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Career Development

Resources to develop your professional skillset

Enhancing your career is an important consideration as part of your graduate education. The University of Rochester recognizes the unique career needs of its graduate students and postdocs, and provides personalized approaches to your career exploration in academic and industry fields. We’ve compiled some professional development opportunities below to consider during your time at Rochester.

 

Joe Testani headshot

our commitment to career development

“The career education and development of our graduate students has become an even greater priority in recent years with renewed energy and resources dedicated to support students as they design their experiences at Rochester and beyond. We want to provide students with not only access to resources and opportunities but also a community of faculty, staff, advisors, alumni and peers who are committed to helping students find success in ways that are as diverse as the students who choose Rochester.”

—Joe Testani, Associate Vice Provost for Career Education Initiatives

Handshake

The University of Rochester utilizes Handshake as our career connection resource. Handshake is a career connection tool that can be personalized to your career interests. Utilize Handshake to connect with career center resources, make appointments, view upcoming events, connect with students and employers, and apply for open positions.

Explore Handshake

Meliora Collective

Exclusive to the University of Rochester community, the Meliora Collective offers a space to make meaningful connections for personal and professional growth.

Join the Meliora Collective to network, connect and chat within the platform, become or find a mentor, and explore professional development opportunities.

Join the Meliora Collective

Preparing for positions in industry and alt-ac positions

As we continue to see a changing landscape in the hiring of graduate students in academic settings the University of Rochester is devoted to supporting students developing and applying for industry and alt-ac positions.

By providing personalized approaches, the University’s career supports can help you explore, develop skill-sets, and apply for positions outside of academia. Students have the opportunity to engage in programming, advising sessions, experiential and co-curricular learning opportunities and much more.

Explore links to these opportunities by school.

Teaching and future faculty resources

We have dedicated resources specifically for our postdocs and graduate students with an interest in teaching during their career.

The Center for Excellence in Teaching and Learning offers tools and support for TAs and other graduate students. Additional resources are below.

Future Faculty Workshop

Designed collaboratively by faculty from each of the University six schools, the Future Faculty Workshop aims to prepare the next generation of faculty, and to give our graduates a competitive edge in the academic marketplace.

Workshop sessions offer information and hands-on experience with faculty life not traditionally part of graduate curriculums, including academic career paths and multiple aspects of the teaching enterprise.

See upcoming workshop dates

Additional programs for teaching

The University has developed additional programs for those who are interested in teaching. Those whole complete either of these programs will receive a notation on their transcript as well as a certificate for completion. The individual schools are responsible for conferring this recognition for their students.

Learn more about each of these programs below.

For the Foundations in Teaching Program, students must meet the following criteria:

  • Evidence of teaching practice that includes working directly with students, in any of the following settings:
    • Lecture
    • Recitation
    • Workshops
    • Discussion groups
    • Labs
  • Evaluation of the student’s teaching efficacy by a faculty member, CETL staff, or a trained graduate student peer. The evaluation should include analysis of student feedback and a self-evaluation.
  • Participation in and reflection about five events related to teaching and learning, such as:
    • Future Faculty workshop/s
    • Departmental courses
    • Other on- or off-campus events with approval (including, but not limited to: presentations on higher education by visiting scholars; teaching events at surrounding colleges; etc)
    • Other online workshops with approval (including, but not limited to, EdX/Coursera offerings)

Students who want to receive recognition for completing the Foundations in Teaching program must submit a proposal that describes how they plan to meet (or have already met) the requirements listed above to the appropriate school’s Teaching and Recognition Program Committee.

If you need guidance putting together documentation, you can contact the appropriate school’s contact on the Teaching and Recognition Program Committee.

This proposal will be reviewed by the school’s Teaching Program Committee and approved or sent back for revisions if the proposal is not met with approval.

For the Advanced Teaching Program, students must meet the following criteria:

  • Evidence of teaching practice that includes working directly with students, in any of the following settings:
    • Lecture
    • Recitation
    • Workshops
    • Discussion groups
    • Labs
  • Evaluation of the student’s teaching efficacy by a faculty member, CETL staff, or a trained graduate student peer. The evaluation should include analysis of student feedback and a self-evaluation.
  • Completion of a course related to teaching and learning. The course can be on campus or online, including any of the following:
    • CETL courses (workshop leader training courses)
    • Departmental courses
    • Writing, Speaking, and Argument Program instructor training course
    • Other online courses (e.g., through Coursera)
  • Participation in eight events related to teaching and learning, events being any of the following:
    • Future Faculty workshop
    • Other on- or off-campus events with approval (including, but not limited to: presentations on higher education by visiting scholars; teaching events at surrounding colleges; etc.)
  • Submission of an e-Portfolio demonstrating the student’s teaching abilities. The e-Portfolio should consist of the following:
    • Teaching statement
    • Reflection on the student’s teaching experiences and lessons learned
    • Evaluations and student feedback
    • Teaching materials (e.g., syllabi, assignments, tests and examinations) created by the student as appropriate

Students who want to receive recognition for completing the Advanced Teaching program must submit a proposal that describes how they plan to meet (or have already met) the requirements listed above to the appropriate school’s Teaching and Recognition Program Committee.

This proposal will be reviewed by the school’s Teaching Program Committee and approved or sent back for revisions if the proposal is not meet with approval.

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