Andy(Step Four)Need to be aware that students might not be ready to hear or understand without experiencing it, difficult to create artificial experiences, not at the point in their development to learn about thisHeavy reliance on authority figures (parents, teachers, friends, economic circumstances) pushing graduate school, external pressures to succeed academically, external influences change with age and personal experiences (supervisors, spouses, co-workers)Cultural differences – it is harder to understand that some people cannot pick and choose their areas of study (International Students)Decision Making – sophomore year is very early to make the decision to pursue a grad degree, don’t understand the options and what it means to make the commitment to grad school
TaylorWe as professionals (either as faculty or student affairs professionals) need to create a separation between undergraduate and graduate programs It will be difficult because there is no real separation, but it is our goal to change their mind set to think of graduate school as being more professional and more academically challenging because the purpose of graduate school is to provide students with a more specific and higher level of knowledge in a particular industryNeed to find a way to break down stereotypes and barriers of student capabilities, programs need to emphasize that ALL students have something to contribute
AlishaShowing students that there are expectations and that as master’s students they are apart of the culture, the students create the culture instead of being a product of the culture
DavidNeed a setting for reflection and conversation and maybe essay writing or journaling to see a progression of learning – where will this be facilitated?More organized program geared toward the master’s candidate students that is marketed at this population
DavidIn order to emphasize the significance of entering a master’s program, a meeting with an advisor to stress the importance of focusing in on their academics and mentally preparing them for the workload ahead of them, let the student reflect on their academic experiences to see where they struggled the last 3-4 years at Bentley, where they thrived and how this will be different in graduate schoolExisting knowledge is basis for continuing knowledge because it acts a foundation for enhancing learning, help students develop autonomy by emphasizing the importance of their perspective (Baxter Magolda, 2004, p. 43)
Graduate Co-Curricular Program Recommendations
Master’s CandidateCo-Curricular Program (MCP)
Student Population Characteristics Driven and focused student population geared mainly towards business Primarily residential students 4,157 full time undergraduates 1,399 graduate students 600 students in the “Master’s Candidate Program”
Who: Students in the Master’s Candidate Program Students in their Sophomore through Senior Year General Characteristics of the Program Need a 3.2 GPA to enroll Required internship (for select programs) GMAT test scores waived General Characteristics of Student Population Call themselves “five-year students” Poor group dynamic skills Unprepared for graduate school Unprepared to declare major
General Learning Outcomes The Master’s Candidate Program will gain an identity to which the students can relate The students who have enrolled in the Master’s Candidate Program will create professional partnerships with students who are currently enrolled in graduate school The students who participate in the co-curricular program as a part of the Master’s Candidate Program will have a better understanding of the Master’s degree they plan to pursue Students will understand the key differences in academic rigor of undergraduate and graduate programs Students will understand the importance of working within a diverse learning community
Goals from a Self AuthorshipPerspective Cognitive: Students will understand the differences between academic expectations in undergraduate and graduate programs Intrapersonal: Students will understand their role in a master’s program Interpersonal: Students will interact with classmates, faculty, and staff appropriately Students will gain a sense of self understanding in relation to the program and other Master’s Candidates.Baxter Magolda& King, 2004, p. 312.
Discrepancies Between Goals andStudents’ capabilities Master’s students with several years of work experience openly express disdain about sharing class with recent college graduates New college graduates express high levels of discomfort participating in a class with seasoned professionals Faculty favors opinions of the mature students Differing views and approaches from faculty and different functional areas Top down pressure to achieve public recognition and rankings by encouraging students in the graduate school direction Disagreement about admissions requirementsThompson, G. (2011).
