An Integrated Curriculum and Community-Based Approach to Career Development

综合课程和基于社区的职业发展方法

• 批准号: 9345370
• 负责人: Cynthia N Fuhrmann
• 金额: $ 40.62万
• 依托单位: UNIV OF MASSACHUSETTS MED SCH WORCESTER
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-20 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9345370
• 关键词: Address; Administrator; Awareness; Businesses; Career Choice; Career Exploration; Categories; Cognitive; Communication; Communities; Confusion; Decision Making; Development; Development Plans; Doctor of Philosophy; Educational Curriculum; Educational process of instructing; Educational workshop; Elements; Ensure; Evaluation; Evaluation Reports; Event; Faculty; Future; Goals; Individual; Institution; Internships; Knowledge; Lead; Leadership; Learning; Link; Massachusetts; Measures; Medicine; Mentors; Modeling; Monitor; Occupations; Outcome; Personal Communication; Pharmacologic Substance; Postdoctoral Fellow; Preparation; Process; Productivity; Psychological Transfer; Publications; Reporting; Research; Resources; Role; Schools; Scientist; Secure; Self Efficacy; Series; Site; Strategic Planning; Structure; Students; Time; Training; Training Programs; Universities; Vocational Guidance; Writing; academic preparation; base; career; career development; career networking; career preparation; demographics; design; educational atmosphere; expectation; experience; faculty mentor; falls; graduate student; improved; innovation; interest; learning community; medical schools; novel; novel strategies; online resource; peer; peer coaching; post-doctoral training; pre-doctoral; programs; skill acquisition; skills; social; student mentoring; success; symposium; theories; web site; workforce needs

DESCRIPTION (provided by applicant): Today's Ph.D. scientists pursue a variety of career paths. Yet graduate and postdoctoral training continue to focus on preparing scientists for academic careers. To ensure a strong biomedical workforce, we need a new approach to graduate and postdoctoral training. This proposal applies a comprehensive, multi-layered approach to preparing graduate students and postdocs for their future careers by placing stronger emphasis on professional skills development and by integrating career planning and preparation into the standard graduate and postdoctoral training. Our novel two-pronged approach to career development is informed by the well- established model Social Cognitive Career Theory (SCCT), which links self-efficacy, outcomes expectations, contextual influences, and goal formation and follow-through to career decision-making and career-related outcomes. First, we propose a new co-curriculum that aligns professional skills development with our graduate students' standard curriculum. Elements of this co-curriculum are timed to teach students key professional skills that are both critical to success in their graduate training and transferable to multiple career paths beyond academic research. The co-curriculum includes a key focus on career planning, including increasing student awareness of scientific career options, teaching strategies for career exploration, and supporting all students as they create and implement their first annual Individual Development Plan (IDP). The second stage of the program focuses on career preparation by engaging all students in small learning communities themed within Career Pathways. These student-centered, discussion-based learning communities will leverage peer-to-peer mentoring, student leadership, and career mentoring to deepen students' understanding of their career paths of choice. The Career Pathways will also offer opportunities for students to expand their professional network, gain additional training, and get practical experience through projects or internships to prepare them for their next-step career goal. Professional skills development and career planning will also be integrated into standard postdoctoral training at UMMS, by adding a career planning component to the Orientation Course required of all postdocs and offering an Advanced Professional Skills series to assist them in developing key communication, writing, presentation, and leadership skills. Postdocs will be encouraged to complete annual IDPs, and to participate in the Career Pathways program. We will rigorously assess the short- and long-term impacts of these new training programs, including improved knowledge of scientific career options, increased confidence in career choice, informed and strategic planning for career preparation, and improved career preparation and career outcomes. Evaluation reports and successful program elements will be disseminated via conference presentations, publications, and informal networks to administrators, faculty, and career counselors. Resources and lesson plans will be posted online for use by trainees and educators at other institutions.

描述（由申请人提供）：今天的博士科学家追求各种各样的职业道路。然而，研究生和博士后培训的重点仍然是为科学家的学术生涯做准备。为了确保一支强大的生物医学队伍，我们需要一种新的方法来培养研究生和博士后。本建议采用全面、多层次的方法为研究生和博士后的未来职业生涯做好准备，更加强调专业技能的发展，并将职业规划和准备纳入标准的研究生和博士后培训。我们以社会认知职业理论（SCCT）为基础，提出了一种新的双管齐下的职业发展方法，将自我效能感、结果预期、环境影响、目标形成和后续行动与职业决策和职业相关结果联系起来。首先，我们提出了一个新的联合课程，将专业技能发展与研究生的标准课程结合起来。这门联合课程的要素是为了教授学生关键的专业技能，这些技能对他们在研究生培训中取得成功至关重要，并且可以转移到学术研究以外的多种职业道路上。联合课程包括职业规划的重点，包括提高学生对科学职业选择的认识，职业探索的教学策略，以及支持所有学生创建和实施他们的第一个年度个人发展计划（IDP）。该计划的第二阶段侧重于职业准备，让所有学生参与以职业道路为主题的小型学习社区。这些以学生为中心、以讨论为基础的学习社区将利用点对点指导、学生领导和职业指导来加深学生对自己选择的职业道路的理解。职业道路也将为学生提供机会，扩大他们的专业网络，获得额外的培训，并通过项目或实习获得实践经验，为他们下一步的职业目标做好准备。专业技能发展和职业规划也将整合到UMMS的标准博士后培训中，在所有博士后的入职培训课程中增加职业规划部分，并提供高级专业技能系列，以帮助他们发展关键的沟通、写作、演讲和领导技能。鼓励博士后完成年度IDPs，并参加职业路径计划。我们将严格评估这些新培训项目的短期和长期影响，包括提高对科学职业选择的认识，增强对职业选择的信心，对职业准备的知情和战略规划，以及改善职业准备和职业成果。评估报告和成功的项目要素将通过会议报告、出版物和非正式网络传播给管理人员、教师和职业顾问。资源和课程计划将发布在网上，供其他机构的学员和教育工作者使用。