Testimonials

Sara Geraghty, PhD

Postdoctoral Scholar, Computational Biology

XXXXXXXX, USA

Laura is incredibly passionate about and dedicated to graduate student success and thriving. She has developed a wide array of programs for graduate students at Princeton, including the Graduate Peer Coach program, the Princeton University Neurodiversity Collective (PUNC), and other workshops for graduate student success in candidacy exams, advisor-advisee relationships, teaching and mentorship skills, and more. Over the years I have known her, I have often seen her listen closely to a student describe a need or idea, and then work with that student (or behind the scenes!) to directly address that need, fill the gap, or advocate on the students’ behalf. In just six years at Princeton, she has done an incredible amount to improve the graduate student experience.

Alexandra Middleton, PhD

Asst. Professor, Medical Anthropology

University of Copenhagen, Denmark

XXXXXX (Virtual Writing Grps)

Samin Rashidbeigi, PhD

Postdoctoral Scholar, Near Eastern Studies

Rice University, USA

I was fortunate to get to know Laura and Kate early during my grad school experience. I am especially grateful to Laura for all the workshops and training that she developed at Princeton over the years to address the less-discussed grad students’ concerns. It was through Laura's science-based, realistic, and compassionate approach that I realized many of my struggles in grad school are not unique, some are structural, some behavioral, and some are there just because grad school can be an outrageously stressful environment. However, if the pain is inevitable in grad school (deadlines, toxic folks, peer pressure, social injustice, unclear pathways) suffering is not. Working with Laura and Kate, I developed a toolkit to self-regulate my time and energy, set boundaries with individual and institutional entities, take mentorship seriously and actively look for it, share my work with accountable peers and seek feedback, and find a fresh and committed community of learners and educators.

Anne Laurita, PhD

Director, Health Promotion and Prevention Services

Princeton University

XXXXXXX

Julie Yun, PsyD

Associate Dean for DEI

School of Engineering and Applied Sciences

Princeton University

XXXXXXX

Geoffrey Hill, PhD

Associate Dean for Academic Affairs

The Graduate School

Princeton University

XXXXX

Haneen Khalid

Doctoral Student, Security Studies

Princeton University, USA

XXXX (ND coaching)

Jordan Klein, PhD

Postdoctoral Scholar, Demography

Max Planck Institute, Germany

XXXX (ND coaching)

Sandeep Kumar

Doctoral Student, Neuroscience, Princeton University

XXXX (International student coaching & supports)

Sara Geraghty, PhD

Laura is incredibly passionate about and dedicated to graduate student success and thriving. She has developed a wide array of programs for graduate students at Princeton, including the Graduate Peer Coach program, the Princeton University Neurodiversity Collective (PUNC), and other workshops for graduate student success in candidacy exams, advisor-advisee relationships, teaching and mentorship skills, and more. Over the years I have known her, I have often seen her listen closely to a student describe a need or idea, and then work with that student (or behind the scenes!) to directly address that need, fill the gap, or advocate on the students’ behalf. In just six years at Princeton, she has done an incredible amount to improve the graduate student experience.

Samin Rashidbeigi, PhD

I was fortunate to get to know Laura and Kate early during my grad school experience. I am especially grateful to Laura for all the workshops and training that she developed at Princeton over the years to address the less-discussed grad students’ concerns. It was through Laura's science-based, realistic, and compassionate approach that I realized many of my struggles in grad school are not unique, some are structural, some behavioral, and some are there just because grad school can be an outrageously stressful environment. However, if the pain is inevitable in grad school (deadlines, toxic folks, peer pressure, social injustice, unclear pathways) suffering is not. Working with Laura and Kate, I developed a toolkit to self-regulate my time and energy, set boundaries with individual and institutional entities, take mentorship seriously and actively look for it, share my work with accountable peers and seek feedback, and find a fresh and committed community of learners and educators.

Lisa Driver, MI

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Alexa Young, CA