Perspectives 37-1 Spring 2025

Accessing Insights and Connections through NAGAP

NAGAP GEM Summit 2025, takes place April 23–26, in San Francisco!

The Summer PDI will be held July 10–11 in Chicago! Look inside this issue of Perspectives!

The NAGAP Report podcast offers a wealth of information! Call for volunteers!

Connect with NAGAP Communities!

A Newsmagazine for Graduate Enrollment Management Professionals

Editor, Caitlin Getchell Lawson Director of Graduate Academic Policy and Student Success at University of Tulsa Tulsa, OK

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 © 2025 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.

Table of Contents

Greetings, NAGAP Family!

I hope this spring has brought a fresh start to a fantastic new year for you. I’m excited to invite you to the NAGAP GEM Summit 2025, taking place April 23–26, 2025, at the Marriott Marquis in San Francisco, CA. Our conference planning committee has been hard at work, selecting top-notch sessions from an incredible pool of submissions contributed by the brilliant minds within our membership and partnerships. Your NAGAP Board, along with the Education and Conference Planning Committees, is eager to welcome you and make this year’s Summit our best one yet!

I look forward to connecting, learning, and gaining insights from sessions focused on best practices, research, and self-care strategies. A special thank you to Meg Murray (Conference Chair), Delvin Owens, Shaniece Walker, LaToya Walters, and our Talley meeting manager, Tara Ballard, for their dedication and tireless efforts in shaping what promises to be an outstanding conference.

In this Spring Perspectives, I encourage you to explore updates on the Professional Development Institute, NAGAP Podcasts, strategic partner articles, and our NAGAP communities. Higher education is constantly evolving, and NAGAP provides a wealth of resources to help you stay ahead. I also invite you to get involved—whether by participating in discussions on The Exchange, where you can seek advice and share best practices, or by engaging in volunteer opportunities to make a lasting impact in our field.

Looking ahead, our Summer Professional Development Institute will be held July 10–11, 2025 in Chicago, focusing on core competencies and advanced strategies in GEM. Be sure to visit our website for details on upcoming webinars, research opportunities, professional development programs, and ways to get involved. Keep an eye out for our upcoming call for volunteers—this is your chance to raise your hand and contribute to the NAGAP community!

As your President, I truly appreciate your support and look forward to another impactful year of service. NAGAP has given me so much, and I am honored to give back. Please don’t hesitate to reach out if I can be of assistance.

Best wishes,

Get a Sneak Peek of the 2025 GEM Summit Featured Speakers

The 2025 Graduate Enrollment Management Summit will kick off on Wednesday, April 23, in San Francisco, California, and will conclude on Saturday, April 26. The Summit includes three days of dynamic sessions, networking opportunities, and chances to connect with vendors and sponsors. Below we offer a sneak peek into the session’s featured speakers: Jovan Glasgow, the keynote speaker; Dr. Lisa Garcia Bedolla, plenary session speaker; and Dr. Kendra Jason, the closing brunch speaker.

Keynote Speaker: Jovan Glasgow

Bio: Renowned for his innovative PX3 Method, Jovan Glasgow masterfully aligns personal and professional development with purpose, optimizing individual performance while fostering a unified and dynamic organizational culture. His work has become a

cornerstone for companies looking to drive innovation, growth, and sustainable success.

With over a decade of experience, Jovan has empowered Fortune 500 companies to build extraordinary teams rooted in integrity, vitality, and forward-thinking strategies. His influence spans global

Kendra Jason, PhD

Lisa García Bedolla Jovan Glasgow

CAREER, STAFF, AND PERSONAL DEVELOPMENT

enterprises, helping organizations break through conventional barriers to unlock exponential growth.

Ranked #2 on Yahoo Finance’s Top 10 Motivational Speakers and recognized in Choice Point’s Top 30 Speakers Globally, Jovan’s impact is both profound and enduring. His innovative approach has been featured across major platforms such as NBC, NFL, and Yahoo Finance, making him one of the most sought-after voices on leadership, innovation, motivation and growth.

Plenary Speaker: Lisa García Bedolla

Bio: Lisa García Bedolla is University of California Berkeley’s Vice Provost for Graduate Studies and Hitchcock Dean of the Graduate Division, and Chancellor’s Professor in the School of Education. She uses the tools of social science to reveal the causes of educational and political inequalities in the United States, considering differences across the lines of ethnorace, gender, class, geography, etc. She believes an intersectional and interdisciplinary approach is critical to recognizing the complexity of the contemporary United States. She has used a variety of social science methods — participant observation, in-depth interviewing, survey research, field experiments, and geographic information systems (GIS) — to shed light on this question. While doing all of this, she is the proud mom of three young

adults, one of whom is in high school. Professor García Bedolla earned her PhD in political science from Yale University and her BA in Latin American Studies and Comparative Literature from UC Berkeley. From Lisa’s approach to research, we see she is very much at home with us today in seeking to better serve our students.

Closing Speaker: Dr. Kendra Jason

Bio: Dr. Kendra Jason is an associate professor of Sociology and the former Executive Fellow for Strategic Initiatives in the Office of Diversity and Inclusion at UNC Charlotte. Her specializations include race, class and gender inequality, and work and occupations. Dr. Jason has nearly 20 years of diversity, equity, and inclusion experience. Her research on the topics of organizational behavior and management, inequality and work can be found in refereed journals, technical reports, book chapters, and teaching outlets. Her work has been featured at The National Academy of Sciences and in media outlets, including Forbes.com. With over 25 publications on the topic, she is a sought-out speaker on race and equity in the workplace. She is the founder of Work 4 Change, a workplace equity consultancy and editor of Race and Social Justice: Building and Inclusive College through Awareness, Advocacy, and Action. n

Upcoming Annual NAGAP GEM Summit

April 23-26, in San Francisco, CA

Held each year in April, the NAGAP Annual Conference — the Graduate Enrollment Management Summit — brings over 800 GEM professionals together under one roof to gain insight and knowledge from peers and experts in the field.

