"Graduate Students Deserve Love, Too": Creating a Purposeful Framework to Support the Overall Graduate Student Experience Dr. Jamie Heck, Director of Academic Affairs

Graduate Enrollment A survey conducted by the Council of Graduate Schools (CGS) and the Graduate Records Examinations (GRE) Board of 625 responding U.S. colleges and universities reported enrolling more than 1.8 million students in graduate programs in Fall 2016. Okahana & Zhou (2017)

Literature Advising experiences (Schroeder & Terras, 2015) Social connectedness (Irani, Wilson, Slough, & Rieger, 2014; Curtin, Stewart, & Ostrove, 2013) Mentorship (Scott & Miller, 2017) Mental Health (Di Pierro, 2017) Student retention activities (Nelson & Lovitts, 2001; Bernstine, Martin, & Peden, 2014; Sheehy, 2016) Role of advisor (Bloom, Cuevas, & Evans, 2007; Cross, 2015)

University of Cincinnati Public research university located in Cincinnati, Ohio Total enrollment for 2018 Fall Semester: Undergraduate Student Enrollment: 34,819 Graduate and Professional Student Enrollment: 11,131 Total enrollment: 45,950

College of Nursing Total enrollment for 2018 Fall Semester: Undergraduate Student Enrollment: 1,092 Graduate Student Enrollment: 2,052 Total enrollment: 3,144 Undergraduate Programs: 2 Graduate Programs: Doctoral: 11 Master’s: 13 Graduate Certificates: 9 Total programs: 33

Our Journey College of Nursing handled marketing, recruitment, and retention services for campus-based/hybrid programs. Third-party contract for marketing, recruitment, and retention services for four (4) online Master’s programs was ending in December 2018. Pilot initiative to handle marketing, recruitment, and retention services for two (2) online graduate certificate programs in-house. Goal: To create a purposeful framework to support the overall College of Nursing graduate student experience.

Our Approach Compiled list of retention areas/activities, responsible person(s), resources, budget, tasks, concerns, and timeline. Used data/feedback from stakeholders to guide efforts. Outlined priorities. Reflected on how we would define the success of our students and of our efforts. Set goals.

Our Priorities Team Structure Data Collection Data Management Advisor/Faculty Training Communication Orientation Mentoring Advising Syllabus Policy Development Advocacy Engagement Transition from recruitment to retention

Our Goals By September 2017, create a tracking platform to manage student data related to progression and schemas. By October 2017, implement a faculty advisor training program. By December 2017, develop a comprehensive communication plan from the point of admission confirmation through graduation.

Our Goals By February 2018, develop a web-based orientation platform. By February 2018, create an advising syllabus for graduate students. Increase the first term retention rate for graduate students in UC College of Nursing by 10%.

Data Management Issue: Needed a process to track students’ progression and create/maintain individualized schemas. Action: Obtained feedback of faculty advisors who were responsible for creation of individualized plans of study. Outcome: Created data management process via Excel and Box that aligned with overall communication plan to ensure seamless dissemination of information to students.

Data Management

Data Management

Data Management

Faculty Advisor Training Program Issue: Opportunity to enhance the faculty and student advising relationship. Actions: Conducted a needs assessment of faculty advisors to determine needs/concerns related to their role as a faculty advisor, management schemas, etc. Implemented a training program for both the student information system and management of student schemas in Box. Designated persons to contact with questions as they moved forward. Stressed value and importance of record-keeping and advisor notes.

Faculty Advisor Training Program Participated in Appreciative Advising Workshop led by Dr. Jenny Bloom. Executive Director of Graduate Programs and Office of Student Affairs team member met with faculty advisors to discuss admission review, curriculum, academic policies, student resources, etc. Monthly graduate program meetings include students affairs topics. Outcome: Faculty are better equipped to address student advising needs.

Comprehensive Communication Plan Issue: Admission offer letter was platform for information dissemination and then there was no engagement with admit until orientation communication. Action: Formed work group consisting of members of our Marketing, Recruitment, and Office of Student Affairs teams. Outcome: Created a comprehensive communication plan from admission confirmation with UC CoN branding and consistent voice.

