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9 March 2021

FULL STEAM AHEAD: STEPS TO A SEAMLESS GRAD TRANSITION

Happy March everyone! Can you believe we're only 5 weeks away from the end of the semester? If you're in your second year of the Master of Museum Studies, or your third year of CDP, you may be feeling a mix of stress, excitement, anxiety, and a million other emotions at once (I know I am) because this is the year that we graduate! With classes and commitments slowly wrapping up, and convocation in the not-so-distant future, it's time to start thinking about what's next, however scary that may be. The future is full of unknowns and can cause a lot of anxiety and stress, especially in a field like Museum Studies that is constantly changing. However, there are a few tricks to make the transition to graduate a little easier — keep reading to find out how!

Image courtesy of Melissa Mertsis.

If you're graduating this year, a quick and easy step to check off your "To Do Before Graduating" list is to submit your Intent to Convocate Form. Similar to how some of us were required to "Apply to Graduate" in our undergraduate degrees, this form submission lets Student Services know that you are intending to graduate at the June 2021 Convocation Ceremony. It's really important that you submit this form before April 1st, 2021 — don't wait until you receive passing grades from your Winter courses! Once you submit your Intent to Convocate, there are a couple more administrative steps to follow to make sure you're good to go — check out this comprehensive list that the Faculty has compiled.

After you've gotten all of your administrative ducks in a row, it's time to start thinking about work. Even though we've still got 5 weeks to go, job hunting can be a long and strenuous process — it doesn't hurt to start early! The first step to getting yourself job-hunt-ready is to take a look at your resume and Curriculum Vitae, or CV (and yes, they are different). Your CV can be prepared far more generally than your resume, so this can be done ahead of finding a job you'd like to apply for. Include volunteer and work experience, relevant educational experience and projects, publications, and other certifications on your CV, and only include this in your application if they specifically ask for it! Your resume should be prepared "to order," meaning you'll need to change the wording and alter which experiences you want to highlight based on each job.

Image courtesy of Melissa Mertsis.

Before prepping your resume for a job, you'll need to find a job to apply for. For those of us interested in museum and culture work, there are a ton of places to look. If your Ontario Museum Association (OMA) membership is still active, check out available jobs under Resources > Job Postings. OMA typically has at least a handful of job postings at any given time, and they update them quite frequently! If you're not exclusively interested in Ontario jobs, the Canadian Museums Association also has a free job board with opportunities from all over the country. If you're looking for something less museum-focused but still sector-adjacent, you might have some luck on WorkInCulture or CharityVillage finding not-for-profit and cultural heritage opportunities. The LinkedIn Jobs page is another great place to look for all kinds of jobs, and don't forget about websites like Indeed and Monster!

Once you've applied to graduate, spent some time prepping your CV and resume, and looking through job boards, there's only one thing left to do — graduate! Although it's tempting to slow down and focus on the future (the Senioritis is real), try to keep the focus train rolling for these next 5 weeks. Get those assignments in, finish up those exhibition projects and theses, but, most importantly, enjoy what's left of your time at the Faculty of Information! Participate in as much as you can over the next few months, whether it's submitting your work to the iConference, chatting with recent grads at MUSSA's Alumni Panel on March 18th, or even scheduling your own hangout sessions in the Virtual Inforum.

Image courtesy of Melissa Mertsis.

The last few months of any school year are always stressful, but when this might be your last school year ever, the stress is definitely a little higher than usual. If you're feeling like you need some extra support right now, check out this article that I co-wrote about mental health resources on campus! Graduation is a time of goodbyes and new starts, but don't forget just how small the museum sector is — the class of 2021 will undoubtedly meet again.

25 February 2021

WE ARE GLAM-OROUS: MMST STUDENTS TAKE ON THE FIELD

Special Edition | Melissa Mertsis and Jordan Vetter

We asked Master of Museum Studies (MMSt) and Combined Degree Program (CDP) students about their experiences across all years of the program and received many empowering responses. Through coursework, theses, internships, student organizations, and work experiences, students have grown personally and professionally, and have contributed to the field. The value that MMSt students can bring to the GLAM (Galleries, Libraries, Archives & Museums) sector is clear, and we want to celebrate all that we have accomplished and are capable of!

