T283 Graduate Student Preparation for STEM Workforce

Wednesday, 28 September 2016
8:00 AM - 12:00 PM
Mile High Ballroom 4D

THE GRADUATE STUDENT EXPERIENCE FROM THE STUDENT ADVISORY COUNCIL

Paper number: T283-2
Program: Technical Sessions
Time: 8:15 AM – 8:30 AM

Authors

Abstract

GSA’s Student Advisory Committee (SAC) is composed of (primarily graduate) student members elected as representatives for the different sections and divisions of GSA. Within the SAC membership a discussion was held to understand how the graduate student experience prepares students for life after grad school.

The main aspect of the graduate student experience conveyed was the shear diversity of experiences. This can vary from the student’s own background (e.g., undergraduate institution, traditional or non-traditional student, underrepresented group in the geosciences) to experiences within graduate school itself; i.e., the funding situation, the student-advisor relationship, and the availability of resources from one’s university/department.

The background of a student is an essential part of how students experience graduate school. Students who attended universities with a clear pipeline for graduate school may have a better understanding of what graduate school is, while others feel unprepared and overwhelmed. The financial situation prior to graduate school is very important, as graduate student stipends are often inadequate, thus representing a barrier to entrance or adding financial stress that prevents them from exploring external opportunities.

The department/advisor dominate the student experience when in graduate school. A productive academic relationship between student and advisor can help students navigate the post-graduate school world. An unproductive one may damage the graduate school experience, leaving them alone and unprepared afterwards. Concerns were raised about the ‘pedigree’ of graduate schools; at many universities all of the professors come from a few ‘prestigious’ universities and students wonder if their graduate institution may have reduced their chances of landing a professorship. Many SAC members highlighted how often in graduate school focus is on academic careers alone and resources are not provided for students interested in teaching heavy careers or non-academic careers. The importance of funding can dramatically change a student’s opportunities. Factors limiting a student’s professional development, such as lack of funding for conference travel or non-existent internship programs, can have a profound impact on career trajectory for the student.

Geological Society of America Abstracts with Programs. Vol. 48, No. 7

doi: 10.1130/abs/2016AM-283048

© Copyright 2016 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.