional and personal networks give you a base of resources through graduate school and support. Journeys are so much better for the companions you and getting the most out meet along the way. of your CGU experience. Share ideas. Collaboration enables you to stretch your Share capacities and achieve more. The more you share, the more you grow. Your Turn As you read, think, and work Be flexible in thinking and through this ASK Binder, come responding to change. Learn back to this page to write ideas that will help you practice Adapt to improvise so you can these principles for success. t flourish. Every challenge is a potential opportunity for growth.

1-2 Your Vision of Success

Journeys begin with a destination in mind. We cannot chart pathways without a sense of where we are going. In this space, write or sketch what your goals are as you enter graduate life at CGU. What do you want to have achieved academically, professionally, and personally by the time you graduate? Who do you want to have become?

1-3 Success & Transdisciplinarity Success Also Means Developing a Transdisciplinary Mind

Success today —at work and in life—demands more than disciplinary expertise. Transdisciplinarity is a way of seeing the world and finding intellectual connections in everything. It is an approach to collaboration across the campus as well as outside of it.

When questions increase in complexity, so too does the need for a transdisciplinary mindset that follows a particular problem instead of of following a convention. In this way, perspectives and methodologies are collectively integrated across disciplinary and cultural lines. As a student at CGU, you will join a network of scholars who embrace the complex and transcend disciplinary boundaries to collaboratively respond to the constantly evolving challenges of the world. A key part of our mission at CGU is to help you develop transdisciplinary success capacities for the future so that you are able to:

n Embrace diferences and the unknown n Understand and appreciate multiple perspectives n Adapt to new or changing circumstances n Imagine new ways of thinking or doing things n Collaborate and communicate across disciplines n Reflect and negotiate through the collaborative process

Whether you are an artist, scientist, educator, or entrepreneur, developing these transdisciplinary skills and capacities will support your success at CGU and into your future. How have your previous experiences laid the foundations for becoming a transdisciplinary thinker? Consider an emerging future that is complex, rapidly changing, and unpredictable. Imagine living in the world 10 years from today, and consider again the description of transdisciplinary skills and capacities above. Which do you bring with you and which do you want to develop or develop further?

Find out about our Transdisciplinary Program and what you can do to develop your transdisciplinary capacities at mycampus.cgu.edu/web/transdisciplinary.

1-4 Exploring What “Journey” Means

Here are some quotes about journeys that can help you frame your approach in graduate school. Consider each one in terms of how it helps you think about your own journey for academic and professional success. Feel free to write notes in response, and add your own quotes to this page.

“ The journey of a thousand miles begins with one step.” Lao Tzu

“ The only journey is the one within.” Rainer Maria Rilke

“ It is good to have an end to journey toward; but it is the journey that matters, in the end.” Ursula Le Guin, The Left Hand of Darkness

“ The most important reason for going from one place to another is to see what’s in between, and they took great pleasure in doing just that.” Norman Juster, The Phantom Tollbooth

“ The greatest thing in this world is not so much where we stand as in what direction we are moving.” Johann Wolfgang von Goethe

Your turn: Write a statement about life through graduate school as a journey.

1-5 1-6 Getting Connected Making Sure You Have Access to Essential Technology n Get connected to CGU’s wifi. The network “eduroam” is the most secure way to access the internet wirelessly from your laptop and mobile devices. For step-by-step instructions to connect, visit cgu.edu/wireless. n Get your student ID at Honnold Mudd Library’s Connection Center. Your Student ID is your ofcial student identification number. You use your ID card for library access online, to to borrow books, and to pay for printing at CGU computer labs (See Claremont Cash below). For hours and location of the Connection Center, visit cgu.edu/connection. n Understand Claremont Cash. You can use Claremont Cash to pay for food and non-food items on campus, as well as at many local merchants. You need Claremont Cash to pay for printing at CGU’s computer labs. You can deposit Claremont Cash into your Student ID card online, or with cash, check, or credit card at the Connection at Honnold Mudd Library. For more information, visit cgu.edu/claremontcash. n Log in to your CGU email. Your CGU email is CGU’s ofcial mode of communication with you. You must check your CGU email frequently, as all important notifications and notices of useful events and resources will come through your CGU email. Learn great techniques for managing your email on the Ofce of Information Technology website at cgu.edu/email. n Explore MyCGU. The MyCGU portal gives you single sign-on access to all the services and tools you need to navigate CGU and is accessible at mycampus.cgu.edu. The dashboard gives you access to Email, PeopleSoft (your student account where you can update your profile, enroll in classes, check your financial aid and invoices, and track academic progress), Canvas (the learning management system for access to course sites), Qualtrics (free survey design software) and Handshake (career events, employment, and campus work opportunities). MyCGU is also where you access Communities for all student services, school pages, and student clubs and associations. Make MyCGU your one-stop space from which you manage your progress at CGU. Keeping in touch with campus life, events, resources, and announcements will help you have a productive and successful time at CGU. n Download the MyCGU app on your smartphone. Download the MyCGU app to your Android device at the Google Play Store or to your iPhone at the Apple App Store. n Learn to use Canvas. Canvas is CGU’s learning management system. You might be familiar with it or similar systems such as Blackboard or Moodle. CGU uses Canvas to manage courses, and you can access all your course sites through the Canvas icon in your student portal dashboard. If you need help learning to navigate a course site on Canvas, please work with your program coordinator or with the Digital Learning Lab by visiting cgu.edu/dll.

1-7 Check Your CGU Email!

1-8 1-9 Advising Values and Directions

What Is Advising and Why Is It Important? Academic advising is built into your academic program. A professor or staf member is assigned as your advisor. Your academic advisor is a critical guide, coach, and teacher in your journey through graduate school and into your next career. He or she is ready to help you discover and realize your best self as a scholar and professional. Your advisor helps you build the foundations for excellence in your work and into the future. He or she helps you understand your program requirements and guides you in planning your journey through the program. Working closely with your advisor, you can take charge of your own journey and move efciently and successfully toward completion and a successful launch into your career. Your advisor socializes you into your academic discipline. Graduate school is not just about doing well in coursework. There is a whole discipline and professional field to understand and with which you must engage. Your advisor can be a rich source of information and guidance on how to do this. Your advising relationship is as powerful as you make it. Your academic advisor is your key point-person for your academic success. So get to know your advisor. A strong and productive relationship with your advisor can make a critical diference between just going to school and succeeding as a scholar and professional in school and beyond. It’s worth the time and energy! Use the tools in this section to build a powerful advising process for yourself. Also remember —asking good questions remains your critical strategy for productive relationships and success. Beyond a single advisor and mentor. At CGU you will also find and develop a network of mentors, coaches, and counselors who empower your growth as a scholar and professional in diferent ways. Read the other sections to see how you can do this.

Directions for Thinking About Advising These questions help you reflect on your own experiences (or lack thereof) with academic advising and prepare you to use the navigational tools in this section. After you have worked through the Faculty Advising Guidelines, come back and reflect on these questions again.

1. Have you worked with an academic advisor before in any capacity in your undergraduate or graduate programs before CGU? What was that relationship like? a. How did advising help you? b. Were there barriers that prevented you from getting the most out of the advising relationship? What were these barriers? How did you or might you now overcome them? 2. If you have never had an academic advisor, what are some hopes and fears you have about working with an academic advisor in graduate school?

3. Do you feel you understand the role and responsibilities of your academic advisor at CGU? Or, is this a vague area of understanding for you? Who could you talk to about this?

4. What is your role in the advising relationship? What can you do to initiate and build strategies for success?

2-1 2-2 Please note that depending on your Advising program, you may have a staf and/ or a faculty advisor. Please check with Navigator your department.

Get to Know Your Advisor n What is your advisor’s name? n Read your advisor’s bio on the department website. What aspects of his/her work resonate with your own interests? n Have you made an appointment for a first meeting? Date of Appointment: ______

Prepare to Meet Your Advisor n Read the Faculty Advising Guidelines on page 2-6 of this binder. n Make a list of questions to ask your advisor. Divide these questions into short-term information about the program and your progress and professional development questions for your longer-term development.

Managing Advising Meetings n How often do you plan to meet with your advisor each semester? Can you schedule two meetings per semester? You should meet at least once a semester. n What items must be cleared with your advisor before you can register for classes each semester? n What can you do if you are finding it hard to schedule at least one meeting a semester with your advisor? n Set an agenda. Do you email your advisor a set of talking points for your meeting? This creates a focus for each meeting and helps your advisor prepare to meet with you. n Do you bring your ASK Binder to advising meetings? n Do you take notes during your meeting? This underscores the importance of the meeting to you and helps you and your advisor maintain coherence in planning and guiding you over time. n Do you send a thank you email with a short bullet points summary from your meeting notes? This creates a record of the meeting while further reinforcing the importance of your meeting. n Do you set the next meeting date at the end of each meeting with your advisor?

Building Your Advising Relationship n Are you taking any courses with your advisor? n Are there opportunities to work with your advisor as a teaching or research assistant? n Have you spoken to your peers, especially those who have worked with your advisor, about the best ways to engage with your advisor? Will there be opportunities to meet informally with your advisor and other students?

Changing Advisors It is natural for students to change advisors, especially because they are often assigned to you when you just start your program. Over time, you might find yourself gravitating toward someone else whose research better matches your own work. n What does your program handbook say about changing advisors? n Have you asked your program coordinator or department support person about this?

2-3 Working With Your Advisor A Starter Kit

Here is a list of points to get you started. You do not have to explore all these questions in your first advising session; these are suggestions for areas to explore as you develop your advising/mentoring relationship. Choose questions most salient to you and remember to look out for new questions and areas in which you need guidance and information. Talking with your peers and reading your program handbook will help you discover further questions for discussion with your advisor. As you do this, add notes to this section of your ASK binder.

