professional development for phd students

Graduate Student Professional Development Guide

This guide assists Berkeley graduate students in developing six core competencies that are essential for preparing for future careers, including careers in academia and beyond. Click on each of the six competencies below to learn about the key steps graduate students can take to develop these competencies, prepare for future careers, and learn about resources and opportunities available to support the process.

Core Competencies

Professional Development Workshops & Events

Graduate professional development (gpd), promising practices.

Steps Departments Can Take to Support the Professional and Career Development of Graduate Students.

View the steps in this PDF

A New Center for Graduate Students

Opened in Fall 2015 , the Graduate Professional Development Center in 309 Sproul Hall is a dynamic hub of professional development programming.

Data & Reports

Results of a 40-year retrospective survey of doctoral alumni show that alumni careers are diverse, and have been for decades.

Programs & Partners

GPD connects graduate students with innovative programs offered by the Graduate Division's GSI Teaching & Resource Center , Graduate Writing Center , and campus partners such as the Career Center , Beyond Academia , the Graduate Assembly , and the D-Lab .

Center for Career Exploration

Professional development for ph.d. students.

• Information For...
• Information for Graduate Students

Important Tips for Professional Development

No matter if you are  planning to pursue an academic research or tenure track position within academia or considering choosing a career beyond academia, these simple steps below represent good practices that will focus and enhance your career development efforts in ways that are beneficial for academic and non-academic job search candidates alike.

Stay open to possibilities and avoid career blind spots. It is completely OK and normal for Ph.D. students to change their mind about career choices at any stage. Stay open to the realities and possibilities of potential career paths by allowing yourself to consider what you want. The career exploration resources listed below can help you maintain a perspective on your skills, interests, and priorities.

• Think of yourself as a professional and treat your time at Brown accordingly. In the eyes of a potential employer, your graduate position is a job, and your education and graduate activities are job experience . Through every course, committee, and project you are developing and demonstrating important career skills. Trying to understand what these skills are in terms that are broadly applicable can pay enormous dividends in the long run. Ask yourself where your strengths and interests lie – you may lean more toward teaching/instruction, writing, research, service and community building, or any combination of interests and skills. This sense of self-awareness can guide and enhance your career development during your graduate studies.  
• Invest some time in service, and in developing skills, interests, and professional relationships beyond your courses and, if possible, beyond your department. Committee and service work shows that you are an engaged and active member of your community, and that demonstrates experience as a leader and/or team member – desirable assets on the job market . Hosting conferences, events or symposia develops skills in communication, planning, organization, and marketing. Whatever your interests are – management, writing, mentorship, community engagement, advocacy, the list goes on and on –  you will find countless opportunities to expand your professional experience throughout your studies; be open to them and pursue them strategically.

On-Campus Resources for Professional Development

Graduate school professional development programs, center for digital scholarship's doctoral certificate program in digital humanities, center for language studies (cls), cogut institute for the humanities' 21st-century ph.d. mellon proctorship, initiative to maximize student development (imsd), brown innovation fellows, nelson technology fellows program, sheridan center, swearer center, off-campus resources for professional development, massachusetts biotechnology council.

Professional Development

Start your professional development today.

No matter what your career plans are, your graduate school experience must encompass more than just coursework, research, presentations, and publications. The Graduate School provides  programs , resources, and  events  to help you with every step along the way—from identifying potential career paths, to developing skills to compete for them, to managing your career. These opportunities will help prepare you for success in academia, business, entrepreneurship, government, and nonprofits. Professional development is not one workshop or one course; it is something you do throughout your time at Duke. So get started now.

See why professional development is crucial for graduate students, and what professional development opportunities are available at The Graduate School.

Professional Development at The Graduate School ...

Comes in many forms.

One-time events, workshop series, semester-long deep dives, peer-to-peer mentoring, formal coursework, or certificate programs — pick the opportunities and resources that suit your schedule and needs.

Builds Core Competencies

We help you develop in six key areas: teaching and mentoring, communication, leadership, self-awareness, professional adaptability, and professionalism and scholarly integrity.

Starts Early, Doesn't Stop

Like research, professional development should occur throughout your time at Duke, so we plan our opportunities in two-year cycles to address your needs throughout graduate school.

Professional Development Offerings

For: Ph.D. students

The Bass Instructional Fellowship program supports high-quality teaching experiences for Ph.D. students where normal means of funding are unavailable. It also helps students become more knowledgeable in digital teaching and learning. | More Info

The Certificate in College Teaching program prepares you to teach in college and formally documents this professional development to make you more competitive when applying for positions. | More Info

For: Master's and Ph.D. students, postdocs

This intensive eight-week program for Graduate School students and postdocs is designed to prepare you to be a competent, confident, and effective leader at Duke and beyond. | More Info

For: Master's students

Each semester, The Graduate School offers several workshops specifically designed for students in the school’s research master’s programs as part of the Professional Development Series. | More Info

For: All Graduate School students, faculty, and staff

Mentoring is vital to graduate students’ success, and The Graduate School is committed to cultivating a culture of mentoring in graduate education at Duke. Check out our collection of mentoring advice, resources, and toolkit. | More Info

For: Ph.D. students and postdocs

This yearlong experience for Ph.D. students and postdocs prepares you for the multiple roles you may be asked to assume as future faculty members in a variety of academic institutions. | More Info

For: Master's and Ph.D. students

Events in this series are designed to broaden Ph.D. and master's students’ career perspectives and develop competencies in communication, self-awareness, professional adaptability, leadership, and professionalism. | More Info

Responsible Conduct of Research training is a formal requirement for every master’s and Ph.D. student enrolled in The Graduate School. It ensures that every graduate student is aware of academic standards and well-qualified to address ethical challenges in teaching or scholarly research. | More Info

For: All Duke community members

This series of 30-minute virtual conversations features alumni reflecting on the role that their Duke education played in their careers, facilitated by faculty and current students. | More Info

The Graduate School collaborates closely with Duke Learning Innovation and other units across campus to offer workshops, consulting, and support for TA training across the university to complement the training that graduate student TAs receive from their departments and programs. | More Info

For: Master's and Ph.D. students, postdocs, faculty, staff

I nstructional D evelopment for E xcellence A nd S uccess is an annual workshop series for Duke graduate students, postdocs, faculty, and staff. Invited speakers will discuss topics relevant to classroom teaching, dealing with students, or faculty life and career paths. | More Info

The Graduate School offers writing support for students in partnership with the Thompson Writing Program and English for International Students. Resources include academic courses, a dedicated writing space, individual writing consultations, and additional support for international students. There are also online resources. | More Info

Professional Development Overview

A quick look at The Graduate School's professional development offerings.

Professional Development Grant

Graduate departments/programs and students may apply for up to $2,000 to develop programming and resources.

Duke OPTIONS

This online tool helps Duke Ph.D. students create a professional development roadmap for their time in graduate school.

Explore Career Paths

Career statistics.

Annually updated data on the career paths of alumni, their employers, and their locations for each of The Graduate School's degree programs.

Alumni Profiles

Check out our 100-plus (and growing) interviews with Graduate School alumni about their jobs, their career paths, and how graduate school helped them prepare.

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Stay Up to Date

See the professional development calendar .

Subscribing to the professional development listserv (gradprofdev).

Follow @dukegradschool on social media

Some of Our Partners

• Duke Career Center
• Office of Postdoctoral Services
• Thompson Writing Program
• Duke Libraries
• Duke Learning Innovation
• Office of Research Support
• Graduate and Professional Student Government (GPSG)

The NYU Tandon School of Engineering is focused on identifying and implementing strategies and actions to attract, recruit, support, educate, and develop doctoral students who emerge as leaders in their careers and professions. Thus, to enhance the education and development of doctoral students, we have developed activities and programs that target their mentorship and leadership development skills, among others. The Professional Development for PhD Workshops are specifically designed for this purpose.

GSAS Graduate Student Professional Development

We promote an intentional approach to professional development, one that begins with the first year of your PhD and continues to evolve as you build knowledge and shape your scholarly and professional identity. Being intentional about your pathway through the PhD allows you to recognize your own agency in the process and to periodically assess where you are, noticing gaps and new interests, and getting targeted training. Spending time on your professional development will make you more successful during graduate school and better prepared for the job search. We encourage you to think about diverse career outcomes and to see professional development training as useful across many possible jobs, inside and outside of the academy.

As you chart your course, take advantage of the resources Yale has to offer.  Join a workshop series on leadership, communication, or project management; develop mentoring skills; or prepare for the job market through workshops on scholarly profile, job market materials, and interviewing skills. Search for professional development and career strategy workshops.  Consider having a one-on-one consultation about your professional development and job search readiness.

Internships

Internships that fit into your PhD schedule are a good way to explore alternative academic paths and careers outside the academy. These internships are designed to be low-intensive experiences; they take 5-7 hours per week, helping you to hone your professional skills and build networks.

GSAS Professional Experience (GPE) Fellowship

The GPE Fellowship is designed to help you strengthen your professional skills and broaden career exposure by working with experienced administrators outside of your academic programs. Host offices across Yale offer mentored experiences that help you develop your skills in strategic planning, research, project management, program design, communications, data analysis, and more. 

Learn more about the GPE.

Yale Graduate Impact (YGI) Fellowship

The YGI Fellowship is open to humanities PhD students who wish to pursue external work experiences related to their academic research at organizations outside of Yale. As a YGI fellow, you will develop key professional skills and gain work experience while furthering your scholarly goals. The program provides funding for positions that would otherwise be unpaid. You design your own position in conversation with outside organizations, such as museums, presses, and nonprofits.

Learn more about the YGI .

3-Minute Thesis Competition

The 3MT competition gives graduate students from across the disciplines the chance to practice their public communication skills and share their research with the university audience.  Preliminary rounds are divided by 5 divisions, while 2 winners from each division go to the final event, which is broadcast live.  Practice your communication skills and compete for cash prizes!

Learn more about 3MT.

Want to become a McDougal Fellow in Professional Development? Learn more here: McDougal Fellows .

