2024 ASEE Annual Conference & Exposition

Board 291: Future STEM Leaders: An Innovative Career-Readiness Program for Female Graduate Students

Presented at NSF Grantees Poster Session

Future STEM Leaders: An Innovative Career Readiness Program for Female Graduate Students prepares future leaders of the STEM workforce through a cross-departmental initiative to develop student transferable skills, activate mentor networks, and instill confidence in their ability to attain their career goals. The program draws from a unique and broad set of partners at the university, including faculty in the College of Engineering & Applied Sciences, the central Career Center’s career development and employer engagement teams, as well as the Office of Alumni Relations, each with distinct contributions to the student experience. This two-semester experience employs a design thinking framework, adapted from Burnett and Evans, to prompt deep career exploration beyond the boundaries of traditional academe. Graduate students design three different futures, called Odyssey Plans, and prototype these potential careers by connecting with industry professionals who can introduce them to new ways of applying their graduate level knowledge and skills. In addition to the exploration of career alternatives, students receive additional resources from the Career Center’s educational programs including salary negotiation and interview skills. The team used materials specifically designed to close gender-related differences in salary knowledge and negotiation practices. Students learned to benchmark salaries based on job location, industry, and required skills. Narrative feedback from participants revealed a level of uneasiness about verbally expressing the utility of their skills, academic knowledge, and even project work. Formative assessment results are driving changes to the program to incorporate more practice in articulating self value to different audiences, and an infusion of low-stakes industry project simulations to develop transferable skills and confidence.

Authors

Dr. Alfreda Samira James Stony Brook University [biography]

Dr. James used her liberal arts education to create graduate career services at Stony Brook University. In collaboration with the university's Center for Inclusive Education and the Graduate School, Dr. James developed innovative programs to educate Phd students about professional options.
She has over 20 years of experience in career education and coaching graduate students. She has led small teams of STEM graduate students in the execution of professional development programs and mentoring activities. She developed, sheReadstoEarn, a semester-long project to connect female F1 visa holders to career education related to salary negotiation and networking. SBU awarded her with a Student Affairs Distinguished Service Award for Student Development. She also received the SUNY CDO Award for Excellence in Programming.
She previously served as communications chair for the Graduate Career Consortium and contributed to InsideHigherEd's Carpe Careers blog. She is currently a member of the Life Design Studio for University Educators.
Dr. James has a Phd in American History as well as a masters degree in Higher Education Administration.
Dr. Marianna Savoca Stony Brook University [biography]

Marianna Savoca is both an administrator and faculty member. She teaches career development, leadership, and external relations, collaborates with faculty on research and programmatic initiatives, as well as oversees internships and practicum experiences
Dr. Monica Bugallo http://orcid.org/0000-0003-2963-1474 Stony Brook University [biography]

Monica Bugallo is a Professor of Electrical and Computer Engineering and Faculty Director of the Women In Science and Engineering (WISE) Honors program at Stony Brook University. She received her B.S., M.S, and Ph. D. degrees in computer science and engin
Catherine A Scott [biography]

Catherine Scott is the Assistant Director for Faculty Development - Testing, Assessment & Evaluation, in the Center for Excellence in Learning and Teaching (CELT) at Stony Brook University. In her role as the Asst Director, Catherine provides assistance and support in programmatic assessment and development, as well as course-level assessment in strengthening student learning outcomes. With seven years of experience in planning, programming, and supporting faculty and staff in assessment related activities, Catherine provides expertise in survey, test and rubric development, as well as conducts focus groups and prepares statistical reports supporting assessment activities. Catherine holds an M.A. in Public Policy, as well as an M.A. in Higher Education Administration.

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