Individual Development Plan

An Individual Development Plan (IDP) helps graduate students and postdoctoral researchers:

  • assess current skills, interests, and strengths;
  • make a plan for developing skills to meet academic and professional goals; and
  • communicate with supervisors, advisors, and mentors about evolving goals and related skills.

The IDP is a document to be revisited again and again, to update and refine as goals change or come into focus, and to record progress and accomplishments.

The resources on this page are designed to support graduate student and postdocs mentees. Faculty and staff mentors, principal investigators, grants administrators, and graduate program coordinators can find IDP resources for faculty and staff in the Graduate School KnowledgeBase.

IDP resources for faculty/staff

Is this required?

The university recommends IDPs for all postdoctoral researchers and graduate students, and requires IDPs for all postdoctoral researchers and graduate students supported by National Institutes of Health (NIH) funding. |  Read the full policy here .

Upcoming IDP workshop(s):

Check out the events calendar for a full list of professional development workshops for graduate students.

Graduate programs and departments may request an IDP workshop/guest lecture by contacting [email protected] . Minimum group size may be required.

Books

IDP for Humanities and Social Sciences

ImaginePhD is a free online career exploration and planning tool for graduate students and postdoctoral scholars in the humanities and social sciences.

Test tubes

IDP for Biological and Physical Sciences

myIDP is a web-based career-planning tool, hosted by the AAAS, tailored to meet the needs of graduate students and postdocs in the sciences.

Crest

UW–Madison IDP

This general IDP form is relevant to all disciplines and it integrates with the DiscoverPD framework and online tool.

Starting an Individual Development Plan

An Individual Development Plan helps with self-assessment, planning, and communication:

  • An IDP can help you communicate your professional development and career planning needs and intentions to others including your mentor, which can lead to helpful advice and resources.
  • You can use the IDP to make sure you and your mentor’s expectations are clearly outlined and in agreement so that there are no big surprises, particularly at the end of your training.
  • The current job market is challenging and research has shown that individuals who perform structured career planning achieve greater career success and satisfaction.

The onus to engage in the IDP process is on you – although your mentor, PI, or others may encourage and support you in doing so. The IDP itself remains private to you, and you choose which parts to share with which mentors. Through the IDP process, you may decide to identify various mentors to whom you can go for expertise and advice.

For a quick intro to IDPs, take about 10 minutes to listen to this narrated slideshow about writing your IDP, or read the transcript .

How do I start?

We recommend using one of the following IDP tools. Each includes a self-assessment of skills, interests, and values; goal-setting guidelines; and reference to skill-building and career exploration resources.

Alternatively, your program may ask you to use a different IDP tool tailored to the learning objectives or core competencies of your field.

  • ImaginePhD  is a career exploration and Individual Development Plan tool for the humanities and social sciences. It is a free online resource that facilitates career exploration by inviting users to evaluate and reflect on their own skills, values, and interest and to investigate related career opportunities.
  • The UW–Madison IDP is flexible and appropriate for all disciplines. This IDP form integrates the DiscoverPD professional development framework –  click here to get started .
  • myIDP is an interactive IDP tool developed by AAAS for Science Technology, Engineering, and Math (STEM) disciplines.

While these IDP tools are designed to be a one-stop resource to completing your IDP, you may also benefit from the following resources.

  • Read tips for discussing your IDP with your mentor, below. And if your mentor needs help getting started, share this one-pager:  IDP Summary for Mentors .
  • Attend a workshop on creating an IDP tailored to graduate students and postdocs. (If you can’t attend, you can still browse workshop materials: slides  / handout: SMART goals .)
  • If you are a postdoc, request a  confidential individual career advising session  with the Office of Postdoctoral Studies including one-on-one advice on implementing and sustaining your IDP.
  • Read  about IDPs from AAAS . These articles will refer you to myIDP, but even if you choose to use a different IDP template, the general information about planning, goal-setting, assessments, and making career-related decisions will be informative.

If you are supported by NIH funding, your PI will be asked by the NIH to describe IDP use in their NIH Research Performance Progress Reports. The UW–Madison Office of Research Compliance will email you a reminder about this requirement. The IDP Reporting System is no longer in use.

Who can I consider my mentor for the purpose of discussing the IDP?