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Johns Hopkins awards nearly $1M to support PhD professional development

The phd professional development innovation initiative funds training workshops, diversity networking events, and internship opportunities to help phd students explore a broad range of career paths.

By Hub staff report

Johns Hopkins has awarded nearly $1 million in funding to 37 programs dedicated to supporting the professional development of PhD students. Administered by the Office of the Provost at Johns Hopkins and overseen by Nancy Kass , vice provost for graduate and professional education, the PhD Professional Development Innovation Initiative will fund short- and long-term projects that aim to expose students to a broad range of career paths, as well as projects dedicated to supporting students from backgrounds that are underrepresented in higher education.

The PhD Professional Development Innovation Initiative is a vital part of supporting PhD students as they prepare for their careers, Kass says. Studies have shown that, nationally, fewer PhD graduates across disciplines go on to have careers in academia. Surveys of students have also shown that they are interested in learning about the various career paths a PhD education can provide them. Johns Hopkins has made strides in recent years to envision and develop programs—including through the Professional Development and Career Office and the PHutures —to better introduce students and postdoctoral trainees to different career sectors and to help them gain practical skills that may be relevant in these careers but are less likely to be included in their formal training programs.

But additional ideas are needed, Kass says. The PhD Professional Development Innovation Initiative invited faculty and PhD students to join in that program ideation process.

"We want to make sure that Johns Hopkins PhD students are aware of a wide range of career paths available to them in their given disciplinary area. These programs are designed to introduce current students to alumni, to provide internship opportunities, and to set up new types of training and skill building to allow students to know about and be better prepared for careers in multiple sectors," Kass says. "We also have provided a dedicated mechanism through this initiative for students from underrepresented backgrounds to engage in a new set of mentoring and networking programs."

The funding ranges from one-time event grants of $750 to long-term initiative grants of up to $200,000. These funds support a range of projects that serve various groups of PhD students. One project, for example, includes a career day for students interested in data science, whereas another will provide a new set of internships for PhD students in the humanities and social sciences. One project aims to help students visit JHU alumni working in the biotech hub in Boston, whereas another brings experts together for a podcast, disseminating their insights in accessible 30- or 60-minute interviews.

"It is very important for the university to develop programs like this, which provide funds but also expertise and experience," says Andrew Miller , a professor and director of graduate studies for the Department of English. He is leading the program to provide internships to students in the humanities. "Faculty know best how to become faculty; for PhDs to find other careers, the university must provide infrastructural assistance. This is especially true for the humanities, where there is no strong tradition of employment outside the academy."

The initiative also included awards for programs dedicated to supporting diversity. Among those winning proposals is the Leadership Development Alumni Network for Minority PhDs, led by Hopkins physician-scientist Damani Piggott . The project will launch an expansive network of alumni and PhD students who come from backgrounds that are traditionally underrepresented in the biomedical workforce. By matching students with alumni who share similar backgrounds and life experiences, the team hopes to show budding scientists and doctors that there is a place for them in the professional fields of medicine and biology, and that their points of view are critical to protecting health for all humans.

"There are groups of people who have been historically and contemporaneously underrepresented in science, medicine, public health, nursing, and other fields because of gaps in opportunity and access to education," says Piggott, the assistant dean for graduate biomedical education and graduate student diversity at the Johns Hopkins School of Medicine. "That underrepresentation prevents us as a society from leveraging the full expanse of our human talent, to the detriment of the health of our communities. It's critical to close those gaps and provide positive and affirming mentorship that is sensitive to diverse histories and legacies in our space."

A full list of the funding categories and project descriptions are below.

PhD Program Career Events

PhD Program Career Events are short-term awards to fund individual events or series that expose PhD students to non-academic career paths. Awards range from $750 to $5,000. The winning proposals are:

Doug Barrick , a professor of biophysics, will lead a four-part event series aimed at exposing biophysics PhD students to diverse career paths. Drawing from alumni from the Program in Molecular Biophysics, the team will bring in speakers from the biotech, public policy, science writing, finance and analytics, and law sectors. Collaborators on this project are Juliette Lecomte and Gregory Bowman , both professors of biophysics.

Judy Bass , an associate professor in the Department of Mental Health, will lead a four-part event series that provides current and future doctoral students who are interested in the field of public mental and behavioral health with the range of potential non-academic career pathways. The series will include lunchtime panel presentations with invited guests from the field and opportunities for individual and small-group meetings with panel participants. Collaborators on this project are Elizabeth Stuart , a professor of mental health; Heather Volk , an associate professor of mental health; Brion Maher , a professor of mental health; Renee Johnson , an associate professor of mental health; and Scott Hubbard, the administrator for the Department of Mental Health.

Brian Caffo , a professor of biostatistics, will lead a one-day event that exposes students to health-related careers in data science, a growing, interdisciplinary field that encompasses social scientists, computer scientists, and statisticians. PhD students will discover new career opportunities to apply their skills, gain insight into the day-to-day responsibilities and impact of data scientists, and connect with data scientist recruiters. Collaborators on this project are alum Benjamin Ackerman and PhD students Eli Sherman, Brooke Jarrett, and Cynthia Steinhardt.

An interdisciplinary group of engineers and neuroscientists will host a workshop teaching negotiation skills to PhD students in order to prepare them for their careers, research projects in the lab, and communicating throughout everyday life. Led by Vikram S. Chib , an assistant professor of biomedical engineering, the workshop will also focus on teamwork, problem solving and analysis, and the ability to create win-win situations. Collaborators are Jay Baraban , a professor of neuroscience; Solange Brown , a professor of neuroscience; and PhD students Haley Abramson and Karla Robles.

Nathan Connolly , an associate professor of history and director of the Program in Racism, Immigration, and Citizenship, will lead a four-part event series that exposes doctoral students in the Krieger School of Arts and Sciences to careers in criminal justice reform. The initiative will introduce students to organizations, activities, and positions available in the field and host several high-profile speakers working on criminal justice reform. Collaborators on this project are Stuart Schrader , an assistant research scientist and associate director of the Program in Racism, Immigration, and Citizenship; Christy Thornton , an assistant professor of sociology; and Vesla Weaver , Bloomberg Distinguished Associate Professor of political science and sociology.

Peter Espenshade , a professor of cell biology and associate dean for graduate biomedical education at the School of Medicine, will lead an interdisciplinary group of faculty and staff members in an effort to connect PhD students and alumni working in the largest biotech hub in the country: Boston. By building connections to Boston, the program will expose students to the culture and various opportunities that exist in the field of biotech. Collaborators on this project are Steven Claypool , an associate professor of physiology and cellular and molecular physiology; Rajini Rao , a professor of physiology, cell and molecular medicine and director of the Graduate Program in Cellular and Molecular Medicine; Caren Freel Meyers , an associate professor of pharmacology and molecular sciences; Brendan Cormack , a professor molecular biology and genetics; Arhonda Gogos , director of the Biochemistry, Cellular & Molecular Biology PhD Program at the School of Medicine; Doug Barrick , a professor of biophysics; James Knierim , a professor of neuroscience and co-chair of the Neuroscience PhD Program; Rejji Kuruvilla , a professor of biology and co-chair of the Cell, Molecular, Developmental Biology, and Biophysics PhD program at the Krieger School; Michael Matunis , a professor of biochemistry and molecular biology and director of the Biochemistry and Molecular Biology PhD program at the Bloomberg School of Public Health; Patricia Phelps , director of the Professional Development and Career Office; Trudee Wooden, senior associate director of Alumni Relations for the School of Medicine; and Madeline Stokes, director of innovation initiatives and corporate relations for Johns Hopkins Technology Ventures.

Stéphane Helleringer , an associate professor in the Department of Population Family and Reproductive Health at the Bloomberg School, will lead the creation of a four-part event series that expands opportunities for PhD students in the department to learn about career pathways outside of academia and to feel more confident in their ability to pursue these paths. By connecting students with the department alumni who have gone on to work at leading nonacademic public health organizations, students will develop contacts and think strategically about the skills they are developing during their degree. Collaborators on the project are Donna Strobino , a professor and vice chair of the Department of Population, Family and Reproductive Health, and PhD students Mridula Shankar and Grace Sheehy.

Anna Kalbarczyk , assistant director of the Center for Global Health, will lead a six-part event series on women's leadership in global health that introduces PhD students across JHU divisions to women leaders working with different types of organizations in the field of global health. The series will provide meaningful networking opportunities with speakers and peers across departments and divisions. Collaborators on this project are Yukari C. Manabe , a professor of medicine; Nancy Glass , a professor; Becky Genberg , an assistant professor of epidemiology; and Michele Decker , an associate professor in the Department of Population, Family & Reproductive Health.

Rebekka Klausen , an associate professor of chemistry, will work to expand the Department of Chemistry's Pathways to Your Career seminar series, which builds relationships between students and established scientists in careers outside academia. Under the planned expansion, Klausen's goal is to diversify speakers and programming.

Rejji Kuruvilla , a professor of biology, and collaborator Joan Miller, an academic affairs manager, will invite 10 speakers to provide insights on career opportunities other than the traditional research university trajectory. These speakers will become networking contacts for students interested in diverse non-academic career paths in biomedical sciences.

Peter Lewis , chair of African Studies at the School of Advanced International Studies, and Jon Youngs, manager of graduate services at SAIS, will organize two alumni panel events featuring guests working in policy-making and analysis (e.g., the government) and multilateral organizations (e.g., the World Bank, the International Monetary Fund, or the Inter-American Development Bank). The panel discussions will allow PhD alumni in these fields discuss their experiences and the value of a SAIS PhD education.

Melissa Marx , an assistant professor of international health and epidemiology, and Emily Gurley , an associate scientist in the Department of Epidemiology, will organize five events. that expose to students to professionals in epidemiology practice careers. The series will provide a path to careers for PhD student members of the Surveillance, Outbreak Response Team, as well as students from across the schools located on the university's East Baltimore campus.

Marx will also independently organize two Evaluation Practice Career Panels designed to expose PhD students to career paths in international health focused on program evaluation.

