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).

http://grad.msu.edu/prep/

docs/planyourwork.pdf

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.