Graduate programs largely focus on knowledge, skills, and abilities related to the primary field of study. For example, one graduate program in civil engineering lists a set of student outcomes, including "evaluate the effectiveness of a designed experiment...verify and justify the solution to a complex civil engineering problem...develop and evaluate new, advanced technical knowledge...synthesize and explain the relevance and application of new, advanced technical knowledge..." and so on [1]. This list is admirable in its strong connection to the field of study and the intended purposes of graduate studies, and is one that likely represents key desired out-comes of any graduate program. However, we suggest that this list does not capture many of the knowledge, skills, and abilities (KSAs) required for success in academic settings (e.g., identified in typical advice to faculty publications [2]). The lived roles of engineering educators includes work well beyond the scope of the typical graduate student training.
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