Beth McGinty , the associate chair for research and practice in the Department of Health Policy and Management at the Bloomberg School of Public Health will lead four workshops, each focusing on a different aspect of professional development for PhD students, including understanding the academic and non-academic job markets, dissertation grant-writing, and "dissertation success" with PhD students who are nearing their dissertation defense or recent alumni.

Andrew Miller , a professor and director of graduate studies in the Department of English, and PhD candidate Thai-Catherine Matthews will launch a pilot series of five career-readiness events curated for graduate students in both the humanities programs as well as the Anthropology, Political Theory, and History of Medicine programs at Johns Hopkins. These events will culminate in a Graduate Humanities Reverse Career Fair, which will allow students to present their work directly to employers with open internship and full-time positions.

Christopher Potter and Marshall Shuler , both associate professors of neuroscience, will organize a course aimed at helping graduate students in the Neuroscience Graduate Program obtain an appreciation of the options, challenges, and steps towards careers in the broadly defined field of neuroscience. The course will solicit participation from speakers both inside and outside Hopkins to inform graduate students about the multitude of career options that are available to them.

Gloria Ramsey , associate dean for diversity, equity, and inclusion at the School of Nursing, will lead the organization of a four-part lecture series inviting alumni and other speakers to discuss non-academic career paths with PhD and DNP students from backgrounds underrepresented in nursing fields.

Joanne Selinski , an associate teaching professor in the Department of Computer Science, and Max Zinkus, a research assistant in the department, will organize an annual event that promotes diversity in technical academic and industrial careers, the emotional wellbeing of underserved students, and the personal growth of students through mentorship.

Scott Smith , a professor in the Department of Computer Science, and PhD student Andrew Hundt will organize a four-part event series designed to help equip computer science PhD students with better tools to succeed in their long-term careers. Company representatives will be brought in to discuss careers for students in their respective industries and to teach practical tools for career development.

Paul Smolensky and Barbara Landau , both professors of cognitive science, will organize three events that allow current PhD students in the Department of Cognitive Science to learn about alternative career paths from alumni working in the field.

James Spicer , a professor of materials science and engineering, will lead the development of a five-part event series that provides engineering PhD students with an opportunity to network with professionals working in related, non-academic fields. Collaborators for this project are Ellen Libao, the administrative manager for Materials Science and Engineering, and PhD student Jessica Ma.

Christy Thornton , a professor of sociology, and Julia Burdick-Will , an assistant professor of sociology, will organize three events to introduce current PhD students in sociology (and related disciplines, such as political science) to non-academic careers in three areas: government research institutes, non-profit research and advocacy organizations, and private sector research firms. These workshops will help students become familiar with careers outside the academy and help more advanced graduate students network with professionals in these fields and workshop their application materials.

Nadia Zakamska , associate professor and director of graduate studies for the Department of Physics and Astronomy, and Kevin Schlaufman , an assistant professor and non-academic careers advisor for the department, will organize 10-13 events that expand the existing non-academic professional development initiatives in Physics and Astronomy. The initiative will invite speakers from outside of academia to describe alternative career paths and initial steps in the job search process, and who will informally interact with students in questions-and-answers sessions.

PhD Non-academic Careers Innovation Program

PhD Non-academic Careers Innovation Program are longer-term awards that fund professional development programs and experiences for PhD students that explore non-academic career paths. These programs can include internships, training workshops, or networking events; awards range from $25,000 to $200,000. The winning proposals are:

Yuval D. Bar-Or , an associate professor of finance at the Carey Business School, will lead a program designed to equip JHU PhD students from across the institution with business skills that will serve them well in nonacademic career paths. The program will consist of one or two events a month, such as workshops, seminars, and/or case study discussions. The focus will be on skill-building, networking, and preparation for a broad array of career options.

Gundula Bosch , executive director of the R3 Center for Innovation in Science Education and director of R3ISE graduate science programs, will launch the Leadership through Effective Messaging Training Program to develop PhD students' abilities to communicate with broad audiences by conveying key information responsibly, effectively, and truthfully. The six-workshop program will include instruction from communications and leadership training experts and will be co-facilitated by Brian W. Simpson , editorial director for the Bloomberg School of Public Health Office of Communications, and Brian Klaas , senior technology officer at the Center for Teaching and Learning.

Laura E. Caulfield , a professor of International Health, will lead a program to provide career exploration, skill building, network opportunities, and internships for our nonlaboratory, science-oriented PhDs. The program will offer opportunities to those focusing on the population and social sciences, data science, and policy. Co-collaborators on the project are Patricia Phelps , director of the Professional Development and Career Office at the School of Medicine; Eliseo Guallar , a professor of epidemiology; Anne Rositch , an associate professor of epidemiology; Sidney Dy , a professor of heath policy and management; Laura Nicholas , an assistant professor of health policy and management; Danielle German , an associate professor of health, behavior, and society; and Judy Bass , an associate professor of mental health.

The "Design Your Own Internship" program, led by William Egginton , director of the Alexander Grass Humanities Institute and executive director of the R3 Center for Innovation in Science Education, will provide JHU PhD students in the humanities and social sciences paid internships in non-academic organizations. These internships will provide immersive learning opportunities for students to develop skills and first-hand experience in a non-academic organization that would not otherwise be available. Collaborators on this project include: Kate Bradford, assistant director of career services at the Professional Development & Career Office; Rhiannon Mayhugh, assistant director of experiential learning at the Professional Development & Career Office; Joseph Plaster , curator in public humanities for Sheridan Libraries and University Museums; Roshni Rao , director of PHutures; and Bécquer Seguín , an assistant professor of Spanish in the Department of Modern Languages and Literatures.

The Hopkins Biotech Podcast will feature 30- to 60-minute interviews with alumni, faculty, or other figures connected to Hopkins who now either work in or with at least one nonacademic institution and model a viable career pathway for life science PhDs. Each episode will illustrate the speaker's personal and professional journey. These stories will expose students to a variety of career options that exist in the private sector and in non-academic public sectors. This project will be led by Caren Freel Meyers , an associate professor in the Department of Pharmacology & Molecular Sciences at the School of Medicine. Key collaborators include: Roshan Chikarmane, a PhD candidate in the Department of Pharmacology & Molecular Sciences and co-director of alumni relations for the Hopkins Biotech Network; W. Taylor Cottle, a PhD candidate in the Biochemistry Cellular and Molecular Biology Program and president of the Hopkins Biotech Network; Jenna Glatzer, a PhD candidate in the Cellular and Molecular Medicine Program and editor of the transcript for Hopkins Biotech Network; CJ Neely, assistant director of career education for the Professional Development and Career Office; and Kevin Carter, student program manager for Johns Hopkins Technology Ventures and FastForward U.

Emily Gurley , an associate scientist and epidemiologist, and Melissa Marx , an assistant professor of international health, will lead a program designed to provide hands-on experience with applied epidemiology and public health to PhD students with an interest in non-academic careers and to develop and foster a hub of interaction between PhD students and epidemiologists working in applied practice locally, nationally, and globally. The program will establish "practiceships" in partnership with external organizations, increase networking opportunities for students through an invited seminar series, provide support for PhD students to attend conferences, and interview visiting practitioners about their careers in applied epidemiology.

Professor Peter Lewis , chair of African Studies at the School of Advanced International Studies, will join Jon Youngs, manager of graduate services at SAIS, to launch a recurring series of non-credit skills courses dedicated to PhD students. These practical professional skills will complement the academic acumen cultivated through doctoral research to make graduates more marketable in a wider variety of careers.

Andrew Miller , professor and director of graduate studies in the Department of English, along with collaborator Thai-Catherine Matthews, a PhD candidate in the department, will launch a program providing funding for graduate students currently enrolled in any of either Hopkins' 10 humanities departments or the humanities adjacent programs of Anthropology, Political Theory, and History of Medicine to pursue summerlong internships outside of the Baltimore area. Students that couldn't otherwise afford the high costs of living in work-experience meccas like New York, Philadelphia, or Boston, would be awarded the chance to pursue professional experience during their summers away from coursework.

The interdisciplinary graduate certificate in Sustainable Design will equip PhD students with skills and training for non-academic careers in diverse fields of environmental planning, practice, and policy. The team, led by anthropologist Anand Pandian , aims to employ multiple modes of learning including expert-guided methodological instruction, interdisciplinary sustainable design theory, and applied problem-solving to improve social and ecological outcomes in the Baltimore area. Key collaborators on this project include: Nicole Labruto, a postdoctoral fellow in Anthropology and associate director of the Hopkins Ecological Design Initiative; Carsten Prasse , an assistant professor in the Department of Environmental Health and Engineering; Susanna Thon , an assistant professor in the Department of Electrical and Computer Engineering; and Lee Davis, co-director of the Center for Social Design at the Maryland Institute College of Art.

Preparing Future Technology Leaders is an integrated program specifically for underrepresented minority students that tracks and supplements their research experience to allow for readiness and success in industrial careers following a STEM PhD. Led by Associate Professor Rebecca Schulman , the two-year program will teach students the skills to succeed in industry in stages throughout their doctoral program. Key collaborators on this project are Darlene Saporu , associate dean for diversity and inclusion at the Krieger School of Arts and Sciences and the Whiting School of Engineering, and Roshni Rao , director of PHutures.

Diversity Networking, Mentoring, and Professional Development Programs

Diversity Networking, Mentoring, and Professional Development Programs aim to provide PhD students with mentors and role models from underrepresented backgrounds. These awards range from $25,000 to $75,000. The winning proposals are:

Neural Networking is an initiative to increase opportunities for neuroscience and biomedical engineering PhD students from underrepresented backgrounds to network with faculty and alumni from outside those departments who are also from underrepresented backgrounds. This program will also allow these PhD students to serve as mentors for undergraduate students or interns working in neuroscience or BME labs. The effort will be led by Jay Baraban , a professor of neuroscience, as well as Solange Brown , an associate professor of neuroscience; Vikram Chib , an assistant professor of biomedical engineering; and Sri Sarma , an associate professor of biomedical engineering.

