Interested in a Seminar or Workshop?
Here are a few details. Each workshop:
- is about 90 minutes in length.
- is engaging and interactive.
- includes case studies from actual graduate students.
- incorporates career development information that is tailored to masters and doctoral level job seekers.
- provides additional resources to reinforce learning.
- The similarities and differences between the academic and postacademic job markets.
- Top applied career fields for graduates of STEM, social science and humanities programs, customized to the audience.
These strategies will help you understand your career options and translate your skills, content knowledge, and interests into job opportunities in diverse careers. This session also encourages you to adopt a proactive approach to career planning, so the job search is less overwhelming and more manageable.
- To identify and to describe your transferrable skills, even if you have little work experience.
- The top three considerations for effectively translating your skills and experiences into a professional profile that employers understand.
- How to write a compelling career summary that is relevant to employers.
- The differences between academic and nonacademic job applications, and what hiring managers and recruiters look for in top applications.
By the end of this seminar, participants will know the components of the professional resume and cover letter and how to prepare them.
Graduate student success in exploring and preparing for diverse professional pathways depends on various members of the university community. Faculty advisors and graduate program directors are often the first line of contact for graduate students seeking mentorship to navigate their postgraduate options.
As such, faculty mentors are uniquely suited to connect students to reliable, high-‐quality nonacademic career resources and information. This seminar is designed to assist faculty in the humanities and humanistic social sciences to confidently and efficiently provide graduate students with such information and referrals.
Seminar participants will learn and discuss:
- The transferable skills graduate students acquire through research, teaching, publication, and student leadership activities.
- The career exploration process for building awareness of today’s employment landscape and career opportunities for graduate students.
- The three most common career and professional development concerns students are most likely to ask faculty, and approaches to addressing them.
- A bank of nonacademic career resources that faculty can share with graduate students who request mentorship on this topic. Resource list provided.
As a result of this seminar, faculty will be equipped with foundational information and resources to help their students be intentional about their professional and career development.
After an initial five years in existence, the NIH Training Center desired to enhance the efficacy of its Executive Leadership Program, the NIH’s premier leadership development program for GS 15 and Senior Executive Service scientist- and administrative- leaders.
The Consulting Team conducted program evaluation and provided recommendations for new program topics, experiential learning techniques, leadership skills building, and outcomes tracking. Recommended strategies were customized for training senior level scientists and administrators who manage in a rapidly evolving environment. The NIHTC implemented recommendations in the same year that the consulting study was completed for the new 2016 ExLP cohort.
Assist women faculty in STEM, social science and health science fields to develop strategies to be more effective collaborators, communicators, and personal advocates. Provide women faculty with leadership development skills required for career development and advancement.
Developed a seminar on vision setting, communication and self-advocacy to prepare women for leadership positions and cross-sector collaborations. Provided several sessions of one-on-one executive coaching to program members to address limiting beliefs, strategies for negotiation, and increase time management and prioritization.
Feminist studies department chairs and program leaders within the 15 CIC member schools saw a need to introduce their graduate students to diverse career options. Program and department chairs needed a program that would satisfy two main goals:
- Offer relevant career content for graduate students to explore careers within and outside the academy;
- Be accessible to time-strapped graduate students across 15 member institutions in various time zones. (Many students were simultaneously completing master’s theses and doctoral dissertations alongside enrollment in this program.)
Designed a 6-module multi-media, online program for masters and doctoral students, accomplishing the following objectives:
- Enable students to assess their personal strengths, interests, and values;
- Familiarize students with diverse employment opportunities within and beyond academia;
- Introduce students to feminists who excel in a range of careers, while championing progressive social change initiatives;
- Assist students to identify professional fields of particular interest;
- Cultivate students’ ability to analyze and market their talents and transferable skills;
- Provide students the steps tYouo prepare materials for a job search, particularly the professional résumé and cover letter;
- Hone students’ interview and negotiating skills;
- Prepare students to undertake the challenges of professional placement.
The course incorporated video interviews, podcasts, and written assignments, using asynchronous learning techniques and online instructional technologies. As a result of the program, students developed professional job search materials and a job search plan.