Discussing your IDP with your mentor(s) is an important step, as a way to obtain important support, expertise, and advice. Keep in mind that you are not limited to discussing your IDP with just your faculty advisor, PI, or supervisor. The IDP may be an opportunity for you to identify various new mentors. Remember that the IDP remains private to you, and you choose which parts of the IDP to share with whom.

The term mentoring has been used to describe many different types of relationships in the research training context. This includes academic advising, research or laboratory supervision, evaluation, informal support and career coaching. In its most general sense, mentoring is a “dynamic reciprocal relationship” between an advanced career incumbent and a less-experienced professional (protégé) aimed at promoting the development and fulfillment of both. 1,2,3  It is designed to support the career and psychosocial development of the mentee. 4

1  Healy C.C. & Welchert A.J. (1997). Mentoring Relations: A Definition to Advance Research and Practice. Educational Researcher 19(9), 17-21. 2  Palepu A., Friedman R.H., Barnett R.C., Carr P.L., Ash A.S., Szalacha L., & Moskowitz M.A. (1998). Junior faculty members’ mentoring relationships and their professional development in U.S. medical schools. Academic Medicine: Journal of the Association of American Medical Colleges. 73(3), 318-23. Epub 1998/04/04. 3  Sambunjak D., Straus S.E., & Marusić A. (2006). Mentoring in academic medicine: A systematic review. Journal of the American Medical Association, 296(9), 1103-15. 4  Ehrich L.C., Hansford B., & Tennent L. (2004). Formal Mentoring Programs in Education and Other Professions: A Review of the Literature. Educational Administration Quarterly. 40(4), 518-540.

Tips for mentees

Preparation.

  • Give your mentor advance notice that you want to discuss your IDP.  If you just spring it on your mentor, he or she will not be prepared, and feedback and advice will be less constructive.
  • Bear in mind that the IDP is a new activity for many people, and they are learning how to navigate it as well.  You should be prepared to explain the process and direct mentors to the resources that are available to help them prepare.  If your mentor is unfamiliar with IDPs, send him or her to the UW–Madison  IDP website  or print the  IDP Summary for Mentors .
  • Approach your mentor at a time when you feel he or she would be most responsive, for example, when the lab is less busy or you have made some progress in your research. Ask other members of your group/department for advice on approaching your mentor.
  • Ask your mentor if you can have a meeting, or a portion of a meeting, to discuss your IDP.  That way you can both focus on it without getting distracted by other projects.
  • Send your mentor your draft IDP in advance of your discussion so that he or she can review it and prepare for the meeting.
  • Remember that it is your plan and you do not have to share all of your goals. You might want to consider introducing some of your goals to your mentor gradually over time.
  • Do not assume you know what your mentor knows. Take advantage of your mentor’s experience and contacts. If you are planning to leave academia, for example, your mentor may be able to connect you to someone he or she knows who works in the area you plan to pursue.

Questions you may want to ask your mentor to start the conversation about IDPs

  • Why were you interested in being my mentor? What did you hope we would both gain from the relationship?
  • How would you describe your relationship with your own graduate/post-doctoral mentor? What did you like/dislike about that mentoring relationship? Did you discuss career planning with your mentor as a graduate student or post-doc?
  • What skills do I still need to learn?  How can I best learn those skills? Discussing this IDP might help us create and prioritize a list.
  • What aspect of my training do you expect me to learn from you and what aspects do you expect me to learn from others or on my own? Reviewing this IDP may help us figure that out together.
  • Are there ways I can help you to better mentor me?  Would reviewing my short and long-term goal help?
  • Do you have a specific list of expectations you want me to meet and a timeline? Could we discuss how those fit into my overall career development plans?

Troubleshooting

Mentor seems reluctant to discuss your idp.

  • Do not assume that your mentor’s reluctance relates to you.  He or she may not know about the process and you may need to educate your mentor about the value of the IDP.
  • Remind your mentor that the university recommends that all graduate students and postdoctoral researchers utilize IDPs.  Those graduate students and postdoctoral researchers supported by NIH funding are required by the university to have an IDP.  Point out that your discussion will help meet that requirement and a section of the annual NIH progress report.
  • Make it clear that the IDP is important to you.