Areas to Explore With Your Advisor n I use the ASK Binder to explore diferent areas of my academic and professional development and bookmark pages to discuss with my advisor. n I have read the student handbook and bookmarked items to discuss with my advisor. n I discuss academic and professional development areas with my advisor. n I have a working program plan to bring to every advising meeting. n I revise my academic plan as needed after advising meetings. n I write questions and take notes in my ASK binder’s advising pages.

Working Successfully in My Program n Discuss your program plan with your advisor and periodically review and update it. n How do I plan my program from start to finish? What are the requirements to complete my degree? If in a PhD program, what should I know about qualifying exams and writing a proposal for my dissertation? Use the Academic Planning section of the ASK binder with your advisor to develop a good program plan. n What core classes should I take? What other classes ought I to consider taking? n What research methods and academic skills should I develop? What resources are there to help me learn and/ or sharpen these skills? n Are there other students I can talk to who can give me some input about classes and other academic opportunities in the department? n How do I find opportunities for research? Can I become a Research Assistant (RA) or a Teaching Assistant (TA)?

Getting to Know My Discipline Are there regular academic events I should look out for at CGU or across the Claremont University Consortium?

Conferences n What periodicals should I aim for to publish my n What are the important conferences in my research? discipline? n What can I do to develop my work to be n How do I prepare to attend? publication-ready? n What conferences should I aim for to present My Advisor’s Research papers? n Where has my advisor published his/her research? n How do I ensure that I have opportunities to n How much of my advisor’s published work have I present at conferences? read? Periodicals n What questions do I have about my advisor’s n What are the important periodicals to read? research?

2-4 Advising Notes and Questions

Use this space to keep a running list of questions for your advisor as they occur to you and to take notes during advising sessions. Add pages as needed. Keeping all your questions and notes organized in one place will help you manage your work and time efectively.

2-5 Faculty Advising Guidelines

Purpose The advising relationship between an advisor and stu- Program dents is among the most important relationships grad- Planning uate students will develop. Efective advising practices are fundamental to the apprenticeship that graduate study entails, and thus is key to student success. Good advising helps advisees socialize into their programs, succeed academically, complete their degrees, build networks, and transition to careers. When advising is Feedback Advising Mentoring done well, advisees are more engaged, satisfied, and successful. These outcomes bolster program reputa- tion and prominence. The following guidelines should be implemented by individual schools or departments in keeping with the practices of their disciplines. Professional Efective Practices Development Program Planning n Meet at least once a semester. n Create a working plan. Establish short- and long- For master’s degree students: Transition into term goals, a program of study, meeting schedule, program, internship, professionalism, resume, communication preferences and timing, networking. Connect students with alumni and expectations on both sides, and appropriate professionals in your network. boundaries. Clarify expectations regarding a For doctoral degree students: Conceptualization student’s preparation for advising meetings. of project ideas, committee formation and n Review progress toward goals. Review the plan at management, balancing research with work and each meeting, note progress, identify potential life demands (consider including what you have challenges, mitigate difculties, and establish revised learned to do to succeed). goals. n Review holds or flags on account that prevent Professional Development registration. Identify a means to clear the holds. n Prepare students for professional opportunities: Attending networking events, conferences, Feedback presenting, and participating appropriately n Give timely feedback. Establish how you will provide and with increasing levels of engagement. Join feedback and in what kind of time frame that is professional associations and groups. reasonable for both advisor and advisee. n Help students think about their careers. Discuss n Encourage advisees to ask questions in and internships, research assistantships, teaching between meetings. assistantships, and post-doc opportunities. Encourage Career Development Ofce Mentoring appointments. Explain benefits of the Preparing n Discuss advisee’s background and interests to help Future Faculty Certificate in Teaching. Review you better mentor growth in the disciplinary context. components of an efective resume, CV, or LinkedIn n Support: Talk to advisees about support networks: profile. Show students how to develop a strong multiple mentors, student organizations, Student portfolio for the job market. Success Center, family, and friends. n Encourage use of CGU and library resources to support academic development: writing skills, Please note that this page is a copy of the research methods, and technology skills. guidelines your faculty have.

2-6 2-7 Academic Planning Values and Directions

What Is Academic Planning and Why Is It Important? Success in graduate school is strongly supported by good academic planning to ensure that you understand all requirements ahead of time, work proactively to meet these requirements, and work smart to avoid common pitfalls. In doing this, you ensure that your academic work meets your program’s requirements as well as university ones. Efective academic planning ensures that you are integrated into your program. It helps you select courses according to your program requirements and keeps you on track to succeed and to complete your degree in a timely manner. In your previous academic program before CGU, consider how much interaction you had with your department or program coordinator (did your program have someone in this role?) and with the registrar’s ofce. How much of your progress in terms of registration for courses, maintaining your academic status, and completing your program was your responsibility? Depending on your background, this might be very diferent at CGU. Understanding academic planning and the roles of various people and departments involved can help you move successfully and in a timely manner toward degree completion.

Directions for Thinking About Academic Planning These questions help you reflect and prepare to use the navigation tools and checklists efectively.

1. Have you previously done any academic planning to create a sequence of courses to take and a pathway through an academic program? How long ago was that? How much guidance did you have? What were some challenges in the planning process?

2. Have you previously done any project management? Academic planning is very much like managing a long- term project: You have set goals or targets in relation to policies and requirements you must adhere to. And then working backwards, you establish items that must be completed, any dependencies or prerequisites so that you have a working sequence or work flow, and checkpoints at which you can assess progress and make any needed adjustments. What are some of your strengths in managing a long process? What are some of your challenges or fears?

3. In creating an academic plan, you will work closely with your advisor and program coordinator. Be prepared to ask them questions and seek clarification on department/university policies and guidelines for academic planning. Check to see if your department has a specific planning template. If not, we provide a general one at the end of this section.

4. What are some immediate questions that come to mind in starting a process of program planning? Consider what you already know about required or core courses, elective courses, transdisciplinary courses, and taking classes in another program or department. What are some areas you feel you know very little about? Explore the course catalog broadly and note courses that seem relevant and interesting to you that you can explore together with your advisor.

5. Talk to other students who have been in your program longer than you. What kinds of courses have they taken and which would they recommend to you and why?

6. CGU is committed to providing equal access to academic programs. Do you need additional support for physical, mental health, or learning challenges to ensure your success at CGU? Explore CGU’s Ofce of Disability Services at cgu.edu/disabilityservices.

3-1 3-2 Academic Planning Navigator

Use this checklist to gather the information and resources you need for an excellent academic plan through your time at CGU.

Week One Checklist Get of to a strong start in your program. Use this checklist to find out about and connect with valuable resources and people in your department and school.

My school’s or division’s ofcial name and website (bookmark this for easy access): ______My department’s ofcial name and website (bookmark this for easy access): ______My program coordinator or department administrator’s name: ______My program coordinator or department administrator’s phone number and email: ______

What is my program coordinator or program administrator’s role in relation to my academic progress? Visit your administrator at their ofce to see where they are located and to get to know him or her and to find out more about how they help you with academic planning. This person is a critical source of timely information for your academic progress. Get to know him or her and pay attention to any emails from this source.

Explore your department, division, or school webpages to become familiar with its programs, staf, and faculty. Write down questions to ask your advisor or department administrator.

Meet a student who has been here longer than you to get advice on your program and strategies for success.

3-3 Explore the Handbook n Find the student handbook on your school or divison webpages. Is there a PDF copy? Download it. n Browse the student handbook looking for information that helps you understand the stages and requirements for program completion. n Highlight terminology and instructions you do not understand. Bring this to your advising meetings and check with your program coordinator to clarify what you do not understand. n Print important pages and highlight useful information. Add to this section of your ASK binder. n Highlight or make note of anything—terminology, requirements—that you do not clearly understand. Ask your advisor or administrator for clarification. n Are all important deadlines in my calendar so that I am not taken by surprise down the road? How can I make a timeline together with my advisor or program coordinator to map out my academic program? See the general program planning templates at the end of this section, if your department does not have its own forms.

Checklist for Understanding Course Registration n I have bookmarked the online schedule of courses on the registrar’s website: cgu.edu/registrar. n I have read course descriptions for courses I am required to take and those I am interested in. n I understand how to select courses for my program. n I have spoken with my advisor about my course selection. n I know how to register online for courses. n I understand what late registration fees are and how to avoid them. n I understand what “add/drop” period means. n I understand the procedures for withdrawing from a course.

Write questions here about course registration or enrollment to ask your program coordinator and advisor:

3-4 The Registrar Essential Information for Success

The registrar is your one-stop center for all university-wide information that afects your registration, progress, good standing as a student, and program completion. Explore the Registrar’s pages. Check out the sections in the Students tab on the Registrar’s website. Take notes on details that help you understand program and university requirements. Learn more at cgu.edu/registrar. n I know the names of the registrar and assistant registrar. Registrar: ______Assistant Registrar: ______n I have visited and browsed through these webpages on the registrar’s website: a. Academic Calendar b. Registering for Classes c. CGU Schedule of Classes and 5C Schedule of Classes d. Satisfactory Academic Progress e. Academic Honesty Policy f. Student Privacy and Student Rights and Responsibilities g. Bulletin h. Doctoral Students: Completing Your Degree i. Masters Students: Completing Your Degree j. Transcript Requests k. Veteran’s Education Benefits l. Forms Index n I understand the conditions for maintaining my student status. I understand what is meant by Satisfactory Academic Progress.

Make a list of key items from reading the registrar’s pages that are relevant to your academic planning process and questions for your program coordinator and advisor.

3-5 Program Planning Documents

This section is for you to develop with your advisor and department program coordinator. Check with your advisor and program coordinator to see if your department has a recent version of a program planning document that they would like you to use. If your department does not have a program planning document at this time, you can use the generic template we provide here. Please note: This generic program planning document includes a financial planning section. Make sure you work through the Financial Literacy section of your ASK Binder to ensure you understand how to make a good financial plan to support your academic planning. Use your program planning document in advising sessions to create a strong plan to track your progress. Make sure you update it as you journey through your course of studies at CGU. Your program planning document is invaluable in helping you do this efectively and efciently.

