Professional Documents
Culture Documents
Tiffany Morrissey
Damienne Souter
Amanda Huisman
Janet McNeill
December 2016
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 2
Introduction
(NIU) Adult and Higher Education M.S.Ed. program exists a subgroup of experienced adult
students who may encounter feelings of isolation and marginalization as they adjust and prepare
for a new professional identity. The characteristics embodied by this group of students essentially
dictate needs that require support and services within the graduate program. While looking at
persistence and completion as an ultimate goal, such success begins early on with the availability
intervention. This paper will begin with a literature review, followed by the context of NIU and
the targeted audience for the programmatic intervention. A review and justification of the
theoretical frameworks, socialization and transition, used to design the intervention will be laid
out, followed by the programmatic intervention itself. Finally, the paper will conclude
Literature Review
genders, ethnicities, capabilities, levels of interest and commitment, life circumstances, and prior
educational preparation (Austin, 2002, p. 98) come together. As Polson (2003) notes, The
quality of the graduate experience and success can vary significantly (p. 59) depending on the
diverse subgroup in which they stem from. It is critical for institutions and program departments
to have an understanding of the lived experiences graduate students possess. In this section,
literature regarding characteristics of graduate students, what their needs are, and existing
Graduate Students
The higher education student population in the United States embodies nearly 2 million
graduate students, representing a continued increase in enrollment and a shift in diversity over
the last three decades (Benshoff, Cashwell, & Rowell, 2015; Brus, 2006). Just over half are full
time students, though this status varies among institution type; for example, nearly 70% of
students in public masters granting institutions attend only part-time (Benshoff, et al., 2015).
Students 18 to 22 years old are typically defined as the traditional student and are mostly found
in undergraduate programs. While studies vary as to what age is considered that of a traditional
graduate student, the age defined by Renn & Reason (2013) as 25 and up is a starting point.
When speaking of experienced adult students who are in graduate programs, the age tends to
increase and becomes nontraditional (Brus, 2006), as this group enrolls after a several year gap
students (see Appendix A) perpetuates the need to recognize these students as nontraditional and,
thus, having different needs than traditional. These students are the focus of this paper, as they
Graduate students come from varied backgrounds in which multiple roles and identities
are functioning on a regular basis. Adding the graduate student role brings about a new dynamic
into students lives, resulting in role strain. More than any other single consideration, challenges
related to managing multiple, and often competing, roles, responsibilities, and expectations may
be the most universal and defining characteristic of graduate student life (Benshoff, et al., 2015,
p. 84). Polson (2003) describes how this population of students is juggling parenting, full-time
employment, and elder care with the desire to attain an advanced degree and how academic
success is dependent upon external and internal loads, i.e. adult responsibilities in conjunction
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 4
with personal aspirations. Brus (2006) speaks of how the physical and financial strain of familial
responsibility adds to the pressure on students themselves as well as their attending university, as
balance is critical but also burdensome, as students believe all facets are a priority; therefore,
decision-making between various roles becomes quite taxing mentally and emotionally (Brus,
2006).
As previously stated, experienced adult graduate students are an older and rapidly rising
diverse population of students. Their focus and motivation to attain an advanced degree stems
from the desire for professional advancement or transition, along with their experience managing
mature, adult responsibilities. Fischer and Zigmond (1998) stated that their interests and the
realities of the job market may dictate that they pursue a different career track from that of those
who follow a more traditional route through graduate school (as cited in Polson, 2003, p. 60).
