ABSTRACT
Career pathway tracking for doctoral graduates became of interest in higher education in the past decade. Traditional doctoral training has long been focused on preparing scholars for work in the academy as researchers. This chapter discusses the state of PhD programs at Johns Hopkins University; how cocurricular learning, activities, and assessment of learning are designed to enhance the student experience; and how the Johns Hopkins University Comprehensive Learner Record can facilitate the success of this vision. It presents three exemplars and discusses how competency-based formative and summative assessments are implemented and used for program evaluation and student improvement of learning outcomes and career pathways. Higher education has only begun to track and analyze career pathways for doctoral graduates in the past decade. Higher education has long relied on the transcript as the verified and validated record of learning for students and graduates.
