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The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in scholarly-related activities; but they identify gaps in areas such as preparation for grant writing, teaching, and leading research teams. Statistically significant differences in perceived preparation were noted among disciplines. We offer suggestions for future research in doctoral professional development and recognize the need to expand and diversify centralized, institution-based resources so as to pave the pathway to successful careers for graduate students.

Mixed-income development is the latest in a long line of policy interventions to improve outcomes in distressed urban neighbourhoods, particularly as an alternative to large scale public housing projects. Such developments are inherently integrationist, and have profound effects on the social lives and well-being of residents. After situating mixed-income developments within current residential demographic trends with regard to race and income, this article provides a comprehensive review of the 22 empirical studies addressing social integration in mixed-income developments in the United States, focusing on understanding the effects of spatial integration on social well-being. We discuss policy and practice implications to optimise the social well-being of residents, as well as strategies to improve scholarship in these settings. [ABSTRACT FROM AUTHOR]