ABSTRACT
Career development programs are a valuable part of any student's experience, and increasingly is an expected part of graduate school training. While such programs are commonly available to undergraduates, there is a growing need for career support to be offered to graduate students. Making the case for resources can be a challenge in this domain, however. Research on the impact of career services for graduate students and post-doctoral scholars is a growing scholarly concern. However, there remains a need to better understand what level of intervention is most appropriate: What kind of activities, how much time, and what resources would best serve the professional development needs of graduate students and post-doctoral scholars? And to answer these questions, a more foundational one: what activities are drawing the attention of graduate students and post doctoral trainees, and in what activities are they spending their time? In this manuscript, we describe how Our University approached this research question by developing an online data tracking system to capture graduate and post-doctoral trainee participation in one co-curricular professional development program. We demonstrate how this data tracking system can be used to advocate for institutional resources in career development programming, for research, and for practical purposes such as advocating for institutional support and for program design and assessment.