The MMSt program is small but mighty—relationship building and networking among peers is a great advantage of being in a cohort of only about 100 people. This could be peer-to-peer “inspiration, support, [and] advice” on a difficult project, or, as Georgia McKee states, it could be cultivating friendships that turn into career connections down the road. Dominica Tang and Denise Tenio also describe the “sense of belonging” that came out of meeting other “[like-minded] people” in the program, fostering a sense of community and support. As Jefimija says, “museum people are good people!”

Relationship-building also occurs between MMSt students and the communities they work with. Cassidy Latimer, Amanda Marino, and one other student, who all work at small museums, describe their roles and institutions as directly contributing to the members of these communities—whether it’s helping visitors understand local histories, or coming together to support one another during the pandemic, these roles directly impact their communities!

Museum Studies students at the MMSt 50th Anniversary Conference. Photo courtesy of Melissa Mertsis.

Imposter Syndrome is something that so many of us go through in grad school. Fortunately for MMSt students, this program and the experiences that come with it have been a big confidence booster! In completing a fellowship with the Aga Khan Museum, Rebecca has “learned to trust [herself] and [her] ideas”, while another student working on a capstone project recognized just how capable and resourceful they are. Surprisingly, the pandemic has also produced opportunities for students to become more aware of their capabilities. Lauren Ulbricht, intern at the Billy Bishop Museum, found that independent work due to COVID-19 caused her to be more “confident in [her] knowledge and abilities.” No matter the experience, as Brooke Downey so aptly put it, this confidence allows us to “show prospective employers what we're capable of!”

With so many possible areas to study within the museum field—everything from collections to exhibitions and programming—it’s easy to get overwhelmed with what direction to pursue. Fortunately, many of our peers have found that courses, guest lectures, and other opportunities in the program have allowed them to discover new areas of interest or guide their career path. With open-ended assignments, students say they are able to explore topics they are passionate about, expanding their knowledge base and resulting in strong portfolio pieces for future endeavours.

Students on a tour led by the National Gallery of Canada's Educator of Indigenous Programs and Outreach Jaime Morse. Photo courtesy of Melissa Mertsis.

In addition to course material, experiences like internships and Young Canada Works positions have helped students find their passions. Rachel Deiterding explains that the range of activities she participated in during her internship with the Doris McCarthy Gallery helped to “solidify the kind of museum work that [she is] most interested in.” A CDP student’s experience as a Collections Assistant with the Art Museum at the University of Toronto “made [them] realize that [they] really want to work in the museum field,” and a work position even led Jefimija to find her thesis specialization! This validation that we are on the right track, and can find meaningful work in something we’re passionate about, is reassuring for our futures as museum professionals.

Not only have we been able to grow our networks, confidence, and passions in this program, but MMSt students have also discovered how their experiences make them well-suited to contribute to the field. With many projects in our program being grounded in what we would do in practice, we are more prepared to apply these concepts and learnings to our work. Both Julia Barclay and Tiffany mention how their work and internship experiences have allowed them to contextualize their coursework and apply theory into practice. Lauren McAusland similarly explains how knowledge from her classes helped her to create educational videos and lead an evaluation of an online learning platform with the Royal Botanical Gardens.

MMSt students installing their exhibition wall for MSL2370. Photo courtesy of Jordan Vetter.

On top of our growing practical knowledge base, students have been able to build and apply a variety of new skills—from grant applications, formative evaluations, and storytelling, to Photoshop, collections auditing, and event planning. These provide a solid foundation of transferable skills that we can easily translate into new roles and contexts.

In this program, we have been exposed to different perspectives and critical museum discourse, which students have consciously carried into their work. Christina explains the importance of telling stories accurately and critically, and how she has encouraged others “to think critically about ‘artistic genius’ and what that meant then and what that means today” during her time at the McMichael. Through research and interpretive planning, Vicky Jamieson strives to highlight BIPOC histories with Halton Region Heritage Services, reframing the history of Halton and its communities. Similarly, as a research assistant with the Indigenous Virtual Living Archive, Amanda Berardi has practiced prioritizing Indigenous knowledge and people.

Master of Museum Studies students looking ahead to our bright futures! Photo courtesy of Melissa Mertsis.