The Leadership and Education in Academic Research and Networking for Enhancing Diversity (LEARNED) initiative, led by Aisha S. Dickerson , an assistant professor of epidemiology, will foster community and belonging among PhD students and postdoctoral fellows from underrepresented minority backgrounds. The LEARNED program will provide participants with critical resources for ensuring both academic and professional success via didactic seminars and workshops focused on developing skills and materials for future employment opportunities while simultaneously developing a powerful network of peers. Collaborators on this project are Roland J. Thorpe , an associate professor in the Department of Health, Behavior and Society; Joel Bolling , assistant dean for diversity, inclusion, and equity at the Bloomberg School; Sabra Klein , a professor and chair of the Graduate Program Committee; David Sullivan , a professor and principal investigator of Malaria and Mosquito-borne Diseases; postdoctoral fellow Alyssa M. McCoy; and doctoral students Dorian Jackson and Ohemaa Poku.

The Leadership Development Alumni Network for Minority PhDs will create a vibrant alumni mentoring network to support PhD students from backgrounds that are traditionally underrepresented in biomedical fields. Alumni will share their network and nonacademic career knowledge, instill leadership skills, and provide culturally congruent mentoring necessary for student success. The project is led by Damani Piggott , assistant dean for graduate biomedical education and graduate student diversity and an assistant professor of medicine and epidemiology. Collaborators for this project are Patricia Phelps , director of the Professional Development and Career Office; Joel Bolling , assistant dean for diversity, equity, and inclusion at the School of Public Health; Jada C. Domingue, co-chair of the Hopkins Diversity Postdoctoral Alliance Committee; Alex Duran , director of the Office of Assessment and Evaluation at the School of Medicine; Sherita Hill Golden , professor of medicine and vice president and chief diversity officer for Johns Hopkins Medicine; Robin Ingram, assistant vice president of the School of Medicine Alumni Relations and FJHM Engagement; Gloria Ramsey , associate dean for diversity, equity, and inclusion for the School of Nursing; Susana Rodriguez, co-chair of the Hopkins Diversity Postdoctoral Alliance Committee; Aliyah Silver, from the Biomedical Scholars Association; and Beza Woldemeskel, president of the Biomedical Scholars Association.

Ralph Etienne Cummings , a professor and chair of the Department of Electrical and Computer Engineering, will lead an effort to organize two annual conferences for Black graduate students on all Johns Hopkins University campuses. The conferences will focus on professional development, networking, and skill- and community-building. The initiative will also establish the JHU Black PhD Alumni Association. Collaborators for this project are the Homewood Black Graduate Student Association; Renee Eastwood, director of graduate and postdoctoral academic and student affairs for the Krieger School of Arts and Sciences; Christine Kavanagh, assistant dean of graduate and postdoctoral academic affairs for the Whiting School of Engineering; Darlene Saporu , associate dean for diversity and inclusion for the schools of Arts and Sciences and Engineering; and PhD students Ikenna Okafor and Bria Macklin, who are also co-directors of the BGSA.

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Professional Development for PhD Students

Certain professional skills including communication, leadership, teamwork, and project management are valued by employers across a wide range of sectors. While many institutions offer professional development workshops specifically aimed at helping graduate students develop these skills, you can also learn them through the course of your degree. Here are some of the major skill groups and how to work on them.

Communication Skills

• Present at conferences - Conferences are a great way to hone your presentation skills and practice answering questions on the spot. Poster presentations also help you practice your oral communication skills on a one-on-one level.
• Join an outreach group - Most of the communications skills you develop in grad school are aimed at communicating with an academic audience, but working in scientific outreach gives you the opportunity to learn how to talk to a non-technical audience. Knowing how to explain complex concepts in a simple way is a valuable skill.
• Present a seminar paper - If you are in a PhD program with coursework, you will likely have to present a paper in your seminars each semester. Unlike when you present at a conference, a seminar paper doesn’t usually have accompanying visuals so your writing must be very clear.
• Take a writing course - Many universities offer writing courses specifically for graduate students which can benefit those whose program doesn’t have a strong writing component.
• Write a research proposal or grant application - Not only will this be good practice for a future career in academia, it also teaches you to write in a very specific way. A research proposal or grant application is different from a paper. You have to include an overview of the topic and connect your research to broader problems in the discipline while keeping in mind that the reader is not always an expert in the topic.
• Publish a paper- In some fields you are expected to have multiple publications by the end of your PhD while in others even one publication will help you stand out on the job market. In either case, the peer review and revision process will improve your writing immensely.
• Teach- Don’t underestimate how much teaching will improve your oral and written communication skills. Engaging teachers are able to communicate information in new, creative ways. If there is no formal teaching component to your degree, ask if you can be a teaching assistant for your supervisor or another professor in the department.

Academic Skills

• Write your own syllabus - It’s good practice to make your own syllabus for the courses or sections that you teach. Not only will it make your expectations clearer for your students, it will also help you on the job market. Sample syllabi are often required when applying for faculty positions.
• Take a pedagogy class- Some departments have mandatory classes about teaching theory and strategies. If your institution doesn’t offer any courses or workshops, you can read about pedagogy or talk to professors in your department known for their stellar teaching.
• Develop a teaching philosophy - As you learn more about teaching, start to develop your own teaching philosophy. Consider how you teach (strategies, techniques etc.) and why you teach this way. This will make you a more confident teacher and give you a leg up on job applications, which often require a teaching philosophy statement.
• Grade- Grading is an often bemoaned part of teaching, but it is also a useful transferable skill. Developing a grading rubric helps you figure out what your standards for excellent work are and apply them.
• Give feedback - Whether it’s written on a paper or discussed in person during office hours, learn to communicate feedback in a way that presents clear steps for improvement.
• Find a mentor - Having a mentor of your own gives you an insight into the mentee perspective, not to mention a great role model for when you become a mentor yourself. Your mentor can also help you improve various academic skills such as teaching and academic writing.

Leadership and Management

• Join a team - As much of academic work is done individually, make an effort to take part in a collaborative project that will give you experience with team dynamics. Better yet, incorporate group work and group projects into your teaching. Knowing how to manage group activities, establish expectations, resolve conflicts and assess performance are important managerial skills.
• Departmental leadership - There are few opportunities to develop leadership skill in grad school, but one of the easiest ways is to join your department’s graduate student association. Another is to join a conference organizing committee.
• Project management - The entire PhD process is an exercise in project management. You are learning how to develop a project, plan it out, and work through setbacks. If your research is collaborative there’s the added element of delegation and accountability.
• Conflict resolution - No one really likes to deal with conflict, especially at work. Many graduate student professional development programs offer workshops on conflict resolution where you can learn diffusion techniques. If your university doesn’t offer workshops, you can learn about conflict resolution from your supervisor or mentor.
• Become a mentor - Being a mentor helps you learn how to motivate and inspire someone, which are important leadership skills.

Professionalism  

• Ethics- If you teach or do experiments involving people or animals, you will have to undergo some type of ethics training.
• Promote inclusion and diversity - A good teacher/supervisor understands that their students’ experiences and perspectives might be different from their own. Educate yourself about the issues that underrepresented groups in academia face and learn how you can help mitigate them. Seek our resources to promote diversity in your teaching
• Get a mentor- A mentor can help you achieve your professional and personal goals. As someone in a more senior position, they can share valuable insider knowledge and insights with you about the profession. Your mentor can also facilitate important networking opportunities.
• Network - Many PhD students make the mistake of thinking that networking is only necessary in the business world, but connections can be incredibly beneficial in the academic world as well. Your network could be future colleagues, supervisors, or collaborators. Conferences, guest lectures, and informational interviews are easy ways for PhD students to start networking .
• Build your personal brand - Social media accounts help you increase your online presence and get your name out there. As a PhD student, you should set up professional accounts on ResearchGate , Academia.edu , and LinkedIn . Twitter is also a very useful social media platform for academics.

Developing these skill will give you the tools to find meaningful work after graduation.

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Professional Development Fund

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This section provides information about the requirements and policies associated with financial support. Financial support is the shared responsibility of Harvard Griffin GSAS, the academic program, and the student. Your financial aid officer can help you navigate the many options available.

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• The Harvard Griffin GSAS Professional Development Fund for PhD Students

Student Eligibility

Eligible professional development activities, award amounts, application periods, how to apply.

• Related Contacts and Forms

Established through the generous donations of alumni and other benefactors, the Harvard Griffin GSAS Professional Development Fund supports PhD students seeking to obtain the competencies and skills necessary to be successful in their chosen professions.

If noted in the Notice of Financial Support provided at the time of admission, PhD students who entered Harvard Griffin GSAS between fall 2015 and fall 2019 and who are in their third year of study or beyond may be eligible to apply for up to $2,500 from the Harvard Griffin GSAS Professional Development Fund. Please note: As with all other stipends, the Professional Development Fund is considered taxable income. For more information, please consult the Taxes section of the Harvard Griffin GSAS website.

Before applying, students should review the list of approved professional development expenditures developed by their program and discuss their professional development plans with faculty advisors or directors of graduate studies. Please note that these funds are not intended to be used for activities supported by existing departmental resources, to fund dissertation research travel, or to purchase equipment (e.g. computers).

Students must complete a final report within 60 days of completing the professional development activity.

• Eligibility will be noted in the Notice of Financial Support provided at the time of admission.
• Students must have entered a Harvard Griffin GSAS PhD program between fall 2015 and fall 2019, be in their *third year or beyond, and be deemed eligible by their directors of graduate studies.
• Students must be making satisfactory academic progress.
• Students must submit a funding proposal using the application instructions below.
• Students may not receive Professional Development funding after completing the Dissertation Completion Fellowship.
• Students may not receive Professional Development funding after their official graduation date, and approved activities must take place before graduation.

*The fund will be available for expenses incurred after September 1 of the third year.  Expenses from prior academic years are ordinarily not eligible for the fund.

