Graduate alumni are using their skills in many lines of work. Career allies can support graduate students as they discern what career path is right for them. “Flight Paths” is series of alumni profiles — produced by the Global Arts and Humanities Imagined Futures: Graduate Professional Development Initiative— that highlights the key roles mentors play in equipping graduate students to imagine and prepare for a diverse array of meaningful careers. Each story describes a mentorship strategy that alumni found pivotal to their career success.   

Begin with the End in Mind 

Graduate students typically apply for jobs in the last year of their program — but that transition is easier if students and their advisors plan early.  Students don't need to commit to one path inside or outside the academy to start preparing a smooth launch from graduate school into the workplace. By recognizing the skills and experiences their alumni use in their careers, graduate programs can ensure that students develop the competencies that matter most — whether they pursue academic, government or industry roles. Moreover, by staying attuned to the ways in which research connects with employers’ needs, advisors can guide students to prepare for meaningful work throughout their studies.

For Alec Clott (PhD'21, Political Science), graduate school was not just a path to a PhD but also a launchpad into a career that bridges research, policy and public impact. Like many students, he began with a passion for teaching and academic research, but his advisors were openly realistic about the state of the field. “Everything I was doing, they could frame as being important for both academia and a future path in data science, analytics or government,” Clott explains. His experience speaks to the power of a department actively investing in career exploration and professional development and encouraging students to start envisioning their careers from day one. 

Clott explains that in the Department of Political Science, career conversations are built into the graduate experience. Regular cohort meetings alternate between research presentations and panels with alumni who’ve made successful transitions into roles in government, policy, and data-driven fields. One of these panels opened a door to a transformative opportunity for Clott: The Erdős Institute, a data science and analytics organization founded by Associate Professor Roman Holowinsky (Mathematics). The institute’s boot camps and networking opportunities helped Clott develop skills for competitive industry roles, and today he pays it forward by supporting others by facilitating Erdős programs. 

Creating a Culture of Career Exploration

Clott had initially hoped to find a tenure-track position in the academic world, but such jobs were scarce in his field. When a research position at the Gender Equity Policy Institute (GEPI) in California opened, Clott jumped at the opportunity. He considered it an “incredible opportunity” as it broadened his professional horizons and aligned with his personal values while providing a more sustainable career path. GEPI is dedicated to advancing women’s equality through data-driven research, strategic advocacy and policy development aimed at creating a more just and sustainable future. During his nearly two years there, Clott played a key role in shaping research initiatives that supported the institute’s mission to rebalance systems and promote equitable opportunity. He led a small research team specifically focused on gender equity in US policy. He still stays involved as an advisor, supporting the research team and contributing to ongoing projects when he can.

Clott’s advisors played a crucial role in this transition: one advisor, having worked with World Bank initiatives, connected him with small projects that introduced him to the world of policy and analytics. Other professors and colleagues helped by leveraging their networks to provide references and direct connections to industry roles. The culture of career exploration in the program helped Clott understand his career values and find positions that would align with them. Faculty support is vital to student growth and success.

The Takeaway

Clott’s story highlights a broader lesson: professional development should be integrated into graduate education from the start. “There are 20 million ways to do grad school,” he says. “Internships, grants, research, collaborations— students just need visibility into those options.” For programs, this means fostering transparency, building mentorship networks and normalizing diverse career outcomes.

Graduate school isn’t solely preparation for faculty roles: it’s a foundation for a range of meaningful careers. With early support, honest conversations and faculty who actively invest in student development, graduate programs can empower students to forge paths that are both professionally viable and personally fulfilling. Clott’s trajectory shows that the goal isn’t just graduation — it’s launching into work that matters.