The recentering of diverse narratives is so important in the field. Bold thinking on how this can be brought to our professional practice led to the formation of student-led group Museum Professionals of Colour (MPOC). MPOC works to “[address] the lack of racial diversity and representation” both within the faculty and beyond. By continuously asking questions, centering underrepresented narratives, reading, and learning, graduates of the MMSt program can bring fresh perspectives to a changing field.

Grad school can be a time of stress and uncertainty, but it is also a time of exploration and tremendous growth. Armed with incredible experiences, a well-rounded and diverse skill set, and a drive to innovate, we have no doubt that our peers will continue to make a difference in their respective corners of the museum field. Look out, museum world, here we come!

7 December 2020

BATTLING BURNOUT: BEATING THE BLUES

GLAM Gets Mindful | Melissa Mertsis

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For this edition of GLAM Gets Mindful, I found myself struggling to come up with a pertinent topic to write about. We're almost at the end of the semester, everyone is exhausted, busy beyond their means, and is burnt out... so what better thing to write about than burnout itself?

Burnout is that feeling right before you finish something really big, whether it's a project at work, a semester at school, or planning an event (virtually, of course). You've been working hard for weeks, probably not sleeping well, and you're just tired, both mentally and physically. That's burnout, and it's usually caused by excessive stress. I know what you're thinking -- this just sounds like "being a grad student," right? I get it (and it's true) but it's also something to keep an eye on!

Signs of burnout from Help Guide.

Burnout and stress are similar but not the same. The main difference between stress and burnout is that when you're stressed, you still have faith that you can complete the tasks you need to. With burnout, everything feels impossible, not only because you're exhausted, but because your motivation and desire to exceed have both dwindled. A little bit of stress in your life is normal, especially in grad school when we're all trying to set ourselves up for success. If you get to the point of burnout, it's time to change something. Here are some tips to avoid (or recover) from burnout, and finish what you need to before we get a very much needed (and extra long!) Holiday break.

Check out Dr. Craig Dike's summary of stress vs. burnout.

The most well-recognized approach to recover from burnout is the 3-R Approach: Reorganize, Reframe, and Rebalance.

Reorganize: Figure out what are the goals you need to accomplish. Would it be nice to finish 3 assignments in one day? Yes. Is that a realistic and attainable goal? No. Figure out what goal is the most important, and focus your energy there. After all, Rome wasn't built in a day.

Reframe: If your mountain of "to-do's" has suddenly become unattainable, that's okay. Take a step back, and reframe. Have you been avoiding a certain assignment or a certain task? We've all been there, but things cannot be avoided forever. Take a mental note of your "approach vs. avoid" mentality, and try that daunting task with as positive an attitude as possible.

Rebalance: Rebalancing (in this context) is also synonymous with being realistic. Despite popular opinion, humans are bad at multi-tasking, so focus on finding a better balance between your "wants" and your "needs" and being better at both of them on their own.

In addition to reorganizing, reframing, and rebalancing your priorities, it's okay to take a rest. Taking care of your mental health is more important than being what everyone tells you is "productive enough." If you feel yourself slipping somewhere past burnout and you need some help, there are a ton of resources both on and off-campus to help you get back on your feet (check out the last edition of Grad School Guide where Jaime and I shared a ton of mental health resources).

As we progress into the last few weeks of the semester, remember: take the breaks you need, reorganize/reframe/rebalance, ask for help when you need it, and have some faith in yourself — you got this!

Image retrieved from Runaway Juno.

12 November 2020

MENTAL HEALTH MATTERS: RESOURCES FOR GRAD STUDENTS

Grad School Guide | Melissa Mertsis and Jaime Meier

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CW: anxiety, depression, therapy

Grad school is full of many wonderful moments that make us excited to enter the field and at times it can also feel overwhelming and difficult to get the most out of classes without the proper support. Accessing Mental Health services, in particular, can feel daunting, so Melissa and I are here to share resources that can be utilized at the iSchool, University of Toronto, and off-campus. One of the most important things in ensuring your success is finding a resource that works well for you — whether that be a psychologist, a counsellor, or an app-based service. We have either personally used and benefited from these services, had friends benefit from them, or have heard stellar recommendations from others.

Feelin' like this lately? We've got your back.

