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.