Graduate student services: A way forward

GRADUATE STUDENT SERVICES:
SETTING THE CONTEXT FOR A WAY
FORWARD

Brian D. Dusbiber, Ed.D

THE ISSUES AT HAND

Graduate students can become frustrated with, and
have difficulty with, meeting the various professional
and personal demands on their time and energy.

 A lack of accommodation for the multiple roles they fill.
 Concerns about career plans and future employment
opportunities.
 A lack of opportunities to meet, learn from, and socialize with
other graduate students.
 The essential but volatile nature of relationships with faculty.
 A need for better communication and more information about
available campus resources

SOCIALIZATION TO THE PROFESSION

 Upon completion of their degree it is assumed
they will have taken on a professional identity

that is appropriate to their desired career
outcomes.
 Includes the socialization into the culture, values,
and mores of a chosen profession.
 Knowledge acquisition, investment (values) and
involvement (breath and depth) all influence
socialization.

REINTRODUCTION TO HIGHER EDUCATION
Unique characteristics of the emotional an
psychological stages of the adult learner,
particularly if they have been out of the
classroom for some time.

a) the imposter syndrome (“I don’t belong here with these
other students”)
b) cultural suicide via distance created between student
and family and friends when critical thinking skills of the
student are dusted off
c) a lost innocence when students may feel confused or
cheated over what they may have thought as the right
answer
d) the new, beneficial rewards of belonging to a emotionally
supportive peer learning community.

ENGAGEMENT AND
SERVICE DELIVERY PLANS

Good practice in graduate student services:
 Continually strives to eradicate marginalization among
underrepresented populations.

 Provides meaningful orientation to the institution beyond academic
units.
 Invests resources in communication with graduate and professional
students.
 Facilitates opportunities for community building and multicultural
interaction across academic units.
 Partners with academic schools and departments to create
engagement plans for students.
 Enhances career and professional development.
 Systematically assesses satisfaction, needs, and outcomes.

ORIENTATION PROGRAMS
Orientation program can, and should have an impact on
the socialization of new graduate students. Model
programs include these characteristics:

 Elements of orientation can be introduced over time, and not
necessarily at one event.
 An introduction to the history and mission of institution and
program of study.
 Current status report and updates on program of study.
 Description and conversation on “life as a graduate student”, and
faculty expectations.
 The necessities of course (course registration, ID cards, parking)
and campus policies, both inside and outside the class
 Particular attention paid to writing and research assistance,
disability services, career development services and others.

ORIENTATION PROGRAMS

Continued:
o Campus resources and services available to graduate students.

Graduate students often don’t know what is available to them
o There should be an early opportunity to meet 1-1 with their
advisor.
o An explanation of campus technology assets and availability.
o Opportunities for collaborative research, conference attendance,
teaching or graduate assistantships.
o Overview of online course management system.
o Networking opportunities for students outside of class. Service
and honors organizations.

PROFESSIONAL IDENTITY DEVELOPMENT
As the program of study focuses on the
socialization to the profession and the student’s
identity as a scholar, the following should get

attention:
o Building or branding oneself in the profession
o Mastering the language of the field
o Identifying intellectual and professional interests
o Seeking to connect with a mentor in the field
o Pursuing research presentation opportunities
o Participation in campus or local events, colloquia, and guest
lectures
o Locating and forming relationships with peers to build a cadre of
professional networks and support.

CAREER SERVICES

Career Services must respond to graduate student
needs:

 Graduate students will be drawn to career services and resources
they believe are designed for them. They will be wary of those
offices or services they believe are not suitable for them.
 Stay away from “one-size-fits-all” approach to career services.
Each program of study is different.
 Communication and regular outreach at convenient times and
locations are essential. Online/web-based tools, social media, and
personal contact builds responsive methods for out reach.

COUNSELING SERVICES

 Counseling services can often be an under
recognized need on campus for graduate
students.

 Full time graduate students are likely users of counseling
services. They may not have access to employee assistance
programs
 Some graduate programs of study are either very
competitive, or intrinsically stressful by virtue of what is
expected of the students. This may complicate pre existing
conditions in the student’s life.
 Graduate students pursuing their education in a helping
profession, such as social work, divinity school programs, or
psychology are familiar and comfortable with therapeutic
approaches and may be more likely to avail themselves of
counseling services.

