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

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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

182

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Paper Authors

biography

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

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

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