NAGAP 2023 Summer Perspectives

A Newsmagazine for Graduate Enrollment Management Professionals

Editor, Melissa Sersland Director of Graduate Admissions and Recruitment at The Graduate School, Northwestern University Evanston, IL

NAGAPpublications@gmail.com

NAGAP Perspectives is published three times per year (fall, spring, summer). Articles of particular interest for publication are graduate enrollment management research/ study results, how-to articles, success stories, reports of workshops/ seminars, book reviews, etc.

Submissions should be sent to the editor via email. Articles should be provided in Microsoft Word format, with figures and photos provided separately as high-resolution TIF or EPS files. APA style is preferred for documenting sources. Submission deadlines: August 30, January 6, May 17.

Copyright © 2023 NAGAP

NAGAP is committed to diversity and inclusiveness in all of its activities. This commitment embraces respect for differences including age, culture, disability, education, ethnicity, gender, life experiences, race, religion, and sexual orientation. NAGAP champions an open exchange of ideas in a collegial environment that embraces academic freedom, cooperation, mutual respect, and responsibility. NAGAP supports activities that promote and nurture professional development, best practices, research, and collaboration of a diverse and global community of graduate enrollment management professionals, encouraging dialogue that fosters professional growth among all of its constituents, in the U.S. and internationally.

NAGAP Friends,

Another academic year has come to a close, and for many of us, this year was closer to prepandemic “normal.” More in-person events were held, and we were able to connect with our colleagues face-to-face and online. As you prepare for the next academic year, please take time this summer to renew and relax. Burnout has continued to be a hot topic and cause for concern in higher education especially for enrollment management professionals. One of the reasons I love NAGAP is that I have a community of colleagues who I can lean on for support and advice. There are many opportunities for you to network both through our online networking platform (The Exchange) and events.

This issue of Perspectives includes summaries of select sessions from NAGAP Summit 2023. Summit was a huge success, and I congratulate the Summit committee for organizing one of our largest events ever. If you were unable to attend, I hope that these recaps are helpful as you navigate your role. Also, please consider submitting a proposal for next year’s Summit, which will be held April 24-27 in Louisville, Kentucky.

I am grateful for the opportunity to serve you as president, and I look forward to the upcoming year. Please visit our website for upcoming webinars, professional development institutes, research, and our blog, NAGAP Insights. Recent blog topics include AI and recruitment, engaging faculty in marketing efforts, and engagement for online learners. Your Governing Board, chapters, and committees are working hard to provide the resources you need to achieve excellence. As always, feel free to reach out to me with your ideas or educational needs.

In appreciation,

Kristen

Racially Minoritized Student Experiences in Doctor of Physical Therapy Programs

By Melissa Yeung, PhD, Bowling Green State University

Doctorof Physical Therapy (DPT) programs in the United States are a graduate degree between two and four years in length. Students who graduate from DPT programs are allowed to go on and be licensed physical therapists. The enrollment sizes of DPT programs can vary, ranging from 30-110 students per cohort. As such, the support provided by DPT programs can also vary. Some programs may assign each student to a single advisor, while other programs structure their support based on small groups assigned to a single advisor. In some cases, there may also be little to no support provided to DPT students. Additionally, the student population of DPT programs are lacking in diversity. In 2022, about 70% of all students enrolled in DPT programs were White, 4% Black, 7% Latine, and 9% Asian, with less than 1% of students being Native Hawaiian and Pacific Islander and Native and Indigenous, respectively (2022 ACAPT Annual Report, 2022)

Existing research suggests that racially minoritized undergraduate and graduate students experience racism and racial microaggression on campus. Such racialized experiences have an impact on the student experience, student sense of belonging, and academic success (Holley & Gardner, 2012; Hubain et al., 2016; Lilly et al., 2018; Maton et al., 2011). There is, however, a paucity of research focusing on the experiences of students enrolled in health professions programs, specifically, Doctor of Physical Therapy (DPT) programs. Recent studies on the experiences of physical therapy students focus specifically on admissions, academic outcomes, and clinical experiences (Buccieri et al., 2013; Engelhard et al., 2016; Kume et al., 2019; Roll et al., 2018; Roman & Buman, 2019; Wheeler et al., 2018; Wolden et al., 2019). Preliminary studies on Black and Latinx DPT student experiences show that students do experience racial microaggression (Yeung, 2023.) which has a negative impact on student sense of belonging and academic success (Naidoo, Clock,

et al., 2020; Naidoo et al., 2022, 2021; Naidoo, Yuhaniak, et al., 2020). The aim of this study is to explore the broader experiences of physical therapy students of color enrolled in DPT programs and how they may influence student sense of belonging and student success.

This qualitative study was significant in four ways. First, it allows racially minoritized physical therapy students to create a narrative of their experiences in a field dominated by White students. Second, it explores the ways in which racially minoritized students’ academic success may be influenced by racism and racial microaggression. Third, due to similarities in admission requirements and curriculum models, findings of the study may be applied to other health profession education programs. Finally, it contributes to existing knowledge in the field of Graduate Enrollment Management (GEM) by introducing perspectives of racially minoritized students enrolled in DPT programs.

Existing research suggests that racially minoritized undergraduate and graduate students experience racism and racial microaggression on campus.

Silver Award 2022NAGAP GraduateEducation ResearchGrant SilverAward

DIVERSITY, EQUITY, AND INCLUSION

Researcher Positionality

My experiences with racially minoritized students in DPT programs is informed by my professional work experiences as a graduate enrollment management professional at two DPT programs. My interest in this study is motivated by previously completed research, where participants described racialized experiences as enrolled physical therapy students (Yeung, 2023.). Their experiences were supported by existing literature that discusses how Black and Latinx students enrolled in graduate programs experience racism, microaggression, and isolation (Borrego et al., 2018; Cuellar & Gonzalez, 2019; Ramirez, 2011, 2013; Walkington, 2017). In this qualitative study, I am interested in understanding the experiences of racially minoritized students enrolled in DPT programs and how these experiences may have an influence on student sense of belonging and student academic success.

Methodology

The central question to this study is: What is the experience of racially minoritized students enrolled in DPT programs? Supplemental questions for this study include the following:

• What are the challenges experienced by racially minoritized students enrolled in DPT programs?

• How do resources offered by DPT programs contribute to racially minoritized student success?

Participants were recruited across the United States through social media channels and special interest groups belonging to the professional organizations of each state. The recruitment call yielded a total of 42 responses, out of which 22 interviews were completed. One participant did not approve of the interview transcript, and was therefore withdrawn from the study.

Open-ended, semi-structured interviews were the primary method of data collection for this study. Three interviews for each participant are used to provide context, allow the reconstruction of experiences within the focus of this study (Seidman, 2006), and provide depth to the participant experience that a single interview does not

(Lauterbach, 2018). This allows the participant to establish context and explore previous experiences, focus on the specific experiences of enrollment in DPT programs, make meaning of their experiences, and reflect what it means for their ability to be successful in their education (Seidman, 2006). Each interview was approximately 30 minutes. Interviews were then transcribed and coded through NVIVO to determine themes.

To establish trustworthiness of the data, a combination of a reflexive journal, member-checking, and peer debriefing was used in this study. These mediums increase the reliability of the data by checking biases, establishing objectivity, and increasing the accuracy of transcription and coding. This enriches the counter-narrative and adds context to the participant’s narrative.

Findings

A total of four themes emerged from this study. The findings of this study suggest that the experiences of racially minoritized DPT students centered around the availability of support, relationships with their peers, the importance of representation, and how their identities influenced their enrollment choices in selecting a DPT program to enroll.

The importance of being close to one’s support system greatly influenced participants’ choice to matriculate in their specific DPT programs. Nicole stated the importance of being home after her husband was discharged from the military, “So when he got out of the military and we were from <<state>>, we knew we were coming back home”. Leo also described the importance of being close to home when he selected a DPT program to enroll in because “this was the first time that I was moving out. And so to only be like an hour and 10 minutes away from home is comfortable for me.” It is important to add that Leo was from a major metropolitan area and therefore a commute time of an hour was average for the city he was in.

The availability of support was also important for participants in this study. This was underscored by Cade, who described the experience of being a DPT student as “Only people who understand being a PT student are people who were DPT students. And people who

The importance of being close to one’s support system greatly influenced participants’ choice to matriculate in their specific DPT programs.

DIVERSITY, EQUITY, AND INCLUSION

have like, worked with PT students to understand their feelings and their emotions.” Therefore, support from peers, faculty, and graduate enrollment professionals were important to the overall experience for racially minoritized DPT students. The importance of peer support was also echoed by Danielle, whose program provided students with an academic coaching group: “My group is like one of the best groups I know. We support each other as much as we can. If you tell us you need help with something, we’ll help.” Additionally, participants described the importance of having support from faculty. Lauren decided to take a leave of absence of one year when in the program. During that time, she described how faculty reached out to her, and “I couldn’t have felt more supported by them and even in the year that I had to take off. But I did have like, like faculty always reached out to me and, you know, asked how I was doing, how I was studying.” Additionally, Nicole described how the responsiveness of faculty helped with her overall experience and academic success: “Whatever questions I have are [answered] within a timely manner… has truly been I mean honestly awesome, especially because there’s so many of us…just having that, you know quick response for me is something that I love.”

While peer support was important for participants in their academic success, this was only a part of participants’ overall relationship with their peers. Relationships with peers were also characterized by the racial identities of participants. Participants in this study described a difficulty in connecting beyond academics with their White peers. For example, Amanda describes how “my academic group is a lot of White students…but on a deeper level I don’t try having conversations…there’s nothing for us to talk about. It’s not a natural conversation.” Additionally, participants describe facing racial microaggression with White peers. Again, Amanda describes her interactions with her White peers as, “I can see that you look intimidated while talking to me and a part of me that kind of bothers me because it’s like I’m not trying to be intimidating and then two is like I only feel like you’re intimidated because I’m a Black woman.” Julia also described instances of racial microaggression with her peers at the beginning of the program when “one of my classmates, just offhandedly,

like ask if I was related to this Asian faculty member.” Related to participants’ difficulties of connecting with their White peers on a deeper level was the experience of connecting with those who looked like them, or were also students of color. Leo described the social connections among his peers, “It feels like we split between the people of color versus the White people, which like I think at least from my experience, a lot of times we’re just gonna go towards the people who look like us.”

Finally, participants described the importance of representation among faculty and staff of their DPT programs. Nicole’s experiences of meeting her faculty on the first day of the program is reflective of the importance of faculty and staff representation for students of color in DPT programs: “I immediately texted my mom and dad and I was like, ‘Mom, there’s a professor who looks just like me’... And that, to me, was so cool because I’ve never had that”. More importantly, Nicole perceived that having a faculty of the same racial identity made it easier for her because “if I had a question that maybe had to do with my race, I could go to you. It would be a more fluent conversation than if I were to go to someone else.”

The findings of this study suggest that racial identity formed the core of participants’ experiences as racially minoritized DPT students enrolled in health profession programs. These experiences inform how racially minoritized DPT students perceive the nature of support that is available to them as students. They also inform how DPT and other health profession programs can structure support available to students that can influence their academic success, and overall student experience.

Discussion

The findings of this study suggest that the experiences of racially minoritized DPT students align with existing studies on the experiences of racially minoritized students enrolled in other graduate programs. Alignment of such experiences include the need for family and peer support and the nature of relationships with peers. The experiences described by participants in this study also suggest that while racially minoritized graduate students generally have similar experiences influenced by their

The findings of this study suggest that racial identity formed the core of participants’ experiences as racially minoritized DPT students enrolled in a health profession programs.

DIVERSITY, EQUITY, AND INCLUSION

racial identity, it is still important to consider them as individuals who have unique perspectives, backgrounds, and identities.

The experiences of participants also inform us of the importance of faculty relationships with racially minoritized students in health professions programs. Compared with undergraduate education, students in graduate programs tend to have more contact time with faculty in their programs. In many research-based graduate programs, faculty work very close with students as they serve as mentors and advisors. This relationship is similar in health progressions where faculty serve as advisors to students and provide both academic and professional support. It is therefore important for faculty to understand the needs of diverse students and be able to work with students of various backgrounds in a culturally responsive way.

Participant experiences also suggest the need for inclusion. An inclusive academic environment is one that supports students by being respectful of all backgrounds and identities. It does not require cultural competency, but it does require faculty and staff to be responsive to the needs of students based on their unique identities, backgrounds, and experiences. It is therefore important for faculty and staff who work with graduate students to develop knowledge and skills that allow them to work effectively with students of all backgrounds. n

Dr.MelissaYeunghasextensivebackground workingwithinternational,first-generation, andhistoricallyunderrepresentedgraduate studentsinpublicuniversities.Dr.Yeung’s researchcentersonracialequitywithin thegraduateandprofessionalschool admissionsprocess.Herworkfocuseson theexperiencesofstudentsofcolorasthey aspiretograduatestudy,andhowthey navigatethegraduateandprofessional schoolapplicationprocess.

professional behavior intervention during clinical rotations in the United States. Journal of Educational Evaluation for Health Professions, 13, 26.

Holley, K. A., & Gardner, S. K. (2012). Navigating the pipeline: How sociocultural influences impact first-generation doctoral students. Journal of Diversity in Higher Education, 5(2), 112–121.

Hubain, B. S., Allen, E. L., Harris, J. C., & Linder, C. (2016). Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs. International Journal of Qualitative Studies in Education: QSE, 29(7), 946–963.

Kume, J., Reddin, V., & Horbacewicz, J. (2019). Predictors of physical therapy academic and NPTE licensure performance. Health Professions Education, 5(3), 185–193.

Lauterbach, A. A. (2018). Hermeneutic phenomenological interviewing: Going beyond semi-structured formats to help participants revisit experience. Qualitative Report , 23(11), 2883–2898.

Lilly, F. R. W., Owens, J., Bailey, T. C., Ramirez, A., Brown, W., Clawson, C., & Vidal, C. (2018). influence of racial microaggressions and social rank on risk for depression among minority graduate and professional students. College Student Journal, 52(1), 86–104.

Maton, K. I., Wimms, H. E., Grant, S. K., Wittig, M. A., Rogers, M. R., & Vasquez, M. J. T. (2011). Experiences and Perspectives of African American, Latina/o, Asian American, and European American Psychology Graduate Students: A National Study. Cultural Diversity & Ethnic Minority Psychology, 17(1), 68–78.

Naidoo, K., Clock, C. R., Rimmel, L. M., Wong, J., & Plummer, L. S. (2020). How Culturally and Linguistically Diverse Physical Therapist Students Persist in Higher Education. Journal of Best Practices in Health Professions Diversity, 13(2), 120–142.

Naidoo, K., Plummer, L., McKean, M., Mack, A., Bowdle, G. K., Mullins, M. A., & Gore, S. (2022). Virtual Faculty and Peer Mentoring to Promote Social Belonging among Minoritized Physical Therapist and Nursing Students. Healthcare (Basel, Switzerland), 10(3). https://doi.org/10.3390/ healthcare10030416

Naidoo, K., Yuhaniak, H., & Abel, Y. (2020). An Ecological Systems Approach to Exploring Facilitators and Barriers to Success for Minority Students Enrolled in a Doctor of Physical Therapy Program. Health Professions Education, 6(3), 394–405.