The iSchool offers support via student services and an embedded counsellor. When you’re struggling with your mental health, school can quickly become overwhelming. Thankfully there are many great folks at student services who can help out! For example, Sherry Dang, the MI and MMSt academic advisor, is a great contact to have in mind if you need support or assistance with academic planning, academic progress, financial aid, and scholarships. If you are having a tough time managing deadlines, she is wonderful at taking the time to discuss your options and find a solution that works. If you’re looking to reach out to the iSchool for a different reason, here is a list of all the contacts who are always happy to help whenever they can. The iSchool also has an embedded counsellor, Tracey Doyle, who can help MI/MMSt students for FREE with transition issues, anxiety and depression, and much more! She can be booked through the Health and Wellness Centre.

The University of Toronto also has a great variety of resources, such as Navi, a new app that helps UofT students find mental health resources on and off-campus based on their specific needs. Not only does it provide possible sources for therapy and counselling, but also “tips, strategies, programs, and resources.” The Health and Wellness Centre also offers everything from short-term counselling to psychiatric care. I personally attend the centre and would encourage anyone with any interest or questions to call their wonderful receptionist team and they can get you booked in where you need to be.

Our reaction because MMSt has such great in-house support!

Other than student services and Navi, all of these resources cost money. Luckily, student benefits through the UTGSU cover $500 worth of psychologists and therapists per year. Not to mention that OHIP covers psychiatry services because they are doctors able to prescribe medicine. While these forms of payment have worked for Melissa and I, make sure to talk to your psychiatrist’s/therapist’s office to ensure that you are on the same page about billing and coverage.

If you’re interested in going outside of the University of Toronto for mental health support and assistance, there are a ton of options for you to explore. If you’re not ready to see a professional yet (which is okay!) there are some great resources to check out on your own. BounceBack is a free online resource offered by the Canadian Mental Health Association, “designed to help adults and youth manage low mood, mild/moderate depression and anxiety, stress, [and] worry.” Video topics include problem-solving, balanced thinking, and how to deal with unhelpful behaviour, and are offered in 7 different languages! These videos were a great segway into getting comfortable with getting help.

If you're feeling stressed, anxious, or alone, chances are someone else is too!

Check in on your pals to see how they're holding up.

If you’re ready to start getting support outside of your own means, there are a number of ways to find someone to connect with. Shift Collab helps you connect with therapists virtually, offering 15 minute free meet-and-greets with their practitioners to make sure you are a good fit before getting started. They also have compiled a “Starting Therapy” package which is a great resource to reference when you’re first starting out. Good2Talk is another confidential support service for students in Ontario (and Nova Scotia!) offering phone counselling, or text-based support if you’re in crisis. ConnexOntario also offers support on the phone, over email, or online chat. Hope for Wellness Helpline and Talk4Healing are similar services geared towards Indigenous folks, so make sure to check those out if you’re looking for someone to talk to.

Online psychology databases like Psychology Today, Toronto Psychotherapy Group, and Ontario Society of Registered Psychotherapists are all good starting points when trying to find a therapist. These databases allow you to read about a ton of practising professionals, sort by specialization, availability, and more. The UTGSU also has a list of walk-in counselling resources that do not require appointments or fees; just be sure to check on their COVID policies before going! Although most professionals, in our experience, offer free consultations, there are hourly charges associated with seeing a therapist or counsellor. Be sure to check out pricing, affordability, and government or benefit coverage before committing! The Canadian Association for Mental Health has a document describing the differences between OHIP-covered assistance and paid assistance that may be helpful.

Taking care of your mental health can be a lot sometimes, but keep pushing through — you can do it!

If you’re looking to get started on your own mental health journey, whether within the University of Toronto, the Faculty of Information, or externally, there are a few things to keep in mind. First and foremost, give yourself a pat on the back! Taking care of your mental health is a hard thing to accomplish, and admitting you might need some support is even harder. Second, patience is key. Take your time reaching out and testing multiple providers to find what is best for you; don’t give up! As we mentioned at the beginning of the article, different resources work for different people. Find what works best for you and focus on that. Your mental health is important — we hope you have a chance to explore some of the resources we've shared today!

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If you are in crisis or physical danger call 911.
You may also contact a Telehealth Ontario nurse at 1-866-797-000, or contact Distress Centres of Toronto at 416-408-HELP (4357).
Telecare can be contacted at 416-920-0497 and offers service in Mandarin & Cantonese.
Other crisis contacts can be found here.

