Ideas for Building Career Development into PhD Seminars
By Loleen Berdahl
Since the publication of our book Work Your Career: Get What You Want from Your Social Sciences and Humanities PhD, my co-author Jonathan Malloy and I have been asked for ideas about how to use the book in PhD seminar classes. I am delighted that faculty are looking for ways to help PhD students start thinking about their careers at an early stage, and that they are working to create a climate where students feel safe to discuss career options. Over the past couple of years, Jonathan and I have led conference sessions and workshops with PhD students, postdocs, and others interested in PhD career development that draw on the ideas we present in Work Your Career. Most recently, we offered a Career Corner session at the 2018 Congress of the Humanities and Social Sciences, and we were pleased to see students across a broad range of academic disciplines enthusiastically engage with the topic.
For our sessions, we have led students in discussions and group activities. The discussions of PhD career development prompt students to think about the many career options—including but not exclusively academia—for which PhD students can prepare. The group activities are particularly useful to help students engage with the ideas; for these, we ask students to complete a self-assessment on a specific area for a short period, and then share their responses with each other in small groups of 3-4 people. This is then followed by a larger full group discussion. We conclude the process by asking students to come up with a personal “action plan” to develop areas they wish to strengthen. What we particularly enjoy about this collaborative process is that it helps students identify further strengths that they already possess. By developing an action plan students increase their awareness of how they can use personal agency to achieve their goals.
Building off these conference sessions, I have developed a list of activities for faculty who wish to use Work Your Career in their PhD seminars or in non-credit, stand-alone professional development seminars offered to students. For the group activities (Table 1), I suggest that students begin with individual work, followed by small group student discussions, and then full class discussion. For some classes, instructors might consider including students at other stages of their program. This can have the dual benefit of bringing in some different perspectives as well as prompting more senior students to reflect on their own studies. For the reading responses (Table 2), I suggest that instructors limit responses to 250 words, and assign grades on a complete/incomplete basis to avoid any perception that there are “right answers.” The reading response items could also be adapted to serve as seminar discussion questions.
It is rewarding to see that so many faculty—and particularly PhD supervisors, graduate program chairs, and department chairs—are deeply committed to advancing PhD student career success. For those who use Work Your Career in the classroom, I hope that you will find these activities useful as you guide and mentor your students. I welcome your ideas to expand this list, as well as any feedback on how the activities work in your classroom, at firstname.lastname@example.org. And I thank you for looking for opportunities to prompt PhD students to engage with their own career development as early in their programs as possible.
Table 1: Group Activities drawing upon Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD
|Group Activity||Reading and Material|
|Assess your current career competency evidence and strengths, and select areas where you would like to develop your evidence and strengths further.||Chapter 1, particularly Table 1.2|
|Explore how you can build further career competency evidence through program activities such as classes, comps, and dissertation, and create a personal action plan.||Chapter 3|
|Evaluate how you can build further career competency evidence through non-program activities, and create a personal action plan.||Chapter 4, particularly Table 4.1|
|Create an informational interview action plan.||Chapter 4, particularly pages 87-89|
|Assess and refine the significance of your current dissertation project idea.||Chapter 5, particularly Table 5.1|
|Create a schedule for the remainder of the semester, strategically booking tasks into high energy and low energy schedule blocks.||Chapter 7, particularly pages 142-149|
|Detail your current professional network, and select areas where you would like to develop your network further. Create a personal action plan to do so.||Chapter 7, particularly Figure 7.1|
|Appraise which PhD activities you find most energizing and rewarding.||Chapter 8, particularly Table 8.2|
|Develop a short narrative story that uses evidence to demonstrate one or more of your career competencies.||Chapter 8, particularly pages 179-183|
|Formulate specific strategies to identify the problem that an organization is hiring to solve, and create a personal action plan for how to approach job applications.||Chapters 8 and 9|
|Plan specific answers to the common questions raised during academic job interviews.||Chapter 9, particularly Table 9.4|
Table 2: Reading Response Topics drawing upon Work Your Career: Get What You Want from Your Social Sciences or Humanities PhD
|Reading Response Topics||Reading|
|What is your personal career goal? How does your PhD program fit into this goal?||Chapter 1|
|What are the strengths of your current program for your personal career goal and how can you realize these strengths?||Chapter 2|
|What factors should students regularly consider when deciding whether or not to continue their program? How can you make this a safe question for yourself as you move through your program?||Chapter 3|
|What are the opportunities for you to use non-program activities to increase your experience and skills? (Examine your university’s doctoral professional development opportunities and be specific in your response.)||Chapter 4|
|What are the opportunities for you to build your funding track record? (Search online for opportunities and be specific in your response.)||Chapter 5|
|Identify one potential scholarly journal option and one potential non-scholarly publishing option for your work. Explain why these options are good fits for your research.||Chapter 6|
|In what ways do you personally use graciousness, professionalism, and discretion to cultivate your own professional reputation?||Chapter 7|
|What do you see as the advantages and disadvantages of an “academia-first” mentality?||Chapter 8|
|What amount of teaching experience do you feel would best position you to be competitive for tenure-track academic jobs?||Chapter 9|
|Which of the identified faculty “actions” do you feel would most benefit PhD students? What other actions, if any, do you recommend?||Appendix|
Loleen Berdahl is Professor and Head of Political Studies at the University of Saskatchewan, and co-author (with Jonathan Malloy) of the book Work Your Career: Get What You Want from Your Social Sciences and Humanities PhD (University of Toronto Press, 2018). After completing her PhD, she worked for ten years in the nonprofit think tank world. Her research considers public attitudes, intergovernmental relations, and political science career development, and she is the recipient of three University of Saskatchewan teaching awards. Follow her on Twitter (@loleen_berdahl), where she tweets about political science, higher education, and opportunities for students, among other topics, and connect with her on LinkedIn.