Additionally, today's graduate programs are much more likely to enroll adult students who are
employed full-time, who commute to and from campus, and who enroll on a part-time basis
(Polson, 2003, p. 59-60). Similarly, adult graduate students are more likely to be paying for
their education themselves (or incurring educational loans that they will be obligated to repay
later), have a greater sense of purpose in their study, and expect graduate study to help them
Experienced graduate students have needs that are different than that of traditionally aged
graduate students. One of these needs considers curriculum. These experienced adults require a
curriculum that allows for the sharing of held perspectives and beliefs via discussion and group
interaction. Given the opportunity to speak of ones lived experiences and backgrounds validates
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 5
students, enhancing the belief that they have something to offer the academic community
(Patton, Renn, Guido, & Quaye, 2016, p. 41). For the non-traditional student who has been out of
college for a number of years, assignments that are geared toward younger, less experienced
students can be difficult and stressful, as a lack of connection to execution and classmates may
exist. With the rising number of experienced adult students, faculty and staff should be paying
close attention to the design of assignments (Wyatt, 2011) and gear them toward the real-world,
Another need of this group of students is to be recognized for their depth of professional
experience, and their education is often not their priority. Faculty should be cognizant of this.
Adult students should not be given preferential treatment, but faculty and staff should be aware
of their needs (Wyatt, 2011). Feeling respected and understood by program incumbents
perpetuates the validation students need in order to strengthen self-worth and development
With the majority of adult students working at least a part time job, a flexible schedule is
important (Wyatt, 2011). Campuses should seek to offer classes that meet the needs of
nontraditional students. More evening and weekend classes would be more convenient to the
growing population of adult students. Online classes are also helpful, as this gives the adult
student the most flexibility. The recent explosion of online graduate programs and online or
hybrid courses represents successful efforts to meet the needs of adult graduate students for
educational opportunities that demand fewer sacrifices related to work, family, and other aspects
of their lives (Benshoff et al., 2015, p. 82). Bearing in mind the plethora of responsibilities non-
traditional graduate students have outside of academia, structuring programs that allow for
student success via the redesign of traditional course schedules would be advantageous.
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 6
resulting in a new understanding of what graduate students desire within university program
initiatives. The study found that graduate students preferred to be a separate entity from
undergraduates and that social events and opportunities for engagement be within a graduate-
only format. Additionally, the survey respondents indicated a longing for evening services
(Ladik, 2005).
recognize and adequately serve their needs. One such service lies in counseling, as the complex
lives that many graduate students lead can create or exacerbate problems in relationships; stress
levels and coping behaviors; career and educational plans; and, in some cases, pre-existing
emotional conditions, such as depression and anxiety (Benshoff et al., 2015, p. 86). In a study
by Hyun, Quinn, Madon, & Lustig (2006), approximately half of graduate students indicated
experiencing overwhelming feelings and stress-related issues and/or knew someone who had.
The misconception of adult students being able to successfully transition due to maturity,
professionalism, and previous academic experience ignores the fact that graduate students still
necessitate proper counseling and advisement practices in order to best meet program demands
The needs of non-traditional graduate students are quite varied. Colleges and universities
that have historically served traditional aged students often do not have services that help the
experienced adult student. With the adult student population on the rise, institutions of higher
education need to catch up to better serve this growing group of experienced non-traditional
students.
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 7
There are a variety of orientation types geared toward graduate students. Inasmuch, they
are dependent upon a program and institutions objectives and goals. Due to this, there is no
single-handed orientation that will work across the board. Orientations range from morning
sessions lasting hours into the afternoon to more intensive multiday initiatives. Some focus
generally on an institutions academic goals and services while others align strictly with the
program and its department. Faculty and administrative meet-and-greets may be present while
some implement support and supplemental service offerings. Research has shown that a blend of
both general and department-specific topics are advantageous to graduate students (as cited in
Polson, 2003). While the research found specifically targeting graduate orientation models is
Barker, Felstehausen, Couch, & Henry (1997) examined older and delayed-entry students
in graduate programs and how to make orientation programs more beneficial for this student
population. More than 45% of the participants indicated that they would prefer an orientation on
a Saturday morning, which can be related to obligations such as child care and work
Engineering department at the University of Puerto Rico Mayaguez created a Graduate School
(Colucci-Rios & Briano, 2001, p. 296) and attributes the orientation to increased enrollment in
core courses that have high professor interaction. Bakker and Krallman (2005) conducted a
Graduate Student Survey at the University of Miami, a first of its kind, in order to assess
less than ten percent of the students felt the Graduate School orientation was helpful, and focus
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 8
groups confirmed these results. It was discovered that communication between graduate students
and the institution itself were in need of improvement, as communication leads to students
In a needs assessment study conducted by Coulter, Goin, and Gerard (2004), graduate
social activity, orientation, and communication were among the responses regarding student
interests and needs. Communication and orientation overlapped in that graduate students
requested resource and service information be provided at a quality orientation via a welcome
reception during fall semester. Interestingly enough, specific information requested be provided
at such an event includes socialization opportunities and the location of gathering spaces for
graduate students.