19 August 2020

LETTER FROM THE EDITORS: A SUCCESSFUL SUMMER IN THE FACE OF UNCERTAINTY

Letter from the Editor | Jaime Meier & Erika Serodio

Hi, hello! Behind the scenes this summer, the two of us — Jaime and Erika — have been editing, promoting, and thinking hard about Musings. We have truly enjoyed our work so far and we are looking forward to the school year ahead.

Courtesy of Erika Serodio | Source

When we were elected into our positions in April as editors-in-chief, we were living in a different world. In some ways, it felt lucky that this blogging platform we work within is already completely digital. But as the rest of our day-to-day lives transitioned to online, it felt like less of a novelty. Our writing team this summer has adapted to so many overwhelming changes, and it has made us even more proud of everything they have accomplished.

Here are some of our favourite pieces written this summer:

Our resident foodies, Dominica and Lindsay, wrote on migrant agricultural workers’ rights, how they have been affected by the COVID-19 pandemic, and the role museums play in giving a platform.

Jessica wrote a special "Weekend Edition" piece on her first experience back to the AGO during the pandemic and how institutions are navigating the "new normal."

A beautifully written review of the heartbreaking destruction of the S.S. Florizel by Madison is a must read of the summer.

Martin explored the life and work of lego artist, Ekow Nimako, who creates stunningly intricate statues that explore Afrofuturism and Black art.

An essential part of the "Grad School Guide" series was written by the leaders of MPOC — Megan, Denise, Dominica, and Chloé. It’s a deep dive on how imposter syndrome manifests and how to overcome it on a personal and communal level (with amazing memes).

Made by Chloé Houde | Source

Chloé reflected on her on emotional experiences with living history museums and explored the variety available in Europe that allow for an immersive educational experience.

The colonial misinterpretation and fetishization of a nude Buddhist deity are highlighted in Caitlin’s article as she calls us to reconsider what we consider to be "obscene."

Jaime explored the difference between diversity and inclusion and how museums and organizations are executing steps to make the ideal of equity a reality.

A thoughtful piece on oral storytelling in museums and how they allow for minoritized narratives to enter museum spaces was written by Jingshu.

Erika wrote about how Torontonians are attempting to record this strange pandemic moment by saving records of their experiences and participating in art installations.

Annie’s summer internship check-ins helped us all feel more connected with what our peers have been up to and the exciting ways they are implementing and growing in their knowledge.

Last, but certainly not least, Melissa reminded us all of the issues with unpaid internships and how they put students in the difficult position of choosing between financial security or relevant career experience.

Courtesy of Melissa Mertsis.

Despite its challenges, this summer was filled with thought-provoking moments as we worked with our contributing editors and connected with the wider museum community. We whole-heartedly thank all of our readers for following along and we will see you again in the fall!

10 August 2020

RIGHT WHERE YOU SHOULD BE: STUDENTS REFLECT ON MMST

Grad School Guide | Jaime Meier

I learned about the MMSt program when one of my undergraduate classes required us to present on three school or job options we were interested in after convocation and how to achieve them. I was thrilled to get in to MMSt but had to make the big move from Saskatoon to Toronto. As the Museum Professionals of Colour team put it so eloquently in their grad school guide on imposter syndrome, it can be easy to feel like you don’t belong in a new program or place. I have thoroughly enjoyed the program so far but my experiences with MMSt are just one of many, so I surveyed MMSt and CDP students for feedback about their experiences. Even with COVID-19, it is my hope that the experiences discussed will still make new and continuing students excited for the year ahead.

(Source)

With my degree and prior work experiences focusing on history and art history, I had expected a majority of the students in the program to be similar to myself but was pleasantly surprised to meet students whose backgrounds range from Environmental Studies in International Development to Sports Industry. As much as I love talking about art whenever possible, having classes with students who had knowledge far outside my scope only enhanced the experience. One student commented that they were initially nervous about not having specific museum experience but later realized the value in everyone having a different background that allows them to contribute unique skills and passions. It is important for incoming and continuing MMSt students to know that their opinions are valuable, and people usually want to hear them, so take a step outside your comfort zone and contribute in class — the professors always appreciate it.

