Engineers are doing better than some when it comes to the down economy. There are still problems, however, and it’s affecting graduates at all levels of the education spectrum. A recent National Science Foundation survey found that in 2011 fewer engineering Ph.D. graduates had employment or postdoctoral work lined up than at any time since 1996. A student-led, Duke University initiative is hoping to improve the prospects.
A group of graduate students in Duke University’s Pratt School of Engineering took matters into their own hands. These graduate students, with the support of Monty Reichert, associate dean for Ph.D. education and diversity, created the Ph.D. Plus program. The “Plus” is important.
The program operates like a condensed business program, providing internship opportunities and establishing a constant supply of speakers and seminars led by experts from many facets of professional life. These professionals come to the campus to impart practical information about how they transitioned from the ivory tower to the real world.
The goal is to give a new perspective to students. As explained by Bob Barnes, the Pratt Director of Business Development and faculty advisor to Ph.D. Plus, “You may have earned a Ph.D., but you’ve probably never been a president of a company, run a business meeting, delegated tasks to others or a host of other important business skills needed to succeed."
The unique aspect of this program is that it is totally student-initiated, organized and led. The speakers, scheduling, and seminars are decided by the students. Even internships, a key aspect of the effort, are found by the students. The students do get plenty of support through connections of program leaders, Duke University Career Services and other on-campus resources.
More people are getting more education these days. Whether that education is preparing them for the “real” world is another story. The approach taken by these engineering students is a welcome acknowledgement that a diverse skillset is valuable.
There is continuing debate about the balance between practical and theoretical skills taught in engineering education. Personally, it seems the best indication of whether the educational tactics are working is whether employers are happy. If seven, eight, nine, or more years are not enough to appropriately prepare graduates, there is likely a more central issue than can be fully addressed through adding a “plus” option.