scholarly journals Strengthening The U.S. Engineering Workforce For Innovation: Foundations Of Professional Graduate Education For The Nation's Engineers In Industry Part Iii Senior Career Development: Strategic Leadership

2020 ◽  
Author(s):  
Norman Egbert
Keyword(s):  
Career Development ◽  
Graduate Education ◽  
Strategic Leadership ◽  
The U.S

scholarly journals Overview of PROMISE

2020 ◽  
pp. 216514342098045
Author(s):  
David E. Emenheiser ◽  
Corinne Weidenthal ◽  
Selete Avoke ◽  
Marlene Simon-Burroughs
Keyword(s):  
Career Development ◽  
Social Security ◽  
Human Services ◽  
Technical Assistance ◽  
Department Of Education ◽  
Social Security Administration ◽  
Special Issue ◽  
Health And Human Services ◽  
The Social ◽  
The U.S

Promoting the Readiness of Minors in Supplemental Security Income (PROMISE), a study of 13,444 randomly assigned youth and their families, includes six model demonstration projects and a technical assistance center funded through the U.S. Department of Education and a national evaluation of the model demonstration projects funded through the Social Security Administration. The Departments of Labor and Health and Human Services and the Executive Office of the President partnered with the Department of Education and Social Security Administration to develop and monitor the PROMISE initiative. This article provides an overview of PROMISE as the introduction to this special issue of Career Development and Transition for Exceptional Individuals.

Gendered Social-Networking Organizations

2017 ◽  
pp. 1326-1352
Author(s):  
Ben Tran
Keyword(s):  
Career Development ◽  
Social Networking ◽  
Psychosocial Support ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Upper Management ◽  
Development Support ◽  
Organizational Longevity ◽  
Historical Coverage ◽  
The U.S

Research has consistently documented that women are disproportionately represented in upper management and in positions of power and still continue to dominate traditionally female occupations. Hence, recognizing that effective efforts needs to be made to assist women in their career development, many organizations have adopted mentoring programs to address gender differences in advancement without having a grounded plan. Organizations often do so out of competing for and achieving organizational longevity, organizational competitive advantage, or for legal accommodations for marketing purposes. Organizations often implement mentoring program(s) with the goal of having mentors provide mentees with psychosocial support, career development support, sponsorship and coaching, setting up challenging assignments, fostering positive visibility, and protecting the mentee from adverse forces. Hence, the purpose of this article will be on mentorship (brief historical coverage and definition), stereotypes of gendered advancement based on gender, and cross-gender mentorship in the U.S.

Helping Working Mothers Face the Challenges of an Intensive Mothering Culture

2019 ◽  
Vol 41 (3) ◽  
pp. 203-220 ◽  
Author(s):  
Margaret R. Lamar ◽  
Lisa K. Forbes ◽  
Laura A. Capasso
Keyword(s):  
Career Development ◽  
Self Efficacy ◽  
Working Mothers ◽  
Household Tasks ◽  
Intensive Mothering ◽  
Cultural Ideals ◽  
Personal Bias ◽  
Supportive Interventions ◽  
The Impact ◽  
The U.S

Approximately one third of women in the U.S. workforce have children 18 years of age or younger. In addition to the typical career development challenges faced by women, which include pay inequity, lower levels of education, and low career self-efficacy, working mothers do a disproportionate amount of unpaid household tasks and childcare, are seen as less competent and dedicated to their work, and face deeply entrenched cultural ideals of the best ways to be a mother. Counselors can help working mothers by being aware of their own personal bias when counseling, validating the experience of working mothers, and utilizing appropriate and supportive interventions. It is recommended that counselors also help clients, their partners, and their families develop strategies to reduce the impact of the intensive mothering culture at work and home.