Program Planning Questions 1. What are my required courses? 2. Is there a required or optimum order for taking these courses? What are the prerequisites? 3. What elective course options are available to me? 4. Can I take courses outside my program? 5. Are courses across the Claremont University Consortium (7Cs) open to me? 6. Does the transdisciplinary course requirement apply to me? What are the conditions and how do I choose a T-Course? 7. How do the required and elective courses connect with and build on each other? 8. What can I do to prepare for these courses ahead of time? What academic skills are needed to succeed in these courses and how can I develop or sharpen these? (Look at the Graduate Study Skills section of this ASK Binder). Are there specific content areas I ought to have as foundational background to excel in these courses? 9. What is the best timeline for completing my coursework in a timely manner? 10. What is a projected course of action after I complete my coursework (PhD students)? 11. What professional development work should I coordinate and integrate with my academic program plan? (Preparing Future Faculty for teaching development, internships, conferences and publications, grant writing, career development, etc.).

Program Plan Items to Create In this section, please add the following as part of your program planning process: 1. Department program planning form/document. 2. A timeline of your program plan with milestones for completing diferent parts of your program. 3. A list of professional development goals or targets that you will work on in parallel with your academic program progress.

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Summer Fall Spring Total Academic planning and financial go hand in hand. This worksheet will provide you an overview of your education methods for financing it. Resources

3-9 3-10 3-11 Graduate Study Skills Values and Directions

What Are Graduate Study Skills and Why Are They Important? Graduate study skills include many academic skills you already have. But learning is a lifelong process and there are new skills to master, especially in disciplinary research and writing. Also, there might be a gap of some years between undergraduate and graduate study in which digital tools have changed, and in which new methods of teaching, learning, and research have developed that require new skills. A strong toolkit of skills will help you efciently and efectively manage a graduate workload in balance with your work and other life responsibilities. You will be able to work smart as well as work hard. Keeping up with digital skills will help you manage information and build knowledge more efciently.

Directions for Thinking About Graduate Study Skills 1. In considering the categories above, what skills do you feel you bring with you? How can these be sharpened? Which skills do you not yet have, or are new to you?

2. How do these skills connect with your academic and professional goals? Why are they important to you?

3. Where are the resources to help you build your graduate study skills? Think of questions to ask your advisor and peers. What department and campus resources are you aware of? How can you find out about resources you might not be aware of?

4. How can my use of social media enhance my academic and professional development?

5. How do my well-being and life circumstances support my capacity to succeed in graduate school?

6. Do I have physical, mental health, or learning challenges for which I might be able to seek support and accomodation for my academic work?

4-1 4-2 Important Categories of Graduate & Professional Life Skills

In graduate school, you do more than learn content or information. You construct and communicate knowledge. You become an expert in your discipline with a range of skills that help you succeed in school and into your career. Here are some categories of skills to consider: n Information Literacy or Knowledge Synthesis: To find, explore, evaluate, select, analyze, and synthesize information so you can construct, use, communicate, and apply knowledge efectively, ethically, and respectfully. This includes critical and creative thinking as well as efective use of digital tools. n Digital Tools: Awareness of and facility in using digital tools to search, evaluate, and document information; manage and analyze information or data; and present information and data. Awareness and facility with using social media and other web tools to research, communicate, and collaborate. n Writing: Understanding and managing the writing process: generating ideas, managing and structuring information, developing arguments, getting feedback and revising writing, writing for specific audiences and purposes, following academic documentation processes, managing large writing projects, and writing collaboratively and ethically. n Study Processes: Lecture and reading note-taking; organizing, connecting, and managing a large volume of information; planning and coordinating assignments for timely completion. n Communication: Email management and etiquette, efective discussion participation in classroom and social settings as well as in online spaces, oral presentations in diferent formats and for diferent audiences (in class, at conferences, informal public settings), networking and building positive connections with others. n Collaboration and Cultural Competence: Working with others, teamwork and leadership, exploring ideas and from multiple perspectives, working with people and ideas very diferent from your own, working ethically and respectfully across multiple cultures, identities, beliefs, and values.

Your Turn In each category, highlight your strengths and think of how you can build on them. In a diferent color, highlight capacities, skills, and tools you have yet to develop. Look for opportunities and resources that will help you develop these capacities and skills as you work through this and other sections of your ASK binder.

4-3 Graduate Study Skills Navigator Checklist of Essential Skills

Whether you are moving along an academic or professional path in graduate school, consider this checklist of essential skills for graduate school and career success. If you check “I have this skill,” remember to ask yourself how you can develop it further for graduate studies. If you think you do not have a skill or are unsure of whether you have it to a sufciently competent level, work with your advisor, a librarian, or the Center for Writing & Rhetoric. Remember to also ask your peers.

I have Should I get Skill this skill this skill? Use library databases to find information (books, articles, websites) Use an internet browser to evaluate and select information from reliable sources Document information to keep track of sources Use a citation management tool to organize information and citations Take clear notes in lectures, seminars, and discussions that I will understand and be able to use over time Organize information from multiple sources so that I can easily and efectively retrieve and use it later Create a system for organizing my information in my computer and online spaces using folders and/or tags that helps me retrieve and use information efectively Put ideas in conversation with one another—analyze and synthesize information Participate and contribute to discussions positively and productively Approach and engage with new or diferent ideas to query your assumptions, values, and beliefs and expand your knowledge base Integrate information into my own writing using the appropriate documentation style for my discipline Translate information into visual forms such as mind maps, visual models, charts, and graphs Use word processing software to format texts in a scholarly and professional manner Use spreadsheet software to organize and visualize information Use presentation software to create efective visual presentations for oral and written communication Engage an audience in an oral presentation to ensure they follow my key ideas Plan and manage long written assignments to allow time for drafting, revision, editing, and formatting Formulate research questions that help you derive a strong thesis for a paper or presentation

4-4 I have Should I get Skill this skill this skill? Write a focused and comprehensive thesis Develop an outline from a thesis for a paper or presentation Manage the drafting and revision process to keep track of and incorporate feedback from peers and professors Plan and manage a project by setting clear goals and work processes, interim deadlines and checkpoints, and sufcient time for polishing toward strong final outcomes Know how to do quantitative data analysis as required for my program Know how to do qualitative data analysis as required for my program Know how to interpret and present data analysis Use quantitative data analysis software Use qualitative data analysis software Organize and manage email using software to keep track of important messages regardless of the volume of email you receive Know how to navigate and engage in coursework through Canvas, CGU’s learning management system Work efectively in groups, managing accountability for your role and supporting group members Seek accommodations from the Ofce of Disability Services that would support physical and learning needs Set up and work regularly with a study or writing group Add other items as you discover them to personalize this checklist:

4-5 Graduate Study Skills Resource Checklist

Honnold Mudd Library cgu.edu/library n I have explored the Honnold Mudd Library website and bookmarked its page. n I have visited Honnold Mudd Library and walked around inside to explore. n I know where the book stacks are for all my areas of study. n I have three favorite places to study and write within the library. n I know where Connection Copy Center and café are.

Honnold Mudd Library Workshops n I have explored the library workshop calendar. n I have attended at least two library workshops.

Citation Management Tools (Zotero, Mendeley, Refworks, Endnote) n I know what citation management is. n I understand the importance of citation management and how scholars use it. I can think of three functions or uses of a citation management app. 1. ______2. ______3. ______n I have attended a citation management workshop at Honnold Mudd Library. n I have selected and installed a citation management app on my computer. n I am using a citation management app to store all my citations and related articles as I do courses, research, and write papers. n I know how to use the “cite and write” function to embed citations as I write papers so that I can generate an accurate and complete reference list or bibliography at the end of the paper.

Research Guides n I know who my disciplinary area subject specialist librarian is. Name: ______n I have browsed through the Research Guide webpages for my disciplinary area. n I have found useful items in the library’s Research Guide pages.

Database Searches n I have met with my subject specialist to get input on the most efective ways to search, and the best periodicals and databases to use. n I know how to write efective search terms and filter my search for peer-reviewed material. n I know how to evaluate sources for validity and relevance. n I understand what peer review is and why peer reviewed scholarship is important.

4-6 Academic Integrity n I have done the Academic Integrity online tutorial on the Honnold Mudd Library website at cgu.edu/academicintegrity. n I have read and understand CGU’s Academic Honesty policy on the CGU website at cgu.edu/academichonesty. n What questions do you have about academic integrity and plagiarism? What is still unclear to you? Write questions here to ask your advisor and/or your subject specialist librarian:

n I have discussed my academic integrity questions with... n My advisor n Other professors n My peers n The Center for Writing & Rhetoric Documentation Style n I know the documentation style for my discipline. Write down what documentation style is used: ______(MLA, APA, Chicago, etc.) n I have bought the documentation style handbook for my disciplinary area. n I have bookmarked online sites for quick reference to my documentation style.

4-7 Writing & Presentation Skills

The Center for Writing & Rhetoric cgu.edu/write n I have bookmarked and browsed the Center for Writing & Rhetoric webpages to understand their services. n I have set up my account with the Center for Writing & Rhetoric’s appointment scheduler (WCOnline) at cgu.mywconline.com and know how to use the scheduler. n I have visited the Center for Writing & Rhetoric. n I have met with a Center for Writing & Rhetoric consultant to find out how they can help me: n Manage and improve my critical thinking n Plan and develop arguments n Integrate sources into my writing n Improve my documentation accuracy and style n Revise and polish my writing n Develop a writing process n Integrate writing consultations as part of my writing process n Develop or polish my oral presentation skills n I know the diferent ways I can use Center for Writing & Rhetoric support and services. n I have attended Center for Writing & Rhetoric workshops. Write the names of some of the workshops you have attended. Plan to attend a few workshops each semester to keep improving your skills. ______n I have read about Center for Writing & Rhetoric Boot Camps and understand their purpose and when I will be able to participate.

