Today’s graduate students require a variety of academic and professional skills to be successful as they transition into their careers. Many graduates find work in areas that are not necessarily directly targeted by their degrees. Additional training opportunities can help graduates acquire a diverse range of competencies to ensure a smooth transfer into the professional realm.
In partnership with on-campus and external experts, GradProSkills offers over 300 workshops each year to help Concordia graduate students develop competencies in eight skill domains. We also provide valuable work and volunteer experience to graduate students by empowering them to develop and deliver workshops, contribute to our social media presence and assist with administering the program.
For more information, please contact us at email@example.com.
Peer learning strategies for grad student success
Lessons learned from Concordia University’s Graduate Professional Skills program.
By Frédérica Martin & Kristy Clarke Published by the University Affairs on June 20 2018
From its inception in 2011, Concordia University’s Graduate Professional Skills (GPS) program has been serious about practicing what it preaches. GPS’s mission is to provide all Concordia graduate students with opportunities to acquire a wide range of competencies that help ensure a smooth transition to the world of work. What better way to achieve this than by involving graduate students themselves in the development and delivery of the program’s services?
Each year, a new team of approximately 15 graduate students is hired to carry out the development and facilitation of learning activities, the expansion of our social media presence, and the administration and promotion of our program. The GPS staff has always strongly believed – and still believe – that by providing employment to graduate students, we are giving them the chance to work in a professional environment where they can develop important transferrable skills. Although our student employees learn from our coaching and feedback, we are well aware that a large part of their professional development is happening through peer learning, and we deliberately design our activities to leverage these reciprocal learning opportunities.