Celebrating The One Year Anniversary of SSWR DSC Newsletter

By Alberto Cifuentes, Jr. & Pari Shah

History of SSWR DSC Bi-Monthly Monitor

At the SSWR Doctoral Luncheon in January 2020, the Doctoral Student Committee (DSC) Communications Subcommittee surveyed participating doctoral students about their knowledge of the subcommittee’s current activities and desires regarding the future activities of the subcommittee. They received completed surveys from thirty-one (31) attendees.

Twenty-four (24) respondents provided feedback regarding the type of activities they would like the subcommittee to conduct on their behalf. All participants were able to provide multiple ideas. The most commonly mentioned ideas in order of frequency were:

Doctoral Student Working Groups: Create opportunities for the collaboration of PhD students based on method, topic or population
Funding Opportunities: Provide information on fellowships, grants, etc.
Job Search Support: Advertise job postings and provide job-search advice
PhD Advice: Provide curated information on nurturing mentor relationships, self-care practices, etc.
Professional Development Advice Column: Provide curated information on publication tips, developing a research trajectory, etc.
Social Welfare Research News Digest: Provide a regular, timely series that highlights relevant information for Doctoral Students that would be sent via email and posted.

Based on these findings, the committee created an action plan around the piloting of a monthly newsletter. They decided that the newsletter would be created by the Communications subcommittee under the supervision of the subcommittee chair or co-chairs. The authoring, design, and copyediting of the newsletter would be completed collaboratively by members of the subcommittee. The newsletter would feature content from the following areas: professional development, jobs, funding, self-care, general PhD student advice, and SSWR and SSWR DSC updates. Each newsletter will be themed based on a current event or the time of year to allow the newsletter to have a sense of continuity and flow.

SSWR DSC Bi-Monthly Monitor Impact

The creation of the DSC newsletter has created a ripple effect impact on both the members of the committee and the students it was created for. The format of the newsletter has landed itself to doctoral students as a space to express creativity, write freely, and pursue meaningful conversations about important global topics. In academia, and as students especially, we often are focused on academic writing and publishing as a way of exemplifying our learning as well as academic currency. In creating a DSC newsletter, we fostered the rare opportunity for us, doctoral students, to discuss important conversations in an informal way.

Moreover, the newsletter allowed students from multiple different universities to connect and share experiences across social work in higher education as a whole, rather than only connect within our individual institutions. When the cohort of students on the committee decided to create and disseminate this newsletter, we were just entering the first few weeks of the global pandemic, and little did we know how important this way of processing and connecting would be.

In the last year of the DSC newsletter, we have released eight (8) issues on various topics including, self-care, professional development, job market, dissertation writing, and more. Our most popular newsletters included the following issues:

Back to School (1st Issue) (1041 visits)
Anti Racist Pedagogies and Practices in Academia (639 visits)
Mental Health Issue (543 visits)
Black History Month (505 visits)
Voting Issue (474 visits)

While our most read issue was our very first issue in August of 2020, we have continued to see our readers take an interest in our newsletter on various topics and narratives. As aforementioned, the newsletter has not only had high engagement with students and readers across the nation, but it also has held significant meaning for the folx who are writing these pieces. A few members shared:

“Writing and editing the DSC newsletter has been a very cathartic experience for me. I’m usually able to write about topics in the newsletter that I would find more difficult to write about in the classroom. When I was able to write about imposter syndrome for one of the issues, I felt an incredible burden being taken off my shoulders. The DSC newsletter gave me the freedom to reflect on my challenging experiences as a doc student, and it’s been incredibly healing overall.” - Alberto Cifuentes, Jr., SSWR DSC Communications Co-chair, 2021-2022

“For me, writing for the DSC newsletter has allowed me to recenter and ground myself in my PhD program and the world. The newsletter allows me to pose big questions, critique systems, share emotions, and be myself as a whole person. My favorite part about writing for the DSC newsletter is that I get to hear the narratives of my peers and connect with students across the nation. Most importantly, we do this because it matters, and I can always feel that energy from this committee while writing.” - Pari Shah, SSWR DSC Communications Co-Chair, 2021-2022

"Launching this newsletter with my fellow PhD students was one of the most meaningful experiences I have had during my doctoral career. Creating an opportunity for students to speak directly to other students about important topics that will shape the future of our field, such as racial justice, and a location for students to find information that will enable them to be successful scholars and happy people was an unforgettable experience." - Dominique Mikell, SSWR DSC Communications Chair, 2020-2021

We are grateful to have the opportunity to write meaningful pieces for our peers, build collective resources, and elevate one another throughout the journey of being a doctoral student. We plan to continue the newsletter for as long as it continues to hold meaning for doctoral students. Please don’t hesitate to reach out to us via the "Contact Us" link on our website if there is something that you would like to see in one of our future newsletters!