Short reflection: Have you used a writing center before and if so, how is the CGU Center for Writing & Rhetoric diferent in the support it ofers? If you have never used a writing center before, how can the CGU Center for Writing & Rhetoric be of use to you? If you are a good writer, what are some ways in which the Center for Writing & Rhetoric can help you push your writing and oral presentation skills even further? Make some notes in this space:

4-8 Your Digital Toolkit

List the digital tools you know how to use and that you think might be useful for graduate and professional life. You might not know what you need yet, but keep a sharp lookout for tools your peers use, that professors recommend, and that are available through school and library resources. Some examples: Productivity tools such as Microsoft Ofce (Word, Excel, PowerPoint) or Apple’s Pages, Numbers, and Keynote; web storage and collaboration tools like Dropbox or Google Drive; self-management tools like Todoist or Workflowy; data analysis packages like SAS, SPSS, R, NVivo; citation management tools like Mendeley or Zotero.

Digital Tools I Use Well Digital Tools I Should Learn

Digital Learning Lab (DLL) cgu.edu/dll n I have bookmarked and browsed the DLL webpages to understand their services. n I have set up my account with the DLL’s appointment scheduler at mywco.com/cgulearning and know how to use the scheduler. n I have visited the DLL and know how to get to their ofces. n I know what tools DLL teaches that I should learn. Write them here: ______n There are tools and skills that DLL teaches that I am not familiar with that I want to find out about: ______n I know the diferent ways I can use DLL support and services. n I have attended a DLL workshop. Write the names of some of the workshops you have attended. Plan to attend a few workshops each semester to keep improving your skills. ______

4-9 Ofce of Information Technology (OIT) cgu.edu/it n I have obtained my student ID card from the Honnold Mudd Library’s Connection Center. For hours and more information, visit cgu.edu/connection. n I have explored and bookmarked the OIT website and understand the diferent services they ofer students. I am interested in: ______n I know where the OIT ofces are in Academic Computing Building (ACB). n I know how to work with helpdesk via email, phone, or in-person for technical needs with email and wireless connectivity. n I have visited the computer labs in the Academic Computing Building, Harper basement, and the Drucker building (Burkle). n I know where the collaboration rooms are in the Academic Computing Building and in Harper basement. n I know what software packages I can download for free or at a student discount. I have/plan to get the following: ______n I know how to print and pay for printing using my student ID card at the computer labs. n I have looked at the computers in the labs and know what software they have that I might be able to use. n I have connected my electronic devices to the correct CGU wifi system (eduroam) n I know how to access and use the student email service and email client. n I understand how to set up email rules and filters. n I know how to set up multiple accounts on one email client to better manage email. n I know how to login and use the MyCGU portal to access resources and important information. n I have downloaded the MyCGU app on my smartphone. n I know how to access Canvas from my portal dashboard and have downloaded the Canvas mobile app. n I know how to navigate Canvas to access and engage with my courses. n I know whom to ask to get help with understanding how to use Canvas efectively. n I know how to access Qualtrics from my portal dashboard. n I know how to use Qualtrics to design surveys. n I know whom to ask to get help with using Qualtrics.

4-10 Your Graduate School Academic Skills Goals and Questions

Having worked through the previous pages, make a list here of items you must work on and any further questions you have. Discuss these with your advisor, with other students, a librarian, or staf members who can help you find the resources or support that you need.

4-11 4-12 4-13 Career Planning Values and Directions

What Is Career Planning and Why Is It Important? It’s never too soon to begin planning your career! Career planning is about more than just getting a job. It’s about the strategic decisions you make and the experiences you gain while at CGU. It takes time and mindful attention to build a strong set of skills, gain the right experiences, and develop the documents you need. Starting early ensures you have enough time and space to position yourself for a successful transition from CGU into the career you desire. By investing in your career plan from Day 1, and working with the Career Development Ofce, Preparing Future Faculty, the Ofce of Alumni Engagement, your advisor and other faculty, as well as with your peers, you will lay a strong foundation for your desired career outcomes as you move through your program and beyond.

Directions for Thinking About Career Planning 1. How much work experience did you have before coming to graduate school? Is graduate school helping you to change careers or will this be a first career? 2. What kind of career path have you in mind? Are you seeking an academic or non-academic career? Do you have a single goal or a few alternative paths you want to explore? 3. How does your choice to do graduate studies connect with your career goals? Do you see a clear path from graduate school to your career after you graduate? Are you in graduate school for other reasons and if so, how does that afect your thoughts about a career after graduate school? 4. What are your biggest challenges in developing a career? Make a list to discuss with the Career Development Ofce. 5. What are some of your strengths that will help you explore and work strategically toward a career? What do I know about researching a potential employer to learn how I might be a good fit for an organization? 6. All aspects of your graduate student life are relevant for career planning. Look at all sections in the ASK Binder and ask: “How does development in this area prepare and position me strongly in planning my career?” 7. Connect with CGU alumni in your desired career fields to help you with career planning. What kinds of questions would you like to ask those who are starting out and/or experienced in your desired career field? 8. How can mentoring and mentoring networks help you in developing a strategic career plan? 9. Designated career development ofces. Drucker students have a designated career counseling ofce that ofers Drucker Pathways, a comprehensive career development program. Students in other departments meet with the CGU Career Development Ofce to develop their own customized career plans.

5-1 5-2 Career Planning Navigator

Career Development Ofce cgu.edu/careers The Career Development Ofce (CDO) would like to meet with you sooner rather than later in your time at CGU to help you optimize career development resources. With sufcient time, you can explore your options, do strong self-assessment, and develop the skills and documents you need for successfully launching into your desired career. n I have explored the Career Development Ofce (CDO) website and bookmarked its page. n I have visited the CDO and spoken to the director and the CDO consultants. n I know what workshops the CDO has planned for the semester. n I have taken/plan to take CDO workshops. n I have met with a CDO consultant to begin working on securing an internship. n I have met with a CDO consultant to begin working on my professional documents to understand best practices in presenting resumes, CVs, and cover letters. n I have met with a CDO consultant to understand the diferent facets of job search, application, interviews, and salary negotiation. n I have downloaded and begun to explore the career road map relevant to my needs. n I have explored the Professional Development pages of the ASK Binder.

Handshake CGU and the Claremont University Consortium’s online recruitment and career development tool n I understand how to use Handshake to find and apply for on-campus jobs. n I understand how Handshake serves my career development needs. n I know how to access Handshake from my portal. n I know how to register for events through Handshake. n I have explored Handshake and created my profile. n I have explored the resources in Handshake. a. Writing cover letters b. Developing CVs and resumes c. Interviewing d. Informational Interviews e. Career timelines f. Job search strategies g. International student tips and directions

5-3 Preparing Future Faculty cgu.edu/pf If you intend to teach in formal academic settings, or do any form of teaching, coaching, or leading others in learning contexts in other settings, use the Preparing Future Faculty (PFF) program to develop this aspect of your career pathway. PFF ofers a Certificate in College Teaching as well as general consulting and coaching services to help you develop skills for inclusive teaching and active learning. n I have explored the Preparing Future Faculty (PFF) website and bookmarked its page. n I have visited the PFF ofce and spoken to the director and the PFF consultants. n I have read the PFF philosophy on its website and see the relevance of inclusive pedagogy to teaching as well as to leadership work in academic and non-academic contexts. n I have explored the PFF Certificate in College Teaching program and understand its flexible and self-paced structure. n I understand the diference between the workshop and coursework pathways as alternative ways to earn the Certificate. n I understand the requirements I must fulfill to earn the PFF Certificate. n I have browsed through the PFF website workshop pages and read the descriptions of the PFF workshops for the semester. n I have registered with PFF tto enroll on its workshop Canvas site so I can access its workshop material. n I understand that even if I do not participate in the Certificate program, I may use PFF consulting services to develop teaching and teaching career application documents such as teaching philosophy statements, diversity statements, course syllabi, lesson plans, and teaching demonstrations. n I have explored the academic career road map in Handshake.

Faculty Career Documents Faculty job applications might require some or all of these items. Which ones have you seen? Are you familiar with what is required to develop these documents? Do you know how long it takes to develop these documents efectively? n Teaching philosophy statement n Diversity statement n Course syllabus n Lesson plan and/or teaching demonstration n Research statement n Electronic portfolios or personal academic and professional websites

Teaching Experience n I have spoken to my advisor about TA opportunities. n I have explored adjunct teaching opportunities and have a plan and timeline for doing this as part of my teaching development at CGU. I have added this to my program plan. n I have discussed adjunct teaching development with the PFF team. n I have discussed how to prepare to teach in an undergraduate setting with the PFF team.

5-4 Thinking of Questions for the CDO As you explore the CDO’s extensive website and resources, allow questions to emerge about your career plans and desires. Even if you entered CGU with a concrete idea about a future career, allow yourself to explore. Do you know how to assess if your plans realistic? How familiar are you with the job market in your field? What are some alternative career paths you would enjoy? Are you short-changing yourself by not exploring alternative options? Use this space to write questions that you can discuss with your advisor and explore with the CDO.

Thinking of Questions for the PFF Program As you explore the PFF website and programs, what questions do you have about careers that include education and leadership, both in academic and non-academic contexts? The PFF Certificate certainly prepares you for careers in academia. Consider how it could help you prepare for careers outside academia in the arts, arts management, arts education, consulting, or in leading teams and organizations? Why are learning, education, and leadership important to you? What previous training have you had? How familiar are you with careers where knowledge and skills for leading and learning are valuable? What experiences, both academic and non-academic, can you secure while in graduate school to ensure you have practical opportunities to integrate what you learn in the PFF program? Use this space to write questions that you can discuss with your advisor and explore deeply with the PFF team.