DifferencesUndergraduate Graduate Attention from faculty Faculty expect more autonomous abilities Classes mainly Classes include a comprised of peers variety of ages, experience levels, and Campus life backgrounds First time away living Commuting to school, away from financial responsibilities Transition into a family, initial transition professional in your into adulthood field
Points of Contact Undergraduate admissions and application processes Orientation Faculty Mentor Program Advising
Program Identity Why? Students need to “make meaning” through the Master’s Candidate program They need to bring the identity of the program closer to their core (Abes, Jones, & McEwen, 2007) Learning Partnerships Model- assumption 2: self is central to knowledge construction (Baxter Magolda, & King, 2004) How? Typical events such as orientation, social gatherings, and informal meetings may be able to accomplish this We believe it will also be effective for students to not only meet with everyone who is pursuing the five year program but those who are pursuing specific masters degrees
Admissions Process Changes in the Application Process One set deadline Students must submit their application for enrollment by the end of their sophomore year (or end of first semester junior year at the latest) Required materials 3.2 GPA Internship set up to run concurrently with the co-curricular program Admissions Essay #1 Why do you want to be in enrolled in the Master’s Candidate Program? What do you think you will gain in achieving a Master’s degree in five years? Admissions Essay #2 Please interview a professional in the field of study you wish to pursue. Please include the following in your essay: o Why is this the field of study you have chosen? o What did you like and dislike about their career? o What did you find surprising about their career? o What do you think you can contribute if you became a part of this career field? Application Committee Faculty members of each Master’s degree (6) Graduate School Advisors (3) Currently enrolled students (2)
Why change the Admission Process? In general, students don’t know what they want to pursue in their lives (Pizzolato, 2003) Going out into the field creates a learning environment that is intentionally structured to generate their own idea of program benefits (Ignelzi, 2000) Helps establish a set a sequence of developmental goals that leads students towards self-authorship (Taylor & Hanes, 2008)
Evaluate Effectiveness: AdmissionsProcess Evaluations by the faculty of the caliber of the students that are in the program Assessment to occur once the students who participate in the new admission process matriculate into the graduate program Assess the number of students who change the degree they decide to pursue once accepted into MCP
Orientation Week before students start masters program Expectations (Faculty) How you are expected to behave How the work will be different(Ignelzi, 200). (Taylor & Haynes, 2008).
Orientation Alumni Panel Get faculty recommendations as to who to invite Guide the conversation topics Discuss how they apply their classroom knowledge Discuss how students can utilize graduate school to their advantage Goal Setting Faculty member facilitate goal setting for what students hope to gain personally, academically, and professionally over the next year At end of first semester, students will reevaluate their initial goals and determine progress thus far Baxter Magolda& King, 2004, p. 323
Mentoring Program: Fast Facts Mentors: First year graduate students who were accepted into the Master’s Candidate Program (MCP) as undergraduates Mentees: Junior year students who have been accepted into the MCP Mentor Requirements: First year graduate students are required to serve as mentors. Mentor training will occur in the summer during Graduate School orientation
Mentor Program: How it works Mentees are paired up with Mentors based on their degree choice Structured events throughout the year with facilitated programs and workshops to discuss current topics Monthly check-in meetings with professional staff All mentors are required to be present at meetings Opportunity to set up one-on-one’s with professional staff if needed Purpose of meetings: Monthly status checks on how relationship is progressing Ability for pro-staff to share any vital information mentors may need Ability for mentors to create relationships with one another and bounce ideas/concerns/questions about mentoring
Why a Mentoring Program? Build a bridge for students of support and challenge from undergraduate to graduate school Mentees are challenged through their graduate level coursework Mentees are supported through interactions with mentors and peers Addresses the three assumptions of learning (Baxter Magolda& King, 2004) Allows knowledge to be socially constructed Allows expertise and authority on knowledge to be shared among peers Puts self as central to constructing knowledge Mentees may want to strive to perform better academically with the guidance of their mentor (Fries-Britt, 2000) Mentor self-reflection Allows Mentors to realize their own personal development towards authoring their own like (Ignelzi, 2000)
Evaluate Effectiveness: MentorProgram Self reflection essays Occur twice during the program (mid year and end of the year) Reflecting on the value of the mentor relationship The ability of the mentor program to prepare themselves for graduate school Reflect on the merits of the mentor program Required by both mentors and mentees Faculty evaluations Did the mentor program allow for an easier transition from undergraduate to graduate? Are the new graduate students more prepared to play integral roles in group work?