The fund is designed to support access to workshops, conferences, courses, and other activities and resources that help students develop new competencies and skills, for example: 

• writing and communicating ideas
• leadership and management
• teaching and mentoring
• career exploration and preparation
• data analysis and digital skills development.

Activities or expenditures that are inconsistent with these guidelines will be ineligible for funding. Among the ineligible expenses are:

• equipment/computers
• research expenditures
• publication costs
• editing services
• job interview expenses.

Students can request any amount from a minimum of $300 up to a maximum of $2,500. Once the request is approved, the Office of Financial Aid will provide an award notification and disburse the award via a single stipend payment.

The entire amount does not have to be requested all at once; students may request smaller amounts multiple times until they reach a cumulative total of $2,500.

Students may apply for the Professional Development Fund during the following application periods:

• July 1 through August 31 (for October 1 fund disbursement)
• October 1 through December 20 (for February 1 fund disbursement)
• February 1 through April 30 (for June 1 fund disbursement).

Note to applicants: Starting with the fall 2019 application cycle, you no longer need to provide a faculty endorsement form.

• Log in to the  Centralized Application for Research and Travel (CARAT) * using your Harvard Key.
• Click  Apply!  at the top of the page, which goes to the  Browse Opportunities and Apply!  page.
• Click on the blue  Filter  button in the upper right section of the page. In the  Enter Keywords to Search For  field, type  GSAS Professional Development Fund  and click on the blue  GO  button.
• Select  GSAS Professional Development Fund  in the left column to display program details and click on the blue  Apply  button.
• Choose the  Project Description  tab, enter the requested information, and click  Save and Next .
• You will now be on the  Travel  tab. Enter the requested information (Cambridge/USA if not traveling), then click  Save and Next .
• You will now be on the  Additional Questions  tab. Enter your  itemized expenses , and click  Save and Next .
• You will now be on the  Submission  tab; answer the question concerning human subjects research.
• Select  Click Here to Validate Application.
• Enter your  Harvard ID number , hit tab, then click on  Submit Application . Click  OK  to finalize your submission.

​*If you experience problems completing the CARAT application, you may request assistance by clicking  Contact Us  on the bottom right of each page in the CARAT system.

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If you have questions about the Harvard Griffin GSAS Professional Development Fund or the application instructions, contact your  Financial Aid Officer .

CONTACT INFO

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CareerWell Professional Development

The Graduate School’s CareerWell Professional Development program provides a full range of training opportunities and resources to graduate students. Through our programming, we prepare students for career success as innovative future leaders. It is our mission to ensure students have the skills they need to succeed professionally as well as academically.

In addition to the programs listed below, our team offers one-on-one virtual Career Conversations for Graduate Students . Do you have a question about career exploration, networking, applying, interviewing, negotiating, or anything else related to your career development? Our team is here to help!

CareerWell Programs

Events and workshops.

Center for the Integration of Research, Teaching and Learning (CIRTL)

Preparing International Teaching Assistants Program (PITAP)

Leadership Development Scholars Program (LDSP)

Three Minute Thesis (3MT)

Credentials and Certificates

Ph.D. student Anneliese Long talks about the benefits of participating in professional development activities offered by The Graduate School as she pursues a graduate degree.

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How can we make PhD training fit for the modern world? Broaden its philosophical foundations

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You have highlighted how PhD training assessment has stagnated, despite evolving educational methodologies (see Nature 613 , 414 (2023) and Nature 627 , 244; 2024 ). In particular, you note the mismatch between the current PhD journey and the multifaceted demands of modern research and societal challenges.

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Research and Research Impacts Resources for PhD Students

Research in your discipline is an important skill you will develop throughout your program. The professional development skills in research that you gain in your degree program will be unique to your discipline. You will cultivate discipline-specific research skills through completing courses, degree requirements, research roles, and through more applied experiences like internships or field rotations.

Graduate students typically take research methods classes as part of their degree program at UB and have research requirements like producing a master's thesis, project or doctoral dissertation.

But, there are multiple skills to learn, disciplinary research and research skills beyond your discipline. How can you gain research skills or build upon your current skills?

Write a fellowship.

Write a grant.

Grant writing skills are critical to completing and disseminating your research and a mark of success in academic and professional careers. To gain these important skills, students can assist faculty with grant proposals, attend a grant writing workshop hosted by the Graduate School or submit a grant on their behalf.

Graduate Professional Development offers  grant writing workshops  for graduate students in STEM disciplines and Social Sciences/Humanities. Workshops are offered online and live twice yearly and recorded for additional access.

Complete training in responsible conduct of research.

All students admitted to a PhD program for the fall 2009 semester or thereafter are required to document successful completion of Responsible Conduct of Research (RCR) training when they submit their PhD Application to Candidacy form for their PhD degree. This training requirement may be fulfilled by either (1.) Enrolling in and passing with a grade of B (3.00) or better LAI 648 Research Ethics or RPG 504 Responsible Conduct of Research or BMS 514 Intro to Scientific Investigation and Responsible Conduct or RSC 602 Research Ethics for the Health Sciences or (2.) Completing a Collaborative Institutional Training Initiative (CITI) online Responsible Conduct of Research course with an average score of 80 percent or higher, or (3.) Successfully completing UB's Responsible Research micro-credential . Students opting to complete the CITI online course or the Responsible Research micro-credential must supply proof of completion with their PhD Application to Candidacy.

Serve as a Research Assistant (RA).

Faculty with research grants or contracts hire graduate students as research assistants (RA). The RA assignment and funding are tied to the faculty member's work. Discuss research assistantships with your faculty mentor or director of graduate studies. 

Present your research.

Any time you present your research you improve your communication skills. Present in your research group, at department talks, and to groups outside of your discipline. Each type of research talk is valuable to your professional development.

Every year in April the University at Buffalo hosts a campus-wide student showcase of research as part of the  Celebration of Academic Excellence . Departments nominate graduate students to present their research posters for the showcase. Attend the showcase to learn about the research happening across the university and apply to present your research.

Attend research talks in and out of your department.

Take advantage of all the public research talks in and out of your department. Even if the research is not something you're familiar with, you can learn about the wider research in your discipline and pick up communication tips. Asking questions of experts and getting to network with the speaker and attendees is also important for professional development.

Think about how your research fits into diverse career paths.

Your research does not necessarily lead you into one specific career path. Take time to explore how your research interests and skills can be applied to multiple career paths, both inside and outside of academia. Online Individual Development Plans (IDPs) and platforms, such as MyIDP for STEM disciplines and ImaginePhD for humanities and social sciences, give you a way to assess your skills and see how they match to opportunities. UB also subscribes to Beyond the Professoriate , which helps graduate students and postdoctoral fellows understand and articulate how their research skills match with career and job opportunities.

Through UB's Social Impact Fellows program , MBA and MSW students from the School of Management and School of Social Work, along with graduate students from the College of Arts and Sciences create social innovation in Western New York. Together, students collaborate, address pressing issues and make an impact.

Fellowships and scholarships are among the most valuable forms of aid you can receive during your college career and are designed to support students who have exceptional academic records and potential. Meet with the Office of Fellowships and Scholarships to discuss scholarship opportunities. 

University Libraries offer an outstanding array of information resources, technologies, services and people to support the academic and creative achievements of our students.

Other Research Training Opportunities

• Research Bootcamp—Biostatistics, Epidemiology, Research Design (BERD)
• SUNY Office of Research, Innovation and Economic Development
• Build Your Research Community is a free course consisting of five modules offered by the Science Communication Lab. This course guides science trainees through identifying mentors and building and maintaining strong mentoring relationships.
• The University Libraries offer research support. They have compiled Research Guides by discipline, Research Tips on locating materials, and Workshops to assist students, including Endnote, Microsoft Excel, database searching and more.

External Resources

• Google Scholar Profiles  is a way to showcase your academic publications. If your profile is public, you will appear here when people search for your name.
• Research Gate  is a free platform that connects science and research communities. Connect with experts in your field.
• Research Rabbit  is an innovative citation-based literature mapping tool available online.
• Connected Papers  is a tool to help researchers and applied scientists find and explore papers relevant to their field of work in a visual way.

Stay Informed

The graduate brief.

Every Wednesday during the semester, the Graduate School emails the "Graduate Brief" to all graduate and professional students, which is a weekly selection of news and happenings within the Graduate School and its partnering offices. If you would like to be added to the mailing list, please contact [email protected] .

Upcoming Events

Professional Development

The Graduate College is Your Partner in Skill Development, Scholarly Growth, and Professional Success!

Graduate students and postdoctoral scholars, seize professional development opportunities to actively shape your future career trajectory

• Graduate Professional Development Website

Achieving your career aspirations calls for a continuous professional development process to be woven throughout your graduate education experience. The Graduate College offers many forms of professional development support designed to assist you throughout the entire process—from onboarding to graduate school, to succeeding in your graduate studies, to exploring potential career paths, to enhancing competitive skills needed to thrive in those paths, and to effectively managing your future career. Be proactive! Engage with the multifaceted opportunities provided through our professional development programs to build competencies valued across academia, industry, entrepreneurship, government, and in the broader workforce.

Center for communication excellence.

Practice and improve advanced written, oral, and digital communication skills

The CCE provides effective specialized programs, practice opportunities, and a variety of resources to promote the advancement of communication skills and academic success. Featured CCE programming includes:

• Individual consultations
• Writing accountability and peer review groups
• Speaking practice groups
• GR ST credit courses
• Seminar series and hands-on workshops
• Dissertation, Thesis, and Creative Component support
• Competitive funding application and writing support.
• Book an individual appointment
• Visit the CCE website

Center for Excellence in Learning and Teaching

CELT offers many programs for faculty, staff, graduate students, and post-docs at Iowa State. Whether you want to join a community focused on a teaching-related topic, extend your knowledge, a mentoring program as a new instructor, extend your knowledge about campus, (re)design a course, or want to redesign your course, CELT is here to support you.