5-5 5-6 5-7 Professional Development Values and Directions

What Is Professional Development and Why Is It Important? Graduate education prepares you to work in careers at high levels of excellence, engagement, and ethical responsibility in the work you do. You are a leader in working with others and applying your knowledge and skills in your field. Professional development encompasses your professional identity and leadership development and includes understanding and engaging with the larger world of your discipline and chosen career. Strong professional development helps you make connections and demonstrate your expertise in ways that will validate your expertise. Course work alone is not sufcient in graduate school. You must venture beyond course work to engage with other scholars and professionals in your field to position yourself and understand the larger conversations, issues, and developing knowledge in your discipline. As part of your professional development, you will find and engage in activities to develop strong interpersonal and communication skills.

Directions for Thinking About Professional Development 1. What do you know about the key issues, emerging ideas, and important conversations or trends in your discipline? Who can you speak with to explore and develop a clear sense of the landscape of your discipline? a. What questions can you ask your advisor or subject specialist librarians? b. What websites and reading material will help you get a bird’s eye view of your field? 2. How can the Alumni Engagement Ofce help you with professional development? Speak with alumni who are working in the kind of career you aspire to. What kinds of questions would you ask? Who can help you come up with useful questions to ask these alumni?

3. Make a list of areas for professional development that you feel are important for you. Get multiple perspectives to build up a comprehensive list. Talk to the following people and ofces: a. Your faculty or staf advisors and other professors b. Your peers c. The Career Development Ofce team. Explore its career road maps, timelines, and other professional development tools on their website: cgu.edu/careers d. The Preparing Future Faculty team e. The Ofce of Alumni Engagement f. The Student Life, Diversity & Leadership team g. The Graduate Student Council 4. What does professional development mean in diferent context—for scholars, teachers, non-academic careers? Drill down into the kind of career you wish to pursue and ask what facets of professional development are important. Speak with the Career Development team.

5. Find out about and attend special lectures, events, art openings, performances, and workshops provided by your department, other departments and schools, as well as across the Claremont Consortium.

6-1 6-2 Professional Development Navigator

There are many resources on campus that can help you ensure that you are making use of all opportunities for efective professional development to launch you into your career after graduate school. Many things take time to develop, so begin early. Use these lists as a way to discover gaps and items you should discuss with your advisor, other professors, senior students, the Career Development Ofce, Preparing Future Faculty, the Alumni Engagement Ofce, the Student Life, Diversity & Leadership Ofce, and the librarians at the Honnold Mudd Library.

Explore Your Professional Community n I have spoken with my advisor to learn about the important professional associations I should join. n I have checked out the website for the professional associations that are appropriate for my scholarly and professional development. n I have joined at least one professional association. n I have found sections or groups within my professional association in which I can take an active role, for example, graduate student groups, special interest groups by disciplinary topics. n I have explored my options to attend a professional association conference or meeting. n I have spoken to my advisor and peers about how to prepare to get the most from attending a conference or meeting. n I know the important journals and websites/blogs where disciplinary experts publish and engage with each other. n I know the key issues and trends in my discipline, especially in relation to my specific research or interest areas. n I have worked with the Alumni Engagement Ofce to attend professional development and networking events that are relevant to my development. n I have connected with and done informational interviews with alumni who are working in the career areas I aspire to.

6-3 Professional Web Presence n I use social media professionally, for example LinkedIn, Twitter, professional Facebook pages n I use blogging tools like WordPress, Squarespace, etc. n I am aware of and have explored academic social networks such as ResearchGate and Academic.edu, and have taken note of professors from CGU and other institutions who have a web presence in these networks. n I have spoken with the Honnold librarians about scholarly and professional web presence best practices and challenges, and have explored their LibGuide about online presence: cgu.edu/socialmediatools. n I have met and discussed scholarly web presence with a librarian. n I selectively find and follow key researchers and leaders in my field on social media channels. n I separate my personal and professional social media channels. n I am actively building a professional network through my social media. n I regularly update my information and respond to social media connections. n I have spoken with the Career Development Ofce to understand how to set up and use LinkedIn and Twitter for professional development. n I subscribe to and engage with relevant and high-quality professional blogs in my discipline. n I have spoken with the Preparing Future Faculty team about setting up an electronic academic or professional portfolio.

Professional Social Networking Sites Here is a list of social media and web presence tools and platforms to explore. Which do you use? Which should you use? 1. LinkedIn 2. Twitter 3. Facebook (for professional use) 4. Academia.edu 5. Research Gate 6. Google Scholar What other platforms do you know about?

Questions to Consider 1. In what other ways are you present on the internet? Are your personal pages and sites secure? 2. How many profiles or diferent platforms/sites are manageable? 3. How do you connect them all so that you have a single, coherent web presence?

6-4 Professional Communication Email n I use an email client or app to manage all my diferent email accounts. n I know how to write well-constructed, professional emails that are clear and concise. n My emails have informative and brief subject lines, professional terms of address, and signature. n I have asked and found out my professors’ and colleagues’ preferred terms of address. n I respond to emails within a reasonable time frame (within a 24-hour time frame). n I have worked with the Career Development Ofce to improve my email communication.

Oral Communication n I have worked with the Center for Writing & Rhetoric to develop clear and professional oral communication skills for both formal and informal presentations. n I have worked with the Digital Learning Lab and the Center for Writing & Rhetoric to develop my skills in designing and presenting efective and engaging slides and presentations. n I have made an appointment with a Center for Writing & Rhetoric consultant to practice an oral presentation.

Written Communication n I have worked with the Digital Learning Lab to learn about document formatting to present written work that is reader-friendly and professionally formatted. n I have worked with the Center for Writing & Rhetoric to develop a formal academic style of writing that is clear and direct. n I have explored disciplinary journals and/or field-specific documents and know how to write in the required structure and style. n I am aware of my structural, grammatical, and stylistic challenges and have worked with the Center for Writing & Rhetoric to address them.

6-5 6-6 6-7 Networking & Mentoring Values and Directions

What Is Mentoring and Why Is It Important? Graduate school is more than just going to class. You are entering a level of development academically and professionally, developing both subject knowledge expertise and leadership capacities. This is not a journey that is done alone. Your development can be powerfully supported and enhanced through mentoring. A mentor could be someone you know in your academic and professional life who takes an interest in your success and is willing to give you time and attention to help you develop the knowledge, skills, and capacities you need. Rather than depend entirely on one mentor, it is natural and appropriate to develop a network of mentors, as each person can help you develop the diferent facets you need to advance academically and professionally. Your mentors support career or professional development, while also supporting you in social and emotional ways, being sensitive to your identity, background, and lived experiences. Often, therefore, you develop strong professional and interpersonal relationships with your mentors.

Directions for Thinking About Mentoring 1. Have you had a mentor before? If so, what was that experience like? How did you gain from the mentoring experience? If you have not had a mentor before, who can you talk to about mentoring? What resources can you read about mentoring and how it can work for you? 2. Have you mentored someone before? If so, what was that experience like? What did you learn about yourself through the process? 3. In what areas of academic and professional advancement would you like someone to mentor you? 4. In what areas of social and personal development would you like someone to mentor you? 5. How can you prepare yourself to ensure you create the best possible opportunities to benefit from mentoring relationships? 6. How can you use your ASK Binder to help your mentor help you? 7. In what ways can you, in turn, help mentor others? 8. Find out about CGU’s online mentoring and networking resources from the Alumni Engagement Ofce.

7-1 7-2 Networking & Mentoring Navigator

Finding Mentors For each of these areas, make a list of specific knowledge, skills, and capacities you want to develop. In the right- side column, list individuals who might be good mentors for you. Consider your advisor, other faculty members, peers, student leaders, staf members, alumni, formal mentoring programs, as well as individuals outside of CGU.

Mentors at CGU 1. Your academic advisor, who is your primary guide to help you navigate the program work on the diferent aspects of your scholarly and professional development at CGU. 2. Other professors with whom you might develop a strong research/working connection, especially if you are their research assistant or work in their labs. 3. A staf member who can guide you in knowledge and skills in diferent aspects of your professional development. 4. Another student such as a step-ahead peer (someone just a little further along in your program), or students who have diferent working and scholarly experiences to share. 5. Formal mentoring programs at your department or organized by student clubs and the Student Life, Diversity & Leadership team. 6. Alumni are your step-ahead peers who have valuable information and strategies to share with you, both for graduate school and career success.

Mentoring Area Possible Mentors Academic success at CGU

Research and scholarly development

Socialization and connection to the broader field/discipline

Interpersonal and communication skills

Emotional well-being, self- management, life balance

Career-related professional development

7-3 Mentoring Checklist n I am actively connecting with potential mentors. n I have investigated formal mentoring programs at CGU through my department or the Student Life, Diversity & Leadership (SLDL) unit. n I have explored mentoring programs and opportunities in my professional associations.

Mentoring Process To benefit from mentoring, you must develop the following abilities or learning strengths. n Identify what you know and do not know. n Formulate and ask specific questions. n Seek and be open to feedback. n Be prepared to be vulnerable in your learning and development process. n Acknowledge difculties and challenges honestly and in a timely manner to give your mentor the best chance to help you. n Be sensitive to your mentor’s generosity of time and attention and make the most efective use of your time together.

Reflection on Mentoring and Networking Strengths Write briefly about the kinds of experiences you have had so far that have helped you develop some of these learning strengths. Think of how you can develop these strengths fully, and opportunities on and of campus that will help you do that. Also write questions that arise in this reflection that you can ask your advisor, a peer, or a staf member.

Mentoring and Your Advisor Write questions here about mentoring and networking in your discipline to discuss with your advisor. Think about mentoring and networking through attending and presenting at conferences and professional association events. Explore their websites to seek out possible opportunities to discuss with your advisor. Discuss opportunities for mentoring and networking through internships, research projects and labs in your discipline; what other ways are there to network and find mentors.