Naidoo, K., Yuhaniak, H., Borkoski, C., Levangie, P., & Abel, Y. (2021). Networked mentoring to promote social belonging among minority physical therapist students and develop faculty cross-cultural psychological capital. Mentoring & Tutoring: Partnership in Learning, 29(5), 586–606.

Ramirez, E. (2011). No one taught me the steps: Latinos’ experiences applying to graduate school. Journal of Latinos and Education, 10(3), 204–222.

Ramirez, E. (2013). Examining Latinos/as’ graduate school choice process: An intersectionality perspective. Journal of Hispanic Higher Education, 12(1), 23–36.

Roll, M., Canham, L., Salamh, P., Covington, K., Simon, C., & Cook, C. (2018). A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States. Journal of Educational Evaluation for Health Professions, 15, 19.

Roman, G., & Buman, M. P. (2019). Preadmission predictors of graduation success from a physical therapy education program in the United States. Journal of Educational Evaluation for Health Professions, 16. https://doi. org/10.3352/jeehp.2019.16.5

Seidman, I. (2006). Review of Interviewing as Qualitative Research: A guide for researchers in education and the social sciences. Teachers College, Columbia University.

References

2022 ACAPT Annual Report. (2022). https://acapt.org/2022-acapt-annualreport

Borrego, M., Knight, D. B., Gibbs, K., & Crede, E. (2018). Pursuing Graduate Study: Factors Underlying Undergraduate Engineering Students’ Decisions. Journal of Engineering Education, 107(1), 140–163.

Buccieri, K., Pivko, S., & Olzenak, D. (2013). Development of an Expert Clinical Instructor: A Theoretical Model for Clinical Teaching in Physical Therapy. Journal of Physical Therapy Education, 27(1), 48–57.

Cuellar, M. G., & Gonzalez, A. M. (2019). Beyond the Baccalaureate: Factors shaping Latina/o graduate degree aspirations. Journal of Hispanic Higher Education, 0(0), 1–16.

Engelhard, C., Leugers, R., & Stephan, J. (2016). Effectiveness of pre-admission data and letters of recommendation to predict students who will need

Walkington, L. (2017). How far have we really come? Black women faculty and graduate students’ experiences in higher education. Humboldt Journal of Social Relations, 39, 51–65.

Wheeler, E., Finucane, S., Soper, S., & Mayhew, T. (2018). Perceived Value of Preadmission Physical Therapy Observation Hours and Their Ability to Predict Academic Performance. Journal of Physical Therapy Education, 32(1), 17–25.

Wolden, M., Hill, B., & Voorhees, S. (2019). Predicting Success for Student Physical Therapists on the National Physical Therapy Examination (NPTE): Systematic Review and Meta-Analysis. Physical Therapy. https://doi. org/10.1093/ptj/pzz145

Yeung, M. (2023). Experiences of Underrepresented Racial Minorities in the Entry-Level Physical Therapy Education Application Process: A Conceptual Framework. Journal of Physical Therapy Education, 10.1097/ JTE.0000000000000263.

Lifecycle, Engagement, Support

Working With A Partner To Achieve Your Goal: Transforming Transcript Processing

Sherry Quinn, Wayne State University, and Heather Hoskins, Parchment

About Wayne State University

Staff, Personal Development Equity, Inclusion

Wayne State University (WSU) is a premier R-1 doctoral research university in Detroit, Michigan, and part of the state of Michigan’s University Research Corridor, along with the University of Michigan and Michigan State University, that generates 95% of the research in Michigan. The Graduate School at Wayne State collaborates with 11 schools and colleges to admit domestic and international graduate students to more than 230 certificate, master’s, and doctoral programs. Wayne State University itself is Michigan’s most diverse campus enrolling about 25,000 students overall, with graduate students accounting for roughly 5,000 of the population.

Upgrading Application Processing and Transcript Integration

The Graduate School initially started using the free version of Parchment Receive to streamline the collection of official transcripts, reduce the amount of paper documents, and provide a more efficient way of ensuring official transcripts were not lost in route to the Admissions office.

When the Graduate School decided to move to Technolutions’ Slate application system from a homegrown application processing system in January 2020, we also started looking at how to streamline our operations. Even though we were receiving the documents through Parchment Receive, we were still downloading, saving (as PDFs), and manually applying the PDFs to the application record in the system. These actions were not only resource-intensive (both in labor and in time), but the potential for misdirection was also high.

Reduced Transcript Processing Time with Parchment Receive Premium

After looking at Parchment Receive Premium’s features –specifically its Slate Integration – we concluded a move to Receive Premium would really help address these issues. In early 2021, due to remote work (as a result of

the pandemic), a redistribution of staff, and a desire to save time and provide a more efficient service to our applicants, we discussed and realized the potential and efficiency that could be gained by having official transcripts imported directly into Slate. As a result, we upgraded to Parchment Receive Premium in October 2021. With Parchment Receive Premium, we were able to not only import official transcripts directly into the Slate system but also auto-attach them to applications. This was a game changer, increasing our efficiencies in transcript and application processing and reducing transcript/ application processing time.

Having Parchment Receive Premium for over a year, we have realized a shortened transcript processing time on average of four minutes per transcript. In a one-year span post-Parchment-Receive-Premium-upgrade, the Graduate Admissions office processed roughly 1,300 transcripts, translating to a saving of about 87 hours of staff time annually.

Positive Implementation Experience

For the WSU Graduate School, once we upgraded to Receive Premium, the integration with the Slate application system went smoothly. Parchment assigned a project manager who walked us through the implementation and provided training through scheduled virtual meetings with the Graduate Admissions team and our Computer and Information Technology (CIT) partners. One-hour meetings were scheduled over a twoweek period, which included a kick-off meeting for all team members, a planning and training workshop, a configuration check, and a Secure File Transfer Protocol (SFTP) setup. Since the WSU Graduate School was already a Parchment member, the main focus was centered around the configuration check and the SFTP setup.

More Efficient Workflow

The WSU Graduate Admissions team has always appreciated the user-friendly Parchment Receive

interface, and the ease of looking up applicant information on Parchment is outstanding! After upgrading to Parchment Receive Premium and integrating with Slate, we saw our transcript processing time reduced by 50%. With transcripts now being automatically uploaded to the applicant’s record, we also found that the number of email and phone inquiries asking if transcripts have been received has dramatically reduced. Now as soon as transcripts are received and uploaded into Slate, applicants can login and view the update. Although some institutions still send transcripts via postal mail, the overall amount of mail processing is greatly reduced, and our staff no longer worries about transcripts getting lost through mail delivery. Additionally, with transcripts automatically attached to an applicant’s record, we only need to verify the degree and GPA, which allows us to get the file in the hands of the reviewer much quicker. We can then redistribute our staff’s work to other areas that need attention.

Sherry Quinn directs and oversees the Office of Graduate Admissions at Wayne State University Graduate School. In her role, she is responsible for strategic management of the enrollment plan for admitting domestic and international students to master’s, doctoral, graduate certificate, and graduate non-degree programs.

Looking into the Future

Using Parchment Receive Premium along with its integration with Slate, we have been pleased with the increased efficiency, productivity, and ability to manage the application processing workflow online. Specifically, regarding transcripts, we were able to reduce incoming transcript processing from six manual steps to zero, saving up to four hours of staff time daily. User experience is also becoming increasingly important, and we see benefits from enabling students to track the status of their received official transcript in their online application.

In addressing increased process efficiencies and further reducing the reliance on manual processing, we find that having a companion data file to import not only PDFs but also GPA, degree, and conferral date data fields would be even more beneficial. n

Strategic Partnership Council

HeatherHoskinscurrentlyserves as director, enrollment services at Parchment and leads a team of individualswhoworkwithcollege admissionsofficesacrossthecountry tobringefficiencytothecollection andprocessingofadmission documents via Parchment’s Enrollment Admissions suite.

The Strategic Partnership Council (SPC) is designed for organizations whose missions are aligned with NAGAP’s and who wish to become more strategically engaged with our association.

Through customized marketing and collaboration platforms we offer bundled packages and unique opportunities for organizations to help build and maintain year-round relationships with our members and GEM professionals across the nation and around the world.

To learn more about the SPC, visit our website: https://nagap.org/strategic-partnership-council

With Parchment Receive Premium, we were able to not only import official transcripts directly into the Slate system but also auto-attach them to applications.

2023 NAGAP Award Winners

NAGAP, the Association for Graduate Enrollment Management, would like to congratulate our 2023 award winners! These awards were presented at the NAGAP Summit in New York in April 2023.

Distinguished Service Award

Marcus Hanscom is an established higher education marketing and enrollment management professional and consultant, having served in a variety of roles working with undergraduate and graduate students for 17 years. A purpose-driven enrollment management leader, Marcus has helped drive record graduate student enrollments and revenue while enhancing graduate student culture, institutional aid, and student life. He currently serves as director of graduate admission at Roger Williams University in Bristol, RI, and as a higher education consultant for Dutcher LLC, providing clients with support in expanding and innovating their graduate enrollment management strategy. He previously worked in progressive roles in undergraduate and graduate admission at the University of New Haven in West Haven, CT.

Marcus has presented widely on enrollment management and marketing strategies for adult and graduate students at national and regional conferences for Academic Impressions, Aslanian Market Research, Carnegie Dartlet, NAGAP, NEGAP, Stamats, TxGAP, and others, and completed his third term on the NAGAP Board of Directors in 2020. He was awarded the Future Leader Award by NAGAP in 2012 and was the founding president of NEGAP, the New England Association for Graduate Enrollment Management. He is the founding host of the official NAGAP podcast, The NAGAP Report

The Distinguished Service Award is NAGAP’s most prestigious award and is presented to an individual who has contributed progressive leadership and exceptional service to the association and to the GEM profession.

Visionary Award

Lauren McGowan has a bachelor’s degree in music education from SUNY Fredonia and a master’s degree in higher education administration from Buffalo State College, and has been working in enrollment management since she graduated in 2012. She previously worked at D’Youville College as an undergraduate admissions counselor, and the University at Buffalo School of Nursing as a graduate recruitment coordinator before moving to her current position as the director of recruitment and admissions for the University at Buffalo School of Social Work. She is an active member of NYGAP and served as the NYGAP secretary for two years. She was also a 2019 recipient of the NAGAP Winter PDI Fellowship. She was also honored with the National Deans and Directors of Social Work Admissions Rookie of the Year Award in 2019. Lauren is a lifelong learner who loves using her creativity to solve problems and assist students throughout their enrollment journey.

The Visionary Award is intended to recognize an individual or individuals in the higher education community who demonstrate a unique and innovative vision in the graduate enrollment management profession, the field of higher education, and/or for NAGAP, specifically.

Promotion of Excellence Award

L. Maren Wood, PhD is CEO and director of the Center for Graduate Career Success, a mission-driven organization that partners with universities to prepare master’s and doctoral students for career success. The Center provides digital training platforms (Beyond the Professoriate and Beyond Graduate School) through which graduate students explore career options and learn job search strategies. In 2022, the Center formed a sponsorship partnership with ETS Global Higher Education Division to provide virtual trainings for master’s and doctoral students.

Since 2013, Dr. Wood has dedicated her career to supporting universities in preparing graduate students and PhDs for meaningful careers in academia and beyond. Her expertise has been featured in Inside Higher Ed, the Chronicle of Higher Education, and peer reviewed books. She also serves as external advisor on committees such as the Council of Graduate Schools Humanities Advisory Committee and the ETS Graduate Education Advisory Council, and is regularly sought as a keynote speaker.

Dr. Wood earned her PhD in American History from UNC Chapel Hill. A proud Canadian, she now lives in Denver.

The Promotion of Excellence Award recognizes new or existing methodologies that most clearly demonstrate best practices for other graduate enrollment management professionals in terms of processes, policies, events, or technologies.

Chapter Leader Award

Katie-Ann Mason has worked in graduate enrollment management for 12 years. She proudly serves as the Chapters Committee Chair on the NAGAP Board of Directors and continues to support her own regional chapter as the NEGAP Immediate Past President. NAGAP and NEGAP have been integral to her professional development from the very start of her career. Katie-Ann is the associate director of graduate admissions at Bridgewater State University and a member of the adjunct faculty for the BSU Department of Theatre. A Terrier and a Shark, she earned her master’s of education in higher education administration from Boston University’s School of Education, having first earned her Bachelor of Arts in History with a Performing Arts Minor from Simmons College. Within GEM Katie-Ann is most passionate about making graduate opportunities economically accessible, the application process equitable, and being a voice for those who don’t feel seen or heard. She believes in leading with empathy and humor and that teamwork is paramount to success. Outside of her worklife Katie-Ann loves to take in performances of musicals and concerts. She loves to travel and try new activites with her daughter and husband. She also enjoys leading her daughter’s Brownie Troop. And, nothing beats a walk on the beach anytime of year.

The Chapter Leader Award is presented to a current or past NAGAP Chapter Board member who has demonstrated a commitment to the success of their Chapter community, connections between members, and strengthened Chapter communications with the NAGAP leadership.

Future Leader Award

Bettsy McKlaine currently serves as the director of degree completion and graduate admissions at Neumann University in Aston, PA. She has been working in enrollment management for almost 11 years, initially within undergraduate and transfer admissions and then moving into the GEM world. Bettsy has been dedicated to improving the graduate student experience in addition to being responsible for recruitment and marketing. She has developed the Graduate Assistantship program, a Graduate Student Advisory Board, and continues to build graduate culture at her institution. She also serves on the NAGAP Chapters Committee, is the Membership Chair for PAGAP, and will be joining the NAGAP Leadership Academy this fall.

The Future Leader Award is presented to an individual who has exhibited leadership qualities and an enthusiasm for the profession that distinguishes them as a rising leader.

The 2023 Graduate Education Research Grant Gold Award is awarded to Molly McAndrew and Tonya Bartoletti

Graduate Student Enrollment Management Research Grant

The Graduate Student Enrollment Management Research Grant is designed to encourage emerging knowledge and understanding of the complexities of graduate enrollment management including all aspects of admissions and recruitment, enrollment, retention, and graduation in higher education.

Graduate Education Research Grant Gold Award to Molly McAndrew and Tonya Bartoletti

Molly Elizabeth McAndrew is a senior -level Ph.D. student in Quantitative and Psychometric Methods (QPM) at the University of Kentucky. She also currently works as the graduate assistant for University of Kentucky’s STEM Through Authentic Research & Training (START) program. Ms. McAndrew previously received her B.A. in English at the University of Illinois Urbana -Champaign and her M.S. Ed. in Student Affairs Administration at the University of Wisconsin La Crosse. Prior to joining the QPM program, she sp ent five years working in graduate recruitment and student affairs. In her current studies, she explores utilizing advanced quantitative methodologies to conduct substantive, equity -focused research in education. Upon completion of her Ph.D. degree, Molly intends to work as a researcher concentrating on the analysis of large national and international datasets to address policy -based issues.”

