Making the Most of Professional Development Opportunities for Graduate Students
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This document outlines a workshop on developing a professional development plan (PLAN) for graduate students. It discusses the importance of professional development for career preparation in light of funding and job market challenges. The workshop teaches a three-step PLAN process: 1) self-assessment of skills, 2) identification of development opportunities, and 3) creation of a PLAN matching opportunities to skills. Attendees practice the steps and share initial PLANs with peers before getting tips on implementation. The goal is for graduate students to proactively improve skills and career options through intentional professional development.
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Making the Most of Professional Development Opportunities for Graduate Students
- 1. Making the Most of Professional Development Opportunities for Graduate Students PLAN Workshop August 28, 2014, 2:00pm-3:00pm Michelle Rodems, Ph.D.
- 3. Learning Outcomes Explain the importance and process of developing a professional development PLAN Identify skills to improve through professional development Select professional development opportunities to improve their skills Prepare an initial PLAN for professional development
- 4. Why Develop a PLAN for your professional development?
- 5. Professional Development in Context Decrease in funding for higher education Reduction in permanent positions Increase in Graduates Training Interests Economy
- 6. “Student involvement in various programmatic, departmental, institutional, and professional activities and opportunities contributes favorably to [graduate] student retention and completion” (Bair & Haworth, 2004)
- 7. The PLAN
- 9. What are Your Skills? 1. Review the list of transferable skills identification. 2. Take 10 minutes and review the list, identifying those skills that you think you have (regardless of where you learned them). 3. Take 3 minutes and review the skills. Identify those that fit these descriptions: Skills you think you currently have Skills you want to develop or refine
- 10. What Employers Want 1. Ability to work in a team structure 2. Ability to verbally communicate with persons inside and outside the organization 3. Ability to make decisions and solve problems 4. Ability to obtain and process information 5. Ability to plan, organize, and prioritize work 6. Ability to analyze quantitative data 7. Technical knowledge related to the job 8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10.Ability to sell or influence others. -2012 National Association of Colleges and Employers (NACE) Job Outlook Survey
- 11. Skills Research Teaching Service Management Communication Etc…
- 14. International and National Local and Regional University Department Mentor(s)
- 16. Professional Development Life Skills Academic Development Networking
- 17. PLAN . . . Includes: Academies Support & Accountability Groups Workshops Mentoring Resources Partnerships: GSC, Career Center, Health Promotions, Delphi Center, etc. . .
- 19. 1.Using this framework matrix 2.Using the skills you would like to develop 3.Identify 3-5 opportunities and write them in your folder 4.Share with the group
- 20. Last Few Tips Look at others’ resumes/ C.V.s Start with the end in mind Start broad, get specific Make your goals S.M.A.R.T. Practice, Practice, Practice Authentic networking
- 21. Questions & Discussion Michelle Rodems, Ph.D. School of Interdisciplinary and Graduate Studies & The Delphi Center for Teaching and Learning michelle.rodems@Louisville.edu // @MichelleRodems //
Editor's Notes
- Brainstorm
- Chris Golde and Timothy Dore reported two major findings of their Pew-sponsored research on doctoral student experiences: i) “The training doctoral students receive is not what they want, nor does it prepare them for the jobs they take,” and ii) “Many students do not clearly understand what doctoral study entails, how the process works and how to navigate it effectively”(3). The School of Interdisciplinary and Graduate Studies partnered with directors of graduate programs to emphasize two things: one, that academic development is the most important part of the model, and two, that academic programs were responsible for making explicit how students were to progress through the program. As the work of scholars like Ann Austin (2002) and Golde and Dore (2001) has previously shown, graduate students often receive mixed messages about the goals and priorities that they need to set in order to be successful within their academic programs. Our professional development initiative, which we have named PLAN, helps programs provide a general framework which encourages students to learn about and better chart their academic progress. (Boehm and Sharma)
- 5 Minutes Landscape Job Market Communication Decreases in funding since the 1980’s. For most public institutions, prior to the 1980s, the states paid the majority of funds, the students (with help from the federal gov’t) paid the rest. Since then those numbers have flipped. As a result, institutions have increasingly looked for ways to decrease spending. One way this has been seen is in the reduction of full-time, tenure-track positions. More part-time, more adjuncts, more graduate students covering classes. Expectations for positions are opposite. Increase in graduate students being graduated Moreover, graduate students have been trained in the same way. They are still trained for research, service, and teaching. Few faculty or programs acknowledge the reality of the declining job market. There is little professional development in competencies related to diversity, learning outcomes and processes, technology, instructional strategies, business, and entrepreneurialism. Many students are now interested in positions outside of faculty life, or those who’ve been in the workforce are interested in working in higher ed. Finally, the economy has impacted the competitiveness of the market. There are more excellent candidates for each position, especially given the increase in those pursuing doctoral degrees. Map traditional path, And then bring in new (image – new territory, emergent) In the last 15-20 years, new area #Alt-Ac: Not professoriate. Chart: Venn Diagram: Concept of AltAc – check to see if it exists already Talking points for Chronicle article New Wave of Conversatoin about Career Options Chronicle Council of Graduate School Anecdotes (Patty’s article) Publications Virtual communities
- One of the fundamental premises behind the PLAN initiative is that graduate students best succeed academically and develop professionally when they plan their own course, choose from a range of available opportunities and resources, and assess and update their progress to fit their own needs and interests. (Boehm and Sharma)
- 17 Minutes
- 3 minutes The point here is not that you’re all going out into the job market, but that you have (or have the opportunity to GAIN) many of these skills. These are also skills to emphasize.
- HIGHLIGHT NEW: Grant Writing Academy, Dissertation Writing Accountability Group, Healthy Life Group for Female Grad Students The Delphi Center for Teaching and Learning LGBT Center The Writing Center The Office of Research The Career Development Center The Ombuds Office A&S Office of Research International Center Graduate Student Council The Counseling Center University Libraries PEACC Health Promotions And individual faculty and staff