comprehensive orientation model that begins as soon as a prospective graduate student inquiries
about a program and extends through the first semester. Its model incorporates an Admissions
and Professional Orientation Class. These components are targeted to support the socialization
needs of graduate students and are consistently evaluated, reexamined, and redesigned via
student feedback. A 1997 evaluation of the comprehensive model found the Preview Program to
be the most important element, in which students meet faculty and peers, as well as receive
information about assistantships, housing, registration, and aid over two-and-a-half days. In this
same evaluation, students indicated the Summer Orientation to be the least effective component;
however, the standard deviation was large which means some students actually valued this part
Though the literature on graduate program orientations is minimal, there are indications
that the lack of attention on graduate students is a known disservice to a large and unique
population of higher education. Such disregard marginalizes these students, yet there is great
According to the National Center for Education Statistics (NCES) (2010) more than 80%
of masters degree students were over the age of 25 and 49.5% were over the age of 30 for the
2007-08 academic year. Just over 54% of these students had taken three or more years since
receiving their bachelors degree to start their graduate program, 29% having taken seven or
more years. For the 2007-08 academic year, more than 63% of students worked full time while
pursuing their masters degree and 35.5% had dependents. As a professional in adult and higher
education, it is important to know the institution and the student population so that intentional
and meaningful programs can be created and utilized. This section describes the institution and
Institutional Context
According to Northern Illinois University (2016), NIUs graduate student population exceeds
4,600 students. NIU offers its graduate students upwards of 70 programs, not including programs
in law. This paper focuses in on the NIU Adult and Higher Education programs graduate student
orientation. Appendix B shows the schedule for the fall 2015 orientation program that was
provided for both the masters and doctoral students. It provided main sessions such as a
welcome and faculty panel, along with breakout sessions so that students could choose which
topics were important to them individually. The orientation program took place a couple weeks
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 10
before the start of classes. For fall 2015, students attended a Saturday morning orientation and
for Fall 2016, only a weekday afternoon orientation was offered, which was problematic for non-
Targeted Audience
referred to as experienced graduate students. This population of students within the Adult and
Higher Education program are delayed-entry students who have spent their gap years since
undergraduate completion as professionals and who currently, or have recently, worked full-time.
They are of an older age bracket and may enroll full or part time. And they may live more than
an hour away from campus. As such, their visits campus must have purpose.
Theoretical Framework
Not all graduate students are the same. As discussed, there are more variations in the
kinds of graduate students that attend colleges and universities today than ever before. The
numbers of fields of study are increasing and always evolving. The ways that graduate programs
are structured varies among professions. Given these dynamics, there are few empirical studies
that shape typical graduate student development theory, as research populations tend to be small
In this section, the two theories used to guide the programmatic intervention will be
discussed. They are Schlossbergs transition theory and the graduate student socialization theory.
which graduate students may transition back to school. The ability to successfully navigate this
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 11
varies from one individual to the next and is based on a variety of factors. Context and impact, as
well as a persons ratio of assets to liabilities all play roles. According to Patton, et al. (2016),
context is the setting for the transition (for example, home, work, relationships), as well as the
persons affiliation with the transition (ex a persons own occurrence or someone elses).