Molly Elizabeth McAndrew is a senior -level Ph.D. student in Quantitative and Psychometric Methods (QPM) at the University Kentucky. She also currently works as the graduate assistant University of Kentucky’s STEM Through Authentic Research & Training (START) program. Ms. McAndrew previously received B.A. in English at the University of Illinois Urbana -Champaign her M.S. Ed. in Student Affairs Administration at the University Wisconsin La Crosse. Prior to joining the QPM program, she sp five years working in graduate recruitment and student affairs. In her current studies, she explores utilizing advanced quantitative methodologies to conduct substantive, equity -focused research in education. Upon completion of her Ph.D. degree, Molly intends to work as a researcher concentrating on the analysis of large national and international datasets to address policy -based issues.”

The 2023 Graduate Education Research Grant Gold Award is awarded Molly McAndrew and Tonya Bartoletti.

Molly Elizabeth McAndrew is a senior-level PhD student in Quantitative and Psychometric Methods (QPM) at the University of Kentucky. She also currently works as the graduate assistant for the University of Kentucky’s STEM Through Authentic Research & Training (START) program. Ms. McAndrew previously received her BA in English at the University of Illinois Urbana-Champaign and her MS Ed. in Student Affairs Administration at the University of Wisconsin La Crosse. Prior to joining the QPM program, she spent five years working in graduate recruitment and student affairs. In her current studies, she explores utilizing advanced quantitative methodologies to conduct substantive, equity-focused research in education. Upon completion of her PhD degree, Molly intends to work as a researcher concentrating on the analysis of large national and international datasets to address policy-based issues.

Tonya Bartoletti is a Doctor of Business Administration Candidate researching the predictive value of cognitive and noncognitive admission variables in higher education. She also holds a master’s degree in business administration from Concordia University Wisconsin and a BA in political science from Arizona State University. Tonya is currently employed in higher education as the assistant director of the Office of Research and Sponsored Programs and as an adjunct MBA professor. Her background also includes work in graduate admission, information technology, and capital campaign management. When she is not reading or writing, you will find her outside, either in her garden, in a kayak, or walking the dog.

Tonya Bartoletti is a Doctor of Business Administration Candidate researching the predictive value of cognitive and noncognitive admission variables in higher education. She also holds a Master’s degree in Business Administration from Concordia University Wisconsin and a BA in Political Science from Arizona State University. Tonya is currently employed in higher education as the Assistant Director of the Office of Research and Sponsored Programs and as an adjunct MBA professor. Her background also includes work in grad uate admission, information technology, and capital campaign management. When she is not reading or writing, you will find her outside, either in her garden, in a kayak, or walking the dog.

The 20 23 Graduate Education Research Grant Silver is awarded to Siqing Wei

The 2023 Graduate Education Research Grant Silver Award is awarded Siqing Wei

Tonya Bartoletti is a Doctor of Business Administration Candidate researching the predictive value of cognitive and noncognitive admission variables in higher education. She holds a Master’s degree in Business Administration from Concordia University Wisconsin and a BA in Political Science from Arizona State University. Tonya is currently employed higher education as the Assistant Director of the Office of Research and Sponsored Programs and as an adjunct MBA professor. Her background also includes work in grad uate admission, information technology, and capital campaign management. When she is not reading or writing, you will find outside, either in her garden, in a kayak, or walking the dog.

Siqing Wei received his BS and MS in Electrical Engineering from Purdue University. He is a forth-year PhD student in the Engineering Education program at Purdue University. His research interests span on three major research topics: teamwork, cultural diversity, and international student experiences. As a research assistant, he investigates how the cultural diversity of team members impacts team dynamics and outcomes, particularly for international students. He aims to help students improve intercultural competency and teamwork competency through interventions, counseling, pedagogy, and tool selection to promote DEI. In addition, he also works on many research-to-practice projects to enhance educational technology usage in engineering classrooms and educational research. Siqing also serves as the technical development and support manager at the CATME research group.

Siqing Wei received B.S. and M.S. in Electrical Purdue University. He is a 4th -year Ph.D. Engineering Education program at Purdue research interests span on three major research teamwork, cultural div ersity, and international experiences. As a research assistant, he investigates cultural diversity of team members impacts outcomes, particularly for international students. students improve intercultural c ompetency competency through interventions, counseling, tool selection to promote DEI. In addition, he also works on many research -to-practice enhance educational technology usage in engineering classrooms and educati onal also serves as the technical development and support manager at the CATME research

designed to encourage emerging knowledge and understanding of the complexities of graduate enrollment management, including all aspects of admissions and recruitment, enrollment, retention , and graduation in higher education.

Molly McAndrew

Tonya Bartoletti

Siqing Wei

EWU Graduate Programs Website Revamp: A Community Engagement Opportunity

Presented by Sarah A. O’Hare, MA, Eastern Washington University Reported by Nicole Sloan, MA, University of Florida

When Sarah O’Hare started working in the Graduate Programs office at Eastern Washington University, one of her first assignments was to revamp the Online Accelerated Orientation Tool. She explained that the tool is designed to better assist students in the online accelerated program and help them understand they were enrolled in a special student program that differs in operation from others at EWU. In preparing for the task, Sarah realized what she termed a “simultaneous opportunity” to provide some much-needed TLC to the existing graduate website.

As a Washington State certified librarian, she explained how she combined her knowledge and skillset with tools from librarianship to help build a connected community of stakeholders to guide her project and the website revamp. The session focused on the website.

Sarah first identified the common challenges facing students in the Online Accelerated Program, which meant communicating with financial aid, graduate programs, records and registration, and academic partners. This naturally led to creating a plan to revise the website. The website revision steps included Sarah building a community with stakeholders across campus that followed this basic sequence (by no means complete):

• URL map;

• wireframes (paper & digital, which are drawings that can help your web team visualize you intentions for your website. Be specific and intentional.);

• revisiting with campus stakeholders to fill in the fields;

• revisiting with web design team to check for component quality (have intelligent conversations with your IT and web design teams. Always trust the experts.);

• Web design team builds scaffolding in WordPress;

• Insert content in WordPress;

• Review with graduate programs team;

• Review with campus stakeholders; ask for additional edits;

• Review with soft launch; and

• hard launch; regular maintenance plan

To facilitate a high level of community engagement Sarah used tools from librarianship including:

• The Harwood Institute Community Engagement Model: Community Conversations (available for free online);

• creating the space and using necessary tools to cultivate reflective workplace habits; and

• defining and reimagining your campus as your community.

She suggested such tools can be employed in many areas of GEM including:

• problem solving issues with you community;

• onboarding new employees;

• reconnecting with your campus partners as a community; or

• starting a new job and wanting to come to understand the community landscape and context quickly.

As a takeaway from this upbeat and well-presented session, Sarah shared her presentation and several handouts including: Ask Exercises, Community Conversations Questions, Harwood Strategy Chart, and Sarah’s Annual Goals Sheet. n

In preparing for the task, Sarah realized what she termed a “simultaneous opportunity” to provide some much-needed TLC to the existing graduate website.

Speed Mentoring

Presented by Jennifer Kulbeck, MFA, Saint Mary’s College of California Reported by Katie Pedley, PhD, Educational Testing Service

Overview

Networking and meeting new colleagues are some of the most valuable parts of attending NAGAP’s GEM Summit. Having colleagues who can provide advice and support is invaluable. But where do you begin, especially if you’re new to attending GEM Summit, and maybe don’t know anyone yet? Facilitated by Jennifer Kulbeck of Saint Mary’s College of California, this Speed Mentoring session offered a great opportunity to meet and connect with other attendees. In addition, this session was an opportunity to repeatedly practice and refine the active listening skills of participants.

The Process

The session started with a short, self-reflective writing exercise, in which each participant considered the following questions and spent a little additional time identifying the priorities among their answers:

• Where am I at professionally currently?

• What are my professional goals?

• How would I like to grow as a professional?

Participants then moved onto the next phase of the session. Participants went through four rounds of “speed mentoring.” Similar in format to speed dating, participants

were paired with another participant and went through a short mentoring exercise. After introducing themselves, participants took turns in two roles, switching roles midway through the round:

1. Role 1: Sharing their job in their organization and one professional goal.

2. Role 2: Actively listening, asking clarifying questions, and then providing reflections or ideas to their partner.

Each round ended with an opportunity to exchange contact information before they moved on to their next partner.

Key Takeaways

Each session participant left the room with:

• Four opportunities to practice and reflect on their active listening skills

• Advice, input, and ideas from four colleagues

• Four new potential network contacts and friends!

The session was full of animated conversation and friendly faces. If this session is offered again, it is highly recommended for those who are new to NAGAP or those hoping to expand their network. Bring your business cards/QR code! n

A “GEM” of a Professor: Becoming Adjunct Faculty –

Lessons Learned from GEM Professionals Becoming Adjunct Faculty

Stanley Kania, assistant dean of admissions at Drexel University College of Medicine, and Ray Lutzky, vice president of Academic Partnerships, discussed the opportunities available to graduate enrollment personnel to acquire adjunct faculty positions. This session provided strategies for locating open positions, preparation of application materials, and preparing to teach one’s first course.

Strategies for Identifying Potential Adjunct Positions

• Look in your own backyard; your own institution may offer opportunities that may fit your needs.

• Search job boards like higheredjobs.com or LinkedIn for open opportunities.

• Recognize what type of learning environment you prefer; job searches can be modified to search for a specific format, location, and region.

• Positions are often posted in late spring/early summer.

Pro-tip: Sign up for job alerts and email lists to receive timely updates when jobs are posted.

Things to Consider When Applying

• Application documents typically include a curriculum vitae (CV) or resume, cover letter, and recommendation letters.

n Supplemental documents may be required (e.g., teaching philosophy).

• Consider whether a CV or resume better represents your experience; in most cases a resume will be acceptable especially if you have limited research experience or limited publications.

• Cover letters should highlight your professional

background and how it can be applied within the classroom.

• Recommendation letters should come from individuals who can speak to your professional expertise.

Pro-tip: Send an introductory email to the Program Chair/Department Chair to start a dialogue and to share your enthusiasm and interest in the open position.

Lastly, Kania and Lutzky shared with the audience their own personal journeys, providing tips on navigating adjunct faculty roles once hired.

Understanding Pedagogy and Teaching

• Teaching takes practice – experience or training does not always equal good teaching.

• Review course evaluations.

• Talk less, ask more.

• Find textbooks you know and use them.

• Record your lectures to practice your delivery and save them for future projects.

• The course syllabus is vital as it serves as your contract with students and as the student’s roadmap.

Pro-tip: Course Hero is a repository that allows students to upload course materials and make them shareable. As a new instructor, this site can serve as a valuable resource for crafting your course. n

Presented by Stanley Kania, Drexel University College of Medicine, and Ray Lutzky, Academic Partnerships

Reported by Channing R. Ford, PhD, MPA, MA, MA, Jacksonville State University

This session provided strategies for locating open positions, preparation of application materials, and preparing to teach one’s first course.

Change Management and Your Career: Exploring Your Next Step

Presented by Keith Ramsdell, Ashland University; Donald Resnick, Global Higher Education Consultant; Fran Reed, Neumann University

Written by Caitlin A. Getchell, JD, The University of Tulsa

Keith Ramsdell, Donald Resnick, and Fran Reed formed a panel to share advice on how to help guide your career to the next level. One of the key recommendations they had was to start with considering why you are interested in the executive level. Taking some time to reflect on this may help you determine if this is the right step forward for you. This may include having frank conversations with someone in a role that interests you, discussing what is involved in their position, what they like or struggle with in their position, and what they see may be strengths or weaknesses you would bring to a similar role.

If you do want to move into an executive role, you should start looking at what gaps you may have in your skillset and try to find ways to overcome those holes.

Ramsdell recommended that GEM professionals looking to move into roles that also oversee undergraduate students work on building their knowledge and experience with financial aid, as this is often a gap for those working in the graduate space. GEM professionals often also lack experience managing a large team, which is another obstacle to moving into executive positions.

The panel suggested identifying trends and goals you met so you have examples ready in an interview. Additionally, in interviews it’s important to focus on your team’s accomplishments, while still being clear on your personal accomplishments so the interviewer recognizes your role and that you value your team.

While it’s important to present yourself positively in an interview, the panel also reminded attendees that you are also interviewing the institution. You should become familiar with the Form 990, which allows you to review

the financial health of the institution, and ask questions about board involvement, team dynamics, etc. It can be discouraging, but if you aren’t sure the role is a right fit don’t be afraid to walk away.

The panel left attendees with a few suggestions that helped them in their careers.

Ramsdell said his NAGAP leadership roles and working at multiple institutions worked in his favor. He also recommended listening more than talking, being encouraging, learning from your mistakes, and maintaining your network.

Reed said being an expert in several areas of enrollment management and her leadership experience at NAGAP and other professional organizations were very beneficial for her. She recommended being adaptable, appreciating alternative perspectives, and aligning your mission and values.

Resnick said he got engaged in NEAGAP and NAGAP early, diversified his experience, and asked a lot of questions. He recommended taking informed risks, not being afraid to jump in or ask questions if needed, and not to get too hung up on money or titles.

Ramsdell also encouraged attendees not to get discouraged if it takes time for them to find the right growth opportunities. Keep looking and working to build any gaps in your experience to make yourself a better candidate in the future. n

If you do want to move into an executive role, you should start looking at what gaps you may have in your skillset and try to find ways to overcome those holes.

Effective Time Management Techniques in a Culture of Hallucinated Urgency

Presented by Alice Camuti, PhD, Tennessee Technological University

Reported by Nicole Sloan, MA, The University of Florida

After establishing that time is our most precious nonrenewable resource, Dr. Camuti explained the misnomer of “time management,” as we aren’t managing time at all, we are managing ourselves and how we use our time. By recognizing that not all items on our to-do lists are urgent and by combining effective time management techniques we can prioritize the work we do as GEM professionals.

Using aspects of both Stephen Covey and Craig Groeschel, we can identify tasks (both personal and professional) that if prioritized would make a positive difference in our quality of life.

From Covey, the “4 Ways We Spend Time” on:

• important

• not important

• urgent

• not irgent tasks

And from Groeschel, placing tasks in the “4 Tiers of Efficiency:”

• Tier 1 - Any activity that is mission critical: “If we don’t do it the boat doesn’t float.”

• Tier 2 - Very important or strategic: “These tasks matter, but the plane won’t crash if we don’t do them.”

• Tier 3 - Meaningful but not vital or strategic: “Nothing significant happens if we don’t do these tasks.”

• Tier 4 - Externally initiated, lower priority, not vital, not our idea (not a task assigned by a supervisor)

Dr. Camuti provided her slide deck in the NAGAP app and suggested those interested in trying the process she described should:

1. document what tasks we do in a week (work and personal)

2. categorize what we do in the 4 Tiers

3. Ask “What lower tiered priorities (3 & 4) are robbing me from time to do the higher tier priorities?”

4. Decide what to do about those 3- and 4-level priorities.

By understanding the roles we play in our lives, by saying “no,” and by recognizing what is nonnegotiable to us, we can manage our use of time “by scheduling our priorities, not prioritizing what’s on our schedule.” n

“Leadership experts point to a new phenomenon labeled ‘hallucinated urgency’, which posits that everything we must do in the world of work is urgent.” - Alice Camuti

Planting Seeds or Putting out Fires: Lessons Learned from Managing Front-Line Staff

Presented by Ryan Taughrin, EdM, University at Buffalo

Reported by Katie Olivo, MA, MS, Shenandoah University

Graduate enrollment leaders are worn down, burnt out, and as a profession, we’re losing qualified staff. In addition, higher education does not appropriately acknowledge the effort that leadership and supervision take. Ryan Taughrin, assistant dean for enrollment management at the University at Buffalo, addressed this grim reality and provided advice for how to advocate for yourself and your vision.

