Graduate Student Orientation Practices: Results from a National Survey

Poock, Michael C.

doi:10.2202/1949-6605.1356

Cited by 13 publications

(23 citation statements)

References 12 publications

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“…Although orienting undergraduates is a common practice in higher education (Poock, 2004), it is not as common for graduate students. Researchers (Boyle & Boice, 1998;Golde, 2000;Poock & Love, 2001) have found that participating in orientation activities reduces graduate students' anxiety and increases persistence and retention among graduate students (Issac, 1993;Washburn, 2002).…”

Section: The Need For a Multicultural-focused Orientation Graduate Stmentioning

confidence: 99%

Addressing Heterosexist Privilege During Orientation: One Program's Experience

Cannon

Wiggins

Poulsen

et al. 2012

Journal of LGBT Issues in Counseling

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Section: The Need For a Multicultural-focused Orientation Graduate Stmentioning

confidence: 99%

Addressing Heterosexist Privilege During Orientation: One Program's Experience

Cannon

Wiggins

Poulsen

et al. 2012

Journal of LGBT Issues in Counseling

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“…Numerous studies have explored the impact of orientation programs on students' ability to navigate and integrate themselves into institutions of higher education. However, graduate orientation remains overlooked at many institutions (Mears et al, 2015;Lang, 2004;Stiles, 2012) and, when it is offered, features widely varying content (Poock, 2004). Such findings are dismaying, as students need specific guidance for understanding how graduate school differs from the undergraduate experience (Brown, 2012).…”

Section: Graduate Orientation: a Critical Form Of Support For Latinx mentioning

confidence: 99%

“I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions

Barrera

2020

AMAE Journal

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In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.

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“…With respect to graduate school orientation, Poock (2004) looks at the differences between campuswide orientation programs and specific graduate school orientation programs. The au thor suggests that campuswide orientation pro grams affect the student socialization process in a way that may not be addressed specifically by a socialization process into a specific academic discipline.…”

Section: Relationship To Student Learning and Socializationmentioning

confidence: 99%

“…While orientation programs serve multiple pur poses, this paper suggests that student partici pa tion in newstudent orientation pro grams have a direct relationship with student retention, stu dent learning, and socialization outcomes. There is little reference in the literature to the im por tance of graduate school orientation programs, yet research on the outcomes of undergraduate newstudent orientation programs finds that student attendance at orientation programs re sults in higher rates of retention and social ization (Fidler, 1991;Poock, 2004). Addi tion ally, concerning MPA and MPP programs, the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) accreditation standards identify student awareness of public values as a major area of emphasis.…”

mentioning

confidence: 99%

New-Student Orientations: Supporting Success and Socialization in Graduate Programs

Benavides

Keyes

2016

Journal of Public Affairs Education

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While the literature demonstrates the importance of certain core elements of orientation programs in helping students achieve academic and social integration, it lacks application to the specialization level of the Master of Public Administration (MPA), the Master of Public Policy (MPP), and similar degree programs. Employing data from a survey of 296 graduate programs accredited through the Network of Schools of Public Policy, Affairs, and Administration (NASPAA), this research uses an orientation logic model to examine whether certain orientation program characteristics, such as resources and tenets, are associated with student retention, grade achievement, and socialization. We find that certain core elements of orientation programs are related with outputs of student retention and student learning and outcomes of student socialization. We suggest that certain core elements that support socialization and mentoring between faculty and students provide important opportunities to socialize students overall into the profession of public service.

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Graduate Student Orientation Practices: Results from a National Survey

Cited by 13 publications

References 12 publications

Addressing Heterosexist Privilege During Orientation: One Program's Experience

Addressing Heterosexist Privilege During Orientation: One Program's Experience

“I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions

New-Student Orientations: Supporting Success and Socialization in Graduate Programs

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