A graduate students balance of the opposing forces of assets and liabilities in dealing
with this transition lie in a review of the 4 S System in Schlossbergs theory: situation, such as
event or nonevent characteristics (in this case, returning to graduate school); self, personal
characteristics or psychological resources; support, social support types and/or options; and
strategies, which are coping responses that can lead to coming out of the transition (Schlossberg
et al., 2012). For example, a graduate student may have a good amount of personal support from
friends and family (considered assets), which may be necessary because the student may be
Effectively acknowledging that experienced graduate students are often managing a great
deal of personal change in their lives will enhance persistence rates. Often, they must negotiate
with families, employers, coworkers, and friends to establish priorities, time commitments, and
In addition to coping with the changes in their personal lives as they enter a new culture
of graduate student life, students who enter graduate-level programs undergo a transformative
process as they commit to their chosen fields and develop into knowledgeable professionals. In
2001, Weidman, Twale, and Stein discuss their model of the socialization of graduate students in
depth based on research in adult socialization, role acquisition, and career development. Their
model depicts greater complexity of the role acquisition model first developed by Thorton and
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 12
Nardi in 1975. As described by Weidman, et al. (2001), Graduate and professional socialization
necessitates shared conscious experiences and links with fellow students, faculty mentors, and
role models, as well as subject mastery and knowledge application (p. 6). This process often
entails moving students from a sense of stability, thru a period of uncertainty, then acclimation,
and achieving stability once again as new professional identities are realized. In a similar
answer three key questions: (1.) What do I do with the skills I have learned? (2.) What am
I supposed to look like and act like in my professional field? And (3.) What do I as a
professional look like to other professionals as I perform my new roles? (as cited in
The Weidman, Twale, and Stein model of graduate student socialization offers four stages of
socialization as students move into, through, and out of graduate school. Further, they postulate
an interplay of elements that are present in each of the four stages that help to shape the
development of students professional identities. As discussed by Weidman et al. (2001), the four
Anticipatory Stage: This occurs during recruitment as graduate students develop goals
and expectations of the graduate school experience. These are shaped by what they read, what
they are told, and what they deem to be their own goals for graduate school. This is a stage of
uncertainty about the culture of graduate school. As such prospective students tend to have
idealized expectations.
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 13
Formal Stage: The graduate student has now begun formal instruction. And while internal
expectations are still idealized, students take cues from faculty and fellow students as to what the
Informal Stage: New graduate students now interpret these cues and develop a culture
among their peers based on accepted behaviors. Students develop support among one another.
Where these students previously sought answers from authoritative figures, such as faculty, they
now seek answers in the safe haven of their peers first before obtaining answers elsewhere.
Personal Stage: In this stage, the graduate students are each developing their own
professional identity and congruity with their new professional roles. This becomes evident in
the electives they choose, research they become involved with, internships they may participate
Woven into each of these stages are the core elements of socialization that lead to
commitment to a professional role and are present in each of these four stages. They are:
be accepted into graduate school, the knowledge attained continues to increase in complexity as
a student moves through a program of study. In addition, novice grad students develop an
awareness of the norms, language, and heritage of the chosen field of study, such that the
Investment: The level of investment shifts as graduate students move through the
different stages. In the earlier anticipatory and formal stages, novice graduate students adjust to
the new commitment of time, commitment to an institution, and a new commitment to learning
more specialized material that may not be transferable to another field of study. In the later
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 14
informal and personal stages, this investment shifts to greater investment in the commitment to
Involvement: Like all other students, graduate students learn most effectively by
interacting and doing. They participate in aspects of the profession as they prepare for it. This
includes interactions with faculty, mentors, incumbent students, and peers, as well as external
sources such as professional associations. These interactions help to shape the graduate students
engagement. However, given the scope and objective of the program intervention, these
While Weidman, Twale, and Stein do not define graduate students in terms of
demographics, they do define them according to their desire to expand on their current
knowledge and develop into new professional roles in their chosen fields. As such, their model
applies to all graduate students, including experienced students who attend classes on campus.