Tips for Supervisors:

1. Invest in yourself and take care of yourself first.

2. Build your library - read outside of higher education and include content on culture studies, courageous leadership, caregiving, parenting, etc.

3. Plan practical leadership time into your week. Block time on your calendar to read, brainstorm at your desk, and prep for meetings.

4. Assess management skills. Academic programs don’t prepare you for managing people so take the time to determine skills you believe translate into management roles.

5. Find a tool to manage projects to give you more time to focus on people. Email is not a project management tool!

6. Recognize unspoken job responsibilities. As a middle manager, you often have to provide cover for your team to individuals who don’t understand our work or day-to-day realities.

7. Identify the different support styles for your team members. Everyone needs different support and small wins go further than you realize.

8. Learning how to not take everything seriously (the fires) is hard and takes time, but it’s important (so you have more time to plant seeds).

Pro Tip: If you are in an office that is short-staffed or needs additional resources, start listing your tasks and

time spent in an Excel spreadsheet to demonstrate the effort you are dedicating to those items as a starting point to advocate for more.

Taughrin also provided some practical details that he has found to be successful as a manager. He recommends a 15-15-15 one-on-one staff meeting approach: 15 minutes for them, 15 minutes for you (that you’ve prepped beforehand), and 15 minutes on the future. Set the example by providing meeting follow-up and action items, and also recognize when a meeting should really be an email (and vice versa).

Some examples of management choices that Taughrin’s team appreciated include:

• two or three handwritten thank-you notes each year

• potlucks or lunches based around small wins

• acknowledgement of work anniversaries and birthdays

Taughrin also provided advice for professional staff looking to expand into leadership or find leadership roles. Sometimes GEM roles that include supervision are difficult to understand at the job application level. You may see jobs posted that are assistant dean level but have no supervision or assistant directors that have multiple student workers and recruiters reporting to them.

Pro Tip: Review the GEMCAT survey to do salary compari-sons and CUPA-HR white papers on admissions roles when exploring new opportunities.

Finally, Taughrin recommended each manager identifies a community that works for you to engage in/with, ideally one where you are sharing ideas equitably and consuming content to continue to expand your leadership skills and knowledge. n

Graduate enrollment leaders are worn down, burnt out, and as a profession, we’re losing qualified staff.

Managing Exceptions: Discretionary Decision-Making to Resolve Complex Student Issues

Presented by Josie Lalonde, School of Graduate Studies at the University of Toronto; and Nicola Woods, University of Toronto

Recorded by Caitlin A. Getchell, University of Tulsa

How do you decide whether to grant a request for an exception to policy? Josie Lalonde and Nicola Woods, from the University of Toronto, focused on this question using real life examples they have worked on in their roles.

First, what type of policy are you dealing with?

• Explicit Policy—no room for discretionary decision-making.

n Example: “In exceptional circumstances, a student who has not met these requirements may be permitted to… at the discretion of the graduate unit…”

• Constrained Policy—clear language with some room for discretion.

n Example: “In an assignment worth 10% or less of the final grade, the department chair may deal with the matter if…”

• Implied Policy—the language leaves room for discretionary decision-making.

n Example: “When all requirements for a doctoral program have been fulfilled… the student will be recommended for graduation…students must graduate at the convocation immediately following…”

Knowing what type of policy you are dealing with will help guide your decision when considering a request for an exception.

If your policy allows room for discretionary decisionmaking, Lalonde and Woods recommend considering

the four Ps: Policy, Precedent, Principles, and Practice.

1. Policy: What does the policy state?

2. Precedent: How has this been applied in the past? How would a different application here affect future application of the policy?

3. Principles: What are the university’s principles (e.g., consistency, fairness, academic excellence, equity, etc.) and how will application of policy tie into those principles? Also, during the group discussion, an attendee suggested you should also consider the purpose of the exception or application of policy.

4. Practice: How will the exception or application of policy work in practice?

As you work through the four Ps, focus on whether you feel your position is defensible. The decision doesn’t need to be perfect, but you do need to be able to defend it.

Lalonde and Woods also recommended documenting everything, from the first point that you think something might become an issue later. Involve others as soon as you feel it necessary, as decisions can be difficult and additional insight might be useful. Bringing in additional administrators can provide different perspectives and can be beneficial to work through the final decision from multiple angles.

Creating a one-page summary of the situation that you can provide to any new administrators who are looped into the discussion is a great way to quickly bring everyone up to speed on the situation.

Lastly, while many of these situations can be frustrating for all the parties involved, it is important to remain patient yet firm when communicating with the student and others involved. n

As you work through the four Ps, focus on whether you feel your position is defensible.

How to Train Your New Dean: Reimagining Effective Relationship-Building Skills

Presented by Tony Fraga, DD Agency; Linda Dews, University of San Diego; Kimberly White-Smith, PhD, University of San Diego

Recorded by Marcus Hanscom, Roger Williams University

The arrival of a new dean can often be a tumultuous ride, both for academic leadership and administration. Dean Kimberly White-Smith and Assistant Dean Linda Dews, both of the University of San Diego School of Leadership and Education Sciences, came together to share some of the best advice they had for making the most of the arrival of a new dean. Tony Fraga, CEO of DD Agency and a partner of USD, moderated the session.

Dr. Dews shared some of her experience working formerly in a law school, where she had three different deans in a short time. Her experience with Dean WhiteSmith has been different, she said, largely due to strong, open lines of communication and transparency.

Part One: Lessons Learned – Dr. Linda Dews

Listen

Dr. Dews discussed how important it is to listen to constituents, particularly those who are concerned about losing their jobs as new leadership comes in. “There’s a lot of angst,” she said. And it often comes from insecurity and uncertainty on what a new dean wants to accomplish. What can faculty and staff do? Attend open forums or presentations by the dean during the interview process.

Manage Expectations

Emphasize the things we have control over. We can control our own performance and our links to established priorities. Dean White-Smith shared how people often sent her articles to read to help understand institutional culture and shared important research, past event flyers, and opinions that would help her as she started her new role.

Learn about each other

Dean White-Smith and Dr. Dews discussed how helpful it was for them to learn about each other as the new role emerged. They had shared views on trust and cooperation, transparency, and work priorities while also spending time on learning each other’s work styles and communication habits.

Dean White-Smith shared some reflections with the audience now that she’s been in the Dean’s chair about

eight months: “You need to not let people influence your spirit. We need to treat people like the folks we want to develop them into.” She remarked that a dean is not only a manager of people and students, but also of relationships.

Part Two: Q&A and Discussion with the Audience

1. To Dr. Dews: What were your first thoughts when you heard there was a new dean?

“Will a new dean be collaborative?” Dr. Dews asked. She also expressed some challenges in deciphering who on the faculty or staff will be supportive of the new leadership.

Deans and staff also felt like they had to prove what they’re doing: “We are committed to our jobs, but now we have to prove again we are committed to our jobs.” – Dr. Dews

2. To the audience: What does a new dean need to know about what you’re doing [in enrollment management]?

There can be challenges with deans who are serving both as deans and faculty members simultaneously, but have limited connection to or understanding of enrollment management. “We have to help them understand the machine behind the administrative world,” one attendee shared. The discussion among numerous contributors underscored that deans often did not understand the scope and depth of enrollment work until they are apprised of day-today operations.

Other attendees discussed how deans often were focused very heavily on undergraduate initiatives, often at the detriment of graduate programming. One attendee shared that a year’s-long mapping of the graduate student lifecycle for a dean led to pressure to actually reduce the number of responsibilities undertaken by GEM professionals at their campus.

An audience member shared, “When a new dean comes onboard in our space, the focus is getting caught up on undergrads and undergraduate programs, but then there’s the expectation for

graduate programs to keep us financially afloat. So you’re expecting the influx of the revenue from us in graduate admissions, but you don’t know anything about our programs. There’s so much to get caught up on with undergrad that it’s hard to get to the graduate portion.”

3. To the audience: What role do vendors play in updating new leadership?

Some audience members talked about how critical it is to provide high quality data for deans on marketing your programs. “One of the first items on a dean’s agenda is budget. And they should be asking if this relationship is worth what we’re paying in the contract, what’s the return on investment. Those are all legitimate questions,” one attendee shared.

The panelists and several in the audience advocated for vendors to have a seat at the table as new deans (or vice presidents) are onboarded. Vendors can provide an eye to best practices and some of the most critical data in marketing graduate programs.

4. To the audience: What is the hardest thing about having a new dean?

Attendees expressed how there can be a disconnect between faculty and deans who are experts in their field, but may not have experience in admissions, enrollment management, marketing, or recruitment. Deans can also be visionary, but not always engrained in the day-to-day operations to understand how ideas can come to fruition.

Others discussed how the role of “dean” can vary from institution to institution. New deans can sometimes try to apply what they had done at previous schools, while there can be resistance from internal audiences on expectations of the dean role, creating tension.

Part Three: A Dean’s Perspective –Dr. Kimberly White-Smith

“I hear a lot of us vs. them,” Fraga shared as he introduced Dr. White-Smith to discuss some of her perspectives coming into a new environment as a new dean. He stressed how the victim mindset of “us vs. them” can really kill progress with new deans. “You are the bridge,” he argued, suggesting that graduate enrollment professionals can provide a healthy connection between faculty and deans.

The third portion of the session was deliberately designed for Dr. White-Smith to not only share her experience, but

also reflect on the thoughts shared by the audience in the middle section of the presentation.

“I suggest you extend grace to new deans,” Dr. WhiteSmith shared. She noted that since the pandemic hit, the roles and responsibilities of deans have changed dramatically.

“There’s been this shift from maintaining the status quo,” she said. “People go into the deanship expecting it to be one thing…the deanship is in the process of redesigning itself.”

She shared how the enrollment cliff is weighing on deans, particularly at tuition-driven institutions like the private institutions where she has spent much of her career.

“We also need to understand the enrollment trends. The growing demographics across the country are Latinx and adult learners, which bodes well for graduate programs,” she said. “This is where we can really lean in and really become the experts and expand graduate programming.”

One of the critical challenges, she noted, was that a lot of our students are coming to institutions with trauma and learning differences. GEM professionals can play an important role in identifying these issues and helping deans to address them when they come onboard.

Dean White-Smith encouraged attendees to become information resources for new deans and demonstrate that you are a partner.

“We’re trained to be academics, and administrative roles are put upon us as we make our way through our careers because that tends to be the trend that happens. There are a lot of administrators that are putting the plane together and flying it at the same time. They are learning these traits that will make them successful deans. Everything I’ve learned is not intuitive,” she said.

Dean White-Smith expressed that because enrollment management models vary from institution to institution, there can be ambiguity on how data is derived or measured. She also said that it’s helpful for enrollment units to educate new deans on all of the institution’s prospective audiences, target markets, potential partners, marketing tactics, and other information so that deans can understand how enrollment comes together.

“Deans need to understand what are the tools at our disposal that help drive traffic to our programs, to our faculty work, to the work we’re doing in the community, and ultimately getting folks to come to our institutions and want to be students,” she said. n

What’s the Plan? Shaping Your Personal Development Plan

Recorded by Caitlin A. Getchell, University of Tulsa

Teisha Johnson and Jeremiah Nelson led an interactive workshop covering the creation of a personal development plan. Having a personal development plan can help you achieve the life you want by helping you define goals, provide a vision for what you want an area of your life to look like, and keep you on track to meet your goals.

There are many sample templates online, some of which Johnson and Nelson shared, but a good personal development plan should include:

• goals (long-term outcomes)

• objectives (action steps)

• steps required (even baby steps)

• resources and support needed

• deadlines

• measurements (how will you know you’ve been successful?)

Johnson and Nelson led the group through several exercises to start outlining your personal development plan.

• Exercise 1: Identify times in your life or career prompting you to think about your personal or professional development. These could be things like changing careers, starting or finishing school, starting a family, etc.

• Exercise 2: Identify opportunities when you were picking up new skills or experience in specific areas without realizing or planning for it. For example, working at a call center might develop customer service and troubleshooting skills that you find necessary later in life.

• Exercise 3: Review lists and notes and:

a. Consider this as part of your long-term plan.

b. What do you see?

c. Are there any gaps or missing skills you think should (or want) to be there?

d. Create a draft of your personal development plan.

• Exercise 4: Share your plan rough draft and get feedback.

a. Reflect on the feedback you received.

b. What steps might you want or need to take to get from where you are to a more finished draft of your plan?

Nelson also pointed out that this can be a useful tool to encourage our students to work through as well. Johnson recommended checking out resources like positivepsychology.com or Brene Brown (https:// brenebrown.com).

Finally, while creating a personal development plan is a good first step, it is important to regularly review your plan to make sure you are on track or to adjust it as needed. Think of a system (such as a calendar reminder) that will help encourage you to review your plan regularly. n

Presented by Teisha Johnson, Illinois College of Optometry, and Jeremiah Nelson, Catawba College

Having a personal development plan can help you achieve the life you want by helping you define goals, provide a vision for what you want an area of your life to look like, and keep you on track to meet your goals.

2022–2024 NAGAP Governing Board

Officers

President

Kristen Sterba

University of Arkansas for Medical Sciences

Vice President

Naronda Wright

Georgia Southern University

Secretary

Brett DiMarzo Boston College

Immediate Past President

Jeremiah Nelson Catawba College

Executive Director

Kari Stringfellow

NAGAP, The Association for Graduate Enrollment

Management

Publications Committee

Dave Fletcher Barry University School of Podiatric Medicine

Caitlin Getchell

University of Tulsa

Kate McConnell

Penn State Great Valley School of Graduate Professional Studies

Amanda Miller Brandeis University

Katie Olivo

Shenandoah University

Kittie Pain

Kutztown University

Tania Rachkoskie

Goucher College

Ethan Robles

Tufts Gordon Institute

Nicole Sloan

University of Florida

Melissa Sersland

Northwestern University

Troy Sterk Seattle University

Directors

ANNUAL CONFERENCE

Brian Derossiers-Tam University of Toronto

CHAPTERS

Katie-Ann Mason Bridgewater State University

EDUCATION

Fran Reed Neumann University

EXTERNAL RELATIONS AND PARTNERSHIPS

Keith Ramsdell Ashland University

MARKETING & COMMUNICATIONS

Michael Merriam Framingham State University

MEMBERSHIP

Ryan Taughrin University at Buffalo Graduate School of Education

PROFESSIONAL DEVELOPMENT

Anthony Perez Medical College of Wisconsin

PUBLICATIONS

Melissa Sersland Northwestern University

RESEARCH

Amanda Ostreko University of Kansas

NAGAP Chapters

For those of you looking to get more involved with NAGAP, your local chapter is a great place to start. Chapters provide a wonderful opportunity to network, to participate in regional workshops and conferences, and to assume leadership positions. They are also a great resource for learning more about GEM, especially if you are unable to attend the GEM Summit.

