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Twenty-first century scientists and engineers must possess skills that enable them to reach beyond the laboratory, across disciplines, and into communities to identify issues and develop solutions that increase both resilience and sustainability. The need to make 21st century graduate education training requires educators to develop innovative approaches that provide critical professional skills that transcend discipline and prepare students for a broad range of career choices. In this study, a novel approach was developed for STEM graduate education that aligns professional skill training with experiential learning pedagogy adopted from training models in the health professions. The training model designed for a cohort of newly admitted PhD students consists of two components, an immersive summer program (Leadership Academy), followed by a fall Challenge Course. The goals of the training model is to impart the following competency themes: interdisciplinary mindsets; community engagement; understanding self as a leader; professional identity; and STEM scholar leader. First cohort of graduate students was recruited in summer 2016. After students completed the training model, the assessment and reflective student posts indicated that students indeed do develop most of the competencies. Based on our preliminary experience, specific scenarios for community collaboration as well as challenge projects should be explored to further promote competencies in graduate education.

Training Model for 21st Century Graduate Education Through Engagement to Action