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. PREPping Students for Success Paul Artale MCEEA Conference 2013
- 7. DON’T Assume that graduate students have career search skills in tact Assume graduate students have researched the possibilities Assume they are receiving support from their departments
- 8. What Some Research Tells Us: Students are not asking important questions at key stages, and program administrators are not providing essential information as part of the socialization process. Career and professional development guidance is often missing in the socialization process for students. Guidance on how students might develop or adapt their professional skills for settings outside academe is not part of the preparation of most doctoral students (Austin, 2002, p.105).
- 9. 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 to change.
- 10. Exploring Outside of Academia Can Be Frightening Confusing Amazing Liberating Empowering
- 11. PhD Abilities 1. intelligence, ability to learn quickly 2. ability to make good decisions quickly 3. analytical, inquiring, logical-mindedness 4. ability to work well under pressure and willingness to work hard 5. competitiveness, enjoyment of challenge 6. ability to apply oneself to a variety of tasks simultaneously 7. thorough, organized and efficient 8. good time management skills 9. resourceful, determined and persistent (and able to live on $2K/month!) 10. imaginative, creative 11. cooperative and helpful 12. objective and flexible 13. good listening skills 14. sensitive to different perspectives 15. ability to make other people "feel interesting" Employers in all fields are looking for people with these traits
- 12. 20 successful PhDs in non- academic careers were asked ...“Of the many skills you developed while in graduate school, which ones are the most valuable to you now?” Finding one’s own path and taking initiative with little assistance Ability to work in a high-stress environment Independence Maturity Computer skills Circumventing the rules Learning to seek out problems and solutions Ability to persuade Ability to create Ability to work productively with difficult people
- 13. Transferable skills 1. ability to function in a variety of environments and roles 2. teaching skills: conceptualizing, explaining 3. counseling, interview skills 4. public speaking experience 5. ability to support a position or viewpoint with argumentation and logic 17. ability to make the best use of "informed hunches" 16. ability to suspend judgment, to work with ambiguity 15. ability to acknowledge many differing views of reality 14. ability to do advocacy work 13. ability to problem-solve 12. ability to investigate, using many different research methodologies 11. ability to evaluate critically 10. ability to combine, integrate information from disparate sources 9. ability to organize and analyze data, to understand statistics and to generalize from data 8. knowledge of the scientific method to organize and test ideas 7. ability to implement and manage all phases of complex research projects and to follow them through to completion 6. ability to conceive and design complex studies and projects
- 14. Professional developmentProfessional development SSocialization and integration into a professionalocialization and integration into a professional context and the continued process of learning andcontext and the continued process of learning and growth throughout a career.growth throughout a career. Transferable skillsTransferable skills Practical abilities that are fundamental to success inPractical abilities that are fundamental to success in professional contexts (academia to industry,professional contexts (academia to industry, corporations, and agencies)corporations, and agencies)
- 16. Graduate Student Life & Wellness Connecting you with the resources you need for success & a well-balanced life in graduate school.
- 17. Research Says… Graduate Students who embrace wellness and get involved are more successful academically, more likely to complete their graduate degrees, and more desirable to employers.
- 19. Essential Transferable Skills-Essential Transferable Skills-WHAT EMPLOYERS WANT?WHAT EMPLOYERS WANT?
- 20. Becoming Your Own ManagerBecoming Your Own Manager 5 Strategies for Success5 Strategies for Success 1.1. Take responsibility and ownership for yourTake responsibility and ownership for your success.success. 2.2. Know available resourcesKnow available resources 3.3. Think aheadThink ahead 4.4. Have a plan!Have a plan! 5.5. Identify (and deal with) obstaclesIdentify (and deal with) obstacles
- 21. PLANNINGPLANNING for career and professionalfor career and professional goals-entry to exitgoals-entry to exit Planning during graduate school helps youPlanning during graduate school helps you identify and achieve your professional andidentify and achieve your professional and career goals.career goals.
- 22. 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 expectations placed 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 for one’s own health. Wellness assumes that the whole is greater than itsone’s own health. Wellness assumes that the whole is greater than its parts.parts.
- 23. ENGAGEMENT in decision-making and skill development Engagement in your discipline and in your personal and professional development is critical for enhancing transferable skills, expanding your professional network, and creating partnerships and collaborations.
