information before and after participating in university-sponsored career development activities, consisting of five seminars over two months or a two-month summer internship. Multiple regression analysis showed that neither self-exploration nor environmental exploration explained significant amounts of the variance in self-clarity, but the two exploration variables together explained significant variance in the amount of career-related information and career self-efficacy. Motivation had no effect on the outcome variables above and beyond career exploration. Finally, support from teachers, as opposed to peers or family, predicted the outcomes above and beyond career exploration. These findings indicate that, in the Chinese context, students would benefit from guidance during the process of career exploration and greater input from their teachers. (57 ref)-At a public research university, undergraduate students interested in careers in the life and health sciences participated in a year-long experiential learning program. The students worked as interns, spending 10 hours per week doing paid work for faculty and staff mentors in the life and health science graduate program or the affiliated hospital near campus. When the students' self-evaluations were compared at three different points through the year, they reported improvements at midyear in their application of classroom knowledge, use of methodologies, proficiency in appropriate practices, and knowledge of a topic area. By the end of the year, their self-evaluations improved over midyear in the ability to design solutions to problems, knowledge of a topic area, and progress toward internship goals. From the beginning to the end of the year, the students reported improvements in written communication, application of classroom knowledge, and knowledge of a topic area. The mentors perceived that the students gained in knowledge and confidence. Many of the students reported that the internship helped clarity their career decisions.
This chapter discusses the systemic changes that need to occur in order for the Graduate Education Diversity Internship (GEDI) to live up to its mission and the underlying values for which it stands. It examines the context within which the GEDI program was created and the values and norms that shaped the program curriculum, followed by an examination of the organizations that comprise the ecosystem that shapes the evaluation profession. It concludes with suggestions for impacting this ecosystem and more important, the acknowledgement of the ecosystem that requires pipeline programs like the GEDI program to focus on change beyond the individual level.
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