Thank you for following along this past year, and we look forward to celebrating many more years of the SSWR DSC Bi-Monthly Monitor!

Editorial: What I Wish I Had Known As A First Year PhD Student

By Agnès Nzomene Kahouo Foda

I am often asked about my experience in the doctoral program, but this is really the first time I am being asked about “What I would've liked to know or wish I would've known before enrolling in a doc program?” Looking back, and thinking seriously about it, I wonder if my answer will come off as if I do not appreciate the chance of being in a doctoral program. However, before I start, I would like to take this opportunity to say that I am very grateful for the opportunity to be in a PhD program here at the University of South Carolina. From where I started, my college education began here in the United States at a community college in Jersey City only hoping to learn English. Looking at how far I have come, I think I made remarkable progress, and I do not believe my determination alone was enough.

Honestly, there are several things I wish I knew before coming to the doctoral program. From my experience, one of the most important things I wish I knew would be having a concrete idea of what the cost of completing a PhD would be, and understanding what having full tuition and stipends means. The stipends may sound like something very fancy and a lot of money, but when considering all of the costs of housing, expenses related to school supplies, and books, I wish I had given it a second thought before enrolling in a doc program. So, I will say that it is important to really evaluate the living costs in the state where the university where you were accepted is,before choosing. In addition, it is practically impossible to work more than twenty hours a week and be effective in doing the school work. Working outside the graduate assistantship, in reality, is impossible while in the program, especially when going through the course work. To some extent, it will be a good thing for someone looking to enroll in a doctoral program to learn a little more about personal financial management before heading to graduate school.

Another important thing I wish I knew before coming to the doc program is that only few students are accepted every year in the program, and every student in your cohort has a particular goal. They have very different experiences with life challenges, and are at a different stages of their lives. They may never have a minute to hang out with you or even listen to you. Although in the same major, always keep in mind that everyone in the program has different research interests, which can create distances among students. In my case, for example, I completed my master’s degree three years prior to starting doctoral education. During my years of professional experience after obtaining my master’s, I was always interested in the macro aspect of social work while my cohort members mostly had clinical social work experience. They already knew exactly what they wanted to study while at many seminar discussions, I felt intimidated and out of place for not really contributing to the conversation as I wanted. I had an idea of what I wanted to study, but my cohort members’ reactions often made me think that I did not know what I was doing, or I was at the wrong place. Luckily, I did not give up. This semester, I am starting my third year in the program. I will say that definitely before going to grad school, it is important to be aware that people come to the program with different experiences and beliefs. The PhD is without a doubt an individual and personal journey as compared to undergraduate school, where people sometimes even have the luxury to compete with each other

Furthermore, thinking that we have a specific length of time to complete the degree, or nurturing a notion that to pursue a career in social science research a PhD is required, may not be the best option. Although the PhD from my experience has been providing me with useful skills and experiences that I am proud to add every day to my resume, I can now say that it is possible to have a successful career in research without it. Let no one be under the illusion that the three years narrative to complete the PhD is realistic after a master’s degree for everyone that enrolls in the doc program. There are many factors that can potentially prolong the completion time. For example, I wish I knew that though doctoral students are learners, they are considered professionals, and there are few times one will be given a chance for a do-over. Above all, do not focus on what your colleagues are doing because apart from meeting them at school, you really have no idea of the means they have at their disposal to study, such as the different supports (e.g., social emotional, etc.).

It is important to keep in mind that the PhD program is a marathon and not a sprint. Everyone goes at their own pace even if there is only one finish line, which is the diploma.

What I Wish I Had Known As A First Year PhD Student

Short narratives from DSC committee members.

