Trust Me: It’s Transferable

Graduate students often become immersed in a specialized way of thinking. A focus on honing expertise within a particular discipline is a fundamental aspect of graduate education, enabling graduate students to develop a concentrated body of knowledge. However, in doing so, students may overlook the diverse skills they possess that are in demand in the workforce. Acknowledging these transferable skills is essential for a successful job search. To illustrate this point, let’s examine the fictional case study of Quinn.

Quinn is a fourth-year doctoral student who has spent countless hours in the lab working with a faculty adviser, two postdoctoral scholars, three graduate students and two undergraduates. Quinn has also served as a teaching assistant, grading papers and updating the Moodle site. He then progressed to being the sole instructor for a 200-level math class for undergraduates; this responsibility involved lesson planning, lecturing and grading.

Not one to shy away from responsibility, Quinn has held officer positions with the Mathematics Graduate Student Association, first serving as treasurer and more recently as president. The treasurer role involved setting a budget, working on fundraising activities, paying bills and keeping the budget balanced. Quinn was the originator of the “Night at the Mike” event, which proved to be a successful fundraiser where graduate students and faculty members alike paid a cover fee to hear their peers and colleagues sing karaoke at a local bar. This initiative raised funds for four $500 travel scholarships for graduate students who were presenting their research at conferences. As president, Quinn also organized networking events with former alumni who currently work in industry, collaborated with the Graduate School to promote professional development opportunities to other math graduate students and started a service-learning project through which math graduate students could volunteer to tutor elementary and middle school students at the local Boys and Girls Club.

In the next six to eight months, Quinn plans to finalize his dissertation, defend and graduate. One day, while in the lab, Quinn mentally takes a step back and thinks, “I am not sure if this is what I want … working in higher education. Is it all I can do?”

The answer for Quinn is an emphatic no! There is more Quinn can do than work as a faculty member. However, he needs to assess what he has learned and acquired in the past few years as a doctoral student beyond just his technical skills.

Luckily for Quinn, there is guidance available to help him do just that. The National Association of Colleges and Employers has identified career competencies employers are seeking in their new hires that include, but are not limited to, communication, leadership, professionalism and teamwork. Let’s look at the roles and responsibilities Quinn has had that reflect these competencies and, more importantly, how the skills developed in graduate school can transfer to positions outside academia.

Employers are interested not only in the skills a job seeker possesses but also in how those skills have been applied across different roles. Quinn has a wealth of transferable skills, and the objective is to effectively communicate these to employers outside of academia. For example:

Communication is a key competency employers want in their new hires. Successful teaching involves effective communication skills. One way Quinn could show how he has developed strong written and communication skills is through his teaching experiences. On his résumé, he could highlight these abilities under “Work Experience: Teaching Assistant” by stating, “Adapted communication style to ensure that complex mathematical concepts were understood by undergraduates in MA 225: Foundations of Advanced Mathematics.”

In an interview, Quinn could elaborate on the strategies he employed to connect these concepts to students’ learning, explaining how he often began class by discussing “the importance of these mathematical concepts” to engage learners. He could further describe how he used storytelling and visual aids to clarify the material and how he assessed understanding through “teach-back” methods, allowing students to demonstrate their grasp of various formulas.

Teamwork is another key competency that Quinn can showcase on his résumé and in interviews, as working effectively with others is a skill needed in most positions. He can draw on examples from his lab work or his experiences with the Mathematics Graduate Student Association. It would be beneficial for Quinn to highlight specific responsibilities that exemplify his collaborative skills and share relevant anecdotes during interviews. For instance, he might include on his résumé under his “Graduate Research Assistant” role, “Collaborated with colleagues in the lab to enhance efficiency, productivity, safety, creativity and responsible research practices.”

Or, during an interview, he could recount how he motivated the Mathematics Graduate Student Association to raise funds for travel awards by identifying needs through student surveys and then convening the group to brainstorm fundraising ideas. He could describe how the team focused on a single project, assigned roles and navigated challenges, such as quickly finding a new venue after the original one unexpectedly closed. These narratives not only illustrate Quinn’s problem-solving abilities but also provide insights into his leadership, professionalism and critical thinking skills.

Employers often want to know how potential employees have exhibited leadership skills in their work. Quinn has both formal and informal leadership experiences to draw upon. On his résumé, he could list his role as “President, Mathematics Graduate Student Association,” highlighting accomplishments like “navigated unexpected challenges; defined necessary roles to achieve organizational goals; and developed a survey to assess graduate students’ needs.”

Informally, in the lab, he may have mentored new undergraduate students, established a system for ordering lab supplies and created guidelines for research posters. It would be beneficial for Quinn to reflect on instances in his leadership roles where he demonstrated responsibility, integrity, accountability and excellence—qualities that define professionalism. During an interview, he might share how he stayed late in the lab to finish a project when a lab mate fell ill or discuss the ethical measures he took as treasurer to ensure fiscal responsibility within the Mathematics Graduate Student Association.

These are just a few examples of how Quinn can demonstrate the transferability of the skills he has gained during his graduate degree to a position outside of academia. Whether it is a job in higher education or one beyond the walls of a university, it is imperative for graduate students to recognize that they have acquired an array of skills that can be applied in different work environments.

To identify transferable skills, start by writing down the various roles held as a graduate student, then discerning the different responsibilities carried out in these roles, and lastly providing examples (i.e., “stories”) that exemplify the skills you needed to successfully fulfill those responsibilities. For a résumé or a CV, consider using action verbs to explain what was done in each role. Examples of action verbs are: “described,” “developed,” “directed,” “discussed,” “drafted,” “edited,” “explained,” “incorporated,” “influenced,” “interacted,” “interpreted,” “interviewed,” “involved,” “joined,” “judged,” “lectured,” “listened,” “marketed,” “mediated,” “moderated,” “negotiated,” “observed,” “outlined,” “participated,” “persuaded,” “presented,” “promoted, “proposed, “publicized, “reconciled, “recruited, “reinforced, “reported, “resolved, “responded, “solicited,” “specified,” “suggested,” “summarized,” “synthesized,” “translated” and “wrote.” These action verbs capture the skills utilized within the different roles held. Next, compare these skills to those listed in a job advertisement that is of interest to you. By aligning the skills you have developed with those an employer is seeking, both in your career materials (i.e., résumé or CV and cover letter), and through the stories you share during the interview, you convey how, during your time in graduate school, you have gained the experiences and talents needed for that position. Trust me—all graduate students have a myriad of skills that are transferable!