• Visit the CELT website

Center for the Integration of Research and Learning

Evidence-based teaching practices for diverse learners

The Center for the Integration of Teaching, Research & Learning (CIRTL) at Iowa State is devoted to fostering excellence in undergraduate education by developing a committed national faculty focused on implementing and advancing evidence-based teaching approaches that cater to a diverse student population.

All ISU graduate students and postdocs are eligible to become members of the CIRTL Network. Participants in CIRTL courses, workshops, and events can obtain nationally recognized certifications at Associate, Practitioner, and Scholar levels.

• Visit the CIRTL@IowaState

Graduate College Career Services

Jumpstart an effective career planning process

The Graduate Career Services Office provides guidance and resources for developing personalized strategies for discovering career pathways and becoming competitive for the job market. The office provides graduate students and postdocs with the educational resources, tools, and connections (alumni and recruiters) necessary to prepare for a lifetime of career success. Popular services include:

• Assessment of strengths and aspirations
• Defining and fine-tuning career goals
• Long-term career planning
• Mastering networking skills
• Practicing interviewing techniques
• Honing job search strategies.
• Graduate Career Services Website

Cyclone Career Strategy

The goal for the Cyclone Career Strategy is to provide a time-bound and organized opportunity to research, investigate and develop a career search plan. This strategy provides 4 steps that will help you develop an active career plan:

• self-assessment,
• building a network,
• participating in Informational Interviews, and
• developing SMART Goals.

All within a suggested time-limit of 10 hours.

Learn More about Cyclone Career Strategy

Graduate College Emerging Leaders Academy

Acquire skills to become a next-generation leader

The Graduate College Emerging Leaders Academy (GC-ELA) is a year-long program that trains leaders with broad career aspirations in industry, government, NGO, entrepreneurship, and academia. Monthly full-day sessions focus on research, theory and practice of leadership, ethics, collaboration and teamwork, impact of gender and diversity on work team dynamics, and communication. The program also involves a semester-long mentoring opportunity, where each participant is matched with a present leader at Iowa State.

• To participate, register for  PD@ISU  then apply  here .
• Visit the GC-ELA website

Grant Writing

One-on-one writing support to postdoctoral scholars

Workshops on grant proposal submissions (including compliance regulations) and post-award services. These workshops will be offered by the following offices:

• Office of Sponsored Programs Administration (OSPA)
• Office of Research Assurance
• Grant Location Tool

Internal Funding Opportunities for ISU Faculty

Please visit the VPR/ED website to learn about internal funding opportunities. The following link http://www.vpresearch.iastate.edu/Funding/ will lead you to a list of funding sources (including the Community of Science) and other pertinent information relating to various funding opportunities.

Limited Submissions and Internal Competition

Some Requests for Proposals (RFPs) place limits on the number of proposals that can be submitted from an institution. In those cases, the Office of the VPR/ED will send notices (via email) to all members of the Research Council and departmental grant coordinators. These notifications will provide a brief description of the grant announcement and the pertinent website. Those interested in competing for these funding opportunities will be asked to submit a pre-proposal which will be reviewed at the college and/or university level to select the one(s) that will represent Iowa State University. Deadlines for the pre-proposals are determined by the Office of the VPR/ED and are set sufficiently ahead of the grant proposal deadline to allow enough time for the selected PI(s) to prepare the final proposal.

Faculty Workshops on “Getting to Know the Funding Agencies"

The Office of the VPR/ED will offer several workshops aimed at "Getting to Know the Funding Agencies", the purpose of which is to help faculty learn about the culture of the different funding agencies. Our own faculty members (who have been successful in receiving grants from the agency and have served as panel reviewers) will serve as panelists and will talk about their experiences: what worked, what did not; what reviewers expect, and what faculty could do to enhance their chances of success. The format is informal and there will be enough time for a Q&A session. Agencies:

• National Science Foundation
• National Institutes of Health
• Department of Energy
• U.S. Department of Agriculture
• National Endowment for the Humanities

Presentations by Program Directors from Various Funding Agencies

Program Directors from funding agencies will be invited to campus to talk about new and emerging funding opportunities. This year we will invite program directors from the following agencies:

A Workshop on "How to Get Industry Funds"

The Office of the VPR/ED will offer a workshop that will focus on "How to Work with Industry Sponsors". This workshop will cover a wide range of issues such as, finding industry sponsors, negotiating the scope of the research project, working with ISU Offices (VPR/ED, OSPA, ISURF, …) in developing/negotiating industry contracts, (especially when contracts have restrictions on IP rights, publication restrictions, reduced IDC rates, etc.).

Grant Writing Seminars:

The VPR/ED will contract the services of Dr. Russell Morrison of Grant Writers’ Seminars and Workshops (GWSW) for the following programs:

Write Winning Grants

This seminar comprehensively addresses both practical and conceptual aspects that are important to the proposal-writing process. It is designed for faculty members and administrative staff who have had some exposure to writing grant applications, either through training / mentoring or personal experience. Emphasis is given to such things as idea development, identification of the most appropriate granting agency, how to write for reviewers, and tips and strategies that are of proven value in presenting an applicant's case to reviewers. Participants are taught to organize their presentations into a linear progression of logic, which leads reviewers through their applications. It is stressed that applicants are writing for two different audiences – the assigned reviewers, who have read the application in its entirety, and those who have read little, if anything, before the review meeting. Strategies designed to develop advocacy and a fundable priority score from both audiences are presented.

Write Winning Revisions

Relatively few proposals (at least these days) succeed on their first submission, which means that most applicants must revise and resubmit their grant applications. Many are unsuccessful again because they lack full understanding of how revisions must be prepared to be successful. This half-day seminar program provides tips and strategies for resubmitting a proposal that can often make the difference between success and failure. The program can include discussion of the critiques of applications that have previously been submitted by members of the audience. Proposal Writing Workshop Program: Write and Submit a Competitive Grant Application The workshop program begins with Phase I, the seminar, Write Winning Grants. The seminar will introduce you to the principles and fundamentals of good proposal writing. Up to a maximum of 30 workshop participants are then chosen competitively from those who attended the seminar (or an earlier seminar) to enter Phase II, development of a grant application. Participants are selected jointly by ISU (Deans Office and the Office of the VPR/ED) and Dr. Morrison. In Phase II Dr. Morrison will systematically shepherd participants through the development of their applications, section-by-section. The program has three objectives for each participant: 1) write and submit the best application of which s/he is capable; 2) better understand the dynamics and psychology of the review process; and 3) develop an appreciation for the importance of constructive criticism from colleagues as an important part of the proposal-development process. The workshop, which spans 30 weeks, includes both on-site and electronic interactions between the consultant and participants, with ample one-on-one time to assure that the specific needs of individuals are met. Either new or revised applications to federal, state, private and /or industry can be accommodated. Assistance in responding to prior review is provided to those who are writing revisions.

(This program involves a fee. Please contact Chitra Rajan ( [email protected] ​) for details).

For more information, please contact: Dr. Chitra Rajan Associate Vice President for Research Iowa State University [email protected] (515) 294 9096

• Individual Development Plan

Unlock Your Potential for Your Future Career Path

A individual development plan (IDP) is a tailor-made approach for evaluating your professional objectives and crafting a roadmap to achieve them. This process encourages self-reflection on your long-term career goals, assesses your current competencies, and outlines concrete steps to reach those goals. A well-crafted IDP is instrumental in optimizing your graduate or postdoctoral training, providing valuable assistance as you focus on refining your academic, professional, and soft skills.

• Visit the ISU-IDP website

Postdoc Services

Maximize opportunities for professional enrichment

The professional development programming and resources are freely available to all postdoctoral scholars at ISU. Highly popular services include:

• One-on-one communication support
• Individual career coaching
• English speaking group practice
• Visit the Postdoc Services website

Preparing Future Faculty

Prepare for success in academic careers

The PFF program prepares graduate students and postdoctoral fellows for academic careers at a variety of institutions. PFF offers a series of four Graduate Studies (GR ST) courses, providing enriching experiences that equip participants with competencies in classroom teaching, mentoring, departmental service, and more. Completion of one or more PFF courses leads to certification at Associate, Fellow, or Scholar levels that increases competitiveness on the academic job market.

• Visit the PFF website

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A successful inaugural year for CAPD Graduate Student Professional Development’s certificate programs

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This spring, over 150 doctoral students and postdocs successfully completed CAPD’s new professional development certificate program . Two certificates—one in research mentoring and the other in grant writing—were launched last fall to help PhD students and postdocs advance their growth in these essential areas. Participants attended a series of workshops throughout the 2023-24 academic year to fulfill the certificate programs’ requirements.

As reflected by the application numbers, the programs’ launch received an enthusiastic response. The Research Mentoring Certificate attracted 245 applicants, of which 75 participants, representing a mix of PhD students and postdocs, were selected. The cohort attended workshops designed to teach mentoring skills such as maintaining effective communication, aligning expectations, addressing equity and inclusion, and assessing understanding. Each session was led by a facilitator trained by the Improvement of Mentored Experiences in Research (CIMER).

For the Grant Writing Training Certificate, which was co-funded by Postdoctoral Services, 325 doctoral students and postdocs applied and 100 were accepted. Participants were required to attend three intensive workshops that delved into critical aspects of writing and submitting scientific grant proposals for the NSF, NIH, and other agencies.

The first workshop featured a faculty panel, moderated by Vivian Siegel, lecturer in the Department of Biology, which introduced the grant writing landscape. Professors Anna Frebel (Physics), John Gabrieli (Brain and Cognitive Sciences), and Chris Kaiser (Biology), along with Research Administration Services’ Vivian Holmes, offered insights based on their professional experiences.

The second session, led by outside facilitator Dr. John Robertson, was an all-day deep dive into the art and practice of writing winning grant proposals. The third session, entitled “The Nuts and Bolts of the Research Funding Machine,” was led by MIT Research Administration Services and discussed the internal process for federal grant submissions. Participants also had the option of attending a fourth workshop, helmed by outside facilitator Dr. Beth Schachter, focused exclusively on NIH K grants for postdocs and F grants for graduate students.

