Graduate Professional Development Program Survey: Towards a National Strategy
Graduate Professional Development Program Survey
Office responsible for graduate development programs:
Name of program:
Social media accounts related to program:
Who is responsible for updating information for websites?
Graduate Professional Development Programs
What sessions are available, in person or online? (workshops, webinars, blog, etc.)
Are there sessions specifically for international students?
Are there mentorship or internships opportunities included in the program?
What skills or competencies do the sessions focus on?
List sessions by topic and identify those in highest demand.
Who is eligible for sessions? (students, postdocs, alumni, etc.)
Are professional development programs mandatory for students to graduate; or are they part of a student-supervisor checklist?
Does the program offer academic credit or formal recognition (badges, certificates, etc.) to participants?
Who develops and delivers the sessions? (graduate studies, other departments, students, professors, alumni, external organizations, etc.)
How are the sessions promoted?
How do participants register? (through a centralized system or a partner company)
Is there additional cost or fees for registrants?
How many sessions run each year?
How many staff members are involved in administering the central sessions?
What are the registration capacities and participation rates? (per each session, total enrolment, breakdown in number of students/ postdocs/alumni, breakdown by faculty etc.)
How is participation in sessions tracked?
Is there information available to measure the effectiveness of attending sessions and securing employment after graduation?
Do departments offer professional development programs internally? If so, which?
Are there collaborative offerings between departments and the graduate professional development program office?
Do you incorporate labor market information and outcomes into the development of specific components of graduate professional development programs?
Do you incorporate strategies for developing positive relationships with employers?
Is there any additional information you would like to share?
Canadian Association for Graduate Studies
The Canadian Association for Graduate Studies (CAGS) was founded in 1962 to promote graduate education and university research through meetings, publications and advocacy. The Association brings together 58 Canadian universities with graduate programs and the three federal research-granting agencies, as well as other institutions and organizations having an interest in graduate studies.