7-4 7-5 Student Life, Diversity & Leadership Values and Directions

What Is Student Life, Diversity & Leadership and Why Is It Important? In graduate school, you prepare for a career and the rest of your life. It is critically important to do more than just go to class. Course work helps you ready yourself academically. But academic success that leads to career and life success depends on self-management, leadership, connecting with others, and the many personal strengths and skills that you develop when you engage in the life of a community. Diversity and inclusivity matter to the CGU community. We seek to reach out to all students and all identities to form a strong community. We value the myriad identities, experiences, and stories you bring with you as part of the excellence in scholarship and graduate student life that we aim to foster. Each student who enters CGU is a unique individual, but all of us share a common humanity. We invite you to find your niche with the diferent organizations that can support your needs and interests, while also connecting across diverse groups, experiences, and ideas. Engaging with this community will make visible the myriad support systems and resources that you can draw on for success. You will also find spaces, people, and opportunities that speak to your interests and needs. Graduate school can be a time of hard work, deep thought, and great camaraderie and support; it is where you can make networks for success and friends for life. Whether you do this or not is entirely in your hands; only you can make it so. Reach out and engage.

Directions for Thinking About Student Life These questions help you reflect and prepare to use the navigation tools and checklists efectively. n What are some of my specific academic needs and interests? n What are some of my non-academic needs and interests? n When I contemplate the demands of my academic work at CGU, what are some barriers or challenges that I anticipate and who can help me think strategically to manage them? n What are the strengths I bring to CGU that can help me succeed? What strengths do I have that will allow me to contribute to help my peers? Where might I play a leadership role, formally or informally? Who can I speak with about this? n Where are the places and the organizations at CGU that are engaging students in connecting with each other and developing interpersonal and leadership skills? How can I be involved? n Visit the Student Life, Diversity & Leadership (SLDL) Ofce to find out more about how we seek to work inclusively with all students at CGU and how you can get involved.

8-1 8-2 Student Life Planning Navigator

Get of to a strong start in engaging with your community at CGU. Use this checklist to find out about and connect with valuable resources and people at CGU.

The name of my dean of students and the ofcial website (bookmark this for easy access): ______What are three critical roles of my dean of students in relation to my success at CGU?

Student Life, Diversity & Leadership (SLDL) ofce administrator names and website (bookmark this for easy access): ______The Student Life, Diversity & Leadership (SLDL) Ofce works to engage students, faculty, and staf in ways that promote and develop an inclusive and diverse environment. Beyond raising awareness of issues, SLDL helps the CGU community attain our shared values by advocating for social justice and working to institutionalize policies of equity and inclusion into the fabric of the university.

Write the names and roles of the SLDL team:

What are three critical roles of the SLDL ofce in relation to my success at CGU?

8-3 Exploring Student Life Engagement Opportunities

Student life is more than just joining student clubs and attending events. Student life is a gift, an opportunity to enhance and develop skills and strengths, and to develop networks that can help you grow and succeed in graduate school and beyond. Here is a short checklist to get you started. But remember, you create your student life so let your interests and needs lead you ... Be creative and connect!

The Ofce of Student Life, Diversity & Leadership (SLDL) n I have visited the SLDL house. n I have attended a social event at the SLDL. n I have attended a scholarly event at the SLDL. n I have participated in a leadership or diversity workshop. n I have explored the SLDL website in the portal and bookmarked its key pages. n I know where to find the SLDL calendar. n I have spoken to the SLDL staf about their mentoring programs.

Graduate Student Council n I have attended a GSC general meeting. n I know who the GSC Executive Board Members are: President: ______Vice President: ______Secretary: ______Treasurer: ______

n I know my school delegate on the GSC. His/Her/Their name is: ______n I understand the role of the GSC in advocating for students and building community. n I have attended a GSC hosted event. n I have explored how I can engage to serve with the GSC.

Student Clubs/Organizations and School Associations n I have ascertained if my school has a formal student association and have met the students who are involved in running it. n I understand the role of my school’s student association and how I can engage with it. n I know where to find information about the diferent student clubs and organizations. n I have participated with clubs and organizations that are relevant and interesting to me. n I have taken leadership roles in student associations and clubs.

8-4 Exploring Diversity of Identity Who we are, our histories, and the contexts from which we come play a part in how we journey through graduate school. Each one of us embodies multiple facets of identity and experience that we bring to everything we do. And we each seek to belong to a community that we value and that in turn values us. How many of these facets of identity and experience apply to you? n I am a person of color and identify as ______n I am a person of faith and practice a religion ______n I am an international student. n I am a first-generation graduate student. n I am a returning student, having spent years after undergraduate education in a career. n I am a full-time student. n I am a part-time student. n I need accommodation for a physical or learning disability. n I live close to CGU. n I commute quite a distance to CGU. n I work full-time. n I work part-time. n I only work on campus. n I struggle financially. n I struggle with physical, learning, or mental health challenges n My gender identity is ______n My sexual orientation is ______n I am a parent with children, or care for others who depend on me (for example, parents, relatives). n I have a partner/spouse.

What other facets of identity and experience can you add to the list?

We hope this checklist makes you aware of how much you bring to your progress through CGU, and also how complex you are in the connections you seek consciously or unconsciously. Depending on your particular intersection of identities and experiences, think about the kind of communities you want to engage with that would be strong resources and support for you. Explore the organizations at CGU and in the wider Claremont University Consortium that might be just what you need.

8-5 Diversity and Community: Finding Your Space at CGU Diversity and inclusivity matter to the CGU community. And we recognize your need to find afliation groups for support and resources. Check out these spaces and how they can be a good resource for you:

n Chicano Latino Student Association (CLSA) n Ofce of Black Student Afairs (OBSA) n Queer Resource Center (QRC) n CGU Disability Services and the Student Disability Resource Center (SDRC) n McAlister Center—a multi-faith center for spiritual life and well-being n International Place (iPlace)

n I have read their mission statement and their programming. n I have selected events and workshops that will be useful to me for academic, professional, and personal development for success in graduate school and in life. n List three ways that engaging with ______helps me become more integrated and successful in graduate school.

n List three ways in which engaging with ______builds my confidence in my identity.

Is there an specific group you would like to see that is missing? Speak to the SLDL team about it and to see if they can help you find something.

8-6 Growing Through Community Engagement

Looking Back to Student Life at My Last Institution Think about your last institution of study. Were you actively engaged with your peers and the student community outside of class? What were your opportunities and challenges or barriers to engagement? What did you find valuable? What questions arise about how you might have gotten more from student life in your previous tenure as a student that would have helped you academically, professionally, and personally?

Looking Ahead to Student Life at CGU Think of three good reasons why engaging in student life, diversity and leadership at CGU can help you for each of these areas of development: 1. Academic development ______

2. Professional and career development ______

3. Personal/identity development ______

Taking Initiative Many of our student clubs and activities have grown out of the initiative of a few students who were passionate about something. Is there an idea or interest you have that might take root and grow at CGU? Ask how you can make something happen, how you can bring your knowledge, skills, and capacities to contribute to the life of the university. In doing so, you too will grow in your leadership. Consider these questions to help you think about this: 1. Are there student organizations in which my knowledge, skills, and interests would fit? ______2. Who do I contact in these organizations to explore how I can contribute? ______3. How can the GSC or the team at SLDL advise me on connecting with others and sharing my ideas and interests? ______

8-7 Consider Your Leadership Skills Which of these are your strengths? If you have an area you are strong in, how can you use it to help others and yourself at CGU? Which of these do you want to develop or improve? Who can you talk to and where are the resources and opportunities to help you develop these capacities?

This is my I want to Strength strength Improve I seek to understand the viewpoints of others. I see diferences as valuable to any collective efort. I speak up to share my ideas and perspectives. I am comfortable speaking up in public. I am good at presenting ideas in public. I can modify and change my ideas and perspectives. I seek feedback as a valuable way to improve and develop myself and the work I do. I accept feedback without being defensive. I can justify my ideas and perspectives using valid evidence and reasoning. I take responsibility for my words and actions. I share my experiences with those who come after me to help them grow. I know how to balance my time and energy among my multiple roles and responsibilities. I seek my own wellness physically, emotionally, and intellectually so that I can fulfill my responsibilities. I find ways to flourish so that I can enjoy what I do. I am good at giving constructive feedback to others. I know how to facilitate good discussions that help others share their ideas and perspectives. In team work, I do my part toward meeting team goals and deadlines. I enjoy problem-solving. I have strong self-management abilities (managing time, organizing resources, coordinating with other people’s schedules) Please note that this is not an exhaustive list; it gets you started. We invite you to add to this list as you explore and discover other strengths:

8-8 8-9 Self-Management, Health & Balance Values and Directions

What Is Self-Management, Health, and Balance and Why Is It Important? Graduate school demands a great deal from us. We stretch our minds exploring vast territories of knowledge, we push ourselves physically in managing responsibilities to our academic work, our jobs, and our families and communities. We never get enough sleep or rest… we neglect friends, family, and health… we are distracted by social media… we have too much cofee, guilt, and eyestrain. To succeed and to flourish, we must ensure that we look after the sources of our motivation and energy. These sources are rooted in the strengths we build in body, mind, and spirit. And so, success demands that we know ourselves, acknowledge our strengths and limitations, seek out ways to nourish these strengths and work through our limitations, and find the resources that can help us do this. In short, finding a balanced approach to wellness lays a strong foundation for sustained work and success.

