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MCEEA: PREPping Students for Success


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An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.

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MCEEA: PREPping Students for Success

  1. 1. PREPping Students for SuccessPaul ArtaleMCEEA Conference 2013
  2. 2. $0$10,000$20,000$30,000$40,000$50,000$60,000B.A. Masters PhD
  3. 3. DON’T Assume that graduate students havecareer search skills in tact Assume graduate students haveresearched the possibilities Assume they are receiving support fromtheir departments
  4. 4. What Some Research Tells Us: Students are not asking important questions at key stages, andprogram administrators are not providing essential information as partof the socialization process. Career and professional development guidance is often missing in thesocialization process for students. Guidance on how students might develop or adapt their professionalskills for settings outside academe is not part of the preparation ofmost doctoral students (Austin, 2002, p.105).
  5. 5. Change vs. Transition•Change and Transition are not the same•Change is an event or shift in the external situation•Transition is the psychological reorientation in response tochange.
  6. 6. Exploring Outside of Academia CanBe Frightening Confusing Amazing Liberating Empowering
  7. 7. PhD Abilities1. intelligence, ability to learn quickly2. ability to make good decisions quickly3. analytical, inquiring, logical-mindedness4. ability to work well under pressure and willingness to work hard5. competitiveness, enjoyment of challenge6. ability to apply oneself to a variety of tasks simultaneously7. thorough, organized and efficient8. good time management skills9. resourceful, determined and persistent (and able to live on $2K/month!)10. imaginative, creative11. cooperative and helpful12. objective and flexible13. good listening skills14. sensitive to different perspectives15. ability to make other people "feel interesting"Employers in all fields are looking for people with these traits
  8. 8. 20 successful PhDs in non-academic careers wereasked ...“Of the many skills you developed while in graduate school, whichones are the most valuable to you now?”Finding one’s own path and taking initiative with little assistanceAbility to work in a high-stress environmentIndependenceMaturityComputer skillsCircumventing the rulesLearning to seek out problems and solutionsAbility to persuadeAbility to createAbility to work productively with difficult people
  9. 9. Transferable skills1. ability to function in a variety of environments and roles2. teaching skills: conceptualizing, explaining3. counseling, interview skills4. public speaking experience5. ability to support a position or viewpoint with argumentation and logic17. ability to make the best use of "informed hunches"16. ability to suspend judgment, to work with ambiguity15. ability to acknowledge many differing views of reality14. ability to do advocacy work13. ability to problem-solve12. ability to investigate, using many different research methodologies11. ability to evaluate critically10. ability to combine, integrate information from disparate sources9. ability to organize and analyze data, to understandstatistics and to generalize from data8. knowledge of the scientific method to organize and test ideas7. ability to implement and manage all phases of complexresearch projects and to follow them through to completion6. ability to conceive and design complex studies and projects
  10. 10.  Professional developmentProfessional developmentSSocialization and integration into a professionalocialization and integration into a professionalcontext and the continued process of learning andcontext and the continued process of learning andgrowth throughout a career.growth throughout a career. Transferable skillsTransferable skillsPractical abilities that are fundamental to success inPractical abilities that are fundamental to success inprofessional contexts (academia to industry,professional contexts (academia to industry,corporations, and agencies)corporations, and agencies)
  11. 11. Graduate Student Life &WellnessConnecting you with the resources you need forsuccess & a well-balanced life in graduateschool.
  12. 12. Research Says…Graduate Students who embrace wellnessand get involved are more successfulacademically, more likely to complete theirgraduate degrees, and more desirable toemployers.
  13. 13.
  14. 14. Essential Transferable Skills-Essential Transferable Skills-WHAT EMPLOYERS WANT?WHAT EMPLOYERS WANT?
  15. 15. Becoming Your Own ManagerBecoming Your Own Manager5 Strategies for Success5 Strategies for Success1.1. Take responsibility and ownership for yourTake responsibility and ownership for yoursuccess.success.2.2. Know available resourcesKnow available resources3.3. Think aheadThink ahead4.4. Have a plan!Have a plan!5.5. Identify (and deal with) obstaclesIdentify (and deal with) obstacles
  16. 16.  PLANNINGPLANNING for career and professionalfor career and professionalgoals-entry to exitgoals-entry to exit Planning during graduate school helps youPlanning during graduate school helps youidentify and achieve your professional andidentify and achieve your professional andcareer goals.
  17. 17.  RESILIENCE and tenacity through multiple career and life stages Resilience--the ability to adapt effectively to adversity or change. To be resilient in graduate school, you must adapt to the expectationsTo be resilient in graduate school, you must adapt to the expectationsplaced upon you.placed upon you. Wellness: The integration, balance, and harmony of mental, physical,Wellness: The integration, balance, and harmony of mental, physical,emotional, and spiritual well-being through taking responsibility foremotional, and spiritual well-being through taking responsibility forone’s own health. Wellness assumes that the whole is greater than itsone’s own health. Wellness assumes that the whole is greater than
  18. 18.  ENGAGEMENT in decision-making andskill development Engagement in your discipline and in yourpersonal and professional development iscritical for enhancing transferable skills,expanding your professional network, andcreating partnerships and collaborations.
  19. 19.  PROFESSIONALISM in research,teaching, and service Professionalism-- how you reflect on what youProfessionalism-- how you reflect on what youdo in your discipline and the types of attitudes,do in your discipline and the types of attitudes,standards, and behaviors you demonstratestandards, and behaviors you demonstratethroughout your career.throughout your career.
  20. 20. JobSearch/Resumes, interviews,researching options(Networking)FocusingWhich organizations are a good fit?What do I need to be competitive? Whocan connect me to these organizations?(Networking)ActionPlanExplorationWhat’s out there? What options do I have? What jobs fit myskills? What careers and industries can use them?(Networking)Self AssessmentWho am I? What are my interests? What kinds of skills do I have? Whatare my work-related values? What is my work style?Graduate Student Career DevelopmentalProcessAdapted from Peter Fiske: To Boldly Go: Practical Career Advice for Scientists, Workshop at MIT, April1998. Modified from Stanford University Career Development Office.EarlyMIDLate
  21. 21. Electronic Professional NetworkingElectronic Professional Networking
  22. 22. Discussion Starters What are the needs and challenges ofgraduate students on your campus? What elements could you incorporate toenhance graduate student experience? General thoughts?
  23. 23. Action Steps Name 3 things you could do to improvecareer services for graduate students onyour campus?
  24. 24. CONTACT ME ARTALEPA@MSU.EDU LinkedIN: Paul Artale