This model generalizes the goal of all graduate students, and that is to work towards attaining a
socialization are relevant to this group. These students experience the same adjustments and
growth throughout their graduate studies. The variance comes in the Investment and Involvement
Experienced graduate students tend to have families, full-time jobs, and/or commuting issues
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 15
that must be factored into their ability to commit to graduate study and become immersed in the
process.
With regard to the socialization theory, the orientation program begins with the end in
mind. In helping graduate students begin to adjust and commit to a new professional identity, the
orientation program includes components that accommodate that. Conversely, in recognizing that
experienced graduate students are undergoing a great deal of personal adjustment in transitioning
back to school, it also includes programming elements with the beginning in mind. In this way,
these two theories are used to complement each other and best support these experienced learners
Programmatic Intervention
existing orientation (see Appendix B) offered to graduate students in NIUs Adult and Higher
Education program. To address the varying needs of different types of graduate students, the
proposed program includes breakout sessions geared towards the specific needs of both
courses and electives, commuting options, university resources, panel discussion from incumbent
students, and sessions for students-at-large are all topics that can help students better understand
whats ahead for them. Similar to referencing the self-authorship theory in the development of
encourage graduate students to advance towards the personal stage as early as possible, so that
students can begin to feel an ownership over their program and increase the likelihood for
persistence.
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 16
Intervention Outcomes
Students who come straight from an undergraduate program to working towards their
graduate degree have different needs than non-traditional graduate students who have at least a
few years of full-time, professional work experience. The purpose of this new graduate
orientation agenda is to help experienced graduate students receive the necessary support and
Schlossbergs transition theory, the program is designed to give these students additional
supports and contextual information that will help them successfully transition back to academic
coursework. Weidman, Twale, and Steins model of graduate student socialization guides the
intervention by providing sessions that encourage interactions with faculty and student peers, as
well as information about coursework and professional development that allow new graduate
students to consider how they want to take advantage of program and institutional options to
meet their needs. Collectively, these are meant to begin moving students through the formal,
According to Barker et al. (1997), 82% of the participants in their study consider an
orientation to be valuable if offered which is why the graduate student orientation for NIUs
Adult and Higher Education program would remain a requirement for any student who is new to
the program. To support participation, the programs agenda will be circulated to students in
advance.
Appendix C offers a draft schedule of the proposed orientation program. For an easy
understanding of where the theoretical framework fits, each session is marked with either a T
for transition theory, or an S for graduate student socialization theory. Since there is already a
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 17
current orientation process, many of the sessions will stay the same with a few additional guest
speakers for the new session options. Due to the work and personal life commitments of most
experienced graduate students, this new program could be offered during the evening on a
weekday or on a Saturday morning, which was previously found to best fit this population
(Barker et al., 1997). To assist student affairs professionals in planning, Appendix C does not
specify exact times, but instead offers suggested lengths of time for each session that can be
The program itself begins with Welcome and Introductions, and then to continue with
the formal stage in the model of graduate student socialization, moves to Curriculum Overview
and Options. This session helps all grad students understand the program requirements, as well
as numerous options for personalization. Next, students receive advice for success as they get to
know the faculty and hear about their perspectives on Expectations of New Graduate Students.
Afterwards there is a short break, and a designated breakout session where students
choose which session is most relevant to them. Experienced graduate students are recommended
to attend the Getting Back to Academics session that provides them with support services and
reminders on what to expect now that they are returning to college. This session covers topics
such as technology options, time management tips, parking, how to get textbooks, and where to
get a student ID card and why getting an ID card is important. In addition to these opportunities,
it also provides experienced graduate students time to begin to develop relationships with peers
who may be experiencing similar concerns and stressors associated with transitioning back into
academia.
