Students often ask me how to launch their professional career. For me, these students are professional and graduate students in healthcare fields. They know about applying for jobs, beefing up their resume and giving a good interview. But landing a job is only the beginning. Of interest to many is what tangible things one should do to start the process of becoming a professional or becoming excellent in their field. Here are some of my recommendations for individuals in their mid-20s who are asking this question:
- Join several different professional organizations associated with your field. Eventually settle on one or two to devote yourself to, and attend their meeting as often as you can. When you are ready, seek to do a presentation at that meeting, or look for leadership opportunities in that organization. Even if you have to pay out of pocket for membership, and conference fees, this is a must if you want to become an expert in your field.
- Read a lot. In addition to required learning for your specialty, read books of all types to expand your knowledge base and improve your vocabulary. Besides books, subscribe to the journals of the organizations you have joined, and read their journal faithfully.
- Take advantage of opportunities for increased self-awareness and understanding about your own unique talents and interests. This includes inventories such as MMPI, Myers-Briggs, StrengthsFinders, as well as conferences and events focusing on this issue. Socrates is credited with the great maxim, "Know thyself," but self-awareness is something that most schools of thought affirm.
- Avoid taking short-cuts in your professional progression by getting positions through who you know. Depend on your own skills and confidence to land jobs and gain opportunities. This will allow you to develop the communication skills you need to move into new and unfamiliar settings with clarity and confidence.
- Take risks, and become comfortable with failure and rejection. Become comfortable with a
We provide a variety of experiences for our students because our profession demands it. The graduate speech-language pathologist must be prepared to pass both National Certification exams and State Licensure in order to practice the profession upon graduation. In addition to graduate coursework our students must complete a minimum of 400 clock hours of earned clinical practica under superivision of an ASHA Certified Speech-Language Pathologist.
We model appropiate workplace decorum and expect that our students will comply. We have a Clinical Student Manual that explains the expectations of the Clinical Practicum Student in all clinical setting.
- Our students complete professional observations via video or live presentations within our clinical setting. Appropriate coursework is required prior to observation.
- Students enroll in the appropriate coursework prior to enrolling in the specific clinical practicum course for which they recieve a grade and clinical ranking. Students are informed of both at the end of each semester. In our Interpersonal Professional Practice Seminars we provide mock therapy and diagnostic sessions in each of the potential clinical settings.
- Each student earns Clinical Hours under supervision with a professional who holds State Licensure and National Certification; as they work in threee or more different learning environments: University Cinic, Public Schools, Medical / Skilled Nuring Homes and Private Practice as required by our National Profession.
- Students not Compliant with the rules set forth in our Clinic Manual receive immediate counseling with their Supervisor and/or Department Chair, if the negative behavior continues. They may lose earned clinical practicum hours or if the violation is egregious, they will loss the right to work witha client (s).
- Our students participate in the Student Professional Discipline Specific Organizations on Campus as well as participate in both Regional and National student activities and by attending conventions.
- Our students participate in state, national and local conventions. Many of our students participate as Student Volunteers during the National, Local or State Convention.
- We have Journal Goups and in the past our students have been encouraged to participate in the ASHA Minority Recruitment Program's Essay Contest and the ASHA Student Ethics Essay Contest. We have had dozens of students participate and win.
- We routinely invite our Alumni working in the profession to come on campus to "talk" with our students about their experiences in the Professional Workplace.
- Many of us mentor students who wish to pursue the doctoral degree or mentor students in general who need to advance their skills.
We work hard to provide our students with a wealth of experiences, which will prepare them for the workplace environment. Many were offered jobs as a result of earning their clinical hours at that site.
We provide a variety of experiences for our students because our profession demands it. The graduate speech-language pathologist must be prepared to pass both National Certification exams and State Licensure in order to practice the profession upon graduation. In addition to graduate coursework our students must complete a minimum of 400 clock hours of earned clinical practica under superivision of an ASHA Certified Speech-Language Pathologist.
We model appropiate workplace decorum and expect that our students will comply. We have a Clinical Student Manual that explains the expectations of the Clinical Practicum Student in all clinical setting.