We asked other Communications subcommittee members about what they wished they would’ve known as first-year PhD students. Here’s what they said:

“I learned this by accident but I went to a conference as a student volunteer in my first semester of my PhD [program] and that gave me connections to so many other academics that I actually began to network earlier and was invited into a project outside of my University for research because of it. Now I try to tell all doctoral students to find ways to get involved with conferences sooner than later.”

“Figure out a system for reading, taking notes on, and organizing literature. This is important not just for future literature reviews you'll undertake in your program, but also your daily and class readings. During your exam period and working on your dissertation later on, you'll want to be able to draw on and find quickly articles you've read that are informing your approach!”

“One thing I wish I knew coming into the PhD program was how to say "no" to requests or invitations from faculty and staff to join on different projects. In a PhD program, there is a power dynamic between the PhD students and faculty, and at the beginning of the program, we, as students, are often excited to have the opportunity to work with faculty members to learn. I wish I knew how and when to say "no.” Whether it was for a project I didn't have time for or if it was for a project outside of my research area or if it was because I needed a break. I have not quite figured out how to do this, but what I have learned is to carve out work time that is solely dedicated to myself, and to protect that time, and not share it with anyone else. I need those hours to focus on my schoolwork or projects that I am interested in, or even to sleep in, exercise, or go for a walk! That has helped me strike the right balance of projects!”

“I wish I would’ve spent less time comparing my CV with the others in my cohort; we all have vastly different backgrounds. With that, there will always be more projects! I have realized I do not need to take on every project or opportunity that comes my way, and prioritizing a few things helps more in the long run. Stay true to yourself.”

“I think the first year of a PhD program is both exciting and nerve-racking at the same time. You are excited about the new journey but always wondering what you should be doing and if you should be doing enough. What I wish I knew as a first year was to enjoy every minute of downtime you get in the beginning. Things may start off slow for some of us. Research projects have yet to begin, you aren’t having many meetings with your advisor, and you're maybe just not sure what workshops or extra-curricular activities to join. Do not take this time for granted because once you begin to get busy, it never ends. Use the free downtime to meet with other doc students in your program, especially the advanced students, as well as other faculty, even those who don’t share the same research interests. These relationships can truly make your doctoral experience enjoyable from beginning to end. Also, though you enter with a cohort, everyone moves at their own pace. Some will move faster, and some will take more time; there isn’t a clear-cut way to move through a program. Find time to relax and don’t do anything school related. Self-care is important and a must; find out what that means to you, find out early and commit to it. And lastly, have fun, yes, I truly mean have fun!!”

“I wish I had known how important it was to build a community while completing my PhD early on. I didn’t realize how isolating completing a doctoral program would be and that it was not something I could do alone, compared to my master’s and bachelor’s. Find your people! They will support you and help hold you accountable.”

“Imposter syndrome is common, but you don’t need to dwell on it. You belong in this program. You’re here for a reason. Don’t let Imposter Syndrome get the best of you. You may feel uneasy in the beginning, but that will go away once you realize you made the best decision of your life: to join a PhD program.“

Demystifying the First Year of a Doctoral Program

Year one of a doctoral program can be both exciting and frightening all at the same time. There may also be some confusion as to what you are supposed to do. There is no clear-cut rulebook as to what every week, month, or year of being a doctoral student is supposed to incorporate. What is true, however, is that each experience is unique to the individual. Some tips I would like to share about year 1:

Ease In if Possible - Some people believe they must hit the ground running as a doctoral student. This includes classwork and research. For most, this is likely the case. But for some, it may take a little longer for that research assistantship (RA) to start. This is ok and can be beneficial. It allows you to get used to the time commitment associated with being a student again. Starting an RA’ship late will not put you behind. Some of us have families we are responsible for and other financial obligations that may require us to find paid work outside of our RA’ship. This is fine, but I would also use the “Ease In” approach before you take on other work and potentially overwhelm yourself.

Find Your Pace - You may come into a doctoral program with a cohort, but everyone moves through the program at a different speed. Do not measure your worth or abilities based on how others in your cohort, or even others in the program, progress. It is not a “must” that by the end of your first year, you know exactly what you want to do for your dissertation, or even who your potential committee members will be. You may want to always consider thinking of those things, so as you progress through the years, they become clearer.

Publications - Many students stress over publications and when you should begin. By the end of year one, if you have not published or begun to think of a manuscript, that is ok. If you are not presented opportunities to publish with your advisor, you may have to seek out other opportunities; however, it is ok not to have published something after year one.

