1. Innovations in PhD Education: Enhancing Professional Development and Time-to-Degree Holly L. Storkel Allison M. Meder KU/KUMC Intercampus Program in Communicative Disorders 1

2. Disclosures Holly Storkel and Allison Meder both received financial support from the University of Kansas (specifically, salary support) Holly Storkel and Allison Meder have not nonfinancial interests to disclose. 2

3. Challenges Facing PhD Programs Financial climate PhD programs in CSD tend to be lower enrollment than undergraduate or clinical training programs If credit hour production is being emphasized, this may create a roadblock to offering PhD courses Lack of timely course offerings can impede progression to graduation for PhD students How can we be creative? 3

4. Challenges Facing PhDs on Job Market While there are plenty of faculty jobs in CSD, other related fields have found our job market PhDs in other fields may amass large numbers of publications and grants Out-of-field PhDs could have more competitive CVs Colleges or universities seeking to improve their research image may have very strict hiring criteria (e.g., minimum # of publications, expectations for a grant in hand) How do we prepare students for this competitive market? 4

5. University of Kansas Approach New approach to proseminar Required coursework targeting professional skills, offered in flexible formats Updated and streamlined approach to PhD milestones 5

6. New Approach to Proseminar Goal: Help students learn the professional and personal skills needed to have a successful career 6

7. Proseminar PhD students enroll in proseminar every fall and spring semester until they pass comprehensive exam Proseminar meets alternating weeks, leading to 8 meetings per semester Two themes: Presentations: ~1/2 of the meetings Professional development topics: ~1/2 of the meetings 7

8. Proseminar: Presentations Students are required to present once per year Choose format (15 minute or 25 minute) Choose topic (research, teaching, journal club, etc) Receive feedback from all attendees 8

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11. Proseminar: Professional Development Fall 2014: CommunityFall 2015: Building a Professional Image Spring 2016: Becoming a Professional Local Community: Getting the Most Out of Grad School PhD Milestones: From Courses to Comps to Dissertation to Graduation! On the Job Market: Interviewing Scientific Community: Keeping Up with and Organizing the Literature Post-PhD Job Opportunities & Application Process On the Job Market: Negotiating Scientific Community: Contributing to the Literature Creating & Building your Social Media and Online Networking Presence On the Job Market: Mock Interviews Practiced an Elevator Speech Scientific Community: Contributing through Presentations & Conferencing Creating & Building your CVAt Your New Job: Keys to Success Scientific Community: Planning for Programmatic Research Speedy CV Feedback WorkshopWorking Together Effectively: Creating a Productive Research Team Turned in a research statement for feedback Turned in a CV for feedbackWorking Together Effectively: Mentoring & Being Mentored 11

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16. Proseminar: Student Perspective Valuable presentation feedback and Q&A experience Update professional documents (research statement, CV, etc.) regularly Stimulates professional discussions with primary mentors Resources archived 16

17. Required coursework targeting professional skills, offered in flexible formats Goal: Help students develop critical skills for career success and offer those opportunities in flexible formats 17

18. Required coursework Grant writing Directed teaching Coming soon: Add a writing support group component to proseminar for students enrolled in comprehensive exams 18

19. Example: Grant Writing Offered every two years to achieve greater than minimal enrollment Most recently offered in Summer 2015 as an “onload” Taught in the summer but counted for instructor’s Fall teaching requirement Not a lot of classes for PhD students in the summer Many PhD students were ready to take the course N = 13 students (where n = 6 is the required minimum enrollment) 19

20. Example: Grant Writing Taught in a hybrid format All materials were archived for use as a future independent study enrollment 20

21. Grant Writing Course Topics Week 1Week 2Week 3Week 4Week 5Week 6Week 7 Funding Agencies Significance & Innovation ApproachInvestigator & Environment Review Procedures Prep for Mock Review Responding to Reviews Application Overview Style & TipsHuman Ss, Animal Welfare, Budget F- & K- Awards Abstract & Aims Class Mock Review Class Write Abstract & Aims Write Significance & Innovation Write Approach Write Biosketch & Resources Turn in complete grant Finalize reviews Outline how you would revise your grant 21

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25. 25 SPLH 964 Seminar in Grant Writing Holly L. Storkel In-Class Agenda June 22, 2015 12:00-2:30 1.General Questions about Significance & Innovation (Full Group) 2.Significance Critiques (Small Groups) 3.Significance Drafts/Outlines (Pairs) 4.Significance Questions (Full Group) 5.Innovation Critiques (Small Groups) 6.Innovation Drafts/Outlines (Pairs) 7.Innovation Questions (Full Group) 8.BREAK 9.General Questions about Grant Writing Style & Tips (Full Group) 10.Sticky Idea Critiques (Small Groups) 11.Sticky Idea Discussion (Full Group) 12.Appeasing your Reviewer Critiques (Small Groups) 13.Style Discussion (Full Group) 14.Sticky Ideas & Style for your Grants (Pairs) 15.Wrap Up & Reminders a.Significance & Innovation due next week (June 29)

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28. Grant Writing: Student Perspective Hybrid format Flexible Productive face to face meetings Organized, easy to follow Hands-on experience Improve writing skills Design a research project Provide feedback to peers 28

29. Updated and streamlined approach to PhD milestones Goal: Facilitate degree progression while continuing to convey the importance of professional milestones and accomplishments 29

30. Annual Review Similar in format to faculty annual review Students get used to reporting productivity in units that matter for their career Provides feedback from multiple faculty 30

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36. Annual Review: Student Perspective Reflect on previous year Faculty identify areas to improve, provide specific suggestions Goal setting 36

37. Revised Comprehensive Exams Make them functional Reinforce skills that are needed in the future Make a natural extension of coursework Students must complete 3 “products” 37

38. Allowable products Pre-cursorComp ProductFuture use Grant Writing ExperienceGrant ApplicationSubmit the application Precursor to dissertation prospectus Directed TeachingTeaching PortfolioInclude in job application materials Research ExperienceManuscript for Publication Submit the manuscript Coursework PaperReview or Tutorial for Publication Submit the manuscript Precursor to dissertation 38 Use formats and review criteria that mirror those used in the discipline

39. Comps: Student Perspective Coming soon! 39

40. Questions? hstorkel@ku.edu ammeder@ku.edu 40