Browsing by Author "Alder, Janet"

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    Applying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Design
    Van Wart, Audra; O'Brien, Theresa C.; Varvayanis, Susi; Alder, Janet; Greenier, Jennifer; Layton, Rebekah L.; Stayart, C. Abigail; Wefes, Inge; Brady, Ashley E. (2020-09)
    Experiential learning is an effective educational tool across many academic disciplines, including career development. Nine different institutions bridged by the National Institutes of Health Broadening Experiences in Scientific Training Consortium compared their experiments in rethinking and expanding training of predoctoral graduate students and post-doctoral scholars in the biomedical sciences to include experiential learning opportunities. In this article, we provide an overview of the four types of experiential learning approaches our institutions offer and compare the learning objectives and evaluation strategies employed for each type. We also discuss key factors for shaping experiential learning activities on an institutional level. The framework we provide can help organizations determine which form of experiential learning for career training might best suit their institutions and goals and aid in the successful design and delivery of such training.
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    A cross-institutional analysis of the effects of broadening trainee professional development on research productivity
    Brandt, Patrick D.; Sturzenegger Varvayanis, Susi; Baas, Tracey; Bolgioni, Amanda F.; Alder, Janet; Petrie, Kimberly A.; Dominguez, Isabel; Brown, Abigail M.; Stayart, C. Abigail; Singh, Harinder; Van Wart, Audra; Chow, Christine S.; Mathur, Ambika; Schreiber, Barbara M.; Fruman, David A.; Bowden, Brent; Wiesen, Christopher A.; Golightly, Yvonne M.; Holmquist, Chris E.; Arneman, Daniel; Hall, Joshua D.; Hyman, Lynda E.; Gould, Kathleen L.; Chalkley, Roger; Brennwald, Patrick J.; Layton, Rebekah L. (PLOS, 2021-07-15)
    PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.