This study uses a mixed-methods design to investigate students' career decision making at two U.S. undergraduate institutions. The research question was, "To what extent do students who complete undergraduate programs in engineering intend to pursue engineering careers?" We surveyed senior engineering majors about their post-graduate intentions, and later interviewed a subset of the seniors about their career intentions. Only 42 percent of students surveyed reported that they definitely intended to pursue a career in engineering, 44 percent were unsure, and 14 percent were definitely not pursuing engineering. We observed significant institutional differences. Interview data reveal the quixotic nature of many students' decisions about their careers; strikingly, students were vacillating between multiple post-graduate options late into the senior year, even into summer. Implications are discussed for further research and ways engineering departments can influence students' career decisions.

Drawing on developmental networks theory, this qualitative research study explores the professional preparation and career decision-making processes of doctoral students in the sciences. The study is based on 95 semi-structured interviews with informants at three research universities in the United States. Though many students were interested in non-academic career tracks, they were largely unaware of the breadth of their choices or how to best prepare for these careers. Unable to cultivate networks in non-academic careers, many students turned to peers to fill the career development gap. Due to their lack of knowledge about career options, among other factors, students often delayed selecting and preparing for careers until the end of their graduate studies. Implications for doctoral education practice are discussed.

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Calls for reform in graduate education have emerged from professional societies, educational research, and foundations, with particular concern for how graduate students are prepared for their future professional environments. This qualitative research study explores current issues in Ph.D. chemistry education, including how U.S. chemistry departments have responded to calls for change in graduate students' professional preparation. The study is based on document analysis and openended interviews with 22 chemistry faculty and administrators at 14 highly ranked chemistry departments. Many of these departments were beginning to implement changes in response to multiple and competing forces. Pressures on faculty to generate research funding had reportedly reduced time for one-on-one mentoring, but many departments were offering more student support outside research groups. Departments that had made targeted efforts to diversify their faculty and student body reaped rewards in recruiting and collegiality. Younger students and faculty were driving changes in departmental practices and cultures intended to address work-life balance. While some changes were widespread and others more scattered, many of the changes appear to be well aligned with recommended practices. Yet most departments were undertaking these reforms without holistic strategies, long-range plans, or methods for assessing the results of their changes.