Designing a system for career development and advancement in the U.S. Navy

2006 ◽  
Vol 16 (3) ◽  
pp. 340-355 ◽  
Author(s):  
Jerry W. Hedge ◽  
Walter C. Borman ◽  
Mark J. Bourne
Keyword(s):  
Career Development ◽  
The U.S

scholarly journals E-Government and Public Affairs Education

2019 ◽  
Vol 10 (2) ◽  
pp. 79
Author(s):  
Edward T. Jennings
Keyword(s):  
Graduate Education ◽  
Information Management ◽  
Public Service ◽  
Social Economic ◽  
Graduate Programs ◽  
The United States ◽  
Public Affairs ◽  
Institutional Settings ◽  
Political Environments ◽  
The U.S

This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.

scholarly journals Mentorship Experiences Among Second-Year U.S. Hematology/Oncology Fellows in the 2019 ASH Hematology/Oncology Fellows Survey

Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 2124-2124
Author(s):  
Alfred I Lee ◽  
Leah E Masselink ◽  
Emily Bass ◽  
Nathan T. Connell ◽  
Ariela L. Marshall ◽  
...  
Keyword(s):  
Career Development ◽  
Solid Tumor ◽  
Development Strategies ◽  
Practice Research ◽  
Primary Interest ◽  
Manuscript Review ◽  
Clinical Exposure ◽  
Wide Range ◽  
Second Year ◽  
The U.S

Mentorship Experiences Among Second-Year U.S. Hematology/Oncology Fellows in the 2019 ASH Hematology/Oncology Fellows Survey Introduction: The majority of fellows graduating from U.S. hematology/oncology training programs pursue careers incorporating both fields, albeit with a greater focus on medical oncology than on hematology. Over the past 15 years, the number of physicians in the U.S. identifying as hematologists or seeking certification in hematology has been dwarfed by those identifying as medical oncologists or seeking oncology certification, with only a small percentage of fellows having a primary interest in benign hematology. In response to these concerns, in 2017 the American Society of Hematology (ASH) launched a multiyear study of the U.S. hematology workforce in clinical practice, research, and training in collaboration with the Fitzhugh Mullan Institute for Health Workforce Equity at the George Washington (GW) University. The initial phase of the ASH workforce study was a survey of over 1800 hematology/oncology fellows conducted in 2018, which identified clinical exposure to hematology during training, research experiences, and mentorship to all be positively and strongly associated with career interest in hematology. A follow-up survey of second-year hematology/oncology fellows was competed in 2019, focusing on career interests, mentorship, and job expectations. The present study reports findings of second-year fellows' perceptions regarding mentorship. Methods: The 2019 Hematology/Oncology Fellows Survey was developed by ASH and GW investigators. Survey questions asked about fellows' career and research interests, clinical exposure during training, mentorship, and perceptions of job security and availability after fellowship. Mentorship questions focused on specific mentorship activities (e.g., coauthoring papers, participating in research projects, developing networking, career advice), perceived mentorship needs, and overall satisfaction with mentorship. The survey was pilot-tested in a small group of second-year hematology/oncology fellows. The final survey was sent electronically to second-year fellows in U.S. hematology/oncology fellowship programs (n = 735) in the spring of 2019 using Qualtrics. Descriptive analyses were performed using Stata 15. Results: Among 212 second-year fellows with complete responses (28.8% response rate), 5.2% declared a primary interest in benign hematology, 20.8% malignant hematology, 30.7% solid tumor oncology, and the remainder some combination of hematology and oncology. The vast majority of survey respondents (83.3%) intended to dual board in hematology and oncology. About one-third (31.9%) reported having a new or continuing mentor in benign hematology during their second year of fellowship, compared to 51.2% in malignant hematology and 60.8% in solid tumor oncology. Less than half of all fellows (45.4%) indicated that their training program had a formal mentorship program. When asked to indicate domains where they wanted more support from mentors, second-year fellows prioritized career development strategies (69.9%), job options (43.7%), optimizing fellowship experiences (41.3%), manuscript review prior to submission (19.4%), clinical trial design review (17.5%), and grant review prior to submission (17.5%). The vast majority of fellows expressed a definite (69.7%) or possible (8.7%) interest in interacting with a mentor virtually via Facebook, Skype, email, or other media if in-person mentorship meetings were not an option. Conclusions: Second-year hematology/oncology fellows in the U.S. reported a wide range of mentorship needs and interests. Most second-year fellows believe they could use more advice from mentors about career development strategies. Few fellows have a primary interest in benign hematology, and the percentage of fellows who report having mentors in benign hematology is lower than malignant hematology or solid tumor oncology. The vast majority of fellows are interested in virtual mentorship if local mentorship is not available. Further expansion of existing mentorship systems and the development of new mentorship models including virtual mentorship may improve the mentorship experience for fellows. Disclosures Connell: Michael H. Flanagan Foundation: Membership on an entity's Board of Directors or advisory committees.

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