Survey responses demonstrated that the programs achieved Graduate Student Professional Development’s goal of helping PhD students and postdocs learn valuable skills that are not typically included in their training. A participant in the Research Mentoring Certificate program wrote, “Thank you for organizing this! [It] should be mandatory for all mentors — it really was so helpful!” Responses to sessions of the Grant Writing Certificate program included, “Best grant writing workshop I ever attended,” “This was extremely helpful for many levels of grant writers,” and “I gained a lot of confidence in my ability to write a successful grant application.”

Based on the success of the first year of the program, CAPD looks forward to continuing with these offerings and expanding them to include certificates for other vital skill sets. Ultimately, these efforts will support the Institute-wide focus on developing graduate student professional development, an area of emphasis in the Institute’s Task Force 2021 report.

Professional Development for Graduate Students

The Grainger College of Engineering is committed to supporting the success of our graduate students, whether they are teaching, learning, or preparing for future careers. We provide innovative and inclusive programs, services, and resources for career and professional development that educate and empower our graduate students to become thriving professionals in their fields.

RESEARCH • TEACHING • MENTORING

Mavis Future Faculty Fellows Program

The Mavis Future Faculty Fellows program prepares senior Ph.D. students for successful academic careers. Expert-facilitated workshops, invited speakers, and project assignments help participants learn to apply for faculty positions, write competitive research proposals, become effective teachers, and excel as mentors.

REAL-WORLD EXPERIENCES

Practicums & Capstone Projects

Students in our Master of Engineering (M.Eng.) programs complete a capstone project either independently or in an assigned team on a project sponsored by an industry client. These projects offer practical opportunities for professionally-oriented students to apply processes and technical knowledge to solve real-world challenges and connect with mentors in industry. 

Teaching Certificates

The Center for Innovation in Teaching and Learning (CITL) offers certificate programs  designed to encourage teaching assistants (TAs) to develop their teaching skills and reflective practice. These programs provide opportunities to document teaching experience, professional development, and the constructive use of student feedback.

View info & requirements

Professional Development on Campus

Career development workshops.

The Graduate College offers a range of professional development workshops to help you achieve your goals, explore broad careers, communicate effectively, and land a job that's right for you.

Allies in STEM

Allies in STEM is a program the helps graduate students to learn about what it means to be an ally to minorities in STEM, providing practical techniques for implementing these skills into their future careers.

Illinois Leadership® Center

A partnership between Academic Affairs and Student Affairs, the Illinois Leadership® Center (ILC) is a campus resource hub designed to provide comprehensive leadership education and training to all Illinois students.

Corporate Opportunities

Industry partnerships, research park, seminars & speakers.

PhD Progression

What is phd progression.

PhD Progression is an online training program that offers individual modules (badges) to support your career and professional development over the course of your PhD and help you prepare for your post-PhD career.

PhD Progression is for PhD students from all fields:

• 180+ online badges, which you can complete at your own pace and whenever you need them
• Each badge takes 45 to 90 minutes to complete, on any type of device
• Badges have been designed to allow you to gain skills in the 7 Core Capacities .
• Badges are organized in 3 levels of learning: Skills Exploration, Skills Development, and Skills Application
• Badges are linked with each other in pathways – there is one pathway per Core Capacity and in each level of learning.

Why Digital Badges?

Digital badges are gaining popularity with many employers and educational institutions as markers of professional training and development completed outside of traditional learning environments. These badges contain metadata describing the specific tasks completed to earn that badge. In addition, they can be shared on social media platforms like LinkedIn and X (Twitter) to show potential employers that you have invested time and energy in increasing your marketability.

At Boston University, we launched the PhD Progression pilot program to see how students would respond, and the large majority of participants felt that the time they invested in earning PhD Progression badges was beneficial to their professional development. See the graphic below.

Which Badges Should You Complete?

Click on the image below to view a proposed timeline with pathway and badge suggestions for you to complete at each phase of your PhD (coursework, qualifying exams, dissertation prospectus, research, teaching, dissertation writing, conferencing, and job applications).

Learning Communities

PDPA’s synchronous PhD Progression learning communities provide specialized focus on individual pathways and are offered as a supplement to the program’s asynchronous learning model. These communities are perfect for doctoral students who desire a more structured, hands-on approach to the standard PhD Progression content.

Learn more about upcoming learning communities here .

More questions? Check out our PhD Progression Guide & FAQs or email us at [email protected].

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Is a Doctorate Degree Worth It?

Know before you read At SNHU, we want to make sure you have the information you need to make decisions about your education and your future—no matter where you choose to go to school. That's why our informational articles may reference careers for which we do not offer academic programs, along with salary data for those careers. Cited projections do not guarantee actual salary or job growth.

Earning a doctorate takes time, money and discipline. Like many things worth doing, the process is challenging but also rewarding. Becoming an expert in your subject area and immersing yourself in your chosen area of study makes the process of earning a doctorate important to many people. Certain professions require or value a doctorate for promotion potential.

In fact, career advancement, love of the subject matter and personal satisfaction are three of the top reasons why Dr. Bridgitte Kiprop '23 , Dr. Jennifer Barry ’23 and Dr. Torialyn Draper Crook earned their doctorates.

• For Kiprop '23, part of her motivation for earning a doctorate in International Business was setting an example for her six children.
• For Barry, ’23, who earned a doctor of education degree in educational leadership, part of her motivation was to prepare for success in meeting her long-term career goal to become a university president.
• And for Crook, earning her doctorate in education was a commitment that she undertook to honor her family’s legacy of valuing education.

How Difficult is Earning a Doctorate?

For Kiprop, time management was her key to success. With six children, she had to make the most of any time in the day that she could find. “If I had … five minutes, I would use the five minutes,” she said. “Other times, I was luckier (and had) two hours.”

Despite the time-management  challenges of earning an advanced degree while raising her family, Kiprop feels that the process of earning that degree was a way to inspire her children to work hard to meet their own goals.

“I really hope that my children will ... know that whatever it is they feel called to do, whatever their ambitions, their goals are achievable,” she said.

To manage the challenge of advanced studies, having the right people around you as you work on your degree is essential, according to Crook. “Surround yourself with family, friends, colleagues and mentors who can provide encouragement during challenging times,” she said.

Crook stresses that everyone’s journey to earning their doctorate is unique. She recommends being prepared for the unexpected, and remaining flexible in adjusting your path as you work toward completing your degree.

How Long Does a Doctorate Take?

Students may have family commitments, health challenges or need to work full or part-time while attending school . Many students face all of these circumstances. Crook managed to complete her doctorate in 5 years, though it wasn't easy for her. She faced a significant personal health challenge and was raising two children while also attending school.

For Barry, earning her doctoral degree is part of an educational path that started with her bachelor’s degree at SNHU (formerly New Hampshire College) in 2000. She then continued her education to earn a master's degree throughout several jobs and geographic moves.

Barry views her entire educational journey as part of the process that led to meeting her ultimate goal of earning a doctorate.

What Skills Are Needed to Earn a Doctorate?

While every academic program is different, Crook finds certain skills and competencies necessary for success, regardless of field. These skills include:

• Building relationships
• Organizational skills
• Self-motivation
• Writing skills

Crook finds building relationships particularly important. While working on her degree, the strong relationship that she developed with her dissertation chairperson proved essential. She also built positive relationships with other doctoral students, which led to a strong peer support network throughout her program.

Kiprop echoes the importance of building relationships in her field as well. For her, building new relationships is a way to open your mind to new experiences and opportunities.

Find Your Program

What types of jobs can you get with a doctorate.

While a doctorate is helpful for working in leadership roles at colleges and universities, there are many opportunities for doctoral degree holders to work at the highest levels in their profession outside of higher education as well.

Some of the top professions that require a doctoral or professional degree and have a faster-than-average predicted growth rate, according to the BLS, are:

• Astronomers* (SNHU does not currently offer graduate degrees in astronomy or physics)
• Biochemists and biophysicists* (SNHU does not currently offer graduate degrees in biochemistry or biophysics)
• Clinical and counseling psychologists* (SNHU does not currently offer doctorates in psychology, but you could start with a bachelor's in psychology , followed by a master's in psychology )
• Higher education teachers and professors — particularly business, computer science and engineering teachers*

Two more examples of areas where a doctorate can help prepare you for advancement in your career are educational leadership and international business.

A doctorate in educational leadership can be a Doctor of Philosophy degree, known as a PhD, or a Doctor of Education degree, known as an EdD. The PhD in Education Leadership  typically leads to higher education roles in teaching and research. The EdD in Educational Leadership , which Barry earned, typically leads to leadership and strategy roles in an education setting that may be at the higher education or secondary school level.

A PhD in International Business  may include addressing a gap in an existing body of knowledge by conducting research. Kiprop, who earned her doctorate at SNHU, plans to use her degree to research entrepreneurship in small business finance.

Motivated by being from a developing country — Kenya — she has a personal interest in helping grow small businesses in similar developing areas. “I can also use that same knowledge at the New Hampshire level because the issues there perhaps are different but still … relevant,” she said.

Regardless of your program field, the process of earning a doctorate can help you explore ways of applying your newfound and existing knowledge that you may not have considered prior to starting your program.

Is it Better to Have a Master’s or Doctorate?

Both a master’s degree  and a doctorate offer opportunities for career advancement. Choosing which to earn, or whether to earn both, is a highly personal decision based on your personal and professional goals and aspirations, according to Crook.

Before deciding which degree is right for you, consider your goals. Speaking with a career counselor  or graduate admissions counselor to learn about career options and pathways toward earning the degree can be a helpful step toward making this decision.

In many fields, a master’s degree is enough  to move forward in your career. But, earning a doctorate is an opportunity to take your career a step further, according to Crook. That step “gives one the opportunity to direct their career trajectory specifically through research and other specialized skills and knowledge,” she said.

How Valuable is a Doctorate?

A doctorate isn’t for everyone, but it can be right for you depending on your chosen field and career path.