You are nervous that your mentor will not be supportive of a career choice outside of academia

  • Remember that you are not the first person to make that decision.
  • Spend some time ahead of your meeting to think about why you have made that choice and be able to articulate those reasons to your mentor.
  • Find out if other students or postdoctoral researchers your mentor knows have entered the career you plan to pursue and present them as success stories.

This is an accordion element with a series of buttons that open and close related content panels.

How do I use the IDP Reporting System?

Graduate students and postdoctoral researchers,  click here to access the IDP Reporting System .  Instructions are available  here .

The IDP Reporting System will help NIH-funded PIs and grants administrators verify compliance with the IDP policy.

The reporting system does not require you to submit the content of your IDP; rather, it helps you and your mentor log actions you take concerning the IDP. Your PI and grants administrator will have access to viewing the dates of these actions, to see that you are actively working on your IDP.

If you are not on NIH funding but your PI or mentor would like you to use the system to help them track your IDP progress, you may do so as well.

What are some tips for mentees?

Your are nervous that your mentor will not be supportive of a career choice outside of academia, frequently asked questions, does the completed idp need to be submitted to the mentor, pi, or grants administrator.

No, the IDP remains private to the grad student or postdoc. They may choose to share all or part of the IDP but are not required to do so.

Are grad students and postdocs required to use one of the IDP templates referenced above?

No, the UW–Madison IDP template, Imagine PhD, and myIDP are given as two options. Other formats may be just as effective and grad students, postdocs, mentors, and PIs are encouraged to use whatever format best facilitates the professional development of the grad student or postdoc.

What if a grad student or postdoc doesn't have a mentor?

All graduate students are required to have a faculty advisor; this person may also be their IDP mentor but not in all cases. Most postdocs will have a PI or program director under which they are funded; this person may also be their IDP mentor but not in all cases. The IDP process may be the impetus for graduate students and postdocs to seek additional mentors, offering an advantageous variety of perspectives and guidance.

Does the policy apply to medical, vet med, law, or pharmacy students?

This policy does not apply to those who are enrolled exclusively as medical students, vet med students, law students, or pharmacy students. However, the requirement does apply to NIH-funded graduate students or postdoctoral researchers, which include dual career MD/PhD students, NIH-funded MDs in a postdoc appointment, and MDs who are completing a PhD. If you are uncertain about how this applies to you, or to students on your grant, please contact the Graduate School (Alissa Ewer, [email protected] ) for assistance.

Do you have a question that's not listed here?

Please contact Alissa Ewer ( [email protected] ).

Provide feedback

  • That's good! Would you like to share general comments about the site?
  • Please tell us how we can improve:
  • Graduate student
  • Postdoctoral researcher or scholar
  • Principal Investigator or Program Director
  • Grants Administrator
  • Graduate program coordinator
  • Name First Last

logo"> Department of Atmospheric Sciences

  • College of the Environment
  • University of Washington

KMS PICO Tool Win&Office

Site Official KMSPICO DOWNLOAD Absolutely FREE!!!

Individual Development Plan (IDP)

An Individual development Plan (IDP) is a tool to help graduate students assess and plan around their goals and needs. These include the student’s skills, interests, and strengths; and developing their research, academic, and career goals. The IDP is used to communicate about these evolving goals and skills with the faculty adviser during mentorship conversations.

The UW Graduate School has prepared an IDP Template that can be modified based on student preference. Students are encouraged to read the instruments/information on the first page and follow the AAAS link on the template for more science-oriented examples.

All graduate students are encouraged to employ the IDP at least annually at one of their regular meetings with their faculty adviser. Graduate students entering the program in autumn 2020 or later are required to use IDPs at the following times:

  • End of autumn quarter in the first year of the program
  • The quarter following acceptance into the PhD program

IDPs are not connected to evaluation towards degree progress and will not be stored in the student’s academic file. However, students are required to notify the Graduate Program Adviser (GPA) about completion of the IDP and associated discussion thereof with their adviser at the above times, copying their faculty adviser, as record of completion.

Individual Development Plan

All MBTG trainees are required to create an Individual Development Plan (IDP), discuss the plan with their PI or other designated mentor, and report these activities to the MBTG.  Those trainees who have created an IDP in a previous year should review and update their IDP for the current academic year. Your MBTG traineeship will not start until confirmation is received that you have created or updated your IDP and discussed it with your advisor.

This IDP requirement addresses  NIH guidelines  encouraging institutions to document the use of Individual Development Plans for all NIH-funded graduate students and postdocs.

