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. 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.

• 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.

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