Directions for Thinking About Graduate Study Skills In thinking through these questions, you are priming yourself to seek out people and resources at CGU and the Claremont Colleges to help you develop and maintain balance and well-being. Time. What habits of efective time-management do I bring with me? What are some of my challenges with managing time? How do my expectations for academic and professional development and career planning afect the way I use my time? Energy and Emotions. What lifts my spirits? What do I do that gives me energy and joy? What are some ways to continue or bring more of this into my work and life as a graduate student? Health and Abilities. What life habits keep me strong and healthy? What are some challenges to these habits that I might face as a graduate student? Do I have health or ability challenges (both physical and learning challenges) for which I will need support? Belonging: Community and Identity. What kind of community do I want or need to help me maintain balance and well-being in my graduate student life at CGU? How do I find or create such a community? Which of my peers might share this interest?

9-1 9-2 Health & Wellness Navigator Bringing Intentionality Into the Work You Do

“ Deep work is when you focus without distraction on a cognitively demanding task ... You work on it as hard as your brain is capable for an extended amount of time without any distractions.” Cal Newport, Associate Professor of Computer Science at Georgetown University and author of Deep Work, 2016

The reality of graduate school mirrors the reality of life and career. It’s not about finding a ton of time to get work done, to work without multiple demands on our energy and time. As scholars and professionals working at high levels of excellence, we will always have multiple roles and responsibilities.

Time Management Is About Balance The number one skill recommended by CGU graduates as they complete their studies is time management.

Balance Pairs Some balance pairs are listed below. How many other balance pairs can you think of from your own life?

now-future moving-still work-study writing-thinking work-play routine-surprise self-others

9-3 Making Your Responsibilities Explicit

You are a graduate student. This comes with a set of responsibilities. List what you think they are. Remember to discuss this with your advisor. What roles and responsibilities might you have overlooked?

What are your other roles in life? Consider roles in your workplace, in your family, among your friends, and in your community. Fill in this space with your diferent roles and responsibilities.

employee student neighbor friend parent

9-4 Becoming Aware of Your Time and Energy Patterns

Think about your undergraduate days, as well as how you do things at home, socially, and at work. Recall instances when you found the time and energy to work efectively and get things done on time. What strategies, circumstances, and support made that possible?

List your three biggest distractors. What gets in the way of doing your best, most focused work?

What makes it possible for you to do your best, most focused work? List three strategies you use.

Talk to other graduate students about their best strategies for focused work and avoiding distractors. Write some ideas you think will work for you here.

Ask your advisor for his/her best strategies for managing a graduate workload in balance with your other roles and responsibilities. Write some ideas here that you think will work for you.

9-5 Ideas for Self-Management “A goal without a plan is just a wish.” Antoine de Saint-Exupéry

Managing Time and Workload I have a study or work group of peers I meet with regularly. n I know where on campus I can focus to do deep work. List at least three places: ______

n I am able to do focused work at home. n I make “appointments” in my calendar to block out and protect time for deep work. n I log the work I have completed to keep track of what I have done. n I work with my advisor to set goals for moving ahead in my program. n I have both short- and long-term goals toward completing my degree.

Taking Care of Physical and Spiritual Health n I have a regular practice to unwind and relax that does not include social media. n I spend time each week doing something active outdoors (walking, gardening, hiking). n I have hobbies that absorb my attention. n I regularly engage in creative activities (cooking, art, movement, making stuf). n I have ways to recharge emotionally and spiritually. n I know about and have sought accommodations for my physical and mental health learning needs.

Making Connections for Wellness n I have a supportive network of peers at CGU. n I have a supportive network of friends outside of CGU. n I know at least one person outside of my immediate family who I can talk to. n I have explored the diferent sources of mentoring at CGU. n I have a peer-mentor at CGU. n I have explored wellness and self-management resrouces at CGU and the Claremont University Consortium.

9-6 Proactivity: Checking Out Heath, Wellness, and Time Management Resources I have a study or work group of peers I meet with regularly. n I know about the dining halls and cafeterias at the Claremont Colleges and have visited them to try them out. Check out the resource booklet in your ASK Binder. What are your favorite dining and cofee places on campus outside of Hagelbarger’s? Name three places you have visited: ______n I have visited Student Health Services to check out what they can ofer me at cgu.edu/health. n I have read about the support programs ofered by the Monsour Counseling and Psychological Services at cgu.edu/monsour. n I have explored the Student Life, Diversity & Leadership (SLDL) ofce for sources of mentoring and wellness support at cgu.edu/sldl. n I have visited McAlister Center and explored the Ofce of the Chaplains website to understand how they serve both religious and secular spiritual needs at cgu.edu/chaplains. n I understand the role of the Ofce of Disability Services at CGU and at CUC and have checked it out in relation to my needs. Visit cgu.edu/disabilityservices for more information. n I have found out what recreation spaces and centers at the Claremont Colleges are open to me and can serve my recreational and physical health needs. n I understand the Title IX policy at CGU and have visited the webpage at cgu.edu/titleix. n I have browsed the 7C Violence Prevention and Advocacy website and understand the resources available at cgu.edu/empower.

Proactivity: Checking Out Events at the Claremont Colleges Being a member of the Claremont University Consortium gives you a wide range of opportunities for events such as talks, workshops, art shows, dance, drama, and music performances. Many events are free. n I have bookmarked the Claremont Colleges event calendar on my browser. n I have selected events I am interested in attending. n I have attended events at the Claremont Colleges beyond CGU events. List three events you have attended: ______

9-7 9-8 Walk the Colleges health education outreach

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9-9 Walk the Colleges health education outreach

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9-10 claremont university consortium health education outreach Fitness Pomona College, Rains Athletic Center Monsour Counseling Center (MCAPS) (909) 621-8202 Fitness center, pool, basketball/track/tennis courts. Brief therapy, Psychiatric medication management. Paid membership. Eight free sessions per year, 24-hour on-call crisis service. Info: http://www.sagehens.com/information/facilityinformation/rainscenter http://www.cuc.claremont.edu/monsour/ Harvey Mudd College, Linde Activates Center (LAC) Student Disability Resource Center (909) 607-7419 Limited ftness area and equipment. Resources and support for students with disabilities. Free with ID. No guests. 11:30 a.m.–1:30 p.m. Assistance with seeking accommodations. http://www.cuc.claremont.edu/sdrc/ Pitzer College, Gold Student Center Yoga, pilates, gym, and pool Student Health Services (909) 621-8222 Free with ID,. No guests. Full-service medical care. Info: http://pitweb.pitzer.edu/student-life/gold-student-center/ http://www.cuc.claremont.edu/shs/ PP & CMS Recreation/Club Sports http://sagehens.com/sports/intramural/index Cafés and Courtyards http://www.cmsathletics.org/campus-rec/index Te Grove House, North of Mead Hall, Pitzer College Scripps College, Tiernan Field House Daily menu of homemade entrees, sandwiches, and cookies. Full ftness center, pool, and group classes. http://www.pitzer.edu/student_life/grove_house/ Paid membership. Accepts cash and Claremont Cash Info: http://www.scrippscollege.edu/campus/tiernan-feld-house/ Hagelbarger’s, McManus Hall, Claremont Graduate University (909) 607-3297 Scripps only hours, women only hours, co-ed hours. Daily lunch specials, beer, and wine. Walk the Colleges Eight outlined routes around Claremont—map on back of pamphlet. Honnold Café, Honnold Mudd Library, South Entrance Fresh brewed cofee and café drinks. Pomona College, Te Wash Grab and go sandwiches, sushi, salads, and desserts. Enjoy 40-acres of rustic paths with live oaks and native vegetation. Hours: http://www.cuc.claremont.edu/cafe/ Located east of Seaver Teater, south of Athletics Te Motley, Seal Court, Scripps College Enjoy hand-crafted cofee, the living room, or the relaxing ambiance of Seal Court. Wellness Support and Resources Accepts cash and Claremont Cash Health Education Outreach (909) 607-3602 Te Pit Stop, Bernard Hall/Scott Courtyard, Pitzer College Free wellness support and resources, relaxation room, biofeed back, one-on-one wellness Enjoy cofee, espresso, sandwiches, wraps, and salads. Indoor and outdoor seating. and health education, registered dietitian, ongoing stress and wellness programming. Accepts cash and Claremont Cash http://www.cuc.claremont.edu/healtheducation/ Sagehen Café and Smith Campus Center, Smith Campus Center, Te HIVE @ Pomona College (909) 607-9248 Pomona College (909) 607-8637 A space to accelerate creative development. Looking for a restaurant style meal? Tis is the place. http://creativity.claremont.edu/ Enjoy outdoor seating and a study/relaxing area by the fountain. McAlister Center for Religious Activities (909) 621-8685 Accepts credit cards, cash and Claremont Cash Religious and spiritual programming and support for students. Weekly prayers and services. Margaret Fowler Garden/Rose Garden/Edwards Court, Scripps College Eight free sessions per year, 24-hour on-call crisis service. Need a calm, quiet place? Scripps is known for quiet gardens and peaceful courtyards. http://www.cuc.claremont.edu/monsour/ http://www.scrippscollege.edu/about/campus-guide/ (Campus Beauty)