Be Intentional with your Assignments - Now this tip will be useful to some and disregarded by others. Do not waste your time with useless assignments while taking course work. What I mean by this is whenever possible, you should always gear your assignments towards a different facet of your research interest. This allows you to read the literature that’s out there and find the gaps you’re interested in addressing. Yes, there may be other things you are interested in, but this allows for the opportunity for you to develop some form of expertise in your field.

It’s Never too Early - Though earlier I mentioned everyone moves at a different pace than others and reaches certain milestones at their own pace, it’s never too early to start thinking of these things. Doctoral programs go by extremely fast. It’s ok to set goals for yourself and act on them, even if it’s sooner than some may expect you to. This would include things such as teaching, identifying research grants you’re interested in, faculty you may want to be on your dissertation committee, etc. Never let anyone put limitations on your thought process.

Returning to Academia for a Doctoral Program

Making the decision to re-enter academia for a doctoral program is a big deal on many fronts. Though some may come directly from completing a master’s program, many students have been out of school for several years in the industry before beginning a doctoral program. The transition back into the academy can be challenging. Some may feel as though they are completely starting over a new career after being in practice; there is likely a change in one’s income; and many will have to move for their programs, among other major significant life changes. Tackling any of these is no small feat, especially when they are compounded on each other at the same time. Remind yourself that you are doing hard things! You’re doing great!

Remember why you made the choice to return to school, and that “this too shall pass” …eventually. Talk with your cohort, your advisors, and your instructors about what is weighing on you, and they may be able to help. There may be additional funding streams, grants or scholarships, or projects that others know about that could be of interest. Outside of tangible aspects others can give you, it is also incredibly helpful to learn you are not the only one who may be feeling different stressors or concerns, and it is completely normal to have doubts.

Figure out what works best for you when getting back into the work of reading, writing, and researching. Is it more helpful to co-work or to work alone? Do you need to be in a consistent space, or does mixing it up help? Do you need to bribe yourself with gummy bears to get through your readings? Does your best writing begin at 11:52pm? Work with whatever works for you. Look into different time management tools, and tools for writing, such as the Pomodoro method. Be realistic in what you can complete and be honest with those you are working with if there is a deadline you cannot meet. This happens to everyone at some point and normalizes setting boundaries, and not burning out.

It is okay to say “no” to some projects or requests. This can be difficult because it may feel like a lost opportunity, or there may be a power differential that makes it hard. There will always be additional opportunities, and your current, and future, work will thank you for recognizing your capacities. This may feel completely rogue from previous work experience but is an important tool to learn. Many of your projects may also be longer term than those in the field. Maintaining a work-life balance to whatever degree you can is helpful. You are not attending school in a vacuum; real life continues outside the classroom, and is equally as important.

The experience and perspectives you are bringing with you are incredibly valuable. Beginning a doctoral program was not designed to be easy, but you are more than capable of being successful. The folks around you want you to thrive – you got this!

unnamed (1).png — DSC Learning Tips, Tricks, and Hacks

Many folks may already be using this first tool, but if you have not heard, you can have the computer read your paper to you! This helps when you 1) just cannot make sense of a paragraph or sentence, 2) can no longer look closely at the screen of text, or 3) are doing a final edit.

Go to the Review Tab --> In the top left corner there is a read aloud button --> Have your paper read to you to find typos, transition issues, grammar mistakes, etc.

Some document applications have different voice options for your listening pleasure. ☺

In PDF, there is also a read aloud option. Some phones and apps will allow you to download PDFs and read them back to you when you are on the go, but you can also do it on your computer. This does not work if it is a scanned document, but it works consistently with articles that are saved as PDFs when you are doing course readings or catching up on a new research article in your topic area. The audio option might fit your learning style or your need to multitask. You can walk and listen, cook and listen, or commute and listen.

Go to View --> Read Aloud --> Select from the drop down your option

How to have your computer read your paper aloud in a PDF File.

Check Audible or look for electronic textbook options for other possibilities for listening to course material. Take screenshots of time stamps or use the audible marker tool to return to important points you want to include in your assignments or writing. The other option is to listen and take notes, as if it were a lecture, to give yourself a screen break.