Advising Academic Advising Paper writing and research Learning how to select a program: What Does it Mean to be a Graduate Students Career Services Resume writing Internship Searching Professional Behavior and Correspondence Career exploration Types of Interviewing styles: What to Expect and How to Prepare Networking and Informational Interviewing Residence Life Living on your own (apartment hunting)
Advising Junior/senior year meet with advisor on a regular basis Am I taking the appropriate classes? Am I in the right mindset to be entering into the master’s program? (Pizzolato, 2008) Building the Bridge Workshop Facilitated by a faculty member who teaches in the master’s program and a student affairs professional Master’s candidates reflect with their peers about academic and personal success and failures Facilitators help students see how they have grown during their undergraduate careers and what will change in a master’s program (Ignelzi, 2000)
Recommendations Students have to have at least a full time internship between years 4 and 5 Students should have a set deadline to apply to the program that is at the end of first semester Junior year at the very latest Application should include essays Students must have an informational interviews with different masters programs Students must attend 80% of the programming we put together Students should be required to participate in the mentor program Specialized Housing
References Abes, E.S., Jones, S.R. & McEwen, M.K. (2007). Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. Journal of College Student Development, 48 (1), 1-22. Baxter Magolda, M. B. & King, P. M. (Eds). (2004). Learning Partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus Publishing. Fries-Britt, S. (2000). Identity development of high ability Black collegians. In M. B. Baxter Magolda (Ed.), Teaching to promote intellectual and personal maturity: Incorporating students’ worldviews and identities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 55-65). San Francisco: Jossey-Bass. Ignelzi, M. (2000). Meaning-making in the learning and teaching process. In M. B. Baxter Magolda (Ed.), Teaching to promote intellectual and personal maturity: Incorporating students’ worldviews and identities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 5-14). San Francisco: Jossey-Bass. Pizzolato, J. E. (2003). Developing self-authorship: Exploring the experiences of high-risk college students. Journal of College Student Development, 44(6), 797-812. Taylor, K. T. & Haynes, C. (2008). A Framework for Intentionally Fostering Student Learning. About Campus: Enriching the Student Learning Experience.
References Baxter Magolda, M. B. and King P.M. (2004). Creating learning partnerships in higher education: Modeling the shape, shaping the model in M. B. Baxter Magolda& P. M. King (Eds.), Learning Partnerships:Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus. Chapter 11 (pp. 303-332). Baxter Magolda, M. B. & King, P.M. (2004). Learning Partnerships Model: A framework for promoting self-authorship. In M.B. Baxter Magolda& P. M. King (Eds.), Learningpartnerships: Theory and models of practice to educate forself-authorship Sterling, VA: Stylus. Preface (pp. xvii-xxvi), Chapter 1 (pp. 1-35), and (Chapter 2; pp. 37-62). Ignelzi, M. (2000). Meaning-making in the learning and teaching process. In M. B. Baxter Magolda (Ed.), Teachingto promote intellectual and personal maturity:Incorporating students’ worldviews and identities into thelearning process, New Directions for Teaching andLearning, No. 82 (pp. 5-14). San Francisco: Jossey-Bass. Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the Learning Partnerships Model to reshape academic advising. About Campus: Enriching the Student LearningExperience, 13(1), 18-25. Taylor, K. T. & Haynes, C. (2008). A Framework for Intentionally Fostering Student Learning. About Campus: Enriching the Student Learning Experience. Thompson, G. (2011). 5 Year program review [Class handout]. Graduate Student and Academic Services, Bentley University, Waltham, MA.