While students come from different areas of study, we are connected by an interest in museums, galleries, and cultural institutions. The students surveyed commented on how they wanted to make museums more interesting to locals, improve accessibility, and address the lack of diversity and inclusion. These interests can be embraced through conversations with fellow classmates and in class. Some of the favourite classes from the feedback survey were Interpretation and Meaning Making, Public Programming, and Museums and Indigenous Communities. Professors and their assignments often allow the flexibility to work in a current area of interest or explore something new. I learned so much through my personal research for assignments; it's a good opportunity to learn more about topics that you haven't yet had a chance to study.

A few of the amazing people I've met! They've taught me about everything from archaeology to zoology. Photo courtesy of Chloé Houde.

With classes in the fall guaranteed to be online, COVID-19 will require us all to show up for each other digitally. The most common sentiment expressed in the survey was how people's experience in the MMSt program was enhanced by the camaraderie experienced between people in the cohort. To over come the possible isolation this coming year, make sure to check out the discussions and events happening via the Virtual Inforum on Acorn, as well as events put on by the Museum Studies Student Association (MUSSA) and Master of Information Student Council (MISC). Grad school will provide many moments to take your education into your own hands, so despite any road blocks put in place by the pandemic, make sure to make the most of it!

A huge thank you to everyone who participated in the feedback survey! We appreciate you so much.

17 July 2020

"ARE WE EVEN QUALIFIED TO WRITE ABOUT IMPOSTER SYNDROME?": A GUIDE ON HOW TO REASSURE YOURSELF THAT YOU'RE DOING JUST FINE

The Grad School Guide | Megan Sue-Chue-Lam, Denise Tenio, Dominica Tang, Chloé Houde

Made by Megan Sue-Chue-Lam

Hello incoming graduate students! We — Megan, Chloe, Denise, and Dominica — are the current Museum Professionals of Colour (MPOC) executive team. MPOC aims to support students who identify as BIPOC and works toward making the MMSt program more diverse, inclusive, equitable, and accessible. We are three Asian cisgender women and one white cisgender woman. Our group is limited by our own lack of diversity and we do not speak on behalf of Black, Indigenous, and other People of Colour. We strive to make our program, and by extension the museum field, a safer space for us all.

When we met each other and our incredibly accomplished colleagues, we felt our imposter syndrome skyrocket. Generally, imposter syndrome is the feeling that you are where you are by chance rather than by merit, and that you don’t deserve to be in that position. It comes with an unhealthy fear of being outed as an imposter at every achievement and opportunity you earn. Dr. Suzanne Imes and Dr. Pauline Rose Clance first identified the psychological and sociological phenomenon in 1978. While many people can experience imposter syndrome, it disproportionately affects those who’ve been marginalized, including women and people of colour.

via GIPHY

As much as imposter syndrome is an internal condition that distances us from our peers, systemic external factors amplify the symptoms. Too often, students feel unable to take advantage of the resources available to them because these resources are inaccessible. Lack of appropriate resources, too-long waiting lists to see counsellors, and numerous other barriers all add up to create a dangerous culture of isolation and unattainable self-sufficiency [CW: link discusses mental illness, sexual violence, suicide].

Feelings of inadequacy can be magnified by the fact that faculties routinely validate those who have more “traditional” academic and professional backgrounds, to the detriment of others. When schools affirm the experiences of those who’ve had the privilege of focusing on their academics and not on other needs, this further alienates already marginalized people. For example, only select students are able to take on unpaid internships in order to make crucial professional connections and build up targeted work experience.

On top of all this, there’s the harsh truth of tokenism. Tokenism is an unfortunate reality that is made all the more apparent by the lack of equity-focused resources, and can lead you to question your self-worth. Being aware that there are likely only a few openings for people like you can lead to a damaging sense of competition within oppressed groups, when really, we deserve to feel solidarity amongst those we identify with. Perhaps most importantly, we must remember that it is not our fault. It’s up to the institutions that benefit from our work and our identities to change, in order to create a culture of sustained action and justice.

Made by Denise Tenio | Source

With all that being said, how can we monitor our imposter syndrome and mitigate its effects on our mental health?

First off, find your support system!

Identify the people in your life who you can trust, or who share similar life experiences as you, to talk openly with about your imposter syndrome. Whether that’s your family, friends, or peers, having a strong support system is extremely important, so you don’t end up carrying the weight of your anxieties all by yourself. We can wholeheartedly vouch for how uplifting it is to find your people in this program. Make friends with others in your cohort who will encourage you as fellow emerging museum professionals.

