Abstract
Scaffolded Networking for PhD Student Professional Development
Meeting abstracts (Electrochemical Society), v MA2025-02(57), 2722
24 Nov 2025
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Abstract
PhD programs typically provide formal feedback at limited checkpoints such as candidacy exams and a thesis defense. Success is typically measured by passing these checkpoints and by the number and “impact” of papers published from their thesis work. However, these checkpoints are limited and often subject to causes outside of a student’s (or PI’s) control. Furthermore, researchers disagree on the effectiveness of publication metrics for predicting future job performance, especially for careers outside academia. There is therefore a need to provide structured assessment and feedback with the goal of long-term professional development for graduate students, particularly those exploring non-academic careers.
We recently developed a professional development activity for developing researchers to address these needs. Although our activity is aimed at PhD students in electrochemistry and electrochemical engineering, it is easily adapted to other research areas or education levels. In this activity, students first complete a three-part worksheet. Part 1 of the activity is a self / advisor assessment of critical skills, such as interpreting electrochemical data, working safely in lab, and effective oral communication. Students score themselves on a scale of 1 (just started) to 4 (PhD-level, independent of advisor), analogous to standards-based grading or portfolios in undergraduate courses. Comparing the student and advisor scores can proactively identify misconceptions and areas for growth. Part 2 assesses the status of the student’s thesis project. Part 3 sets near-term goals, with extra emphasis on soft-skills and community care.
Finally, Part 4 of the activity is a forward-looking reflective exercise for students to identify potential career directions. After discussing the assessments, goals, and future interests with the student, the PI connects the student to a member of her professional network for an informational interview based on shared interests or experiences. The PI prepares students for the informational interview by facilitating a group activity in which students brainstorm questions and practice brief introductions. The overall goal of this activity is for students to a) develop broader and deeper professional networks than can be established from publication records and b) to gain proficiency at networking with strangers during their PhD, not after. This talk will disseminate lessons learned from the activity, tips for reproducing the activity, and anecdotal evidence of student outcomes.
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Details
- Title
- Scaffolded Networking for PhD Student Professional Development
- Creators
- Maureen H. Tang - Drexel UniversityRayan Alaufey - Lawrence Berkeley National LaboratoryKarla Negrete - Drexel UniversityCarolyn Spaulding - Drexel UniversityFaddy Ramirez - Drexel UniversityBrett Ellis - Drexel UniversityCheryl Bodnar - The Ohio State University
- Publication Details
- Meeting abstracts (Electrochemical Society), v MA2025-02(57), 2722
- Publisher
- Institute of Physics (IOP)
- Resource Type
- Abstract
- Language
- English
- Academic Unit
- Chemical and Biological Engineering
- Other Identifier
- 991022135403204721