9-11 claremontclaremont university university consortium consortium health educationhealth education outreach outreach FitnessFitness PomonaPomona College, College, Rains Athletic Rains AthleticCenter Center MonsourMonsour Counseling Counseling Center (MCAPS) Center (MCAPS) (909) 621-8202 (909) 621-8202 Fitness center,Fitness pool, center, basketball/track/tennis pool, basketball/track/tennis courts. courts. Brief therapy,Brief Psychiatrictherapy, Psychiatric medication medication management. management. Paid membership.Paid membership. Eight freeEight sessions free persessions year, per 24-hour year, 24-houron-call crisis on-call service. crisis service. Info: http://www.sagehens.com/information/facilityinformation/rainscenterInfo: http://www.sagehens.com/information/facilityinformation/rainscenter http://www.cuc.claremont.edu/monsour/http://www.cuc.claremont.edu/monsour/ Harvey MuddHarvey College, Mudd College, Linde Activates Linde Activates Center (LAC) Center (LAC) Student StudentDisability Disability Resource Resource Center Center(909) 607-7419 (909) 607-7419 Limited fLimitedtness area ftness and areaequipment. and equipment. ResourcesResources and support and for support students for withstudents disabilities. with disabilities. Free withFree ID. with No guests.ID. No 11:30guests. a.m.–1:30 11:30 a.m.–1:30 p.m. p.m. AssistanceAssistance with seeking with accommodations. seeking accommodations. http://www.cuc.claremont.edu/sdrc/http://www.cuc.claremont.edu/sdrc/ Pitzer College,Pitzer College, Gold Student Gold StudentCenter Center Yoga, pilates,Yoga, gym, pilates, and gym, pool and pool Student StudentHealth ServicesHealth Services (909) 621-8222 (909) 621-8222 Free withFree ID,. with No ID,.guests. No guests. Full-serviceFull-service medical care.medical care. Info: http://pitweb.pitzer.edu/student-life/gold-student-center/Info: http://pitweb.pitzer.edu/student-life/gold-student-center/ http://www.cuc.claremont.edu/shs/http://www.cuc.claremont.edu/shs/ PP & CMSPP &Recreation/Club CMS Recreation/Club Sports Sports http://sagehens.com/sports/intramural/indexhttp://sagehens.com/sports/intramural/index Cafés Cafésand Courtyards and Courtyards http://www.cmsathletics.org/campus-rec/indexhttp://www.cmsathletics.org/campus-rec/index Te GroveT eHouse, Grove NorthHouse, of North Mead of Hall, Mead Pitzer Hall, College Pitzer College Scripps College,Scripps College, Tiernan TiernanField House Field House Daily menuDaily of homemademenu of homemade entrees, sandwiches, entrees, sandwiches, and cookies. and cookies. Full ftnessFull center, ftness pool, center, and pool, group and classes. group classes. http://www.pitzer.edu/student_life/grove_house/http://www.pitzer.edu/student_life/grove_house/ Paid membership.Paid membership. Accepts cashAccepts and cash Claremont and Claremont Cash Cash Info: http://www.scrippscollege.edu/campus/tiernan-Info: http://www.scrippscollege.edu/campus/tiernan-feld-house/feld-house/ Hagelbarger’s,Hagelbarger’s, McManus McManus Hall, Claremont Hall, Claremont Graduate Graduate University University (909) 607-3297 (909) 607-3297 Scripps onlyScripps hours, only women hours, onlywomen hours, only co-ed hours, hours. co-ed hours. Daily lunchDaily specials, lunch beer,specials, and beer, wine. and wine. Walk theWalk Colleges the Colleges Eight outlinedEight outlinedroutes around routes Claremont—map around Claremont—map on back ofon pamphlet. back of pamphlet. HonnoldHonnold Café, Honnold Café, Honnold Mudd Library, Mudd Library, South Entrance South Entrance Fresh brewedFresh co brewedfee and co caféfee anddrinks. café drinks. PomonaPomona College, College, Te Wash T e Wash Grab andGrab go sandwiches, and go sandwiches, sushi, salads, sushi, and salads, desserts. and desserts. Enjoy 40-acresEnjoy 40-acresof rustic pathsof rustic with paths live withoaks liveand oaksnative and vegetation. native vegetation. Hours: http://www.cuc.claremont.edu/cafe/Hours: http://www.cuc.claremont.edu/cafe/ Located Locatedeast of Seaver east of T Seavereater, Tsoutheater, of southAthletics of Athletics Te Motley,Te Motley,Seal Court, Seal Scripps Court, CollegeScripps College Enjoy hand-craftedEnjoy hand-crafted cofee, the co livingfee, the room, living or room,the relaxing or the ambiancerelaxing ambiance of Seal Court. of Seal Court. WellnessWellness Support Support and Resources and Resources Accepts cashAccepts and cash Claremont and Claremont Cash Cash Health EducationHealth Education Outreach Outreach (909) 607-3602 (909) 607-3602 Te Pit Stop,Te Pit Bernard Stop, Bernard Hall/Scott Hall/Scott Courtyard, Courtyard, Pitzer College Pitzer College Free wellnessFree supportwellness and support resources, and resources, relaxation relaxation room, biofeed room, back, biofeed one-on-one back, one-on-one wellness wellness Enjoy cofEnjoyee, espresso, cofee, sandwiches,espresso, sandwiches, wraps, and wraps, salads. and Indoor salads. and Indoor outdoor and seating.outdoor seating. and healthand education, health education, registered registered dietitian, dietitian, ongoing stressongoing and stress wellness and programming.wellness programming. Accepts cashAccepts and cash Claremont and Claremont Cash Cash http://www.cuc.claremont.edu/healtheducation/http://www.cuc.claremont.edu/healtheducation/ SagehenSagehen Café and Café Smith and Campus Smith Campus Center, Center,Smith Campus Smith Campus Center, Center, Te HIVET e@ HIVE Pomona @ Pomona College College (909) 607-9248 (909) 607-9248 PomonaPomona College College (909) 607-8637 (909) 607-8637 A space toA acceleratespace to accelerate creative development.creative development. Looking forLooking a restaurant for a restaurant style meal? style T meal?is is the T place.is is the place. http://creativity.claremont.edu/http://creativity.claremont.edu/ Enjoy outdoorEnjoy outdoorseating and seating a study/relaxing and a study/relaxing area by the area fountain. by the fountain. McAlisterMcAlister Center for Center Religious for Religious Activities Activities (909) 621-8685 (909) 621-8685 Accepts creditAccepts cards, credit cash cards, and cash Claremont and Claremont Cash Cash Religious Religiousand spiritual and programmingspiritual programming and support and for support students. for Weeklystudents. prayers Weekly and prayers services. and services. MargaretMargaret Fowler Garden/RoseFowler Garden/Rose Garden/Edwards Garden/Edwards Court, Scripps Court, CollegeScripps College Eight freeEight sessions free persessions year, per 24-hour year, 24-houron-call crisis on-call service. crisis service. Need a calm,Need quiet a calm, place? quiet Scripps place? is Scripps known is for known quiet forgardens quiet and gardens peaceful and courtyards.peaceful courtyards. http://www.cuc.claremont.edu/monsour/http://www.cuc.claremont.edu/monsour/ http://www.scrippscollege.edu/about/campus-guide/http://www.scrippscollege.edu/about/campus-guide/ (Campus (Campus Beauty) Beauty)

9-12 9-13 Financial Literacy Values and Directions

What Is Financial Literacy and Why Is It Important? Financial literacy is the ability to understand the dynamics of how we earn, use, and manage our money. To do this, you need knowledge and a set of skills that will help you to make informed and efective financial decisions when planning financial support and budgeting for graduate school. For efective financial planning, you need three things: 1. A clear understanding of your needs, both short- and long-term, and your eligibility for diferent types of financial support. 2. Knowledge of financial resources and policies at CGU and an understanding of how to view financial aid information in your MyCGU portal. 3. Knowledge of whom to ask in Financial Aid and/or Student Accounts for help with questions and for help creating a sound financial plan that will support you instead of burdening you with unnecessary debt.

Directions for Thinking About Financial Literacy 1. Are you an international student and what are the options you have for financial support both in your home country and at CGU? 2. Have you had experience making personal financial plans that project income and expenses over a short- and long-term? 3. What might be some projected financial challenges you will face as part of going to graduate school? Will your current income, if you are working, be afected? Are there life events that you anticipate that may afect your finances? What are some of your financial anxieties or questions as you think about going to graduate school? 4. What are some financial planning knowledge, skills, and strengths you bring with you? 5. Who do you know at CGU or beyond who is a great financial planner and has managed their finances well? What can they tell you about best practices in financial planning and budgeting? 6. Have you ever done a Google search for “financial literacy and graduate students” to see what resources are available online? Check out these resources: Salt (saltmoney.org), Mint (mint.com), and iGrad (igrad.com). 7. Have you explored the web pages for Financial Aid and Student Accounts at CGU? What are some things you see that you do not understand? Do you know who to contact with questions?

10-1 Financial Literacy Navigator

n I have explored the web pages for Financial Aid at cgu.edu/aid. n I have explored the web pages for Student Accounts at cgu.edu/accounts. After exploring the pages, you will have ideas and information for a good financial plan, as well as questions and a need for more information. Write your notes here and speak to someone on the Financial Aid team. Do this early so that you have time to plan your graduate studies efectively taking your financial situation into account.

10-2 Financial Aid & Student Accounts Checklist

Use this list to alert yourself to aspects of Financial Aid and Student Accounts that you might not know about, or that you have not explored sufciently or the names of the Financial Aid team members. n I have explored the web pages for Financial Aid at cgu.edu/aid. n I know the names of the Student Account team members. Write them in the space below. Highlight those you have met and spoken with.

n I know the names of the Financial Aid team members. Write them in the space below. Highlight those you have met and spoken with.

n I have explored the options for financial aid and understand what my eligibility is. n I understand the FAFSA (Free Application for Federal Student Aid) must be completed to apply for Federal financial aid. Federal aid is available for a US citizen or permanent resident. n I know the diference between department fellowships, work-study awards, federal and private loans, third- party sponsorship, research assistantships, and teaching assistantships. n I have spoken with my program coordinator and advisor about my department fellowship and understand the terms and conditions for receiving it. n I have explored opportunities for research and teaching assistantships with my advisor. n I have explored financial aid options with my international student coordinator. n I have worked on a financial aid action plan. n I know how to use the financial aid calculator to calculate how much I owe for tuition after subtracting my financial aid. n I have taken existing loans and financial obligations into account in creating my financial plan for graduate studies. n I have spoken to the Financial Aid team to help me make a efective financial plan. Write the name of the person you worked with: ______n I know when tuition payment deadlines are and have marked them on my calendar. n I know how to access and read my invoice in MyCGU.

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