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Failure Symposia ("I have a problem, I am stuck")

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Failure Symposia ("I have a problem, I am stuck")

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Normalize sharing "negative results" or dead ends as learning opportunities. Run events where PhD students show up with open unsolved problems they are stuck at and seek ideas from fellow PhD students. Do not involve faculty here. (payman)

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Partner with companies/NGOs to define real-world significant research challenges as dissertation topics. Pick interdisciplinary, high-impact projects, maybe provide dedicated collaboration space with multiple PhD students (payman)

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Similar to workshops run by the eScience Institute on ML/AI but covering other areas. (payman)

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Require core disciplinary rigor in research and electives/certificates in adjacent fields

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Require core disciplinary rigor in research and electives/certificates in adjacent fields

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Example: A biology PhD student could take computational modeling or science policy courses. An engineering PhD student could do a business certificate. (payman)

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Host quarterly events where PhD students from different fields pitch collaborative projects; seed-fund the best ideas. (payman)

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Survey PhD graduates 1, 5, and 10 years out to assess career satisfaction and skill gaps. (payman)

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Report placement data (academia, industry, gov’t) by department (payman)

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Match students with alumni/employers in rapid 1:1 chats to explore career options. (payman)

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Teach how to present ideas compellingly (payman)

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Science Communication (writing for non-experts, podcasting, data visualization). Leadership and Team Management (conflict resolution, DEI in the workplace). Project Management (Agile, budgeting, grant writing) (payman)

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Intensive 2-week programs (e.g., "Data Science for Scientists," "Consulting Crash Course", "Project Management", "Human Side of Science/Technology Innovation"), led by industry professionals. (payman)

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Create dashboard on stipend levels, tuition waivers, and funding sources by department. Teach incoming PhD students how funding works (e.g., grant cycles, departmental budgets). (payman)

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Work with companies to create named fellowships. Offer sponsored research apprenticeships where students split time between university and industry labs. Launch an alumni recurring but small donation campaign. Encourage interdisciplinary grants where multiple departments share student support costs. (payman)

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Advocate for state policies that waive tuition for PhD ASEs

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Advocate for state policies that waive tuition for PhD ASEs

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Maybe even allow students to defer some tuition until post-graduation, repaid as a small % of income (similar to Australia’s HECS system). (payman)

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Partner with industry to co-fund students in high-demand fields 

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Partner with industry to co-fund students in high-demand fields 

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Offer partial stipend top-ups through alumni donations or industry partnerships (payman)

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What is advisor's responsibility when students' career goal shifts away from needing a PhD?

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What is advisor's responsibility when students' career goal shifts away from needing a PhD?

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While it makes sense that milestone activities might not align across different colleges, often times these activities also do not align  within a college or even a program. For example, Graduate College does not require Dissertation Proposal defense. However, within my college, some faculty requires it and some don't. It creates a lot of confusion for students. Quality of each milestone is also completely up to the interpretation of individual advisors, resulting in wide variability. 

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While it makes sense that milestone activities might not align across different colleges, often times these activities also do not align  within a college or even a program. For example, Graduate College does not require Dissertation Proposal defense. However, within my college, some faculty requires it and some don't. It creates a lot of confusion for students. Quality of each milestone is also completely up to the interpretation of individual advisors, resulting in wide variability. 

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Dedicated manadtory? events/courses that leave graduate students with solid profiles (Resumes, CVs, Portfolios, etc.) which translate the skills obtained to industy minded verbage.

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Dedicated manadtory? events/courses that leave graduate students with solid profiles (Resumes, CVs, Portfolios, etc.) which translate the skills obtained to industy minded verbage.

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how do we create stable models of financial support to ensure PhD students are supported throughout their time at UW?

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how do we create stable models of financial support to ensure PhD students are supported throughout their time at UW?

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Encourage Individual Development Plans (IDPs) that include non-academic career goals. Connect students to alumni mentors in industry, government, or NGOs. Ensure that advisors respect and support diverse career aspirations (not just academic) (payman)

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what metrics of "success" should we use, and how can programs use those to improve the quality of the graduate student experience?

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what metrics of "success" should we use, and how can programs use those to improve the quality of the graduate student experience?

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Attrition rate monitoring against program milestones

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Attrition rate monitoring against program milestones

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We are already seeing reductions in grad population in response to increasing costs. If this is not what the university wants, what is the mechanism for plugging the leak, especially as federal grant dollars become increasingly scarce?

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We are already seeing reductions in grad population in response to increasing costs. If this is not what the university wants, what is the mechanism for plugging the leak, especially as federal grant dollars become increasingly scarce?

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(could go here or mentoring/advising): ensure PhD students are aware of multiple career paths

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(could go here or mentoring/advising): ensure PhD students are aware of multiple career paths

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What are the co-curricular requirements amoung our PhD programs?

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What are the co-curricular requirements amoung our PhD programs?

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There is tension on wanting to prepare students for a variety of career paths when advisors have no experience in other career paths. For example, my expertise is preparing students to go into higher education post PhD. I don't have skill sets to mentor someone to go into leadership roles in community organizations or in industry. 

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There is tension on wanting to prepare students for a variety of career paths when advisors have no experience in other career paths. For example, my expertise is preparing students to go into higher education post PhD. I don't have skill sets to mentor someone to go into leadership roles in community organizations or in industry. 

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Student Empowerment and Voice in Mentoring Relationships

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Student Empowerment and Voice in Mentoring Relationships

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Promote student agency in shaping their mentorship experience; train them to seek out support, set expectations, and communicate their needs (payman)

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ensuring that all PhD students know where to find services and supports they need

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ensuring that all PhD students know where to find services and supports they need

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One huge issue is WFH. It is impossible to build community and sense of belonging over Zoom. How do we strike the right balance between encouraging in-person interaction and permitting flexibility?

