Graduate Student Professional Development: Inspiring and Integrative Models of Success
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 StageThis model illustrates some of the commonly encounteredchallenges facing graduate students. *Adapted from materials MIT model * Adapted from Stewart, Donald W. (1995). Developmental Considerations in Counselling Graduate Students. Guidance & Counseling, 10, 3, 21-24.
“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
Associate Provost, Dean of the Graduate School Associate Dean for Plant Biologist Academic Affairs Associate Dean Colllege of Social Agriculture and Natural Science Resources Neuroscientist Fisheries and Wildlife PhD Associate Dean Michigan State Associate DeanArts and Letters, English University Natural Sciences Bio logy PhD Graduate School Assistant Dean Teaching Assistant Program Coordinator RCR Education Director of Graduate VP of Research Biology Student Affairs Higher Education/Student Affairs
Colleg Prof. e/Dep Prof. MSU Societie t. Societie Global s& s& Partners Partners Writing Center & other programs J. Stoddart M. McDaniels co-sponsored Assoc. Dean Teaching Colleg by GS (English) Prof. e/Dep Asst. Program t. Societie s& J. Jackson R. Campa Colleg Partners Assoc. Dean e/Dep Prof. Assoc. Dean K. Klomparens t. (Microbiology) (Wildlife Ecology)Societie Dean s&Partners T. May M. Helm Prof. Faculty Conflict Director, Societie T. Nunez s& Prof. of Interest Info. Grad. Student Life Assoc. Dean PartnersSocietie Officer Wellness (Neuroscience) s&Partners Prof. Prof. Career Office Societie Service Societie Colleg s VPR s& e/Dep s& &GS Partners t. Partners December 2012
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 areinterconnected. Each dimension must be nurtured for holisticgrowth and success. Physical Emotional Spiritual Intellectual Career Social
Belknap Campus is three miles from downtown Louisville and houses 9 of the universitys 13 academic units.Health Sciences Center is situated in downtown Louisvilles medical complex and houses the universitys 4 health focused units and the University of Louisville Hospital. 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.
School of Public College of Arts Health and and Sciences School of Information Medicine Science Kent School of School of Social Work Dentistry School of Interdisciplinary and Graduate Studies (SIGS) J.B. Speed SchoolSchool of Nursing of Engineering College of Education and School of Music Human Development College of Business
School of Public College of Arts Health and and Sciences School of Information Medicine Science Kent School of School of Social Work Advocacy, Dentistry Funding, Policy Development, ProfessionalSchool of Nursing Development J.B. Speed School of Engineering College of Education and School of Music Human Development College of Business
School of Public College of Arts Health and and Sciences School of Information Medicine Science Kent School of Provost School of Social Work SIGS Dentistry Dean’s Office & Admissions SIGS-Delphi Program J.B. Speed SchoolSchool of Nursing of Engineering Manager College of Education and School of Music Human Development College of Business
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
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 Design Implementation Management Make academic case Develop program Introduce Measure Establish mission, vision specifics: new impact – Structure programs Identify and objectives Incorporate missed – Funding Inventory current state program opportunities – Modify/add changes Solicit input and buy-in from programs Assess various constituencies Promote faculty/staff/ – Behavior Identify gaps change Educate student support Train engagement Develop strategic plan (Incentives) Align Evaluate Include COGS, and GEU – Communicati campus satisfaction ons resources Fine-tune Identify Engage strategy barriers community Adjust Identify resources program faculty/staff allies Engage design Test via pilot/focus Faculty/ Refine groups Staff allies communicati ons
5 Strategies for Success1. Take responsibility and ownership for your success.2. Know available resources3. Think ahead4. Have a plan!5. Identify (and deal with) obstacles
According to Clark (1987), in his analysis of facultyculture, one must understand the national culture, theculture of the profession, the disciplinary culture, theinstitutional culture, and individual cultural differences.It is each of these cultures that interact inorganizations to form activity systems and in whichnew professionals perspectives are influenced andshaped.
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.