NAGAP has seven regional U.S. chapters, one international chapter, and two special interest chapters. To find out which chapter your state is a member of, visit NAGAP’s Chapters page. Here you will find contact information for each chapter president, and a link to the chapter’s website or social media page. Most chapters have a “join” or “contact us” link on the landing page.

If you find your state is not affiliated with a chapter, you may be interested in beginning a new chapter. For more information, review the How To Get Started overview. Questions? Please contact us at info@nagap.org

Diversity, Equity, and Inclusion - Advanced Roundtable

Presented by Naronda Wright, EdD, Augusta University

Recorded by Marcus Hanscom, Roger Williams University

As one of a series of advanced roundtable sessions at the 2023 GEM Summit, this opening roundtable provided a venue for discussing the most pressing topics around diversity, equity, inclusion, and belonging.

“Is [DEI work] just an activity to get to a number?” one attendee asked. “Or is it really important to our institution?” She and others implored that it’s critical for admissions and administration to be telling the same story.

Attendees stressed the importance of “going beyond the buzzwords,” underscoring how institutions seem to focus predominantly on DEI programming while not actually fixing systems on campus that create inequities in the first place. Beyond programming, one attendee suggested providing funding for BIPOC students, graduate assistantships, and mentorship in the first year of graduate study.

Many in the room shared feelings of tactics that felt like a bait and switch – institutions make deep promises for diverse and supportive experiences on campus during the admission process, but fall short once students become part of the campus community. “We recruit students to services that aren’t there for them,” one attendee shared. Further complicating the problem, limited training, services, and funding leave staff unready to adequately support BIPOC students.

Staff from the Public Health program at the University of Minnesota-Twin Cities shared that they’ve taken a different approach to DEI work than many of the other institutions in the room. Rather than trying to solve diversity with recruitment efforts, they said they focused on “getting our house in order first and then focusing on recruiting.”

Aside from worrying about the impending enrollment cliff, many around the room expressed concern about themselves or colleagues losing their jobs in DEI

work in states that are swiftly removing DEI education and support roles. Others discussed the challenge of dealing with their own personal struggles as BIPOC staff members while trying to support BIPOC students.

One attendee remarked, “How can we still be inspirational to our students and colleagues?”

For those in admissions or marketing roles, attendees stressed the importance of maintaining authenticity. It’s important not to mislead students and to acknowledge that “people need others they can identify with.” It was suggested that institutions consider including BIPOC ambassadors for student events and tours, but also being deliberate about helping BIPOC students see and create community on campus.

“Why would minoritized students stay?” one attendee asked. “Representation matters,” another remarked. Students will thrive in spaces that feel safe for them to express their feelings without fear, and it’s important to listen to BIPOC voices and concerns. Empathy is one of the most important traits for those working with minoritized students.

BIPOC attendees in the session discussed the “cultural tax” they all pay on our campuses: BIPOC staff receive “automatic” placements on committees in attempts to support diversity on predominantly white campuses.

DEI work is overwhelmingly for naught if faculty and staff don’t recognize their own implicit bias and privilege first before diving in to help DEI efforts. BIPOC staff in the room discussed feelings of discomfort and codeswitching because they often did not feel safe or understood by colleagues. Self-reflection work can help colleagues be better allies.

Attendees expressed concern for the mental health of BIPOC populations, particularly for those with intersecting, marginalized identities. These concerns

DIVERSITY, EQUITY, AND INCLUSION

were further complicated by the pandemic, which had an outsized impact on communities of color. With campuses already struggling to provide adequate mental health services, BIPOC students face myriad obstacles as they pursue their education.

As governing bodies around the U.S. place restrictions on DEI education both at the K-12 and higher education levels, attendees suggested that we embrace the power of our students. “Students are an incredible resource,” one attendee stated. “They’re angry.”

Attendees noted that our curricula need to also embrace the history of diverse populations and provide course

content that allows BIPOC students to identify with their classroom experience. Many programs represented in the room also yield graduates who work with diverse populations, so it was stressed that the curriculum needs to directly prepare students looking to serve those populations.

As the session closed, thoughts were offered on the importance of disaggregating data – a critical measure in tracking and identifying DEI efforts and creating a culture of accountability. And in the spirit of the entire session, we all, particularly those of us who are White, have a role to play in owning our own biases and actively engaging in the work. n

Removing Standardized Tests from MBA and Other Graduate Degree Applications

Presented by Michael Dixon, North Carolina State University

Reported by Amanda Selby, EdD, A.T. Still University

The discussion on removing test scores in higher education applications has been a hot topic for some time. As Michael Dixon, director of graduate admissions for the Poole College of Management at North Carolina State University, began his presentation by opening the floor to a general discussion about barriers applicants face in applying to graduate programs, it quickly became apparent that this was still the case. While many barriers were mentioned, Dixon focused his presentation on three – money, stress, and time. Dixon presented evidence showing how these three barriers disproportionally burden URM graduate applicants. These three factors also amplify the challenges presented to many URM students by requiring test scores as part of the application process.

In addition to mandatory test scores burdening URM applicants, they can burden program administrators who also face the hurdles of money, stress, and time. Dixon discussed his experience with Jenkins MBA programs and test scores. Some key highlights included how the program offers waivers for test scores such as the GMAT and GRE, but students must request this waiver.

Administrators must review and approve the request, at the cost of additional time and effort. Dixon provided data showing the benefits removing the GMAT/GRE requirement had on MBA programs at his university. Not only did overall applications increase but there was also an increase in URM applicants and female applicants. Dixon also highlighted programs at other universities that have removed or reduced the barrier to applicants created by required test scores.

The session concluded with a discussion of how other qualities besides test scores can and should be considered in selecting graduate students. The group was in agreement that a holistic application review approach is key in selecting and retaining qualified applicants. There was an acknowledgment that there are some cons to removing test scores. In some cases, students admitted without test scores may have academic struggles or require more support services than what is available. There is also the question of how to make test score waiver approvals fair and consistent. However, the general consensus was that the pros of removing test score requirements for admission outweighed the cons.

As governing bodies around the U.S. place restrictions on DEI education both at the K-12 and higher education levels, attendees suggested that we embrace the power of our students.

The Ripple Effect: Rethinking Approaches to Diversity, Equity, and Inclusion

Presented by Nicole Lounsbery, PhD, South Dakota State University

Reported by Amanda Selby, EdD, A.T. Still University

Dr. Lounsbery set the tone for this engaging and thoughtprovoking conversation with a land acknowledgment statement. We then discussed potential reasons that hinder DEI initiatives, such as policies, government mandates, a lack of standard rules and regulations, and resistance from organizational cultures and practices. Dr. Lounsbery shared her goals for improving DEI outcomes at South Dakota State University. These goals included increased recruitment and retention of Indigenous graduate students, increased access to graduate education in the state of South Dakota, and providing culturally relevant professional development and training sessions for faculty and staff.

Dr. Lounsbery explained the concept of a Journey Map, which can help programs visualize challenges that applicants face during their journey through the application process all the way through to supporting them as students. Distinct challenges are identified at each stage of the process, and solutions are presented to help mitigate the challenges. Dr. Lounsbery detailed some of her initiatives to increase access to and the appeal of graduate education to Indigenous people. Initiatives included providing tech support, increasing access to programs for faculty at tribal colleges, evaluating course

Are You Student Ready?

Presented

syllabi, and improving cultural intelligence among faculty and staff. She also shared her process for evaluating the effectiveness and appeal of these initiatives. She uses tools such as focus groups, interviews, event surveys, and other information-gathering methods to measure the impact of activities. Her initiatives increased the retention of Indigenous graduate students and led to the creation of a new degree program.

Dr. Lounsbery also introduced Ripple Effect Mapping. This tool demonstrates how a change in thinking leads to a change in action, leading to a change in engagement and policies. She advocates for combining top-down and bottom-up approaches to effect real institutional change. Systemic change requires relationship-based models, interactive training and programs, and a focus on “changing ourselves” rather than “fixing others.” She cautioned that initiatives should avoid deficit-based approaches or simply be put in place to check a box. Assumptions about others and the expectation for faculty/ staff to be DEI experts should be avoided. She ended the session by emphasizing the need to invest in initiatives that support the change you seek. n

by Art Munin, PhD, Liaison, and Ann Marie Klotz, PhD, Naropa University

Reported by Chad Baker, Millersville University

Art Munin and Ann Maria Klotz provided this overview on whether or not your campus is actually prepared to welcome students both physically and mentally to your institution.

They first asked the question, is your campus radically welcoming? Basically, they were asking whether or not campuses have the availability to be fluid or adaptable when necessary. Are tours of campus focused on specific areas on campus, including DEI resources. These aspects of campus may be of interest but are not always considered part of the traditional tour?

A key takeaway from this session was the reminder that commonality of students doesn’t mean all have everything in common. We must recognize and build around these pieces to provide a better experience and opportunity for success for each student on campus. Understanding a student’s individuality, instead of assuming you know the student, is key. We need to be aware of what we may take for granted.

Another point made is that access without success is a cruel joke. Our key responsibility as GEM professionals is to help ensure the success of our students. Just getting

DIVERSITY, EQUITY, AND INCLUSION

them into a program is not enough. We must nurture and support students during the entirety of their student lifecycle.

We must also be aware of our own internal language and use of acronyms. The easiest way to lose a student is to talk over their heads or to assume they know what you are talking about. Using simple language that is clear is important. In these scenarios, conciseness is not always the best method of communicating with students.

Once a student is at your institution, we must recognize that we never know what each person has going on in their lives. We need to focus on developing communities that embrace these unknowns and create doors, not barriers, to success.

At Naropa University, multiple steps have been taken to ensure student success in the admissions process including:

• Students with incomplete apps may still interview.

• Standardized tests became optional.

• Online interview days were created.

• An awareness to adjust time zones for international student populations was important.

• Recognition that recruitment and retention is the job of everyone, not just a few.

Naropa also recognized that just having a process or always doing something doesn’t mean it works. You need to go to the students to determine what their needs are and not vice versa.

Using a model that analyzes hindsight, insight, and foresight is the best way to review if you are student ready.

• Descriptive Analytics – What happened?

• Diagnostic Analytics – Why did it happen?

• Predictive Analytics – What will happen?

• Prescriptive Analytics – How can we make it happen? n

GradThriving: A Review of challenges faced by URM graduate students & website development

Presented by Jacqueline McDermott, PhD, Purdue University Reported by Amanda Selby, EdD, A.T. Still University

In this session, Dr. McDermott shared the inspiration for developing the website GradThriving which provides accessible and organized resources to support students pursuing graduate programs, particularly in STEM fields. Through research and focus groups, Dr. McDermott and her team identified common challenges faced by underrepresented minority (URM) students pursuing graduate programs as well as identifying helpful resources to combat those challenges.

The conversation then shifted to actionable plans that audience members can use to support change in their institutions. The following suggestions were presented:

• Identify challenges – what specific challenges do your applicants and students face? Use surveys, town halls, focus groups, and open conversations to ask your students about their challenges. Provide a safe place for them to share these challenges. Build trust with them by spending time with them.

• Break down silos – connect with people outside of your organization. Attend conferences, connect with colleagues in similar roles, look for faculty and

research partners, and broaden your connections.

• Identify resources – don’t forget about the resources that might be available on your campus. Find those people and team up with them to build new options. In closing, Dr. McDermott provided three questions that should be used to evaluate your current strategy for recruiting, retaining, and supporting URM students.

• What challenges does your program or institution face when supporting URM students?

• What retention resources are in place and working well, and what is lacking?

• What would be helpful resources for developing options to support your URM students better?

Final advice: Don’t become so focused on your challenges that you forget about the things you are doing well. This was a fitting end and an important reminder to give ourselves some grace and to celebrate our successes as we recover from difficult times and move forward. n

Helping Applicants Shine: Designing an Equitable Admissions Process

Presented by Crystal Diaz-Espinoza, PhD, Baylor University, and Krysta Long, MEd, Baylor University

Reported by Katie Olivo, MA, MS, Shenandoah University

This session summarized the recent process the Diana R. Garland School of Social Work at Baylor University took to change its graduate admission process from facultyled review to admissions-led review. Diaz-Espinoza and Long outlined their evaluation of their review process and gave tips for other GEM professionals to start taking the same steps.

Questions to begin evaluating your current review:

• Where is our emphasis during application review?

• What do we need to know versus what is interesting to know?

• Are we being equitable?

• How can we save time during the process and still maintain standards?

• What is our end goal?

Pro Tip: Don’t start the conversation trying to take over the process. Value faculty input and outline your goals as well as how you’d like to achieve them so you can have real conversations about expectations and resources.

Diaz-Espinoza and Long wanted to implement an equitable admissions process as well as to shift the admission review from focusing on past performance to assessing future potential. Here are a few practical ways they made changes:

• Evaluated admissions requirements toward holistic review and chose not to consider GPA or test scores;

• Expanded the essay requirements to fill in for interview requirements;

• Required at least two reviewers to read each application and not look at the other person’s notes before adding their own decisions. No one had more power than anyone else during the review process;

• Started with “yes” in mind but were okay with saying “no;” and

• Provided detailed reviewer training on program rigor, bias training, avoiding “fit,” and considering each applicant as a fresh start.

For colleagues in centralized graduate admission offices that may not have the resources for this level of review, they recommended still using these tips to see where you might be able to standardize or provide guidance to your faculty as the experts.

Beyond the review process, the presenters also recommended providing as much transparency on your website as possible so applicants know what to expect on the application form. Don’t use jargon and help students understand the process through monthly webinars if possible.

Overhauling their admission review was a lengthy process that required patience. The presenters recommended focusing on what you can control: self-reflection, transparency, and not giving up. Don’t forget: it matters to be equitable. n

The Exchange

English Language Testing Policies & the International Graduate Student Pipeline

We are experiencing hopeful signs that international student enrollment is rebounding after the COVID pandemic. In this session, the panelists discussed the Duolingo English Test (DET) in context with recent data and trends related to international graduate student enrollment, institutional policy shifts in English language requirements, and enrollment goals.

Enrollment trends

• DET data indicate rebounding international admissions with increasing numbers of test takers from top countries. India saw a 75% increase in students certifying their English proficiency, largely driven by graduate admissions. Nigeria saw a 125% increase in test takers.

• The latest Open Doors report (IIE, 2022) indicates that more than 50% of the international students enrolled in US institutions are graduate students.

• The three institutions represented in this session concur that recent international graduate application numbers have increased significantly. All accept DET to fulfill English proficiency requirements, which has led to expanding access and developing specific regions.

