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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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)

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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.

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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.

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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.

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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.

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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.

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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.

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