Marah Schlingensiepen is a senior in the University of Kansas School of Public Affairs & Administration as well as an Undergraduate Research Assistant on the Sociolegal Justice Project.
 
As we enter into the latter portion of our undergraduate careers, we start to ponder the things that have deeply interested us thus far while simultaneously being encouraged from many different people to start giving thought to what's next. And the thought is exciting. It was thrilling to think about my endless options. Did I want to take time off? Was I prepared and excited to enter the workforce? Or was I interested in pursuing a graduate degree? My plan was to apply to graduate schools. 

After acknowledging that research was the highlight of my undergraduate years, and many conversations with great mentors, I decided to apply for doctoral programs. As I entered the application phase, the excitement wore off just a little bit because it is draining. How am I supposed to adequately present myself to this institution? There is no doubt about it; the application phase is a difficult several months. Between taking the GRE, writing personal statements, continually editing my writing sample, meeting with professors for frequent advice, gathering letters of recommendations and still being enrolled in 19 credit hours and working part-time, my excitement wore off a little bit. But once those applications were all submitted, I felt intense relief and total excitement. I had applied, and I was officially a part of the waiting game. It was a time during which I could simply imagine myself attending these various doctoral programs, and it felt wonderful.
 
For students who are part of the application phase, or who may soon be a part of that phase, ask a lot of questions. Ask your peers who may have just gone through it, and ask your professors. Because, as I was continually reminded, questions are totally normal. I had hundreds of them, and that is okay. Furthermore, make sure you are managing your time well. It is helpful to set time aside each week, dedicated purely to application materials, so that by the time the deadlines are approaching, you are way ahead of the game. And finally, remember that this is only a part of the process. 

And here I am, rejected from two of those programs, accepted by four, and still waiting on two. I am incredibly excited, yet also thoroughly terrified. Where will I be living in a few short months? How do I know whether I am making the right decision? As everyone offers completely different advice, I find it tough to digest it all. And I think that this is probably normal, too. But through this phase, with which I am not yet done, I have learned the importance of talking it through with those who have just been through it. It's tough. What do I decide? There is a lot at stake, and this is a huge decision; it will definitely have an impact on the rest of my life. So I am still learning to continue to ask questions, but it is harder to take in the answers. This is partially due to the wide range of emotions that comes with this time period, but it is also due to the fact that everyone has had different goals for themselves, different experiences, and different outcomes, and I don't know where I quite fit in or with whom I align most. So it is critical to remember that this is my decision, and that my experience is unique. I look forward to the recruitment weekends for each of the programs to which I have been accepted thus far, and I have a huge decision to make in the very near future.

This phase is exhilarating, terrifying, joyous, anxiety-ridden, and still a part of the great unknown. I wish the best of luck to all others who may find themselves in this wonderful situation, and I am so grateful to my exceptional mentors, my incredibly supportive and reliable research colleagues that became close friends, and all of my loved ones who have been intimately involved, by default, in this long process.

Nicole Humphrey is a senior in the School of Public Affairs & Administration at the University of Kansas, McNair Scholar, and Undergraduate Research Assistant on the Sociolegal Justice Project.
 
Mentorship is an essential component when developing scholars, but much of the scholarship on mentorship provides mentors with broad directions about how to successfully execute mentoring relationships. Kram (1988) proposes that mentorship falls within two main channels: career functions and psychological functions.[1] Although this information is helpful in providing mentors with general guidance about what their roles need to encompass, it does not provide specific insights on how they can create and maintain productive and beneficial relationships with their students. I’m currently working on a long-term project exploring best practices in mentoring by gathering data from mentors and mentees, but here I draw on my own experiences to provide some quick pointers on practices my mentor uses that I find helpful.

1. Connect your students with other students.
 
My mentor uses a nested mentoring model. If you’re interested in reading more about the model see: http://www.culjp.com/blog/portillo-nested-mentoring.
Here, I’ll provide a quick summary about why I think it works. When I joined my mentor’s research team, I joined at the same time as another student, Phyllis*. Having Phyllis made the initial process of starting research much easier. Along with having Phyllis, there were two students who had been working on the project for the past year, Angela and Meredith. The senior research assistants had more experience than Phyllis and I, but they were in our same position not long ago, so they were able to provide a lot of insight on the process and answer questions that we didn’t want to bother our professor with. This structure provided me with support and accountability – two essential components to completing any research project.  

2. Tell your students what you actually do at work.
 
When I started college, I didn’t know that professors had obligations outside of teaching. I eventually learned that professors conduct research, but I still had no idea what the process actually entailed. After joining my mentor’s research team, I quickly figured out that research is a process… a really long process. You have to understand current and past literature, gather data, determine the findings of your data, triple check to make sure your findings are correct, write so many drafts of a paper that you lose track of which draft you just finished writing, and then present your work. And this is just what I’ve gathered about the research process so far. I assume there will be more to learn in the future.  
 
When mentoring students pursuing research careers, tell them what you do every day. Tell them about difficult situations you’ve faced while teaching, how you stay motivated carrying-out a long research project, and cultural norms within your field that they will one day be expected to follow.

3. Show that you had to develop your research skills.
 
A few weeks ago, I was reading The Administrative State by Dwight Waldo. The complexity of the book was starting to frustrate me to the point that I had few intentions of finishing it. To help me understand the main concepts, my mentor sent me a paper she wrote her first-year of graduate school that covered the book’s major themes. Before I could open the document, she was sure to tell me not to send it to anyone because it wasn’t very good. She was right... it wasn’t very good. The writing in that paper looked nothing like the writing I’ve seen in her published articles. This sounds irrational, but I assumed that my mentor showed up to her first-day of grad school able to write published articles. I was wrong, and I’m really happy I was wrong. Seeing that it took time for her to improve her writing skills gives me a lot of hope for my own abilities.

 
[1] Kram, K.E. (1988). Mentoring at Work. New York: University Press of America.
 
*I’ve used pseudonyms throughout to protect the privacy of other students on the team.