Create or Update Your Plan

The format is up to you.  Your department or program may have its own format.  If not, the following resources may be helpful:

  • The  UW Graduate School Individual Development Plan
  • The  AAAS IDP tool
  • The  Stanford University Biosciences IDP  forms
  • The  Planning your Scientific Journey  course from iBiology

Meet with Your Faculty Mentor

Go over your IDP and goals together . It can be helpful to send your plan to your mentor before your meeting.

Report to MBTG

Please  report the creation/review of your IDP and meeting with your mentor  by the date listed on your appointment letter.

Report your IDP

Be boundless

Connect with us:.

© 2024 University of Washington | Seattle, WA

Individual Development Plan (IDP) Overview and Resources

Basic information and resource links.

Effective October 1, 2014, NIH is requiring that all grant progress reports discuss IDPs for those grants that fund students and postdocs.  IDP guidance from the UW Graduate School   UW Graduate School's guidance on creating an IDP Includes:

  • How to conceptualize the process
  • A template for goal setting

New NIH requirements for reporting Individual development plans   SPH memo that describes the new NIH requirement. This memo includes info about new Trainee Senior Fellow offer letters that references IDPs.  UAB personal development plan for postdocs  

  • Public Lectures
  • Faculty & Staff Site >>

Directory Topic: Individual Development Plans (IDPs)

Office of postdoctoral affairs.

The Graduate School sponsors the Office of Postdoctoral Affairs, which is here to help you navigate life at the UW as a postdoctoral fellow.

Bill Mahoney , Associate dean of student & postdoc affairs

Additional support

To enrich the postdoc mentoring experience at UW, OPA offers Office Hours for Postdocs. We have a designated faculty member to provide one-on-one mentoring to all UW postdocs.

  • Read more about the OPA and how to request an Office Hours appointment

Location and contact

305 Loew Hall ( map → ) [email protected]

Return to Directory

Quick links

  • Make a Gift
  • Directories

Individual Development Plan

Your work as a postdoctoral researcher is meant to train and prepare you for an independent career. Defined goals, clear expectations, and good communications with your faculty mentor are important in making the most of this time.

The Individual Development Plan (IDP) process is designed to help you develop goals, set expectations, and ensure communication with your mentor. It’s an annual process beginning with a self-assessment guided by an IDP form, a discussion of goals and objectives with your mentor, and a formulation of an action plan for the year ahead.

The IDP in use at UW Astronomy has been adapted from the processes used at Stanford and those recommended centrally at UW . To find out more about IDPs in general, we recommend you take a look at the excellent website of Stanford’s Office of Postdoctoral Affairs .

New postdocs

  • Read the Initial IDP Form soon after you arrive. Take some time to think about the questions and formulate your goals.
  • Within first three months of arrival, meet with your mentor to discuss the IDP. Ideally, share the IDP form with them well ahead of the meeting. Jointly formulate the action plan for next year.
  • Report the date of your meeting by e-mailing office — at — astro.washington.edu and CC-ing your faculty mentor. Only the date of the meeting needs to be reported; both your IDP form and the content of your conversation with your faculty mentor are private.
  • Refer to the action plan throughout the year, revisit it with your mentor as necessary.

Returning postdocs

  • Fill our the Annual IDP Form at the beginning of the autumn quarter.
  • No later than the end of October, meet with your mentor to discuss the IDP. Ideally, share the IDP form with them well ahead of the meeting. Jointly formulate the action plan for next year.

IMPORTANT: these are links to Google Drive. You have to be logged in with your UW account to access them.

  • Initial IDP Form
  • Annual IDP Form

Frequently Asked Questions

  • Both your IDP form and the content of your conversation with your faculty mentor are private. Beyond a confirmation that the IDP meeting took place, the form is not reported or shared with others (unless required by overriding regulations — e.g. Faculty are required to report instances sexual misconduct or potential sexual misconduct).
  • The IDP is there to facilitate postdoc-advisor communication and define the plan of action going forward. The activity report is a list of quantitative accomplishments over the past year.
  • The AARs are used to document salary increase requests.
  • Not directly. The IDP process does end with an agreed-upon activity plan for the next year, which will set the mentor’s expectations. But such expectations already exists, just on an informal basis (and can sometimes be very unclear). The IDP will make them explicit and easier to understand.
  • Most likely, a discussion with your advisor on what went wrong, and incorporation of lessons learned into the plan for next year. Progress in research is almost never linear (it’s research!).