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One huge issue is WFH. It is impossible to build community and sense of belonging over Zoom. How do we strike the right balance between encouraging in-person interaction and permitting flexibility?

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Mentorship wellness checks; reducing isolation (payman)

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create partnerships with Career and Internship Center to level-up what programming they have for PhD students

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create partnerships with Career and Internship Center to level-up what programming they have for PhD students

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The cost of funding GSAs makes it very challenging to fund students. And the funding opportunities often are the opportunities that provide students the training they need in the PhD program. Advisors and PIs might lean toward hiring a postdoc over a doc student because of cost. How can university help consider lowering this cost? E.g. I have been at institutions where tuition is waived if a student is funded as a GSA. 

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The cost of funding GSAs makes it very challenging to fund students. And the funding opportunities often are the opportunities that provide students the training they need in the PhD program. Advisors and PIs might lean toward hiring a postdoc over a doc student because of cost. How can university help consider lowering this cost? E.g. I have been at institutions where tuition is waived if a student is funded as a GSA. 

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Accountability for Mentorship Successes and Failures

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Accountability for Mentorship Successes and Failures

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Anonymous student feedback systems; transparent reporting and follow up; mentorship portfolios for faculty (payman)

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helping departments/programs operationalize climate survey data (and have all departments do climate surveys)

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helping departments/programs operationalize climate survey data (and have all departments do climate surveys)

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Develop some kind formal relationship with Comotion

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Develop some kind formal relationship with Comotion

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Best practices in tracking alumni's careers 

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Best practices in tracking alumni's careers 

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Ensure Faculty Are Well-Equipped as Mentors

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Ensure Faculty Are Well-Equipped as Mentors

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Structured mentor training programs; mentorship coaching for faculty, incentivizing good mentorship. Look at CIMER (payman)

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Higher Education accountability structure is weak. I think we can create resources and structure to ensure advisors are equipped with skills. Getting the advisors who really need these support to the table is the challenge. 

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Higher Education accountability structure is weak. I think we can create resources and structure to ensure advisors are equipped with skills. Getting the advisors who really need these support to the table is the challenge. 

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Who will do this work? We should be extremely careful not to propose unfunded mandates at this particular moment in time.

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Who will do this work? We should be extremely careful not to propose unfunded mandates at this particular moment in time.

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Create opportunities for formal mentor training to try and level the graduate student experience

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Create opportunities for formal mentor training to try and level the graduate student experience

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get data from the school level as well as central career services.

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I'm struggling to see how we can make recommendations here that will apply across the many PhD degree programs at UW. Aren't all of these considerations (balancing depth/breadth, preparing for the future, flexibility) extremely discipline-specific?

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I'm struggling to see how we can make recommendations here that will apply across the many PhD degree programs at UW. Aren't all of these considerations (balancing depth/breadth, preparing for the future, flexibility) extremely discipline-specific?

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PhD should be focused on developing skills to conduct research or use research tools to solve problems in the real world. One of the challenge is that not all faculty within a program might agree with the goal of a PhD, resulting in widely varied expectations and research preparations. 

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PhD should be focused on developing skills to conduct research or use research tools to solve problems in the real world. One of the challenge is that not all faculty within a program might agree with the goal of a PhD, resulting in widely varied expectations and research preparations. 

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ensuring that LEARNING GOALS are reflected in all graduate student experiences, curricular or co-curricular

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ensuring that LEARNING GOALS are reflected in all graduate student experiences, curricular or co-curricular

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Mentorship committees (not just single PIs); peer mentorship networks (payman)

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5.1 How can we align factors like revenue, costs, job market changes, and cohort size to inform how we deliver PhD education

5.2 Exploring differential tuition for predoctoral students who are no longer taking courses.  In an era of decreased funding for sponsored research this would allow the limited research dollars to go further and support more students.

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1. To add a post, click the “+” button under the relevant focus area.

2. Posts are anonymous by default. If you wish, you may include your name in your post.

3. The vertical ellipsis on the right upper corner allows you to delete or edit posts.

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1.1 Guidelines for navigating a useful balance between excellence in disciplinary training and interdisciplinary training.

1.2 Ensuring that PhD curricula, milestones, co-curricular requirements are aligned, relevant, and prepare students for the future (including rethinking what a dissertation looks like)

1.3 What type of flexibility should be built into a PhD education; what experiences and requirements are applicable to the diversity of the student body or what are not

1.4 Metrics we need to develop and monitor to assess our success and inform a cycle of continuous improvement (e.g. time-to-degree, funding, publication milestones)

1.5 (Open science and scholarship; responsible research)

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2.1 Preparing students for a variety of career paths

2.2 Providing students with “soft skills” on issues like communication, leadership, project management, etc.

2.3 How can we enhance the educational and professional development of graduate students through their involvement in the UW’s instructional mission?

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3.1 Ensuring all faculty who advise PhD students are well equipped as mentors and advisors

3.2 Accountability for mentorship successes and failures

3.3 The role of PhD students as mentors for undergraduates (as distinct from an instructional role as ASEs)

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4.1 Partnering with other units, especially Disability Resource Services, Q Center, CIRCLE, etc. to ensure graduate student support

4.2 Ensuring graduate programs/departments have to tools to manifest inclusive excellence

4.3 Leveraging Graduate School programming and resources like Office of Graduate Student Affairs, Office of Graduate Student Equity & Excellence, and the Excellence in Graduate Education Tool