For many people, earning a doctorate is just as important as a personal accomplishment as it is a professional one. “I (always) understood the significance of progressing in my career and staying connected to my field of higher education,” Crook said. “My doctoral journey was worthwhile as it aligned with my career goals  and personal aspirations,” she said.

For Barry, the doctorate was worth it because she believes strongly in the power of education . “You see how (education) transforms people’s lives and … gives people opportunities that they didn’t see before,” she said.

She has seen many people earn degrees only for their family members to then continue in their footsteps. “I just think that generationally, (education) is creating pathways for people,” she said.

Deciding whether to pursue a doctorate is ultimately a very personal decision, but one that can lead you to build new relationships and a new knowledge base while helping you reach or exceed your career goals.

A degree can change your life. Find the SNHU doctorate degree  that can best help you meet your goals.

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill. 

A former higher education administrator, Dr. Marie Morganelli  is a career educator and writer. She has taught and tutored composition, literature, and writing at all levels from middle school through graduate school. With two graduate degrees in English language and literature, her focus — whether teaching or writing — is in helping to raise the voices of others through the power of storytelling. Connect with her on LinkedIn .

Explore more content like this article

How to Get a Master's Degree

Is a Bachelor's Degree Worth It?

Is a Master’s Degree Worth It?

About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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April 2024 Newsletter for Graduate & Professional Students

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Message from  Vice Provost for Education Karen Detlefsen, Ph.D.

As we approach the end of the semester, I encourage all students to strive for balance. You probably have many academic assignments and writings to complete, but don’t forget to unplug and unwind during scheduled breaks as well. 

Announcements

Resources, support, and wellness, graduate students in the news, academic & professional development activities.

Campus Events & Student Activities

Grants & Paid Opportunities

About the vice provost for education.

_______________________________________

Unionization Election April 16-17 from 10AM-7PM | Bodek Lounge in Houston Hall, 3417 Spruce Street The National Labor Relations Board ( NLRB) issued a decision and direction of election with respect to a petition filed by a group of Penn graduate and professional students seeking representation by the United Auto Workers (UAW). All graduate and professional students who are included in the bargaining unit and who were employed during the payroll period ending February 29, 2024 are eligible to vote. For more information regarding the bargaining unit, please refer to this Union Petition Update . A secret-ballot election will be held on April 16 and 17. The outcome of the election will be determined by a majority of those who vote. I encourage all graduate and professional students who are eligible to vote to learn as much as possible about this significant issue and to vote.

Updates from the Graduate Degrees Office Congratulations to all our PhD and Research Master’s (MA & MS only) students graduating this May! Please remember these important dates for May 2024 graduates:

• The last day to apply for graduation is April 24
• The last day to defend your dissertation is April 24
• The last day to deposit is May 6

Visit the Graduate Degrees website for graduation checklists, formatting instructions, and to schedule a deposit appointment well in advance of deadlines! Have questions about graduation? Check out our Graduation Frequently Asked Questions .

International Travel Registry   Students traveling abroad over the coming months for academic research or conference attendance should Register Your Trip with PennGlobal. Registration provides immediate access to Penn’s comprehensive travel assistance program, including 24/7 medical and security advice, travel medical insurance, evacuation and repatriation insurance, and more. Learn more and get instructions at MyTrips .  

Office of the Ombuds The University Ombuds helps members of the Penn community who are experiencing difficulty, conflict or confusion within their academics or work. The Ombuds offers an accessible and safe place to resolve differences, explore matters of concern, improve communication, and generate and evaluate options.

Discounted Care at the Penn Dental Clinic Penn’s School of Dental Medicine offers significant student discounts on dental work: a 30% discount on routine preventative dental services and 20% savings on specialty services. All Penn students who do not have dental insurance and who bring their student ID to their dental visit are eligible for these significant discount opportunities. See penndentalmedicine.org/student-discount/ for more information.

Information about other discounted services and programs for Penn graduate students is available in the Graduate Resource Guide .

Find out about all the University’s resources for graduate and professional students at www.gsc.upenn.edu/resources

Check out the latest headlines from the Grad Center’s collection of news about – and for – Penn graduate and professional students:

• PhD student in neuroscience Kyndall Nicholas received the graduate student award at Penn’s Women of Color Day .
• Dental students Samarth Setru and Parker Norman have been elected to national leadership roles in the American Student Dental Association .
• Ten students were awarded the 2024 Penn Prize for Excellence in Teaching by Graduate Students .
• PhD students Kritika Jha (Chemistry), Grace Simon (Management), and Talayah Johnson (Bioengineering) won the top spots in this year’s Penn Three Minute Thesis (3MT) competition .
• Five students won 2024 SAS Grad Talks prizes . 

See more Penn Grad News .

Dissertation Dog Days Thursday, April 11 from 1-2:30 PM | Houston Hall Golkin Room (#223) Open to PhD students working on their dissertation or about to graduate. No registration needed. Drop by for help on your dissertation formatting, questions about graduation, or support from Penn Libraries on copyright, LaTeX, and Scholarly Commons, all while visiting with therapy dogs. Sponsored by the Graduate Degrees Office, Penn Libraries, and the Graduate Student Center . 

Networking, LinkedIn, and Beyond: Navigating the Job Search with Confidence as a Grad Student Learn more about networking and informational interviewing, and hear alumni share their perspectives and insight on different career paths! We also will have an in-person LinkedIn Lab for students to learn how to best create their LinkedIn profile and free professional headshots in the Career Services photo booth! Register for individual sessions on Handshake:

• Graduate Alumni Career Panel in Communications | Thursday, April 11, 12-1 PM
• LinkedIn Lab Workshop | Thursday, April 18, 10-11:15 am
• Networking and Informational Interviewing for Graduate Students and Postdocs | Monday, April 22, 11-12 PM
• Graduate Alumni Career Panel in Nonprofits | Wednesday, April 24, 1-2 PM

Virtual Ivy Plus Consortium Just-in-Time Career Fair Thursday, April 11 | register in advance on Handshake Looking for a summer internship or full-time job? Don't miss this great opportunity to meet top employers from various industries at the Ivy+ Just in Time Virtual Career Fair on April 11!  

Benefits of participating include:

• Many diverse employers and opportunities! Meet Registered employers who are hiring NOW for opportunities from across industries, including biotech, education, nonprofit, financial services, government, startups, healthcare, consulting (and more!).   
• It's convenient! Sign-up for employer group sessions (~ 30 minutes) and/or 1:1 chats with an employer (10 minutes) to fit your own schedule.
• Make connections and expand your network and knowledge of the opportunities available to you.

Campus Events & Student Activities  

Lactation Workshop Friday, April 12 from 11:30 AM – 12 PM | Family Center, 3615 Locust Walk In partnership with the Penn Women’s Center and Penn HR, the Family Center welcomes student, staff, postdoc, and faculty families to join our annual Lactation Workshop . Led by Dr. Diane Spatz from Penn Nursing, this interactive conversation is for expecting, new, and experienced parents to check-in and receive support with lactation challenges. Lunch will be provided for registered attendees.

Are Academic Freedom and Open Expression Under Siege? Campus Unrest and the Future of the University Thursday, April 18, 4:30-6:00PM | Fitts Auditorium, Penn Carey Law School  There is sharp disagreement about the meaning and practice of open expression and academic freedom at universities. How can the central function of a university – educating students and producing new knowledge – survive in the face of threats to open expression and academic freedom? The Faculty Senate will host a group of the nation’s leading scholars for this timely discussion.  Open to everyone in the Penn community.  Register for this event . 

Graduate Community Study Hall Tuesdays, 2-4:30 PM Looking for a co-working space with other graduate and professional students? Join the Weingarten Center and the Grad Center for our regular Graduate Community Study Halls. Based in emerging research on body-doubling and productivity , the goal of this program is to create a dedicated and consistent time that helps with accountability. An encouraging, safe, and quiet study space will be provided for graduate students. Snacks will also be provided to participants.

Weekly Organic Produce Giveaway Thursdays, 12:30-2:30, starting 4/11 | Grad Center Welfer Common Room (1st Floor) Current graduate and professional students who identify as food insecure are welcome to stop by the Grad Center first floor each Thursday for free, fresh produce straight from Penn Farm as part of effort to help address food insecurity! Students must be able to show a graduate PennID and are encouraged to bring their own produce bags or a container. All produce is provided first-come, first-served and available until supplies run out!

Board Games and (Non-Alcoholic) Brews  Friday, April 19, 5:30-7:30 PM | Advance registration required This month's Board Games and Brews will be a “Joy Hour” and we will be serving non-alcoholic beer in addition to other alcohol-free beverages. Join your fellow graduate and professional students for an evening of friendly competition. Earn bragging rights through bold risks and intelligent strategy, or just have fun exploring new games. Bring your own board game or play anything in the Grad Center's growing game library. Participants are invited to play games around the Center at their leisure or join in on a guided game with instructions led by staff. Co-sponsored by the Grad Center and SUPER (Substance Use, Prevention, Education, and Recovery) Program.

See more upcoming events and activities:

• Grad Center Events Calendar
• Graduate “Events Around Campus” Calendar
• University Life Calendar of Events

Upcoming opportunities include:

• Jane Street Employer Trek for STEM PhD students | Deadline: April 10
• Schmidt Science Fellows | Deadline: April 12
• National Institute of Justice Graduate Research Fellowship Program | Deadline: April 17
• National Health Service Corps Scholarship | Deadline: April 25

Additional details and opportunities can be found in the Grad Center’s digest of funding and professional opportunities for graduate and professional students, in addition to the information on their Funding & Finances and Grants & Fellowships pages.

The Vice Provost for Education oversees undergraduate and graduate education at Penn, developing and implementing policies that promote academic excellence, innovative teaching and learning, and interdisciplinary knowledge across the University. The Vice Provost chairs the Council of Graduate Deans, the Council of Professional Master’s Degree Deans, the Graduate Council of the Faculties, the Council of Undergraduate Deans, and the Faculty Advisory Council for Access and Academic Support Initiatives.

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