You may be wondering, “how do I find my people?” One surefire way to develop closer bonds with others is by participating in student life! In our MMSt program, we have three associations you can get involved with: The Master of Museum Studies Students Association, Musings, and Museum Professionals of Colour (that’s us!). Reach out to your student representatives on these organizations and feel free to chat with the second years in each group for advice. There’s also an Incoming 2020 iSchool Students Facebook group that you can join to meet other first year students. However, while extracurriculars are a great way to meet new people, we acknowledge that they aren’t for everyone. Our program requires a lot of group work, so even that can be an easy way to connect!

Second, realize that your worth isn’t tied to academia.

For many of us who’ve chosen to pursue academia, it can be difficult to separate our sense of self from the work we produce as students. This dangerous mentality is what often leads to imposter syndrome. If we fall into a rut of convincing ourselves we’re not capable enough, this ultimately diminishes our mental health. When you feel your imposter syndrome being triggered, try to remember that you are so much more than your academic abilities. One way to remind yourself of this is by practicing self-affirmations daily. Repeating phrases like “I have endless talents which I will utilize today” is a great way to start or end the day and, over time, could positively influence your self-esteem.

Lastly, reach out to academic support services within the University of Toronto or the iSchool.

The iSchool has a number of staff members whom you can meet with to talk about your worries. However, if you find yourself too nervous to contact them yourself, consider reaching out to peer groups or intermediaries such as iStudents for Mental Health who can get you started on finding the help you need.

Made by ErinWhite1 | Source

Now, in terms of what can be done to change the institutional culture that breeds imposter syndrome, here’s what people in positions of authority or leadership can do to make a significant difference.

First, be proactive in letting your students know how they can get help and how the school is there to support them.

It’s not always obvious who to go to for questions or problems, especially if a student’s concerns have to do with matters outside of course content. Invite Student Services staff to your classes so that everyone is familiar with them, what they do, and how to reach them. Similarly, be proactive in seeking out professional development opportunities that specifically focus on inclusion, equity, and accessibility for your students. Make them feel supported in every sense.

Second, familiarize yourself with your unconscious biases.

Understand that imposter syndrome affects different groups of people disproportionately, based on different factors, such as race, sexuality, gender, mental health, and many more. Make your official and unofficial class policies more accessible, and make your course content more diverse. Practice active listening in order to ensure that you are interpreting your students correctly and to show that you respect their contributions.

Finally, don’t take for granted what people know.

Especially in a program like MMSt, where students come from such various academic and professional backgrounds. A concept you assume to be common knowledge might not be widely known by others — this can be alienating and trigger students' imposter syndrome. Understand that your students come from diverse backgrounds and experiences, that they all bring something enriching to the table, and that this diversity is a strength that should be fostered.

But what do we know! ¯\_(ツ)_/¯

Here are some inter-faculty peer-support groups and mental health resources:

iStudents for Mental Health connects students to resources and events that promote mental wellbeing. Visit their website and join their Facebook group!

Sherry Dang is the Associate Registrar and oversees Student Services. She’s amazingly supportive!

MUSSA hosts amazing events and opportunities for you to meet your peers.

As for us at MPOC, we have openings on our team reserved for first years (to be announced!) and there are always opportunities to get involved in events. You can email us or find us on Facebook, Instagram, Twitter, and LinkedIn.

Accessibility Interests Working Group, chaired by Adrian Petterson, aims to address and remove “physical, technical, systemic, informational or attitudinal” barriers to make the school more inclusive.

Sincerely,
The MPOC team ❤︎

Made by Chloé Houde | Source

29 July 2019

ALL FOR ONE AND ONE FOR ALL: SURVIVING THE GROUP PROJECT

The Grad School Guide | Emma Puddicombe

Let’s play a game. I’m going to name a Grad School situation and you’re going to say the first word that comes to your mind. GO!

Situation: Group Projects.

Now, if you’re immediate response was “NO” or something similar, I don’t blame you. Many of us have had negative experiences with group projects in the past and are not keen to be a part of them again. Unfortunately, group projects are a Grad School reality. Don’t fret, though. I am here to present you with tips to maneuver these situations with ease and grace! Keep reading for your guide to surviving the Group Project.

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