1. To engage in critical dialogue about the needs of graduate students and the role student affairs professionals play in graduate student career and professional development.
2. To help participants explore and develop strategies for collaborating with graduate schools, student affairs and graduate departments.
3. Increase participant understanding of need for intentional student development in graduate education.
Graduate students are perhaps the single most neglected group of students on college campuses
Retention Rates
Time to Degree
Mental Health and Wellness
Supply and Demand, structural imbalance is the new status quo
Career Choices
Culture
Key Theories
Self-Determination Theory
Self Authorship
Mattering vs. Marginality
Retention and Learning Community
Models
Intrinsic vs. Extrinsic Motivation› Intrinsic motivation leads to higher quality of work and
better persistence in the face of obstacles (Dec & Ryan, 2000)
Factors that Facilitate Intrinsic Motivation
› Autonomy volition; I am the initiator of my actions; my work is mine
› Competence I possess the skills necessary to do my work; I am good at
what I do
› Relatedness I am part of a larger graduate community; I am
connected to those in my program
1. Early Stage
2. MID Stage
3.Late Stage
*Adapted from materials MIT model
* Adapted from Stewart, Donald W. (1995). Developmental Considerations in Counselling Graduate Students. Guidance & Counseling, 10, 3, 21-24.
This model illustrates some of the commonly encountered
challenges facing graduate students.
“Good design is a renaissance attitude
that combines technology, cognitive
science, human need, and beauty to
produce something that the world
didn’t know it was missing”
Daniel Pink, A Whole New Mind
Founded in 1855
Prototype for 69 land-grant institutions
established under the Morrill Act of 1862
First institution of higher learning in the
United States to teach scientific agriculture
11,279 Graduate Students
Graduate programs:
290 Masters Programs
120 Doctoral Programs
2011-2012 Degrees Conferred:
2000 Master’s Degrees
485 Doctoral Degrees
Michigan State University
Graduate School
Associate Provost, Dean of the Graduate School
Plant BiologistAssociate Dean
Agriculture and Natural Resources
Fisheries and Wildlife PhD
Associate Dean
Natural Sciences
Bio logy
Coordinator RCR
VP of Research BiologyDirector of Graduate Student Affairs
Higher Education/Student
Affairs
Assistant Dean
Teaching Assistant Program
Education
Associate Dean
Arts and Letters, English PhD
Associate Dean for Academic Affairs
Colllege of Social Science
Neuroscientist
December 2012
K. KlomparensDean
J. JacksonAssoc. Dean(Microbiology)
J. StoddartAssoc. Dean
(English)
R. CampaAssoc. Dean
(Wildlife Ecology)
T. NunezAssoc. Dean(Neuroscience)
M. McDanielsTeaching
Asst. Program
T. MayFaculty Conflictof Interest Info.
Officer
M. HelmDirector,
Grad. Student LifeWellness
Colleg
e/Dep
t.
Colleg
e/Dep
t.
Colleg
e/Dep
t.
Colleg
e/Dep
t.
Writing Center& other programs
co-sponsored by GS
Prof. Societie
s &Partners
Prof. Societie
s &Partners
Prof.
Societies &
Partners
Prof. Societie
s &Partners
Prof. Societie
s &
Partners
Prof. Societie
s &Partners
Prof. Societie
s &Partners
Prof. Societie
s &Partners Career
Service
sOffice
VPR &GS
MSUGlobal
Greenfield (1980)
"We live. And in living we believe, assert self, establish order around us, dominate others, or are dominated by them. Action flowing from meaning and intention weaves the fabric of social reality…in this perspective, we may better understand organizations if we conceive them as being an invented reality" (p. 27).
Wellness is the integration of all dimensions of health -physical, emotional, career, spiritual, social, and intellectual -and the awareness that all of these dimensions are interconnected. Each dimension must be nurtured for holistic growth and success.
Physical
Emotional
Spiritual
Intellectual
Career
Social
Belknap Campus is three miles from downtown
Louisville and houses 9 of the university's 13
academic units.
ShelbyHurst Campus is located in eastern
Jefferson County and houses the Center for
Predictive Medicine regional biosafety lab,
Delphi Center for Teaching and Learning and
more.
Health Sciences Center is situated in downtown
Louisville's medical complex and houses the
university's 4 health focused units and the
University of Louisville Hospital.
