BEST: Implementing Career Development Activities for Biomedical Research Trainees provides an instructional guide for institutions wanting to create, supplement or improve their career and professional development offerings. Each chapter provides an exclusive perspective from an administrator from the 17 Broadening Experiences in Scientific Training (BEST) institutions. The book can aid institutions who train graduate students in a variety of careers by teaching faculty and staff how to create and implement career development programming, how to highlight the effectiveness of offerings, how to demonstrate that creating a program from scratch is doable, and how to inform faculty and staff on getting institutional buy-in.
This is a must-have for graduate school deans and faculty and staff who want to implement and institutionalize career development programing at their institutions. It is also ideal for graduate students and postdocs.
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. Contributors - p. ix 6. Origin of BEST, and how 17 very different programs created 17 related approaches to help trainees with their career choices - p. xiii 7. Chapter 1. BU's BEST: Using biomedical workforce data to inform curriculum and influence career exploration - p. 1 8. Chapter 2. Cornell BEST: Keys to successful institutionalization of career and professional development programming - p. 11 9. Chapter 3. The Atlanta BEST program: A partnership to enhance professional development and career planning across two dissimilar institutions - p. 25 10. Chapter 4. Michigan State University BEST: Lessons learned - p. 47 11. Chapter 5. New York University Science Training Enhancement Program - p. 75 12. Chapter 6. Leadership and management for scientists - p. 87 13. Chapter 7. Rutgers University's interdisciplinary Job Opportunities for Biomedical Scientists (iJOBS) Program: iNQUIRE, iNITIATE, iMPLEMENT, iNSTRUCT - p. 103 14. Chapter 8. The FUTURE partner network: Linking graduate students and postdoctoral scholars to Ph.D. professionals to inform career decisions - p. 123 15. Chapter 9. Keys to successful implementation of a professional development program: Insights from UC Irvine's GPS-BIOMED - p. 129 16. Chapter 10. The Motivating INformed Decisions (MINDs) Program – The University of California San Francisco BEST program for career exploration - p. 139 17. Chapter 11. myCHOICE: Chicago Options in Career Empowerment - p. 149 18. Chapter 12. Better through BESST! - p. 161 19. Chapter 13. Creating the “new normal”: Career development embedded into the Ph.D. curriculum for all trainees - p. 171 20. Chapter 14. Implementation of a career cohort model at UNC Chapel Hill: Benefits to students, programs, and institutions - p. 183 21. Chapter 15. Vanderbilt's ASPIRE program: Building on a strong career development foundation to change the Ph.D.-training culture - p. 199 22. Chapter 16. VT-BEST: Shaping biomedical professional development programming across colleges and campuses - p. 215 23. Chapter 17. Across disciplines: Multi-phase career preparation for doctoral students - p. 227 24. Index - p. 239
BEST: Implementing Career Development Activities for Biomedical Research Trainees provides an instructional guide for institutions wanting to create, supplement or improve their career and professional development offerings. Each chapter provides an exclusive perspective from an administrator from the 17 Broadening Experiences in Scientific Training (BEST) institutions. The book can aid institutions who train graduate students in a variety of careers by teaching faculty and staff how to create and implement career development programming, how to highlight the effectiveness of offerings, how to demonstrate that creating a program from scratch is doable, and how to inform faculty and staff on getting institutional buy-in.
This is a must-have for graduate school deans and faculty and staff who want to implement and institutionalize career development programing at their institutions. It is also ideal for graduate students and postdocs.
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. Contributors - p. ix 6. Origin of BEST, and how 17 very different programs created 17 related approaches to help trainees with their career choices - p. xiii 7. Chapter 1. BU's BEST: Using biomedical workforce data to inform curriculum and influence career exploration - p. 1 8. Chapter 2. Cornell BEST: Keys to successful institutionalization of career and professional development programming - p. 11 9. Chapter 3. The Atlanta BEST program: A partnership to enhance professional development and career planning across two dissimilar institutions - p. 25 10. Chapter 4. Michigan State University BEST: Lessons learned - p. 47 11. Chapter 5. New York University Science Training Enhancement Program - p. 75 12. Chapter 6. Leadership and management for scientists - p. 87 13. Chapter 7. Rutgers University's interdisciplinary Job Opportunities for Biomedical Scientists (iJOBS) Program: iNQUIRE, iNITIATE, iMPLEMENT, iNSTRUCT - p. 103 14. Chapter 8. The FUTURE partner network: Linking graduate students and postdoctoral scholars to Ph.D. professionals to inform career decisions - p. 123 15. Chapter 9. Keys to successful implementation of a professional development program: Insights from UC Irvine's GPS-BIOMED - p. 129 16. Chapter 10. The Motivating INformed Decisions (MINDs) Program – The University of California San Francisco BEST program for career exploration - p. 139 17. Chapter 11. myCHOICE: Chicago Options in Career Empowerment - p. 149 18. Chapter 12. Better through BESST! - p. 161 19. Chapter 13. Creating the “new normal”: Career development embedded into the Ph.D. curriculum for all trainees - p. 171 20. Chapter 14. Implementation of a career cohort model at UNC Chapel Hill: Benefits to students, programs, and institutions - p. 183 21. Chapter 15. Vanderbilt's ASPIRE program: Building on a strong career development foundation to change the Ph.D.-training culture - p. 199 22. Chapter 16. VT-BEST: Shaping biomedical professional development programming across colleges and campuses - p. 215 23. Chapter 17. Across disciplines: Multi-phase career preparation for doctoral students - p. 227 24. Index - p. 239