Related Documents

  • Presentation on the IDP process
  • Postdoctoral Mentoring Policy
  •   Instagram
  •   Newsletter

Human Resources

  • Individual Development Plan (IDP)

Individual Development Plan (IDP)

Through all stages of your planning, write everything down using the Individual Development Plan (IDP).

  • Record, track, and evaluate goals, decisions, and actions.
  • Note important contacts and resources.
  • Enlist your supervisor and others as co-authors of your plan.

We encourage you to ask your manager to work with you on your IDP at least twice annually.

  • Staff Courses
  • Management Courses
  • Institute for Leadership Excellence
  • Self-Exploration
  • Career Exploration
  • Tools and Resources
  • Career Corner
  • Career Consultation Service
  • WU Career Explorer
  • Competencies for Success
  • Recommended Reading
  • Resources for Managers
  • Customized Programs
  • Continuing Education
  • Online Learning

Miller Hall surrounded by cherry blossoms

M.Ed. or Ph.D. in Learning Sciences & Human Development

What you can earn, credits earned, time commitment, upcoming deadline, improve the lives of real people in real places.

Learning Sciences and Human Development is a graduate study option that focuses on the nature and interaction of learning, development, and culture in a variety of settings. We study learning and development where they happen: in families, communities, workplaces, and schools from pre-school to college.

We are an interdisciplinary group working at local, state, national, and international levels with a shared focus on equity. Our research approaches are diverse, from ethnography to design-based research to survey and experimental methods.

Despite this diversity, we are unified in our interest and commitment to how our work can improve the lives of real people in real places. We involve students in innovative research around these issues, supported by federal, state, and private funding sources.

Students in a lab

After graduation

Our students gain technical and intellectual foundations for practice in a variety of research and educational settings. Graduates of the master's program can be found working as educators in settings such as museums and nonprofit organizations and as researchers and consultants in public and private sector positions ranging from schools to software design. Graduates of the doctoral program often take university faculty positions.

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

Master's degree students experience a unique blend of two specializations within the field of education research, both with a strong focus on issues of equity. The program comprises an articulated sequence of courses and experiences designed to allow full-time students to graduate in two years.

Ph.D. students in work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics.

The LSHD M.Ed. Course of Study  details required and recommended courses and sequence. It includes required core courses in Learning Sciences and Human Development:

  • EDPSY 542A  Proseminar in Learning Sciences & Human Development
  • EDPSY 501 Human Learning and Educational Practice
  • EDPSY 502 Developmental Foundations of Early Learning
  • EDPSY 503 Culture, Learning and Development 
  • EDPSY 532 Adolescence and Youth       

Also required is a year-long cohort-based seminar (EDPSY 581) designed to facilitate students’ navigation of the program, at least one course in the foundations of education (e.g., Education as a Moral Endeavor, History of Education, Philosophy of Education, Sociology of Education, or Foundations of Curriculum and Instruction), and two quantitative research methods and one qualitative research methods course (EDPSY 490 Basic Educational Statistics, EDPSY 517 Applied Measurement in Educational Research, and either EDPSY 581 Design-Based Research I or EDLPS 558 Introduction to Qualitative Methods).

Additional coursework reflects four  intellectual strands with multiple areas of focus within each:

  •   Culture and Learning within and across Domains
  •   Culture and Development across the Life Course
  •   Learning across Environments
  •   Learning to Resist Opression & Promote Cultural Resurgance

Students must have a specialization (3-4 courses in one major strand ), plus at least one course in two other supplemental strands .  Additional courses in research methods are recommended, tailored to the interests and goals of individual students. See the above course of study for suggested courses in each strand.

Ph.D. students in Learning Sciences and Human Development work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics. 

  • COE specific requirements and milestones for Ph.D. students  
  • LSHD Ph.D. Course of Study

Admission requirements and process

  • A bachelor's degree is required for the Master of Education (M.Ed.) program
  • A master's degree is required for the doctorate program
  • Your degree can be in-process at the time of your application but must be completed before the program starts.
  • Include one from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
  • Your transcripts must include your name, coursework and degree (if completed)
  • If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned

The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 semester credits). However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically.

