Abstract
This chapter will describe the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master's and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n = 440) and graduate program coordinators (n = 23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master's students express different developmental needs, and that doctoral students' needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the benefits of broadening the definition of graduate student training and development are examined.
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