English Language Policies

• DET was founded in 2016 with the goal of lowering the barriers to education for non-native English speakers. It has grown from 50 accepting institutions then to 4,000+ today with a unique model that is:

n reliable & secure

n convenient

n fast

n affordable

• These factors, along with shared missions and values, contributed to the other panelists’ institutions accepting DET.

n Wichita: Initially accepted DET as an emergency solution but adopted it permanently because of improved access. They have redefined “international student” and “native language speaker” for admissions purposes.

n Kentucky: Moving toward a universal English language policy for all applicants, regardless of citizenship, to meet a certain level of language proficiency.

n Northwestern: Utilizes scores to prioritize applicants for admissions interviews and in their final reviews.

Enrollment Goals

• DET: Test-taker numbers are up in every sector. Monthly test volume is up for both undergraduate and graduate admissions.

• Kentucky: International enrollments are up, and DET is credited. Home countries of incoming students align with countries where DET has significant increases in test takers.

• Northwestern: Credits DET for helping them improve the interview selection process, make informed admissions decisions, and meet DEI goals.

• Wichita: Credits DET for increased access, faster testing, affordability, test security, innovation, and overall meeting applicant demand.

Presented by Lindsay Addington, Duolingo English Test (DET); Aaron Coffey, Wichita State University; Julie Collins, Northwestern University Medill School; Suzanne McGinnis, University of Kentucky Reported by Mandi Alford, Lehigh University College of Arts & Sciences

We are experiencing hopeful signs that international student enrollment is rebounding after the COVID pandemic.

Takeaways

This session focused on the importance of lowering barriers in graduate international admissions, primarily the barrier of test taking. As international enrollments rebound to pre-pandemic levels, our institutions need to continue to prioritize the accessibility and cost of

English language proficiency exams. These are among the main advantages of accepting the Duolingo English Test. Test takers can complete DET on demand, with fast results at an affordable cost. The three institutions represented on the panel served as case studies for accepting DET with positive results. n

The Six Imperatives of a Graduate Enrollment Management Plan

Presented by Beth Donaldson, EAB

Reported by Chad Baker, Millersville University

Beth Donaldson began with information provided by EAB and their research into understanding the strategic enrollment management imperative. What was found is that pandemic-fueled growth has slowed much more quickly than in previous recession-driven years. Additionally, online enrollments have increased while face-to-face enrollments have declined. The one constant: administrators unanimously across the board have graduate and adult enrollment as a high or moderate priority. They hope to achieve this through higher admissions goals and to build new programs.

To achieve these new goals and higher expectations, GEM professionals need to find a new approach to enrollment. That is where the six elements come into play:

1. Internal and External Environmental Scan – Use quantitative data points, such as enrollment numbers, student-to-faculty ratios, graduate rates, etc. and qualitative data points like questionnaires to key stakeholders, faculty reviews, and student satisfaction surveys to serve as the basis for your plan.

2. Program development – When possible, consider what is the program’s market viability, what is the program’s modality, and what are the program’s competitive advantages.

3. Marketing and Recruitment – Ensure your marketing is responsive to student behavior, take advantage of a multitude of campaign channels, develop datadriven and personalized content, and use consistent and frequent messaging. It is important to recognize that 20% of your audience are Gen. X, 20% are Gen. Z

and the remainder are Millennials.

4. Tuition and financial aid – Develop a curriculum model for continuous enrollment and faculty scheduling. Regardless of the curriculum model for enrollment, institutions should remove unnecessary financial burdens to increase new tuition revenue.

5. Student Success and Retention – Prioritize support services to shore up graduate student success. Focusing on stop out students should be a priority in determining where support is directed.

6. Faculty and Resources – Determine all desired expenses and income and determine what is feasible to maintain over time. Planning out various scenarios allows for best and worst case overviews.

Key Final Takeaways

1. Graduate enrollment growth is not guaranteed.

2. A GEM plan is necessary to achieve enrollment growth.

3. Take the vision, mission, and strategic initiatives of the institution into account.

4. To create an effective GEM plan, ensure you have the following in place:

a. Upper administration support

b. A holistic vision for the institution

c. A data-informed system

d. The opportunity to modify the plan to best meet the requirements of all stakeholders n

Key Take-Aways for PHD Recruitment and Retention in Nursing and Other Practice Disciplines

Presented by Lauren Muñoz, George Washington University

Written by Caitlin A. Getchell, JD, The University of Tulsa

Lauren Muñoz, postdoctoral associate at George Washington University, has been researching the recruitment and retention of nursing PHD students. Muñoz started by stating that PHD nursing program enrollment has been in decline as doctor of nursing practice (DNP) programs become more available. Many potential students opt for a DNP program for the practice component over a research field.

For her research, Muñoz sought to answer the question: What is the essence of the lived experience of DNPprepared nurses choosing to pursue their PHD?

Muñoz was also seeking to understand how to strengthen PHD interest and enrollment and how to improve doctoral nursing education overall.

Using an existential phenomenology method she worked with 10 DNP-prepared nurses pursing their nursing PHD for this study. She found that some of her participants opted to pursue their nursing PHD for the opportunities it provided in the field hierarchy or the DNP didn’t meet all their needs or expectations. For others, a love of learning or the long-term goal of having their PHD was what led them to their program. But one of the most important components for success was that the students felt supported in their program.

Muñoz stated that many of the participants had stories of times they felt unsure they could succeed and having the support of their faculty and university was what encouraged them to continue.

For GEM professionals working in student success roles, Muñoz suggested some of the following ways to help make students feel supported:

• Ensure equitable resources.

• Encourage faculty or administrators to affirm students’ capabilities. Examples might include:

n A note from the dean marking accomplishments like candidacy.

n Announcements in the campus newsletter of important milestones (e.g., candidacy, defense, publication, etc.).

n End-of-semester department celebration marking successful completion of the term.

n Faculty sharing their own experiences.

For GEM professionals working in admissions, Muñoz suggested:

• Advocate for student exposure to PHD faculty and students — you can’t aspire to something you don’t know exists.

• Be able to explain the differences between a nursing PHD and DNP to a prospect, including degree differences, career opportunities, etc.

• Don’t downplay one degree to boost another and don’t be afraid to guide students away from your program if it isn’t a good fit.

During the discussion, questions arose regarding how a school considering a nursing PHD should decide whether that program would be an appropriate investment. While Muñoz agreed that could be a difficult decision, she mentioned one factor that may play a role is considering whether the university had the resources (e.g., qualified faculty, facilities, etc.) needed for a successful nursing PHD program. Along with student enrollment, the number of nursing PHDs in the workforce has been declining as graduation rates stagnate. This trend has also been noticeable in similar fields with multiple degree options, such as physical therapy, social work, audiology and speech-language pathology, and accounting. While these trends are troubling, Muñoz’s recommendation to help support both applicants and current students could help both degree completion and recruitment rates moving forward. n

Muñoz started by stating that PHD nursing program enrollment has been in decline as DNP programs become more available.

Cycle of Growth: Planning and Adding Functionality Beyond CRM Implementation

• Change can be scary and difficult. Baines and Desrosiers-Tam acknowledged this challenge but also focused on the growth opportunities and benefits that come from change.

• Support – Evaluate how many personnel will be needed. Who will assess demands and answer questions? These points need to be considered when implementing a new CRM. The presenters advocated for the use of support communities (misery loves company) and the importance of having “ambassadors” who support and spread enthusiasm for the new system.

The dreaded CRM implementation often evokes groans and flashbacks from audience members who have experienced the challenges of implementing new CRM systems. However, according to Mickey Baines, partner and technology services practice lead for Kennedy Company, CRM implementation doesn’t have to be such a terrible experience. Baines, joined by Brian DesrosiersTam, assistant dean for the School of Graduate Studies at the University of Toronto, shared key factors to consider in order to make the implementation process more manageable.

• Consider how much of the CRM you actually need to use, and how much are you actually ready to use. Baines recommends starting at a lower level and working into higher levels of functionality and capacity as needed.

• Think about your “must haves” compared to the “nice to haves,” and how these may change over time.

• How do you plan to grow your use of the CRM? Growth can be outward (more users) or downward (more sophisticated use of the system).

• Baines presented the idea of ownership. Consider who will be the functional owner, the person who knows the process and is responsible for the design. This person will need support as well.

• Training – plan on creating manuals but also consider other ways to provide training. Resources such as videos, user-specific channels, open office hours, and shared knowledge go a long way.

• Users – define user roles and limits on permissions, and be cautious of whom you give access to and how much access you approve.

CRM implementation does not have to be all doom and gloom. Baines and Desrosiers-Tam reminded the group of the light at the end of the tunnel. In the end, new CRMs are an opportunity to improve processes and help programs reach their student-centered goals. As comfort grows with new technology and new processes, there are opportunities to find new and better ways to use your CRM. Viewing implementation as a continuous cycle, documenting the process, and being open to change can open the door to new potential and growth. n

Presented by Brian Desrosiers-Tam, University of Toronto; and Mickey Baines, Kennedy Company Reported by Amanda Selby, EdD, A.T. Still University

Slate Tips/Tricks for Sharing One Instance Across Multiple Academic Units

Presented by Lisa Coia, Lauren McGowan, Ryan Taughrin, and Ryan Bloom, University of Buffalo

Reported by Jennifer Sayre, PhD, Bowling Green State University

A common struggle felt by many GEM professionals is how to best configure their CRM. While it is common to have either a centralized or decentralized graduate admissions structure, there may be additional layers and procedures that need to be noted when utilizing one instance of a CRM across multiple autonomous academic units. The presenters shared their experience implementing and operationalizing one instance of Slate across 11 academic units at the University of Buffalo.

At the University of Buffalo, Graduate Enrollment Services has central control of their instance of Slate and each of the participating academic units have a primary decision maker. The primary decision maker in each unit is responsible for making changes and maintaining their own activities within Slate. The Graduate Enrollment Services team provides the base, but the academic units each have built their own bins, workflows, and deliverables utilizing a centrally designed Guideline and Operating Procedures manual for reference. Each academic unit has the control to do almost anything they want in Slate.

The presenters credited their success to the year of training that was provided by the Graduate Enrollment

The NAGAP Experts Bureau

Services central office staff, which is included in the two-year time span it took to bring Slate to life on their campus. The training and excitement for the system is shared with faculty and new hires to help onboard them to the system.

A strength of having each academic unit control their workflows in Slate allows each program the chance to tailor the application process to what best fits their need. Also, they can tailor how they manage and cultivate inquiries unique to their program. The Guidelines and Operating Procedures manual developed by the Graduate Enrollment Services team provides guidance on how to best classify inquiries and applicants that might fall under the purview of multiple academic units.

When asked by the attendees what they wish they knew when they implemented Slate, the following words of wisdom were shared by the presenters: “You are never done.” “Slate can be used for a lot of things that are not in the box.” “Own the trial and error.” “Think about the end user.” “Create a succession plan. People move on.”

A thank you to the presenters who helped the audience learn from their “dys-fun(!)-ctional family!” n

The NAGAP Experts Bureau provides members, as well as outside media, with valuable and reliable resources in the matters of GEM. NAGAP members benefit from having well-respected colleagues within the organization who can confidently and respectfully respond to their best-practice questions or concerns.

Areas of expertise include, but are not limited to:

• Recruitment & Marketing

• Graduate & Adult Student Services

• Ethical Issues in GEM

• International Recruitment & Retention

• Staff Professional Development

• Admissions Policies & Procedures and Operations & Technologies

• Diversity & Inclusion in GEM

• Academic Program Development

• STEM, Biomedical, Medical School Recruitment and Retention

Questions, concerns, or feedback for the Experts Bureau may be directed to nagapmedia @ gmail.com

A Simple Approach to Cultivating Resilience & Adaptability in International Students

Presented by Didan Wedderburn, Memorial University of Newfoundland

Reported by Molly Desimone, University of Tulsa

Acculturative Stress is often dealt with by international students when they first arrive on campus. This is defined as hurdles and hassles that create stress with people who are new to a country and often go unnoticed. One example of this would be the weather. One participant relayed a story discussing how she had a student who did not understand the concept of frostbite and how it was important to wear gloves. Other examples discussed were the inability to find ingredients a student may use in their home country and learning and understanding the English language.

There were two approaches discussed by Didan Wedderburn: Assimilation and Integration. Assimilation is the direct instruction on how we do something in our country. Integration relates to the social integration component that a student will need. This will help them to go through a combination of adaptation and acceptance. Didan made an excellent statement: “Different does not mean deficient.” As students begin to assimilate and integrate, they will gain more resiliency, adaptability, and flexibility.

Personal tactics we can provide students with are to encourage them to embrace their differences and to

refuel themselves every day, even after harder times. Through strategic planning, one can create restorative routines. When talking with international students, motivate them to develop habits. When there are difficult days faced, practice refocusing techniques.

As a university, culturally relevant support programs can be created. These programs can be made available to students where they can adapt to the changing environment, and also accept themselves, others, and the community. By recognizing biases, they will be able to better one another.

Takeaways

Didan Wedderburn made it clear that international students face hurdles that go unnoticed and often are not even a thought to a university. It is important to provide support programs to the students that are culturally relevant. Also, by taking the learning experiences that exist within the university and making simple updates, we can change an international student’s experience drastically. n

Creating & Maintaining an Effective Communication Plan

In this session, Arpita Bala, the assistant director of operations for the Kelley Direct Online MBA and MS programs at Indiana State University, shared her experience in creating an effective communication plan that ensures end-user (think applicants, students, and other key stakeholders) satisfaction. Bala began by differentiating between internal communication plans and external communication plans. Some common factors when developing the two plans include:

• Who is the target audience

• What are the needs and goals of the communication

• What is the purpose of the communication

Bala reminded the audience that communication plans should be defined, formalized, and visible. This streamlines communication within an organization. Communication plans can be policy-driven (how it needs to be done) or action-driven (the goal being accomplished). Bala shared examples of different platforms that might be used for communications, particularly internal communication, and suggested that communication plans take into account the culture

of the audience, such as some users preferring instant messages and others preferring email.

Bala also shared suggestions for creating the most buyin and the best outcomes from communication plans. Pointers included:

• Map communication plans and how they connect to leadership and the overarching plan.

• Keep communication resources in an accessible area for users.

• Review plans for continuous improvement.

• Consider user accessibility and how to add a personal touch to communication plans, particularly external communications.

• Measure the outcomes and effectiveness of the plan (collect data to evaluate if the goal was achieved).

In the end, communication should be consistent and easy to access. Keeping end-user satisfaction in mind is key. Effective communication plans should improve efficiency, productivity, and contribute to a positive environment and culture in the organization. n

Challenges and Opportunities for Graduate Enrollment Professionals: Navigating a New Higher Education Environment

Top-of-Mind

Since the pandemic, graduate schools have seen a greater increase in enrollment than at the undergraduate level. This is especially true for public universities. However, private institutions have seen more of a decrease in enrollment.

When looking at different programs and what they have to offer, the hybrid model has seen the greatest jump. These

particular programs have had an average increase of 52% since the pandemic began, giving students the best of both worlds. Graduate programs that are fully online have also seen this rise. Just slightly lower than hybrid programs, online programs have made an increase of 40%.

We can see the differences in private versus public and online or hybrid programs versus in-person. Online

Presented by Arpita Bala, Indiana State University

Reported by Amanda Selby, EdD, A.T. Still University

Presented by Pam Kiecker Royall, EAB; Donald Resnick, Global Higher Education Consultant; Keith Ramsdell, Ashland University

Reported by Molly Desimone, University of Tulsa

programs are typically less expensive at a public university over a private university. This not only benefits the public institutions, but also programs that provide online learning opportunities.