Finally, word also has a dictation option. This helps when you are stuck with words and want to talk through a paragraph to get past your brain block. Then, you have a starting place when you sit down to write. The option is in a different place on Macs and PCs, so google “word dictation” to find visual maps or directions to find it.

Structured and Unstructured Time as a PhD Student

Time Management Strategies

Doctoral students are faced with a difficult gift and challenge of structured and unstructured time. While students are in coursework, our schedules are often structured with classes, research assistantships, or teaching. However, as students progress beyond coursework, large portions of our time become open or unstructured. For some, this may bring a sense of relief and opportunity, whereas for others the open-endedness causes stress or added anxiety.

No matter what stage of your program you’re in, it’s helpful to consider early on what time management strategies work best for you and re-evaluate as necessary. We wish there was a simple solution or perfect ratio for time spent to be successful in the program and beyond. Instead, we’ll share a few tips and strategies to help you figure out the best time management approach for yourself at the start of another (or your first) academic year!

Take an inventory of what strategies you are currently using or used during prior programs (e.g., undergraduate or master’s programs).
Consider which of these strategies worked and may still work for you now.
Identify any areas where you might need additional strategies, such as those geared to preparation for teaching, writing your dissertation, or making space for self-care.
Talk with other peers or early career mentors in your area to test run strategies you think might also work for you!

Common time management strategies include using a digital or physical calendar system to manage due dates, work plans, and other responsibilities. Students frequently use the email/calendar platform their university provides. Additionally, students might use google calendars to create individual calendars for different types of work or projects. One benefit of using your university or primary email as a calendar is you can create rules to categorize your emails, calendar events, and, therefore, time automatically. For example, this allows for you to track your time and manage your responses based on different tasks (i.e., service, teaching, research, writing). Overall, it's important to consider where your time is currently spent to make sure you’re using your structured and unstructured time wisely!

Time Management Resource:

University of South Carolina, Graduate School. 2020 Time Management Recoded Student Panel with Graduate Student Association Members: Maggie Carson, Maxwell Akonde, Justin Price, and Tasha Childs https://bit.ly/38KBKvA

Microsoft Office (n.d.). Using Categories in Outlook. https://support.microsoft.com/en-us/office/use-categories-in-outlook-com-a0f709a4-9bd8-45d7-a2b3-b6f8c299e079

McClain, L. T. (2003). Lessons in Time Management. The Chronicle of Higher Education. https://www.chronicle.com/article/lessons-in-time-management/?cid2=gen_login_refresh&cid=gen_sign_in

Grad Life Grind (2021). 7 Tips for New Grad Students. https://gradlifegrind.com/7-tips-for-new-grad-students/

So, you’ve narrowed down your dissertation topic-- that’s great! Congratulations! If you haven’t yet, that’s okay too!

Something that isn’t discussed as much as it should is how your topic changes and/or will change over time. THIS IS NORMAL. Something I wish I knew when going into my doctoral program was that my topic would evolve over time. At times, it would change completely and when I narrowed it down, they were small, but impactful changes. I wish I knew that this was the norm.

As you move up in your program and are exposed to more areas or topics, you might feel the need to change. Something that helped me “test out” my ideas was using those topics as research papers for my classes. I used any project or assignment we had in class as an opportunity to explore more about my topic of interest. It helped me move closer to deciding what would be a good fit for me and what research was already out there. It also helped me get into the habit of writing and setting myself up for future publishable papers, even if they were not on my dissertation topic.

One thing that is helpful when trying to explore your topic is to discuss it with your mentor. Your mentor is not necessarily the person that you are assigned to at the start of your PhD program. You want a faculty member that will be realistic with you and ask you exploratory questions. Personally, I found it helpful that my mentor was blunt with me and helped guide me in the direction that I needed to go. Sometimes we have so many ideas and dreams that we do not think about their feasibility of it all. I was/am that type of person. When you’re thinking about your topic more at length, you need to consider if it is feasible, what is interesting that you can write about it that will make an impact in the field as well as ensure that you graduate on time.

I think that many of us go into our dissertation topic with the mindset of it being a “passion project.” Keep those ideas; they are still great! But you have to remember that after you graduate, and continue to work in the research field, you can still have time to conduct those passion projects in the way that you want. If your dissertation is not your passion project, that’s okay too. Are you going to graduate on time? I had a mentor remind me that I didn’t want to be in the program forever. They were right.