3200 Graduate Students
Graduate programs: 73 Masters Programs 37 Doctoral Programs 18 Certificate Programs 4 Dual Degree Programs
2011-2012 Degrees Conferred: 1,000+ Master’s Degrees 180+ Doctoral Degrees 50+ Certificates
School of Interdisciplinary and Graduate Studies (SIGS)
College of Arts and Sciences School of
Medicine
School of Dentistry
J.B. Speed School of Engineering
School of Music
College of Business
College of Education and
Human Development
School of Nursing
Kent School of Social Work
School of Public Health and Information
Science
Advocacy, Funding,
Policy Development,
Professional Development
College of Arts and Sciences School of
Medicine
School of Dentistry
J.B. Speed School of Engineering
School of Music
College of Business
College of Education and
Human Development
School of Nursing
Kent School of Social Work
School of Public Health and Information
Science
Provost
SIGS
Dean’s Office & Admissions
SIGS-Delphi Program Manager
College of Arts and Sciences School of
Medicine
School of Dentistry
J.B. Speed School of Engineering
School of Music
College of Business
College of Education and
Human Development
School of Nursing
Kent School of Social Work
School of Public Health and Information
Science
GTA Academy
Workshops
Mentoring Programming
Graduate Student Council
Resource Sharing
Support positions:
› SIGS-Delphi Program Manager
› Graduate Student Writing Consultant
Special Programming:
› Dissertation Writing Retreat
› Women in Academe
The main campus is located in the historic, coastal, seaport community of Wilmington, which is ideally situated between
the Cape Fear River and Atlantic Ocean.
The Onslow Extension Site offers several degree programs to local residents, active duty military and military dependents
aboard Campus Lejeune and at Coastal Carolina
Community College
1451 Graduate Students
Graduate programs: 36 Masters Programs 2 Doctoral Programs 3 Dual Degree Programs
2011-2012 Degrees Conferred: 471 Master’s Degrees 16 Doctoral Degrees
Skill Building
› Networking
› Interviewing
Opportunities for Engagement
› Faculty
› Cultural
› Wilmington Community
Academic & Professional Preparation
› Advanced Research Techniques
› Writing the Dissertation
Reflection
› Writing your personal narrative
› Assembling your personal learning plan
Creating an organized approach
Use evidence-based models and data when working with graduate student deans, associate provosts, faculty
Work towards an integrated model of graduate student engagement (academic and student affairs collaboration)
Sell the benefit of student affairs
Understand your institutional values and utilize
Graduate student ownership of their experience
Collaboration and connection
Strategy
Make academic case
Establish mission, vision
and objectives
Inventory current state
Solicit input and buy-in from various constituencies
Identify gaps
Develop strategic plan
Include COGS, and GEU
Design
Develop program specifics:
– Structure
– Funding
– Modify/add programs
– Behavior change support (Incentives)
– Communications
Identify barriers
Identify faculty/staff allies
Test via pilot/focus groups
Implementation
Introduce new programs
Incorporate program changes
Promote
Educate
Train
Align campus resources
Engage community resources
Engage Faculty/
Staff allies
Management
Measure impact
Identify missed opportunities
Assess faculty/staff/
student engagement
Evaluate satisfaction
Fine-tune strategy
Adjust program design
Refine communications
5 Strategies for Success
1. Take responsibility and ownership for your success.
2. Know available resources
3. Think ahead
4. Have a plan!
5. Identify (and deal with) obstacles
According to Clark (1987), in his analysis of faculty
culture, one must understand the national culture, the
culture of the profession, the disciplinary culture, the
institutional culture, and individual cultural differences.
It is each of these cultures that interact in
organizations to form activity systems and in which
new professionals perspectives are influenced and
shaped.
http://careersuccess.msu.edu
http://graduate.louisville.edu/plan
http://www.aaup.org/AAUP/issues/contingent/
Adams, K.A. (2002). What colleges and universities want in new faculty. Preparing Future Faculty Occasional Paper Number 7. Washington, DC: Association of American Colleges and Universities and Council of Graduate Schools. Retrieved from: http://www.aacu.org/pff/pdfs/PFF_Adams.PDF
Austin, A.E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 7 (1), 94-122.
Austin, A.E. & Barnes, B.J. (2005). Preparing doctoral students for faculty careers that contribute to the public good. In T. Chambers, A. Kezar, and J.C. Burkardt (Eds.), Higher Education for the Public Good: Emerging Voices from a National Movement. San Francisco, CA: Jossey-Bass.
Finkelstein, M. J., Seal, R. K., & Schuster, J. H. (1998). The new academic generation: A profession in transformation. Baltimore, MD: Johns Hopkins University Press.
Golde, C.M. (2000). Should I stay or should I go? Student descriptions of the doctoral attrition process. Review of Higher Education 3(2) 1999-227.
Golde, C.M. and Dore, T.M. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Pew Charitable Trusts.
Lovitts, B.E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield Publishers.
Nyquist, J., and Wulff, D. H. (2000) Re-envisioning the Ph.D.: Recommendations from National Studies on Doctoral Education. University of Washington. Retrieved February 8, 2013 from http://depts.washington.edu/envision/project_resources/national_recommend.html
Olsen, D. & Crawford, L.A. (1998). A five-year study of junior faculty expectations about their work. The Review of Higher Education, 22.1, 39-54.
Rhoades, G., & Slaughter, S. (1997). Academic capitalism, managed professionals, and supply-side higher education. Social Text, 51, 9-38.