Barker et al. (1997) stated that all students including experienced graduate students find it
important to learn about writing and library services offered on campus, so the schedule provides
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 18
time for students to acquire knowledge at the graduate student level. To continue with graduate
student socialization theory, the schedule then provides all students to hear Professional
Development and Conferences, where they learn about relevant professional organizations,
graduate student organizations, and conferences within adult and higher education. This session
encourages students to start thinking about the personal stage and thus students begin developing
their professional identity. And finally, a session with a panel of recent program graduates
provides new students with perspectives from those who have been in their place. Traditional
graduate students may reference their graduate assistantships, while non-traditional students may
speak more about how they managed multiple priorities while attending school. To close out the
new student orientation, a closing session which thanks students for their participation and gives
students the opportunity to fill out an evaluation form is conducted. To offer incentive for filling
Evaluation Plan
In order to evaluate our programmatic intervention, having the students fill out an
evaluation form after the orientation will be most beneficial. This will be done by passing out
paper evaluation forms at the completion of the entire orientation program (see Appendix D).
The students themselves understand their needs best, and it will be most beneficial to their
success and the success of the restructured program to provide the graduate students with an
The purpose of the evaluation is to uncover the strengths and deficiencies of the Graduate
Student Orientation. Students will be asked to fill out the forms before they leave while the
information received and lived experience is fresh on the mind. Questions will be asked on a
Likert-type scale of 1 to 5, along with open ended questions in order to get the best feedback
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 19
possible. A comments section will also be on the form for students to provide more specific
feedback.
Additionally, each specific breakout session will implement a student worker who
monitors attendance and writes down students questions and inquiries and to notate issues that
may arise (see Appendix E). Session monitoring will help to provide insight in the continued
Conclusion
When designing programs to meet the needs of students in higher education, it is critical
to have a depth of knowledge regarding subgroups within student populations. On the surface,
graduate student populations tend to be binary; those that transition straight from undergraduate
completion and those that enter after several years of life and professional experience. Both
groups have transitional needs, but the latter tends to be considered less often in both research
and practice. There is an opportunity here to embrace experienced adult students in graduate
programs, to create a community for them in which they feel validated and can thus persist and
engage within academia. Orientation is a place where student expectations ought to be set by
the graduate school, and students can ask questions and learn about resources to help them be
successful in programs (McAtee, 2012). It is also a place to herald transition and implement
socialization so that students have a sense of ownership and self-authorship as they prepare for
References
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Barker, S., Felstehausen, G., Couch, S., & Henry, J. (1997). Orientation programs for older and
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McAtee, J. F. (2012). Pathway programs to life after college. New Directions for Student
National Center for Education Statistics. (2010). Profile of graduate and first-professional
https://nces.ed.gov/pubs2011/2011219.pdf#page=1
http://www.niu.edu/at-a-glance/fastfacts.shtml
Patton, L.D., Renn, K.A., Guido, F.M., Quaye, S.J. (2016) Student Development in College:
Polson, C. J. (2003). Adult graduate students challenge institutions to change. New Directions
Renn, K. & Reason, R., (2014). College Students in the United States: Characteristics,
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Appendix A
Appendix B
Appendix C
T: Transition Theory
S: Graduate Student Socialization Theory
Appendix D
8. What was the most advantageous part of the Graduate Student Orientation?
10. Please provide any general comments, feedback, or suggestions pertaining to the Graduate
Student Orientation program.
Thank you for attending NIUs Graduate Student Orientation! We appreciate your feedback.
Appendix E
Session Name
Session Date
How many in attendance
Participant Questions/Inquiries:
1.
2.
3.
4.
GRADUATE ORIENTATION: A PROGRAMMATIC INTERVENTION 27
5.
7.
8.
9.
Observed Session Issues (technological, space, participant, accommodations, etc.):