Email #1: Registration, Policies, & Calendar (Day After Admission Confirmation)

Email #2: Scholarships & Financial Aid (2 Weeks After Admission Confirmation)

Email #3: Technology Requirements (4 Weeks After Admission Confirmation)

Email #4: Orientation (4 Weeks Prior to Start of Semester)

Email #5: Critical Requirements & Clinical Planning (2 Weeks Prior to Start of Semester)

Orientation Landing Page Issue: We were exploring alternate options for an orientation platform. Action: Formed work group consisting of members of our Marketing, Instructional Design/Technology, and Office of Student Affairs teams. Outcome: Created a Orientation landing page for admitted graduate students as a platform for orientation and a platform to reference while enrolled in program.

Advising Syllabus Issue: Wanted to ensure students understood appropriate contacts during the transition. Needed to set expectations and responsibilities of professional advisors, faculty, advisors, clinical site coordinators, and students. Action: We conducted research on creating an advising syllabus and referenced sample advising syllabi from other institutions. Outcome: Developed an Advising Syllabus. https://nursing.uc.edu/content/dam/nursing/docs/advising-syllabus.pdf

Results First-term retention for 2017 Summer: 87.9% Other factors that we will examine: Incidences of probation/dismissal Overall retention rates Time to completion rates Graduation rates Certification pass rates https://nursing.uc.edu/content/dam/nursing/docs/advising-syllabus.pdf

So, What’s Next? Monthly Webinars Degree Audit/Academic Planner Graduate Student Association UCAADA Graduate Support Services Community Continued training for graduate faculty Collaboration with undergraduate advisors Engagement Mentoring Advocacy Counseling Resources Tutoring

Reflection and Sharing What opportunities exist in your current role to create and implement academic advising initiatives for graduate students? What are your next steps in supporting the overall graduate student experience?

References Bernstine, J., Martin, A., & Peden, J. (2014). Engage graduate students on your campus: Tools for academic advising and faculty advising. Retrieved from NACADA Clearinghouse Resources web site. http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Engage-graduate-students-on-your- campus-Tools-for-academic-and-faculty-advisors.aspx Bloom, J., Cuevas, A., Hall, J., & Evans, C. (2007). Graduate students’ perceptions of outstanding graduate advisor characteristics. NACADA Journal, 27(2), 28-35. Cross, L. (2015, September). Professional staff as graduate student academic advisors. Academic Advising Today, 38(3). Retrieved from https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View- Articles/Professional-Staff-as-Graduate-Student-Academic-Advisors.aspx Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). Fostering academic self-concept: Advisor support and sense of belonging among international and domestic graduate students. American Educational Research Journal, 50(1), 108. Retrieved from https://search.proquest.com/docview/1270728562?accountid=2909 Di Pierro, M. (2017). Mental health and the graduate student experience. The Journal for Quality and Participation, 40(1), 24-27. Retrieved from https://search.proquest.com/docview/1895913017?accountid=2909

References Irani, T. A., Wilson, S. B., Slough, D. L., & Rieger, M. (2014). Graduate student experiences on- and off-campus: Social connectedness and perceived isolation. Journal of Distance Education (Online), 28(1), 1-16. Retrieved from https://search.proquest.com/docview/1525995528?accountid=2909 Okahana, H. & Zhou, E. (2017) Graduate Enrollment and Degrees: 2006-2016. Washington, DC: Council of Graduate Schools. Retrieved from http://cgsnet.org/ckfinder/userfiles/files/CGS_GED16_Report_Final.pdf Nelson, C., & Lovitts, B. E. (2001). 10 ways to keep graduate students from quitting. Chronicle of Higher Education, 47(42), B20. Schroeder, S. M., & Terras, K. L. (2015). Advising experiences and needs of online, cohort, and classroom adult graduate learners. NACADA Journal, 35(1), 42–55. https://doi.org/10.12930/NACADA-13-044 Scott, C. E., & Miller, D. M. (2017). Stories of a transformative mentorship: Graduate student glue. International Journal of Mentoring and Coaching in Education, 6(2), 143-152. doi:http://dx.doi.org/10.1108/IJMCE-09- 2016-0065 Sheehy, B. (2016, December). Graduate student success: A model that works. Academic Advising Today, 39(4). Retrieved from https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View- Articles/Graduate-Student-Success-A-Model-that-Works.aspx