Another aspect that I had to accept was my topic changing due to COVID-19. Let’s be honest, COVID-19 derailed a lot of our plans. No matter where we are in our program, we have had to adjust in major ways and we need to acknowledge that. It has been tough in more ways than one. Some of our ideas and plans are no longer achievable. So we have to pivot and figure out what will work for us and get us across that stage at graduation and into a new job.

To put it simply, do what works for you and write what you WANT to write about. Remember, you are going to spend a lot of time with your research topic. You want to be excited about it. You may not feel excited the entire time and should take breaks. But you should be able to return and reignite that excitement.

At the end of the day, the topic is yours. It’s going to change in some way minimally or drastically. The important thing is that this is normal and you’re going to figure out what works best for you. Continue to lean on your mentor, your committee, and your community. They will help guide and support you in the direction that you need to go. Trust yourself!

Good Luck and Happy Writing!

SSWR News:

Please take this very short poll at https://forms.gle/P6g7yXzThYLR5kHU8. Your responses on this needs assessment will help inform the creation of a first-ever student led SSWR Twitter account.

SSWR Board nominations are due September 20th! Open positions: one vice president-elect, one treasurer, two directors-at-large, and one student director-at-large. Find more information here: h https://secure.sswr.org/sswr-2021-board-nominations-now-open-deadline-9-20-2021/

SSWR 2021 Invited Talks and Brief & Brilliant sessions are now on YouTube! https://secure.sswr.org/videos/

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Calls for Papers/Proposals:

Call for proposals: CSWE Press is interested in reviewing and acquiring proposals for book-length projects targeted broadly at social work educators in the academy and pedagogy around teaching social work content at various levels: https://cswe.org/Publications-and-multimedia/CSWE-Press/Submitting-a-Proposal

Call for papers: Behavioral Sciences special issue, "Culturally Responsive Trauma-Informed Care." Deadline to submit is November 30, 2021. For more information: https://www.mdpi.com/journal/behavsci/special_issues/Trauma-Informed_Care

Call for papers: Child and Adolescent Social Work Journal Special Issue: Foster Parenting and Child Outcomes. This issue will focus on understanding caregiving/foster parenting and child outcomes in kinship/relative and non-relative foster families: https://www.springer.com/journal/10560/updates/18965778

Call for abstracts: Journal of Human Rights and Social Work welcomes submissions for articles on COVID-19, including those addressing human rights in practice, research, policy, and advocacy. Rolling submission. For more information: https://www.springer.com/journal/41134/updates/17970566

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Grants/Fellowships:

Fulbright Scholar Program

Deadline: September 15, 2021

The Fulbright U.S. Scholar Program is the largest program of its kind in the United States, awarding more than 800 fellowships annually. Over 400 different types of opportunities are available to teach, research and conduct professional projects in more than 135 countries. Whether you are higher education faculty and administrators, or, professionals, artists, journalists, scientists, and independent scholars outside of the academy, the Fulbright U.S. Scholar Program has international opportunities to fit your needs and further your goals.

Awards include: Fulbright Scholar, Fulbright Distinguished Scholar, Fulbright Postdoctoral, Fulbright International Education Administrator. For more details about each award go to the website linked above.

Apply for the Horowitz Foundation for Social Policy Grant, which aims to support emerging scholars through small grants, promote scholarship with a social policy application, and encourage projects that address contemporary issues in the social sciences (Deadline Dec. 1, 2021): https://www.horowitz-foundation.org/apply

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Job Announcements (per ACOSA News):

Community School Director, Henry Street Settlement

Community Solutions Manager, Michigan Humane Society

Assistant Professor, University of Maryland - Baltimore County

Various Positions, Institute for Women’s Policy Research (IWPR)

Faculty Openings - Open Rank, Boston College SSW

Are you seeing employment? Check out the CSWE's online Career Center:

https://careers.cswe.org/

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Post-docs:

Apply for the University of California President's Postdoctoral Fellowship Program, which encourages outstanding women and minority Ph.D. recipients to pursue academic careers at the University of California. Deadline November 1st. For more information: https://files.constantcontact.com/d7a77edb001/9726246a-174f-4170-b370-4ff767b7d968.pdf

NAEd/Spencer Postdoctoral Fellowship

Deadline: November 17, 2021

The National Academy of Education/Spencer Postdoctoral Fellowship Program supports 25 early career scholars working in critical areas of education research. These $70,000 fellowships support non-residential postdoctoral proposals that make significant scholarly contributions to the field of education. The program also develops the careers of its recipients through professional development activities involving National Academy of Education members.