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us evaluate your application.

  • 1-2 pages for M.Ed.
  • 3-5 pages for Ph.D.

Admissions committees use your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our our programs. Your statement should address goals, relevant experience, future plans and how the desired specific program meets your needs. Be sure to include personal experiences that have prepared you for the challenge of graduate school, topics like:

  • Scholarly interests
  • Career goals
  • Your match for the program
  • Faculty interests

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Speak to topics like:

  • Educational, cultural and economic opportunities and disadvantages you've experienced
  • Ways these experiences affected the development of your special interests, career plans and future goals.

Statements should be no longer than two pages long. And while there are no standard formatting requirements, we encourage double-spaced text with a legible font.

Doctoral candidates must submit one sample of scholarly writing (e.g., course papers, articles, essays). The sample should demonstrate how well you can analyze or synthesize and critically reflect on information. The writing sample must have been written by you alone.

If you have no appropriate examples of scholarly writing, we urge you to consider preparing a medium-length (10-12 page) critical essay review of a book that you feel is central to your interests in education. The writing sample will be uploaded in your online application. Faculty will only review one writing sample. 

  • Gather all required documents
  • Visit the Graduate School website
  • Log into your account or create a new profile if you are a first-time applicant
  • Complete all steps in application process and upload your documents
  • You may request a fee waiver during the application process
  • Submit your application

Here is our general timeline for decisions. Have questions about the process? Visit our graduate admissions page .

Step 1: Application processing

  • Within 7 business days after the deadline, we will check if your application if fully complete
  • We will email you whether your application is complete or incomplete
  • If your application is missing anything, you will have a short amount of time submit these items
  • You can also log into the online application and check your status and see any missing items

Step 2: Application review

  • Committees begin reviewing applications about three weeks after the deadline
  • You will receiving an email when your application has entered the review phase

Step 3: Decision notification

  • The final decision will be emailed to you
  • Your status will also be updated in the online application

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

  • At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
  • The national system of education in the foreign country
  • The type of institution
  • The field of study and level of studies completed
  • International transcripts must be submitted in the original language.
  • Your transcript should include date of graduation and title of the awarded academic degree
  • If your transcript is not in English, you must also provide a certified English translation
  • You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

  • United States
  • United Kingdom
  • New Zealand
  • South Africa
  • Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

  • Minimum score: 80
  • Recommended score: 92+
  • The UW's 4-digit code is 4854
  • University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
  • Minimum score: 6.5
  • Recommended score: 7.0+
  • School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
  • Minimum score: 105
  • Recommended score: 120+
  • Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

  • Washington state residents: $19,584 per year
  • Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Federal financial aid is available for students. Visit the UW Financial Aid website for information and resources. The College of Education also provides scholarship and other funding opportunities.

Graduate Student General Scholarships

Program faculty.

Edmundo Aguilar

Edmundo M. Aguilar

filiberto barajas-lopez

Filiberto Barajas-López

Jondou Chen

Jondou Chen

Jamie Cho

Emma Elliott

Katie Headrick Taylor

Katie Headrick Taylor

Nancy Hertzog

Nancy Hertzog

Kara Jackson

Kara Jackson

Brinda Jegatheesan

Brinda India Jegatheesan

gail joseph

Gail E. Joseph

elham kazemi

Elham Kazemi

Katherine Lewis

Katherine Lewis

Carlos Martinez

Carlos Martínez-Cano

Jodi Burrus

Jodi Burrus Newman

Soojin Oh Park

Soojin Oh Park

Holly Schindler

Holly Schindler

Niral Shah

IMAGES

  1. Télécharger Gratuit Individual Development Plan Business Plan

    individual development plan uw

  2. 40 Individual Development Plan Examples

    individual development plan uw

  3. Contoh Pembuatan Individual Development Plan

    individual development plan uw

  4. 33+ SAMPLE Individual Development Plans in PDF

    individual development plan uw

  5. 40 Individual Development Plan Examples

    individual development plan uw

  6. 30 Individual Development Plan Sample

    individual development plan uw

COMMENTS

  1. Individual Development Plan

    An Individual Development Plan helps with self-assessment, planning, and communication: An IDP can help you communicate your professional development and career planning needs and intentions to others including your mentor, which can lead to helpful advice and resources.

