Current Status Report - September 2011
Text in red denotes new activity since previous status report.

Prepare graduate students for careers inside and outside the academy

Action Taken

  • Established the Task Force on Teaching and Doctoral Education; preliminary results of a survey initiated by the task force show that 80 percent of teaching assistants and teaching fellows at Brown are satisfied with their positions and their experience
  • Renewed cooperation between Graduate School and other campus offices that deliver both academic and nonacademic student services (Career Development Center, Sheridan Center, Instructional Technology Group, etc.) to expand professional development opportunities for students
  • Conducted a follow-up survey of teaching assistants and teaching fellows at Brown and found that nearly 80 percent of graduate students consider teaching to be an important part of their professional development
  • Expanded the internal coordination of professional development resources for graduate students to include Summer and Continuing Studies and the Office of the Vice President for Research
  • Reviewed and renamed partnership between Brown and Wheaton College (now the Brown Wheaton Faculty Fellows Program) that gives advanced graduate students new opportunities for professional development as instructors; changes led to a 100 percent increase in applications in 2006
  • Began regular consultations with new vice president for alumni relations to initiate an overall strategy for connecting Graduate School alumni with the University
  • Established a new plan to allow programs greater flexibility in making appointments and allocating financial support to better respond to students’ individual, intellectual, academic, and professional development needs
  • Initiated new process to more closely monitor the annual review and evaluation of doctoral students
  • Established pilot program for faculty fellows at Tougaloo College
  • Conducted, as part of the Ph.D. Completion Project, an online survey of all current doctoral students regarding their academic and non-academic experiences at Brown
  • Conducted online survey of all current graduate students to determine their language training needs
  • Conducted academic and social climate survey of all current graduate students
  • Created BEARCORE, new ethics training for all researchers, including graduate students
  • Conducted NSF-sponsored workshop for graduate students on ethical decision-making in the international context
  • Held annual recognition ceremony for graduate students to acknowledge and encourage success in securing external awards and publishing
  • Developed a plan for professional development and continued to coordinate efforts across campus for its delivery
  • Created, through cooperation between the Graduate School and the Office of Institutional Diversity, the Brown Executive Scholars Training (BEST) Program for doctoral candidates and advanced master’s students interested in university administration.  The semester-long program involved 10 students
  • Collaborated with the Career Development Center to augment online resources for doctoral candidates pursuing non-academic career opportunities
  • Filled new position, Coordinator of English as a Second Language, which will collaborate with the Center for Language Studies and the Office of International Affairs to support graduate students who are non-native speakers of English

Action Needed

  • Develop a summer-matriculation program to assist new students, both international and domestic, with language and skills training to ease the transition to graduate study
  • Identify new funding opportunities for external teaching opportunities for doctoral students such as the Brown/Wheaton Teaching Faculty Fellows Program and possible partnerships with other local and regional colleges
  • Develop enhanced language training opportunities for international graduate students


  • Dean of the Graduate School

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