- Our students complete professional observations via video or live presentations within our clinical setting. Appropriate coursework is required prior to observation.
- Students enroll in the appropriate coursework prior to enrolling in the specific clinical practicum course for which they recieve a grade and clinical ranking. Students are informed of both at the end of each semester. In our Interpersonal Professional Practice Seminars we provide mock therapy and diagnostic sessions in each of the potential clinical settings.
- Each student earns Clinical Hours under supervision with a professional who holds State Licensure and National Certification; as they work in threee or more different learning environments: University Cinic, Public Schools, Medical / Skilled Nuring Homes and Private Practice as required by our National Profession.
- Students not Compliant with the rules set forth in our Clinic Manual receive immediate counseling with their Supervisor and/or Department Chair, if the negative behavior continues. They may lose earned clinical practicum hours or if the violation is egregious, they will loss the right to work witha client (s).
- Our students participate in the Student Professional Discipline Specific Organizations on Campus as well as participate in both Regional and National student activities and by attending conventions.
- Our students participate in state, national and local conventions. Many of our students participate as Student Volunteers during the National, Local or State Convention.
- We have Journal Goups and in the past our students have been encouraged to participate in the ASHA Minority Recruitment Program's Essay Contest and the ASHA Student Ethics Essay Contest. We have had dozens of students participate and win.
- We routinely invite our Alumni working in the profession to come on campus to "talk" with our students about their experiences in the Professional Workplace.
- Many of us mentor students who wish to pursue the doctoral degree or mentor students in general who need to advance their skills.
We work hard to provide our students with a wealth of experiences, which will prepare them for the workplace environment. Many were offered jobs as a result of earning their clinical hours at that site.
Sharon Thank you for this reply. That is very helpful, and covers a wider swath than I did in my original posting. But it really helps to define professional development more broadly.
i have had a different approach. when design students find it difficult to find placements they often approach me. i have a tendency to see a student through till the student is independent. using my expertise i help students set up small design studios. I am familiar with the geography and marketing needs of a particular areas/ regions, based on this input the student sets up the studio. after a couple of years they pursue higher education.
I use my personal contacts to recommend some students who have graduated, for training depending on their skill and interest.
i am approachable to students (even to friends) 24/7.
i do this on my own accord it is not a part of my job.
i do not make any money out of my students agony.
unfortunately the resources for students who graduate and are seeking guidance and support is non existent in the system.
Poornima, thank you for sharing. You are truly an inspiration. I'm sure your students love you. But we need to fill this student to professional transition gap better, don't you think?
Dear Mark A Strand,
Teaching is not a profession indeed! Its a religion itself!! So , trying full length for the students is advisable and considered as the noble deed though some of the teachers are still faraway from this ! I basically hep the students:
1. Their academic problems, regarding late submission, late in the class as I am also serving as the member of the Proctorial Body of the University, I request the other faculty members to allow the students and to favor, if possible.
2.It is frequent students forget to bring their assignment hard-copy to the class, I allow them to submit the same on-time through E-mail, which not only helps them not only submission their assignment timely but also they can save their money of printing and binding the assignment.
3. I help my graduated students for their internship and job placement, or arrange interview in the department by the famous brands of local and international.
1. First of all, the teacher has to display himself/herself as a professional in and out of classroom (role model).
2. Inculcate the dignity of labor in students through curriculum transaction, engagement and community service.
3. Integrate specific topics/case studies on professional ethics, values and professionalism in relevant subjects.
Dear Mark,
I think we can also consider encouraging especially young graduates to try something on their own, to be critical and creative in approaching problems. Most young persons have the capacity to excel in their career choice but only needed good encouragement to make an attempt. Inculcating the mind of critical reflection and courageous attitude may be all they need. As you said; they're already professionals! They just need to live it.
Education is far more than textbooks and materials. It is the manner in which content is presented. As a nursing educator I try to model the "best" professional behaviors related to the healthcare environment. Each profession has it's unique set of behaviors that address the work environment yet there are common behaviors that set students up for success.
Guiding students to professional journals and e-newsletters as sources for maintaining and expanding their knowledge in their profession is also a critical part of professional development.
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