WiSE-FPP Student Cohorts
2007 - 2008
2008 - 2009
2009 - 2010
2010 - 2011
2011 - 2012
2012 - 2013
Future Professionals Program
WiSE Future Professionals Program (WiSE-FPP) is pleased to welcome the 2013-2014 cohort! This year we have thirty-six new and returning associates (11) in the program—our largest group to date. These Associates were nominated by 32 faculty members, some of whom nominated more than one. The Associates are PhD students from multiple disciplines across STEM. There are 11 from the College of Engineering and Computer Science, 16 from Arts and Sciences, 6 from STEM related departments in other colleges, and 3 SUNY-ESF students. The group is equally diverse in nationality; this year’s WiSE Associates hail from Bolivia, China, India, Iran, Malaysia, Poland, Kenya, Korea, Turkey, and the US. We look forward to working with the Associates over the next year.
We greatly appreciate the help of those faculty and professional staff who nominate, mentor, and provided valuable feedback to Associates.
Graduate and Doctoral Student Support Program
Under the direction of faculty leaders, Drs. Shobha Bhatia and Susan Older, the WiSE- FPP program focuses on graduate and doctoral student career development, planning, and preparation, as well as addressing persistence in science and engineering. WiSE-FPP is a professional development and academic support program that began in the 2007-08 academic year from a partnership between the WiSE Program, the Graduate School, and the Colleges of Engineering & Computer Science and Arts & Sciences. WiSE-FPP is designed for Masters and Doctoral students in any of the sciences and engineering subfields at Syracuse University.
WiSE-FPP reflects both: (a.) the different disciplines of its members across the sciences and engineering and (b.) the different career goals that participating graduate students pursue in academia, organizations, and industry. WiSE-FPP is uniquely designed to be collaborative, interdisciplinary, and self-directed, with WiSE-FPP participants (“Associates”) taking a lead role in developing programming and events. This vision is predicated on the belief that when graduate students take a proactive role they help to design the terms for their own academic and professional success. To this end we have targeted programs in two best practice areas:
1. Introduction and facilitation of a career planning process that identifies both professional development needs and career objectives.
a. These programs will support career development through self-assessment opportunities, professional portfolio development and coaching/mentoring addressing a wide range of issues associated with career development.
b. Provision of opportunities for informal mentoring, networking and peer-to-peer connection. Through informal mentoring by faculty and guest presenters students are provided with opportunities to discover and access resources that support their academics and career goals. Peer-to-peer connection opportunities helps to build community among women students, whom often feel isolated in these male-dominated fields. Finally, we often bring in former alumni and community professionals for programs to facilitate and practice networking.
c. Note: Corresponding faculty development should include training on the provision of high quality advising and the facilitation of a student’s pursuit of research careers. (Lord and Cahoon, 2006) This corresponding area will be addressed through the Faculty Mentoring programs provided by WiSE.
2. Integration of students into the research culture of science and engineering at Syracuse University as well as the professional community.
a. These programs will enhance the student’s knowledge and skills which fosters successful inclusion in research and persistence towards her degree. It could take the form of work/life balance programs, leadership and collaboration skill development, support to participate in professional activities such as conferences & grant writing, etc. Wherever possible, FPP programs will coordinate activities with other WiSE programs and activities to maximize our efforts on behalf of students and faculty.
To learn more about the WiSE Future Professionals Program click here.
Recommended Reading for Women Graduate Students in STEM
Wellcome Trust Study of Ph.D. students identifies key factors that influence how women graduate students make career decisions, as well as the challenges they face. See article by Alex Philippidis published in Genetic Engineering and Biotechnology News Online October 15, 2013, and the report itself, "Risks and Rewards: How Ph.D. Students Choose their Careers."
When Dr. Danielle E. Lee declined to contribute free content to Biology Online, the blogger who contacted her (and whom has since been dismissed) compared her to a "whore." The incident highlights difficulties faced by women in STEM, and particularly women of color in STEM. Article by Stacey Patton for The Chronicle of Higher Education published October 15, 2013: Scientist or 'Whore'? Incident Symbolizes Familiar Struggle for Women of Color in Science.
Women graduate students often feel that they are "imposters" in their fields and thus change their career goals to match their self-perception, which is harmful to both individual women and to the academic institutions that they might serve as tenure-track professors. Reported by Michael Price in Science Careers of the journal Science published September 4, 2013: "Imposters" Downshift Career Goals.