The document discusses strategies for improving graduate student development and career outcomes. It aims to foster critical dialogue around graduate student needs and the role of student affairs professionals in career and professional development support. Key topics include intrinsic motivation, challenges at different graduate career stages, and collaboration models between graduate schools and other university departments. The overall goal is to increase understanding of the need for intentional student development throughout graduate education.

2. 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.

5.  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

6. Key Theories
 Self-Determination Theory
 Self Authorship
 Mattering vs. Marginality
 Retention and Learning Community
Models

7.  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

8. 1. Early Stage
2. MID Stage
3.Late Stage
This model illustrates some of the commonly encountered
challenges 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.

9. “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

10.  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. 11,279 Graduate Students
Graduate programs:
 290 Masters Programs
 120 Doctoral Programs
2011-2012 Degrees Conferred:
 2000 Master’s Degrees
 485 Doctoral Degrees

12. 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 Dean
Arts 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

13. 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 Partners
Societie 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

17. 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).

18. http://grad.msu.edu/prep/
docs/planyourwork.pdf

26. 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

27. Belknap Campus is three miles from downtown
Louisville and houses 9 of the university's 13
academic units.
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.
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.

28. 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

29. 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 School
School of Nursing
of Engineering
College of
Education and
School of Music
Human
Development College of
Business

30. 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,
Professional
School of Nursing Development J.B. Speed School
of Engineering
College of
Education and
School of Music
Human
Development College of
Business

31. 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 School
School of Nursing
of Engineering
Manager
College of
Education and
School of Music
Human
Development College of
Business

33.  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

34.  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

35. 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

37.  Skill Building
› Networking
› Interviewing
 Opportunities for Engagement
› Faculty
› Cultural
› Wilmington Community

38.  Academic & Professional Preparation
› Advanced Research Techniques
› Writing the Dissertation
 Reflection
› Writing your personal narrative
› Assembling your personal learning plan

40.  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

41. 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

43. 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

44. 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.

45.  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.

46.  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.