To see an increase in retention and enrollment, staff must be able to respond to inquiries. Applicants want to hear from the staff, and faculty, in a timely manner. If this is not done, then pursuing the applicant is not worth it.

It is also imperative that recruiters go where the students

are. Find the students by getting to them. Don’t wait for them to come to you.

Takeaways

Continue to look at trends and be aware of what potential applicants are looking for. Ensure that staff and faculty are dedicated to creating a working communication flow that benefits the students. Get in front of the applicants and determine how you can make changes to programs in order to see an increase in numbers. n

Cultivating Graduate Enrollment Best Practices Through Faculty-Staff Collaborations

Presented

R. Ford, PhD;

In this fast-paced session, Channing Ford and Ashlee Hanvey made sure to cover a lot of ground on how to create buy-in between faculty reviewers and graduate admissions staff to create a more effective and efficient application process. They opened the session with a think, pair, share session to engage the room immediately. Participants were able to share what works well and what could be improved upon with their process. This immediately drew the attention of many who wondered how to speed up the faculty review process.

Channing and Ashlee brought a few considerations to the forefront:

• Creating a holistic review process. Consider a review process that strips away items that create unremovable barriers or unintentional biases

• Develop a rubric to measure the value of supporting documents

• When using letters of recommendation, have the committee use an agreed-upon scoring method

• Using a “bucket system” for review – “accepted,” “waitlisted,” and “denied” groups

• Provide guiding principles to your applicants as to why each item is used toward their application

The presenters recommended a continued evaluation of admissions and including a team who will be familiar

with any state standards if your school is meeting state accreditations (such as education). They shared:

• Make the process clear

• Explain the process to faculty, often

• Open lines of communication with faculty

Because of their evaluation process, they streamlined admissions decisions and took on some decisions within the office, such as unconditional or denied (applicants who do not meet the minimum); they removed extra items, such as scores that have no bearing on the outcome, and added in communications to applicants which included a “Connect with Faculty” message.

With this evaluation, they introduced some accelerated pathways to their undergraduate students: Accelerated Senior Privilege and Faster Master’s.

YES! They surveyed the faculty and program directors impacted by these changes. They heard positive feedback and other feedback related to adjusting to something new. Still, overall, the graduate admissions office saw that the changes increased the applicant pool, including completed applications, opened communication between admissions and the programs, and now produced a timely admissions decision from the program. n

by Channing

and Ashlee Hanvey, MA, Jacksonville State University Recorded by Kittie Pain, MLitt, Kutztown University

Don’t Wait for Them to Come to You

Presented by Michael Merriam, MM, Framingham State University

Reported by Katie Olivo, MA, MS, Shenandoah University

The next step was to generate university buy-in. This involved meetings with many campus partners, namely: the program director, alumni and development, the bursar, registrar, admissions, legal affairs, financial aid, and educational technology. They worked to develop a memorandum of understanding (MOU), and a contract to meet their accreditation requirements, but also strove to meet students where they were. Merriam shared a few tips about this process for those looking to start cohorts of their own:

• Plan course schedules that work best for the students and the sponsoring company. This cohort started with one class per semester during their work hours one morning each week.

On July 1, 2022, Dr. Nancy Niemi began her tenure as president of Framingham State University (FSU). A few weeks later, she charged Michael Merriam, assistant dean for graduate and continuing education recruitment, with four goals:

1. Be entrepreneurial

2. Find programs to expand

3. Don’t spend too much money

4. Increase enrollment

Knowing he had no small task ahead of him, Merriam and his team began identifying programs with capacity that met community demand. They identified three programs to focus on first (counseling psychology, nutrition education, and special education) but ultimately began with one primary cohort for the Master of Arts in Counseling Psychology.

Over the next year, Merriam created a targeted recruitment process aimed at creating cohorts with community organizations. First, he sought company partnerships. One company approached FSU willing to provide 40 scholarships to increase the number of licensed mental health counselors. He took their offer one step further and asked if they could work together to develop a cohort.

• Discuss the preferred modality for the organization - asynchronous online, remote synchronous, hybrid, face-to-face?

• Reduce barriers by examining admissions requirements.

Once these details were concrete, marketing started in earnest: press releases, digital advertisements, webinars, one-on-one appointments, email and text campaigns, and community outreach. This generated a lot of interest that they then had to narrow down to 20 students.

About this time in the process, Merriam went back to his charge from his president and realized they needed more support to avoid spending too much money. Merriam and his colleagues drafted a grant proposal to the Massachusetts Executive Office of Health & Human Services. The proposal included 10 letters of support and commitment, including one from the president, and requested funds to hire additional staff and faculty. FSU was awarded $1.3 million and are currently collaborating with nine prospective organizations to establish new cohorts.

Merriam emphasized the group effort necessary to launch FSU’s cohort initiatives. His parting advice to his audience? “Don’t take no for an answer.” n

International Student Recruitment: What’s Ahead for 2023 and Beyond?

Today’s prospective students have an abundance of choices regarding quality study options, both at home and abroad. How can institutions stand out and attract bestfit students for their institution? A 2022 global survey of 9,635 prospective graduate students from more than 55 countries revealed the following:

Motivations and Challenges

Top motivations to study abroad:

1. Achieve my career goals (55%)

2. Develop myself personally (46%)

3. Access higher quality teaching (37%)

4. Experience a new culture or lifestyle (36%)

5. Attend a top-ranked program or university (20%)

Top challenges for studying abroad:

1. Tuition fees and living expenses (83.5%)

2. Visa requirements and immigration (42.7%)

3. Finding housing and accommodation (40%)

Study Intentions and Key Factors

• Funding:

n Traditional sources of scholarships and loans are shrinking.

n Self-reliance, working to self-fund is growing.

n Students from China are looking for less funding while India and Africa are looking for more.

• Students mostly want to study on campus, but there is lots of interest in hybrid.

• Preferred subject areas are #1 healthcare and medicine, #2 business and administration, #3 computer science and IT.

• When deciding where to study, students start with a program, then country, then school. And when asked “What’s important in a program?” 65% said “practical curriculum and a focus on course content.”

Early Trends for 2022 vs. 2023

• The pipeline is getting shorter for the start of study options research with 85% of students starting to look for a program a year or less before applying.

• Students who responded that they planned to study “this year” increased from 48% in 2022 to 64% in 2023.

• Preferred study destinations are 21% UK (steady), 14.4% Canada (up slightly), 14.3% USA (up slightly).

• Students’ preferred means of communication with a university is email (79%), followed distantly by instant messaging (8%) and video call (5%).

Suggestions for Programs

• It needs to be easy to find you and SEO is important.

• Students are getting more savvy about finding information, and coming to your site when they are ready to apply. It needs to be easy for them.

• Be transparent about real costs, including cost of living. To meet student communication expectations, find ways to automate. Use “snippets” and personalize. When asking for information, students expect to receive a response within the following timeframe:

n 7% within a week

n 36% within a few days

n 30% within 24 hours

n 19% within a few hours

n 9% immediately

Note: Suggestions/comments from the audience: Build a landing page for markets you want to target. Admissions doesn’t have control over websites. WhatsApp is helpful. n

Presented by Mark Bennett, MA, PhD, FindAUniversity, part of Keystone Education Group and John Albanese, MA, Glasgow Caledonian University

Reported by Leigh Lane Peine, MBA, Educational Credential Evaluators (ECE) How

Gen Z Trends and Behavior

Presented by Sam Graudins, Parsons School of Design at the New School

Reported by Jennifer Mailey, MEd, Cornell University College of Veterinary Medicine

To better understand how to work with Gen Z (born between 1995-2010) throughout the enrollment cycle from marketing to application to enrollment to retention we need to identify the general make-up of the group. They are often:

• Motivated by social action;

• Have expectations of universal access;

• Have renewed parent/student relationships;

• Are socially inexperienced; and

• Want to build something better.

Knowing where they share and connect with their peers as well as acquiring new knowledge is important. Their social media outlets tend to be Snapchat and Instagram for friends, and TikTok and YouTube for information. They will text but prefer face-to-face interactions that can include video chat. They are socially inexperienced,

HEAR HOW PROGRAMS ARE IMPLEMENTING HOLISTIC ADMISSIONS

wanting to be with people, but not sure how to interact. Their parents have taken on a role as co-pilot and not ‘helicopter parent’s.” Students see parents as role models and partners and tend to stay at home longer.

To work with this group and to create a successful marketing plan remember:

• Self-service is essential;

• Parents are welcomed partners;

• Finances and debt are critical in their decision making; and

• Gaining their attention is critical, and retainment needs to be a part of the process upfront.

Key points that resonate with Gen Z students include mental well-being; diversity, equity and inclusion; dedication to sustainability; and building something better. n

Bolster your recruitment efforts with our new MASTER CLASS.

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From Motivation to Marketing: Leveraging Market Segmentation for Impact

Presented by Sam Martinez, Emory University’s Candler School of Theology

Recorded by Jennifer Mailey, MEd, Cornell University College of Veterinary Medicine

Motivation marketing can be a powerful way to approach a successful recruitment strategy. Tailoring a marketing program based on the unique motivators discovered through data analysis, defining the needs and interests of your audience, and understanding the challenges of the market will help in building a solid communications plan. Market segmentation includes:

• Definition

• Challenges

• Data

• Results

Once common interests such as program interests, common values, location of audience (international & domestic),

etc. are discovered you can better understand where to begin defining the motivation of the audience you want to recruit. Qualitative data can be discovered in the application through coding words and phrases and apply to trends worth following.

Motivation helps drive the conversation throughout the admissions cycle. Selling a vision of motivation through social media, video clips in program pages, alumni features, articles about students and graduates, your website, swag, and weaving it into your CRM “Drip Campaign” throughout your recruitment program will provide a consistent message based on your audience definition. This message should be woven throughout the recruitment process from prospect to applicant to matriculant. n

Maximizing Your Website’s Conversion Potential: Data-Driven Strategies for Graduate Admissions Professionals

Presented by Dallin Palmer, Halda; and Keith Ramsdell, Ashland University

Reported by Melanie Steele, MBA, Ursuline College

Research conducted by Dallin and Keith brought to light some interesting information regarding higher education websites, including:

• GEM professionals report that their number one priority for their website in 2023 includes better datadriven decisions.

• 76% of graduate prospects reported visiting a university’s website on day one of their program research.

• A desktop is still the most used device for higher education searches.

• 49% reported it was somewhat easy to find information on an institution’s website.

• 61% of prospective students report that they use a university website to gather details to compare and contrast graduate schools options.

With this understanding, Dallin and Keith provide several tactics to optimize website content and design to improve conversion rates. One tactic is to focus on organic traffic because it increases page views per session. Organic traffic to the home page has an average of nearly 2.5 page views per session and organic traffic to a secondary page has an average of two page views per session. The number of views is significantly higher than paid traffic, which only sees one page view per session on average. When it comes to paid media, TikTok and Google perform

RECRUITMENT AND MARKETING

better than Instagram and Snapchat.

Next, they recommend offering an immediate value to the user. Don’t default to “Apply Now,” “Learn More” or “Contact Us” because these campaigns have a 98.9% bounce rate. They perform 70% worse than an average campaign. Instead highlight application fee waivers, paying for school, planning help, and fit assessments to create interest and action.

Lastly, Dallin and Keith recommend optimizing your forms in three ways. Ask for only what you need on the form

Building and

Stacking:

to make it easy for the prospective student. Requiring a phone number decreases the submission rate by 25% and date of birth decreases the submission rate by 30%. In addition, make a clear value offer to users. Ads and forms that include a number typically see an increase of 33% in conversation rates. Also, be respectfully proactive with your website pop-ups. Forms that only appear one time and are offset with a six- to 10-second delay have the highest conversation rates. n

Experimenting with Graduate Certificates

Katie Olivo, director of college outreach at Shenandoah University, and Kathy Giddings, director of graduate admissions at University of North Carolina at Charlotte, discussed the integration and value of graduate certificate programs within their respective institutions. The presenters stressed the value of graduate certificates, noting that these programs allow learners to build their expertise through flexible and stackable offerings.

Factors to Consider Before Launching Certificate Programs

• Know your audience and demand.

• Review the competition.

• Identify the ideal program format and delivery method.

• Explore financial aid eligibility.

• Determine if course credit may be applied to a master’s degree.

Pro-tip: Being a part of the development process is critical to know when new programs are being launched.

Marketing Strategies for New Programs

• Conduct breakout sessions with students to introduce them to the various offerings prior to registration and enrollment.

• Stress the values and skills gained through the certificate program through direct marketing campaigns.

• Target individuals who already hold master’s degrees to promote certificates that would allow them to diversify.

• Be creative in your marketing to create program visibility to potential enrollees.

Pro-tip: Market research is key to ensure program viability.

Strategies to Attract Program Participants

• Name the certificate program more broadly to help attract more people into the program.

• Tie the certificate program to employer needs.

• Continually evaluate certificate programs and recognize when sunsetting a program is necessary.

• Create an undergraduate pathway to certificate completion that will also prepare students for a master’s program.

Pro-tip: Meta has the ability to search your competitors to see what they are currently marketing, which can assist you in differentiating your program from others.

In summary, the session stressed the importance of communication between graduate certificate developers and graduate admissions for program viability. Olivo and Giddings also stressed the importance of differentiating between credit-bearing certificate programs and noncredit-bearing. n

Presented by Katie Olivo, Shenandoah University; and Kathy Giddings, University of North Carolina at Charlotte Reported by Channing R. Ford, PhD, MPA, MA, MA, Jacksonville State University

Meeting Students Where They’re at During Online Orientation

Presented by Jessica Lackner, Hazelden Betty Ford Graduate School of Addiction Studies

Written by Caitlin A. Getchell, JD, The University of Tulsa

How do you onboard your students? At Hazelden Betty Ford Graduate School of Addiction Studies, Jessica Lackner manages the four-week online orientation their students must complete before enrolling in courses. The asynchronous course is designed to help students learn the systems that will be used for their online courses, as well as covering policies and resources (such as financial aid) that the students should be aware of. The orientation also helps set the understanding of faculty expectations for communication and coursework.

Lackner said they structure the orientation as if the students have never used a computer, starting with very basic instructions and building up to more complicated systems. Since the orientation is asynchronous students can work at their own pace, as long as they complete it prior to the start of the term. Students maintain access to the orientation for two semesters in case they later need some of the information covered.

Since the orientation is a prerequisite for enrollment, the students are required to get a 70% or higher to pass the course. If they do not pass with a 70% or higher

the student may defer their start term and attempt the orientation a second time when it is next offered. They are only given two attempts to pass the orientation. Students who are unable to successfully complete orientation do not start the program since that is an indicator that they may not be successful at that point in time. Lackner said this is rare and is usually an indicator the student doesn’t currently have the time to commit to graduate school.