ADVISING SERVICES
The relationship with the faculty advisor can be
crucial in the student’s success in their academic
career.

 They can guide the student toward understanding the
structure and culture of the field of study and profession
 Assist with the development of language and mores of the
field.
 Connect the student to others in the field, opportunities for
research or professional development, and individualizing
their educational path.
 Foster growth in intellectual capacity and professional
interests.
 Guidance on occasion to navigate obstacles in front of the
student.

WRITING SERVICES
Without exception, further development of high
level writing skills is a necessity in the vast
majority of graduate programs of study.

o Expectations from faculty for good, clear analysis in writing
is fundamental.
o Each program of study teaches writing based on the needs
of that profession. Good writing in a business degree can
look very different than in education or social work.
o Online resources must be available for graduate students
who can not meet with someone face to face.
o Writing mentors should have sophisticated skills, and be
able to related to students at the graduate program of
study level.

LIBRARY SKILLS

A introduction to library resources and services is
essential.

 Frequently graduate students are starting at a new
university, or have not used a college library for some time.
 New, web based resources emerge frequently or have been
revitalized. Comfort with working with these features
requires some just in time training.
 Higher levels of expectations around proper use of writing
style becomes elevated (APA, Chicago Manual, AMA, MLA)

DISABILITY SERVICES

Graduate students may not be aware of the extent
of services and accommodation available.

 For some graduate students they may have not been aware
of a disability while they were an undergraduate
 Course Syllabi should include information on how to
arrange for accommodation for a disability.

STUDENT HEALTH AND WELL BEING

There is an array of services graduate students
may need from student health services and
wellness programs.

 Those students without employer supported health care
may rely on campus services for ongoing care.
 Immunizations both annual, and for international travel
are often a need.
 Lifestyle balance (home, work, family, school) can
frequently be a problem for graduate students.

PARENT/FAMILY SERVICES

Many graduate students are enrolled during peak
childbearing years.

 Convenient, affordable child care on campus or nearby is
important.
 Professional staff who can assist graduate students who
are parents through the labyrinth of a college campus.
 Stress is sometimes realized as graduate students face
demands from home and cultural expectations of idealized
parenthood.
 Scholarly and professional expectations as the graduate
level can elevate stress as well.

LEGAL SERVICES

Moving into adulthood and independence, graduate
students frequently need legal service.

 There is often financial stress associated with building
debt.
 Adult relationships on occasion required legal
representation.
 Many graduate students are entering into contracts and
leases for the first time.
 Some law firms, or attorneys at law will provide pro bono
services on a one time basis to assist students.. The cost for
further legal representation or future meetings can be
negotiated after that first meeting.

BUSINESS OFFICE/ACCOUNTS PAYABLE,
BOOKSTORE, DINING SERVICES
Graduate students want services that are
convenient to their busy schedules, and exercise
high levels of customer service.

 Convenience, particularly using online services, is
important.
 Assistance with financial aid management, or seeking
scholarships or grants is another role that is needed.
 Avenues for renting and purchasing textbooks and book
packs, both online via e-readers and hard copy continually
advance. Graduate students will focus on ease of
acquisition and cost.
 Dining services need to be available when graduate
students wish to use them.

IN CLOSING
 While graduate and professional student services may very
well overlap with more traditional undergraduate student
services, there is a need to also understand the unique
needs of these students. The student is making a significant

personal and financial investment. The university is
committed to their professional, scholarly education.
Research, writing, and contributing to the profession
become increasingly emphasized. During this journey,
students find that “life goes on” and there are likely more
responsibility and or intervening circumstance in life that
conflict with their full attention as a graduate student. A
strong awareness of that experience, and developing
sufficient resources to address them effectively continues to
be a growing concern of graduate and professional school
administrators, and program directors.

Graduate student services: A way forward

More Related Content

Similar to Graduate student services: A way forward

Recently uploaded

Graduate student services: A way forward