- 24. PROFESSIONALISM in research, teaching, and service Professionalism-- how you reflect on what youProfessionalism-- how you reflect on what you do 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 demonstrate throughout your career.throughout your career.
- 25. Job Search/ Resumes, interviews, researching options (Networking) Focusing Which organizations are a good fit? What do I need to be competitive? Who can connect me to these organizations? (Networking) Action Plan Exploration What’s out there? What options do I have? What jobs fit my skills? What careers and industries can use them? (Networking) Self Assessment Who am I? What are my interests? What kinds of skills do I have? What are my work-related values? What is my work style? Graduate Student Career Developmental Process Adapted from Peter Fiske: To Boldly Go: Practical Career Advice for Scientists, Workshop at MIT, April 1998. Modified from Stanford University Career Development Office. Early M ID Late
- 45. Electronic Professional NetworkingElectronic Professional Networking
- 46. Discussion Starters What are the needs and challenges of graduate students on your campus? What elements could you incorporate to enhance graduate student experience? General thoughts?
- 47. Action Steps Name 3 things you could do to improve career services for graduate students on your campus?
- 48. CONTACT ME ARTALEPA@MSU.EDU www.paulartale.com/materials LinkedIN: Paul Artale
Notes de l'éditeur
- Student 1 – Undergrad considering a Grad Degree (very rare) Student 2 – Masers student needing guidance (usually from a discipline with few pipleines Student 3- Doctoral Student
- PREP Model offers something for everyone Introduction, including intro of Assistant Deans, Dr. Judith Stoddart and Dr. Rique Campa Welcome New Graduate students and TELL Story of own application process. STARTING AND COMPLETING YOUR GRADUATE DEGREE IS HARD WORK BUT YOU CAN DO IT! How many of you are Masters level, Ph.D., How many of you know exactly what you want to do when you complete your graduate degree? PREP: Is the graduate schools career and professional development model designed to help you develop professional and finish your graduate program--Part of what we do for the graduate school is research what looks to successful completion of a graduate degree and what leads to a successful job search upon completion. The PREP Model is built on scholoarship. TAP, Setting Expectations and Resolving conflict, Career and professional development, grad wellness and life, responsible conduct of research When students begin to plan fully to achieve their goals and to exercise their strengths, the effect is synergistic—they get more done and are more connected to the community for support. Good Morning Everyone and Welcome to Michigan State University. My name is Matt Helm and I am director of PhD Career Services and Graduate Student Life and Wellness. This morning I will be presenting alongside my colleagues Dr. Judith Stoddart and Dr. Rique Campa. We work for the Graduate School at MSU, specifically designing career and professional development programs. Our goals for this morning are to expose you to our PREP Model so that you can “make the most of your graduate school experience”.
- Help students understand the goals of graduate education, your professional development What are the skills and professional attitudes and behaviors that you need to be successful in your chosen discipline What is your ideal first position when you get your PhD or Masters? Academia, industry. What strategies will you use in your job search (info interviewing, networking, presenting at conferences. Resiliency—students who stay exhibit certain behaviors –stress management, conflict resolution, communication skills, PREP programs and resources if used intentionally will help you secure position. Plan for your success.
- Transitions are inevitable, our role as leaders is to orient people toward transition in a positive and generative way. Not negative: THE meaning we imbue on the change: Positive/Negative, goal: to recognize the beauty when its painful, What happy know, the more painful the change the more growth that can occur=optimism. Anecdote about my own life: Caden, Rob, Me, Transitioning to marriage
- In the course of your degree you will hear us use the terms professional development and transferable skills. Socialization: the formal and informal process by which you acquire the knowledge/expertise, abilities, skills necessary for entrance into your professional— Continued process of learning and growth throughout your career—PREP is lifelong learning. In the course of your doctoral program, you will be developing a set of transferable skills : practical abilities that are fundamental to success in graduate school and in a range of professional contexts, from academia to industry, corporations, agencies, state and federal government. What are the skills that you believe are important to develop in graduate school?
- -Primary essential skills and how to put each one of the skills “to work”. -Diversity of skills for those students who will have various academic and nonacademic career trajectories—not just research intensive universities.
- Identify your goals Educational goals Career goals