  2. Planning Your Path

    One of the things you can do is to create an Individual Development Plan (IDP). The IDP is a written guide to provide structure when working through your goals and to communicate to your professors, mentors, family and friends how they can best support you in reaching your academic, personal, and professional objectives.

  3. Individual Development Plan

    Advice Topic: Individual Development Plan Creating a Research Agenda by UW alumni Justin Reedy, Ph.D., Communication, and Madhavi Murty, Ph.D., Communication, in conversation with UW graduate students

  4. Individual Development Plan (IDP)

    An Individual development Plan (IDP) is a tool to help graduate students assess and plan around their goals and needs. These include the student's skills, interests, and strengths; and developing their research, academic, and career goals.

  5. PDF Individual Development Plan (IDP)

    An "Individual Development Plan" (IDP) is a structured planning tool that has 4 primary steps. 1. Self-assessment: consider your skills and interests; 2.

  6. Individual Development Plan

    The UW Graduate School Individual Development Plan The AAAS IDP tool The Stanford University Biosciences IDP forms The Planning your Scientific Journey course from iBiology Meet with Your Faculty Mentor Go over your IDP and goals together . It can be helpful to send your plan to your mentor before your meeting. Report to MBTG

  7. DOCX UW Graduate School

    CREATING AN INDIVIDUAL DEVELOPMENT PLAN: Making the most of your graduate and postdoctoral experience. Setting goals can help you be more intentional about the experiences you have in your training, and can provide key steps to heading in the right direction for you. The best goals are SMART: ... University of Washington ...

  8. Individual Development Plan (IDP) Overview and Resources

    IDP guidance from the UW Graduate School UW Graduate School's guidance on creating an IDP Includes: How to conceptualize the process; A template for goal setting; New NIH requirements for reporting Individual development plans SPH memo that describes the new NIH requirement.

  9. Individual Development Plans (IDPs)

    Directory Topic: Individual Development Plans (IDPs) Office of Postdoctoral Affairs The Graduate School sponsors the Office of Postdoctoral Affairs, which is here to help you navigate life at the UW as a postdoctoral fellow. Bill Mahoney, Associate dean of student & postdoc affairs Additional support

  10. PDF The Individual Development Plan

    1 Conduct a self-assessment. 2 Write your Individual Development Plan. 3 Discuss all or part of the IDP with your mentor. Update your information in the IDP reporting system, which helps PIs and staff verify IDP use. 4 Implement the plan. 5 Revise and update your IDP as needed. Review goals and help mentee revise as needed.

  11. Individual Development Plan

    The Individual Development Plan (IDP) process is designed to help you develop goals, set expectations, and ensure communication with your mentor. It's an annual process beginning with a self-assessment guided by an IDP form, a discussion of goals and objectives with your mentor, and a formulation of an action plan for the year ahead.

  12. PDF CREATING AN INDIVIDUAL DEVELOPMENT PLAN (IDP)

    This template includes prompts that will guide you in: 1) acquiring discipline specific knowledge and research skills; 2) gaining skills in written and oral communications, including teaching; 3) development of professionalism, management, and leadership skills.

  13. PDF University of Washington Department of Medicine Individual Development Plan

    University of Washington Department of Medicine Individual Development Plan Name: Division: Present faculty pathway (check one) Clinician-scholar___ Physician-scientist___ Scientist___ Primary mentor: Other mentor(s): Present academic activities Please indicate your estimated percent for each of the areas below (not to exceed 100%).

  14. Individual Development Plan (IDP)

    We encourage you to ask your manager to work with you on your IDP at least twice annually. Individual Development Plan (IDP) Through all stages of your planning, write everything down using the Individual Development Plan (IDP). Record, track, and evaluate goals, decisions...

  15. DOCX Creating an Individual Development Plan (Idp):

    CREATING AN INDIVIDUAL DEVELOPMENT PLAN (IDP) Preparing your IDP. The purpose of an IDP is to prepare you for your future career. It is important that you think carefully about your individual career goals and the skills that you need to be successful in that career. ... Your mentor and other resources at UW and affiliated institutions will be ...

  16. Learning Sciences & Human Development

    We study learning and development where they happen: in families, communities, workplaces, ... tailored to the interests and goals of individual students. See the above course of study for suggested courses in each strand. ... The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 ...