Postdoctoral Fellowship in Maternal and Child Health

Deadline: Open Until Filled

The Department of Population, Family and Reproductive Health at Johns Hopkins Bloomberg School of Public Health is pleased to announce a postdoctoral fellowship in Maternal and Child Health (MCH). This postdoctoral training program provides mentorship and support to enhance fellows’ skills in research, teaching, and curriculum development and prepare fellows for excellence in MCH research and leadership positions in academic institutions. The fellowship offers opportunities for quantitative and qualitative research on domestic MCH topics and programs, such as maternal and early home visiting. We welcome applicants from varied disciplines including, but not limited to public health, social work, psychology, nursing, and medicine. Applicants must be US citizens or hold a permanent resident visa. Applicants should send a cover letter, CV, graduate transcript(s), writing sample, personal statement, and names and contact information for three references to Kristen McCormick at kmccor14@jhu.edu.

Postdoctoral Scholar in Poverty and Social Policy

Deadline: Rolling

The Center on Poverty and Social Policy at the Columbia University School of Social Work focuses on poverty and social policy issues in the United States. The center is seeking one to two postdoctoral scholars with a PhD in economics, public policy, demography, social work, sociology, or a related discipline, to conduct analyses of policy proposals related to poverty, inequality, economic security, hardship, and mobility. The postdoc will work with Irwin Garfinkel, Robert Hartley, Ron Mincy, Jane Waldfogel, Chris Wimer, and other faculty and staff to analyze data on trends and levels of poverty and related outcomes and to evaluate the impact of current and proposed social policies on vulnerable population subgroups such as children and young adults.

Postdoctoral Fellowship in Gerontology and Community-Based Intervention Research George Mason University’s Department of Social Work

Open Until Filled

George Mason University’s Department of Social Work invites applications for a one-year Postdoctoral Fellowship in Gerontology and Community-Based Intervention Research. This fellowship program focuses on community-based intervention research for older adults with health issues. Our gerontology research team (Drs. Ihara, Inoue, and Tompkins) has a particular focus on non-pharmacological interventions for individuals living with dementia and their caregivers. Current grant-funded projects examine two specific interventions for individuals living with dementia – personalized music (M3I: The Mason Music & Memory Initiative) and creative storytelling (TimeSlips). Working closely with various community partners, our team has developed resources to support the implementation of our interventions and is testing both the effects of the intervention and the process of implementation. The postdoctoral fellow will receive mentorship by the gerontology research team, and an Individual Development Plan (IDP) will be used to explore and identify the fellow’s professional needs and career objectives.

Post-doctoral Fellowships via the Boston University Social Work Research Network: https://www.bu.edu/swrnet/funding/postdoc/?fbclid=IwAR1GZPTx79P3IAFY0IikhMOHULHvlCIVSFS1B0R_d4aMoPWn_-mmzDWmraU

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Events:

Voting is Social Work & SPEAK Present the Why Vote? Campaign

Thursday, September 23, 2021

4PM ET | 3PM CT

The Why Vote? Campaign is an 8-week advocacy project, a free resource, designed by a student, for students. Students can use it to organize their own voter registration drive! It’s also a great field or classroom assignment! Join us on Sept. 23rd to learn more!

Check out the Why Vote? Campaign Intro Video

Register for the Why Vote? Campaign Launch

Click here to check out the Why Vote? Campaign Toolkit!

Network for Social Work Management’s 2nd Virtual Emerging Leaders Institute

September & October 2021

Join us as we provide a special space for those who are new to leadership and management or have a desire to move into a leadership role to learn more about their own personal work style, strengths, and weaknesses, and how to best apply their skills in their career!

CEU's Will Be Available!

Learn More About ELI

Disclaimer: This newsletter is created as free service by SSWR Doctoral Student Committee Communications Subcommittee members:

Pari Shah
Alberto Cifuentes, Jr.
Veronica Timbers
Durrell Malik Washington, Sr.
Agnès Nzomene Kahouo Foda
Victoria Carter
Tasha Childs
Riley Hostetter

The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee.

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Monthly Monitor: Back to School 2021