The orientation gives Lackner the opportunity to build a rapport with the students, which is important because she continues to follow up with students after orientation ends. She checks in with the students mid-semester and also sends regular reminders of the resources mentioned in the orientation. The continued relationship between Lackner and the students helps encourage them to come to her with any issues they may be facing so it can be addressed early on and, hopefully, prevent larger complications for them.

Lackner acknowledged that a four-week orientation seems long, but said it works well for preparing their students for success in the program. n

Since the orientation is asynchronous students can work at their own pace, as long as they complete it prior to the start of the term.

STUDENT LIFECYCLE, ENGAGEMENT, AND SUPPORT

Welcome Home...and Bring your Friends!: Engaging Alumni for Recruitment and Rankings

Presented by Sarah Wanger, Indiana University

Recorded by Jennifer Jones, the College of Agriculture and Life Sciences at Virginia Tech

Alumni engagement can be a critical aspect of any university’s recruiting process. It is crucial for universities to establish and maintain a healthy relationship with their alumni, as such a relationship can bring numerous benefits to both parties. The process must engage the correct university stakeholders and must have the structure in place to support such engagement. However, there are various issues that universities face while engaging their alumni. Some of these issues include locating alumni in their current roles, the risk of using alumni only in a self-serving fashion without any benefit to the alumni, and keeping alumni engagement high with continued and ongoing support options. University-level stakeholders may also believe that engaging alumni is a simple process—you only need to invite them, use famous or successful alumni, or just start an ambassador program for alumni, but that is not always the case.

Despite the challenges associated with alumni engagement, it is crucial for universities to engage their alumni for several reasons. First, alumni can help with job sourcing for current students and recent graduates, which is a significant advantage for universities. Second, alumni can help with recruitment for prospective students, driving new enrollment for the university. Third, alumni lead generation is higher quality, as they have a vested interest in the university’s success. Fourth, alumni giving is necessary for university success and national rankings. Finally, alumni engagement facilitates continued program connections between current students, alumni, and the various professions.

Among the important steps in building a successful alumni recruitment and engagement process, universities need to evaluate what is in place currently, identify gaps, and gather data before making any changes.

This process includes creating alumni lists, preparing emails, using social media to connect with alumni, gathering employee data, and building relationships. Gathering ongoing feedback as each new initiative is put in place is also crucial, as it allows universities to adjust and adapt to their alumni’s needs. It is best if the process can be centralized but it is necessary to maintain transparency for all parties involved and to have customization of partnership models that include all university level stakeholders. Finally, it is important that individual team members be trained on the specific role they have in the university ecosystem.

The Kelley Direct Online MBA program provides an excellent example of successful alumni engagement. The program had a large pool of living Kelley alumni, and the program created a position specifically for outreach with goals. This included compiling the alumni database, cultivating relationships, gathering intel for next steps, providing value for alumni, and creating opportunities for engagement with alumni and current or prospective students.

In conclusion, to achieve successful alumni engagement, universities must offer value to their alumni, such as workshops, newsletters, homecoming events, alumni volunteer opportunities, alumni success stories, alumni mentoring opportunities, networking opportunities (in person and virtual), career services, and an alumni website. Universities must also communicate effectively with their alumni and offer a variety of options to engage them, as not all alumni will want to engage in the same way.

Ultimately, the added value provided to alumni will lead to better engagement from them as well as increased giving and improved university rankings. n

However, it is crucial for universities to establish and maintain a healthy relationship with their alumni...

STUDENT LIFECYCLE, ENGAGEMENT, AND SUPPORT

Pre-Arrival Support For Incoming Graduate Students (Focusing On International Students)

Presented by John Gardner, Department of Mechanical Engineering, University of Minnesota

Authors are Sarah Dohm and Alyssa Benson, University of Minnesota

Reported by Amy Carver, MBA, Iowa State University College of Engineering

Graduate program coordinators (GPCs) within the engineering department of the University of Minnesota recognized the need to onboard incoming graduate students, especially those from international backgrounds. All newly admitted students were invited through the application system, but the sessions primarily focused on topics that were of interest to the international student population. These session topics were determined through a survey of the incoming cohort. The sessions were well attended, and the recorded sessions were viewed by students from 18 different countries, ranging from 20 to 200 times.

From the survey, the team decided on the following topics:

• I-20 and Visa questions/process: In this session, the team covered setting up visa interviews, what to expect, questions about deferral, and letters of study.

• Housing Information: This included off-campus living, legal services, signing contracts, and lease information. Students had many questions about housing options, safety, legal procedures, and transportation.

• Using University of Minnesota Systems: This session covered various aspects such as understanding the role of a graduate program coordinator (GPC), setting up email and MyU accounts, dealing with holds, immunization requirements, handbooks, registration, departmental orientations, Ucard, and questions about tuition and funding. Mental health resources/ services and disability resource services will also be added.

• Employment at the U: This session covered ISSS and college career services, different types of employment, student employment postings, TA/ RA benefits, full-time and part-time appointments, Curricular Practical Training (CPT), Occupational Practical Training (OPT), and employment after graduation.

• Traveling to and within Minnesota: In this session, the team provided information on getting to campus

from the airport, transportation options around campus and the city, obtaining a driver’s license, safety considerations, and temporary housing options. The team approached this session with the understanding that even though the students are adults, they may still need assistance in navigating new environments.

• Health insurance: This session aimed to explain the U.S. healthcare system, where to go for medical services, understanding the differences between emergency rooms and urgent care, copays, and addressing students’ questions and concerns.

• University Library: This session aimed to showcase the wide range of resources available at the library, emphasizing that it is not just a building full of books.

• Student groups were invited to come in for a session without GPC for a more authentic student-to-student conversation.

n A panel of current students was organized to address student needs. Similar to the student groups, the students ran the panel themselves. The session concluded with a GPC panel to cover questions on all topics and wrap up the event.

When the students arrived on campus, the college organized an in-person social event for all students. The Dean attended the event, provided swag, and funded the food. The event exceeded expectations, with well over 200 students attending (so many that they ran out of food!). The event extended beyond the scheduled time due to high engagement and conversation.

What’s next: add more topics, improve communication with individual departments by reaching out and sending Google Calendar invites, and increase the scale of the in-person social event with the presence of more student groups than anticipated. n

STUDENT LIFECYCLE, ENGAGEMENT, AND SUPPORT

Graduate Career Development: Delivering a Park Avenue Experience on a Hell’s Kitchen Budget

Presented by Jeremiah Nelson, PhD, Kenner School of Business at Catawba College

Reported by Amy Carver, MBA, Iowa State University College of Engineering

Career outcomes are a crucial aspect for our graduate students, but Dr. Jeremiah Nelson faced the challenge of enhancing career development at the Kenner School of Business with limited funding and staff. Catawba College, a small liberal arts college in North Carolina founded in 1851, recently introduced graduate programs such as the MBA: General Management, Clinical Mental Health Counseling, and Sport Management in the fall of 2020. According to a study conducted by the Center for Graduate Career Success, more than half of graduate students lack foundational knowledge about the job search process.

Challenges

Students experience anxiety about their futures, carry a heavy debt load, and struggle to effectively communicate their value to employers. Many of us have observed similar challenges on our campuses, where resources are often focused on undergraduates. Faculty members often feel unprepared to provide career counseling and are hesitant to incorporate career activities into the curriculum. Budget constraints make it difficult to hire career support specifically for graduate students, and these limitations influenced the implementation of most of the strategies Dr. Nelson adopted.

Beyond Graduate School Platform – not a paid spokesperson

This platform was launched last fall for master’s level students and has the appearance of a course built within a learning management system. It is tailored specifically for graduate students and provides modules suitable for both academia and industry, although the tools may differ in each context. Beyond Graduate School offers a research-informed curriculum to teach successful job search strategies. Five modules are designed to help students earn their degrees and build their careers:

1. Design: Set your goals and create a plan.

2. Connect: Build meaningful connections.

3. Evaluate: Understand company culture.

4. Apply: Utilize proven strategies for job applications, focusing on networking and leveraging personal connections.

5. Build: Transition from graduate school to the workforce, setting oneself up for long-term success and advancement.

Tips, Tricks, and Lessons Learned (single sign-on with university email address)

• Introduced w/ demo at Orientation.

Tip: Make every student log in during orientation

• Student participation can be a challenge for optional activity.

Tip: Email reminders directly from program director

• Incorporating into curriculum is even better! Tips: Career development course -or-faculty can strategically incorporate into existing courses

• Use lessons (or whole modules) as homework for advising.

n Establishes a base of knowledge prior to meeting

n Saves advisors from having to repeat basics hundreds of times

n Increases efficiency of meetings

n Allows conversations to be richer

Through the affordable solution provided by Beyond Graduate School, the Kenner School of Business at Catawba College was able to scale career support because we are “one person.” n

Five modules are designed to help students earn their degrees and build their careers...

Supporting and Building Community for First-Generation Graduate Students

Presented by Tiffany Simon BA, MEd, EdD, New York University

Reported by Jacqueline McDermott, PhD, Purdue University

While there are initiatives at the undergraduate level to support first-generation college students, there are fewer resources for first-generation graduate students. There can also be confusion in defining who exactly are firstgeneration graduate students.

The definition that NYU uses is based on parental education and is largely framed from TRIO program definitions. In this NAGAP conference session, Dr. Simon discussed how to define first-generation college and graduate students as well as resources that NYU has implemented to support first-generation graduate students.

Specifically, NYU established a first-generation graduate career certificate, and welcomes a more inclusive definition of first-generation student, including those students who might identify as a first-generation 1) undergraduate student, 2) graduate student, 3) student studying in the United States (international student), and 4) student who might not have someone alive in their family with a college degree.

Dr. Simon’s work includes:

• Pathways to PhD: A Master’s to PhD transition program with faculty mentoring and tailored programming for first-generation students;

• Bringing in first-generation faculty and administrators to connect them to students through panels/ workshops to talk about first-generation experiences;

• First-Generation Fridays (once a month): space where students can ask questions about challenges and connect with resources; and

• Engaging in the NASPA first-generation conference and National First-Generation to College Celebration Day in November.

There was also information sharing from the larger group of attendees who mentioned the following topics:

• A large percentage of first-generation students come from historically marginalized groups;

• Some institutions have developed a First-Generation Coordinating Council with a website dedicated to all students who are first-generation;

• Develop your definition of first-generation students on your campus (UG versus Grad; domestic versus international, etc.);

• Faculty partnerships are important (identifying firstgeneration faculty/staff, encouraging them to share their status and experiences, etc.); and

• The role of student’s families: Families tend to be supportive but they do not always understand the requirements of academia, especially graduate school.

Leaving this session, attendees are encouraged to ask questions to better understand what resources exist at your university to support first-generation graduate students. Start developing your action plan now! n

STUDENT LIFECYCLE, ENGAGEMENT, AND SUPPORT

Case Study: Developing a Model of Graduate Center for Holistic Support and Engagement

Presented by Lindsey Carbone and Catherine Chandler, Merrimack College

Reported by Chad Baker, Millersville University

Graduate programs at Merrimack College are relatively new, having been established within the past 11 years. Like many schools, these programs were initially developed in separate areas, resulting in silos and communication barriers. The objective of this presentation is to demonstrate the breakdown of these barriers for students by creating a graduate center that offers resources across various domains to the college’s students.

A Brief History

The push for a dedicated space for graduate students began in the late 1990s and early 2000s. While spaces were available, there was a lack of dedicated space specifically for graduate students. Consequently, there arose a need to provide better resources and programming tailored to their needs.

Recognizing this need, Merrimack College seized the opportunity to create a space that would not only serve as a universal hub for graduate students but also foster student involvement and leadership opportunities.

The objective of the center was to establish a warm and inviting environment where students could gather, access services and programs, and engage in developmental opportunities. The aim was to centralize and coordinate all graduate support services, integrating students’ academic and personal lives holistically. Furthermore, the center was envisioned as a stepping stone towards the graduate school experience.

Creating a Model for Your Graduate Center

Lindsey Carbone and Catherine Chandler provided valuable insights for schools contemplating the implementation of a similar center on their campuses.

• Identify advocates and champions for graduate students and program

• Engage in discussions and collaboration with current student leadership organizations

• Assess the needs specific to your campus

• Align your organizational and staffing models to determine the internal requirements for sustaining the center

• Locate available space on campus.

• Compile a comprehensive list of services and programming, including a detailed inventory of required resources.

Schools should also establish goals for the center. Begin by defining a mission or overarching goal, and then develop subsidiary goals that align with it. Identify the actions necessary to support these goals.

At Merrimack, their goal was to cultivate a sustainable graduate culture on campus. From this goal, they identified seven actionable points to support it, which, in turn, led to the identification of four key areas of focus: wisdom, awareness, connection, and wellness.

Merrimack also recognized the significance of fostering strong strategic partnerships on campus. Lindsey Carbone and Catherine Chandler emphasized the importance of cultivating supportive relationships with various offices, including admissions, residential life, provost, career center, athletics, and others.

Through this process, Merrimack has gained insights into what works well and should be continued, while also exploring potential areas for improvement and expansion of the resources provided. Continual evaluation and benchmarking are critical to the success of the center. n

Like many schools, these programs were initially developed in separate areas, resulting in silos and communication barriers.

Leveraging Alumni to Increase Student Success and Achieve the Goals of the College

Presented by Lisa Hollinger, University of North Texas

Recorded by Brett DiMarzo, Boston College

Your alumni are a valuable resource in providing support to your students and your institution. In her presentation at the 2023 NAGAP Summit, Lisa Hollinger from the University of North Texas shared her motivation for engaging with alumni to participate in a host of various activities. Regardless of the activity, involvement from alumni only adds to the success of students and the institution as a whole. In her role as the assistant director of marketing and outreach for the College of Information at UNT, she constantly engages with alumni to encourage them to participate in a variety of programs. She shared some of her successes during her session.

Lisa first shared some of the literature that indicates why schools should implement mentoring programs on their campuses, highlighting how students benefit from engaging with alumni and the value alumni participation can have in assisting in program success. With an understanding of the why, she then outlined the steps she took to create the Mentorship Program on her campus, from identifying potential alumni to serve as mentors to the importance of collecting survey data after program completion. She also provided examples of the expectations set prior to the start and testimonials of those who participated in the program when it concluded.

Regardless of the activity, involvement from alumni only adds to the success of students and the institution as a whole.

STUDENT LIFECYCLE, ENGAGEMENT, AND SUPPORT

Lisa then opened a discussion with attendees to gain insights into some of the common challenges she faced during the program and how schools can address some of those challenges. Some of the challenges discussed included:

• How to encourage participation when students don’t respond to emails;

• How to handle specific student-type requests from mentors; and

• How to address students canceling or not attending mentor meetings.

Closing out the session, Lisa shared some other examples of how alumni are involved in the activities at her institution. She and her team regularly encourage alumni to participate in a school speaker series, join scholarship committees, become College Leadership Board members, attend school events like virtual mixers with graduate students, connect with prospective students during the busy recruitment and admission yield cycles, provide newsletter highlights that are sent to graduate students, and attend alumni receptions and events whenever possible. All of these activities help engage alumni and support the recruitment and admission mission of the college. n

All of these activities help engage alumni and support the recruitment and admission mission of the college.

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