Facilitating Graduate Students’ Professional Development: Implementation and Evaluation of Learning Activities

Jiabin Zhu; Cyndi Lynch; Monica Farmer Cox

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Educating Students for Professional Success
Tagged Division: Graduate Studies
Page Count: 7
Page Numbers: 25.626.1 - 25.626.7
DOI: 10.18260/1-2--21383
Permanent URL: https://peer.asee.org/21383
Download Count: 408

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Paper Authors

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Jiabin Zhu Purdue University, West Lafayette

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Jiabin Zhu is a Ph.D. student in the School of Engineering Education at Purdue University. She obtained a B.S. in physics from East China Normal University, a M.S. in optics from Chinese Academy of Sciences (CAS), and a second M.S. in biomedical engineering from Purdue University. Her primary research interests relate to the cognitive development of engineering graduate students, global engineering, professional development, and mentoring of engineering graduate students. She is a student member of American Society for Engineering Education (ASEE).

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Cyndi Lynch Purdue University, West Lafayette

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Monica Farmer Cox Purdue University, West Lafayette

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Abstract

Facilitating Graduate Students’ Professional Development: Implementation and Evaluation of Learning ActivitiesGraduate students are criticized for their lack of preparation for professional skills, such asteamwork, managerial and leadership skills and lack of training for careers outside of academia(Nerad, 2004). Multiple stakeholders including researchers, educators and administrators, havepointed out the necessity to offer systematic training and professional development opportunitiesto graduate students and prepare them for broader career options within and outside of academia(Nyquist, 2002). In this context, “Preparing Future Professionals”, a graduate-level course, wasdesigned and implemented to facilitate the development of graduate students in their skills, roles,and responsibilities as global citizens and future professionals in business and corporateenvironment. In the process of facilitating graduate students’ professional skills and attributes,the research team developed ten interactive learning activities that centered on the theme ofhelping the transition of graduate students’ roles to future professionals in businesses andindustry. These learning activities cover a variety of critical aspects in the transition to businessand corporate development, such as skills and competencies, career management, organizationtypes and cultures, roles and responsibilities, and balancing career and personal life.These interactive learning activities include, Cultivating Your Professional Identity; CARS(Context, Action, Result, Skills) Impact Statements; Developing Networking Narratives;Creating a Networking Map; Job Description Analysis; Developing Job Search Strategies; Self-Assessment; Institutional Profile; Individual Development Plan and Career Strategic Plan. Theimplementation of these activities aims at addressing the different aspects of graduate students’professional development. These activities have been piloted among 34 graduate students. Thispaper provides an overview of the design and implementation of these learning activities and theanalysis of students’ deliverables in the evaluation of students’ learning outcomes.Nerad, M. (2004). The Ph.D. in the U.S.: Criticisms, facts, and remedies. Higher EducationPolicy, 17, 2, 183-199.Nyquist, J.D. (2002). A tapestry of change for the 21st century, Change, 34(6): 12-21

Citation
Format

Zhu, J., & Lynch, C., & Cox, M. F. (2012, June), Facilitating Graduate Students’ Professional Development: Implementation and Evaluation of Learning Activities Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21383

TY  - CPAPER
AB  -  Facilitating Graduate Students’ Professional Development: Implementation                   and Evaluation of Learning ActivitiesGraduate students are criticized for their lack of preparation for professional skills, such asteamwork, managerial and leadership skills and lack of training for careers outside of academia(Nerad, 2004). Multiple stakeholders including researchers, educators and administrators, havepointed out the necessity to offer systematic training and professional development opportunitiesto graduate students and prepare them for broader career options within and outside of academia(Nyquist, 2002). In this context, “Preparing Future Professionals”, a graduate-level course, wasdesigned and implemented to facilitate the development of graduate students in their skills, roles,and responsibilities as global citizens and future professionals in business and corporateenvironment. In the process of facilitating graduate students’ professional skills and attributes,the research team developed ten interactive learning activities that centered on the theme ofhelping the transition of graduate students’ roles to future professionals in businesses andindustry. These learning activities cover a variety of critical aspects in the transition to businessand corporate development, such as skills and competencies, career management, organizationtypes and cultures, roles and responsibilities, and balancing career and personal life.These interactive learning activities include, Cultivating Your Professional Identity; CARS(Context, Action, Result, Skills) Impact Statements; Developing Networking Narratives;Creating a Networking Map; Job Description Analysis; Developing Job Search Strategies; Self-Assessment; Institutional Profile; Individual Development Plan and Career Strategic Plan. Theimplementation of these activities aims at addressing the different aspects of graduate students’professional development. These activities have been piloted among 34 graduate students. Thispaper provides an overview of the design and implementation of these learning activities and theanalysis of students’ deliverables in the evaluation of students’ learning outcomes.Nerad, M. (2004). The Ph.D. in the U.S.: Criticisms, facts, and remedies. Higher EducationPolicy, 17, 2, 183-199.Nyquist, J.D. (2002). A tapestry of change for the 21st century, Change, 34(6): 12-21
AU  - Jiabin Zhu
AU  - Cyndi Lynch
AU  - Monica Farmer Cox
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Facilitating Graduate Students’ Professional Development: Implementation and Evaluation of Learning Activities
UR  - https://peer.asee.org/21383
DO  - 10.18260/1-2--21383
ER  -