The GEM Summit features dynamic speakers and provides numerous opportunities to learn new approaches, receive updated information on all aspects of graduate enrollment management, share useful tips, exchange creative ideas, and connect with fellow NAGAP members.

Various educational sessions are designed to meet the needs of everyone from new graduate admission and graduate enrollment management professionals

to experienced veterans. Learn new approaches and strategies in a variety of domains related to our field:

• Recruitment and Marketing

• Money Matters

• Integrated Operations

• Student Services

• Alumni Engagement Across the Student Life Cycle

• Enrollment Modeling and Strategic Planning

• Career, Staff, and Personal Development

• Diversity, Equity, and Inclusion

Join us for three days of education with friends and colleagues along with our vendor exhibitors and sponsors in the only professional association dedicated to graduate enrollment management. n

All About the City by the Bay — San Francisco, California

By Sarah Brock, MA, EdM, University of Chicago–Division of the Humanities

Thisyear’s NAGAP Summit will convene in one of my favorite cities — San Francisco, California from April 23 through 26. Situated downtown at the Marriott Marquis which provides easy access to the best the City by the Bay has to offer.

If you’re unfamiliar with weather in Northern California, a word of caution, April in San Francisco can be cool, with highs in the low-60s, so be sure to pack layers to ensure you can make the most of your time exploring the city.

Iconic San Francisco

Golden Gate Bridge – Just one of the city’s famed landmarks, Golden Gate Bridge is considered one of the wonders of the modern world. Stroll or bike across and

enjoy a great view (fog permitting), or if you would prefer to keep your feet on solid ground, check out the Golden Gate Bridge History and Engineering exhibition which explores the construction and architecture of the famous structure.

Lombard Street – Dubbed the most crooked street in the world, its eight hairpin turns were added in the 1920s to reduce the grade of the hill and improve pedestrian

Just one of the city’s famed landmarks, Golden Gate Bridge is considered one of the wonders of the modern world.

Tiki culture was born in San Francisco and tiki-and-cocktail bars still reign supreme here.

safety. Start at the top and work your way down. Be sure to stop and enjoy the hydrangeas.

Chinatown – The oldest and largest Chinatown in North America, San Francisco’s Chinatown is worth the hype. Visit the Chinese Cultural Center, the Golden Gate Fortune Cookie Factory, or simply stroll through the neighborhood admiring the ornate architecture until you find a restaurant that smells particularly enticing.

Lesser Known Favorites

Sutro Baths – The former site of indoor luxury saltwater pools, the Baths have been in ruins since a fire in the mid 1960s. Now you can explore the site, walk along the original structure, and enjoy some pretty spectacular views.

Mission District Street Art – I’m a sucker for a good arts district and San Francisco’s Mission neighborhood does not disappoint. Check out the murals and street art in the alley between 24th and 25th street and the facade of the Women’s Building at 3543 18th St.

Japanese Tea Garden – Nestled inside the Japanese Garden of Golden Gate Park, the tea house is an idyllic spot to enjoy a cup or two of tea and take a break from the hub-bub of conference proceedings.

Salesforce Park – Four stories above the street perched atop the Salesforce Transit Center, the urban park has thousands of plants and trees which comprise 13 unique ecosystems. Visit the interactive art installation, Bus Fountain, walk along the half-mile path, and if you’re adventurous, take the gondola back down to the street.

Dining and More

This is by no means an exhaustive, or even particularly well-informed, list but if you’re looking for inspiration on

where to eat and drink in San Francisco here are a few of my favorites.

House of Nanking, 919 Kearny St.

Have I dreamt about the House of Nanking since originally visiting in 2014, yes. Have I gotten off a plane and immediately traversed the city just to indulge in their signature Sesame Chicken and Wonton Soup, also yes. Is it a tourist destination, absolutely. Does that detract from the amazing meals I’ve had on their patio enjoying the sights and sounds of Chinatown, not in the slightest.

Submarine Center, 820 Ulloa St.

What’s better than a classic sandwich shop? Simple, bordering on nostalgic, but entirely worth queuing for.

Zuni Cafe, 1658 Market St.

A quintessential California bistro famous for its wood-fired roast chicken for two. Personally, I’m a fan of their roasted tomato soup and Gateau Victoire (think chocolate souffle meets brownie), a perfectly indulgent combination.

Tiki culture was born in San Francisco and tiki-andcocktail bars still reign supreme here. If you’re interested in exploring some of the oldest and best cocktail bars in the country, here are a few of my favorites.

Trick Dog, 3010 20th St.

A cocktail bar with a distinct and creative rotating menu. I’m looking forward to trying Rumplepaws, a cocktail with green chili, peach, pineapple, chimichurri, and lime.

Pagan Idol,

375 Bush St.

Rising from the ashes of the infamous Tiki Bob’s Mainland, Pagan Idol, offers an enchanting escape in the heart of the financial district. Come for the carefully curated decor (including a detailed night sky), stay for the modern take on classic tiki drinks. n

Which is More Valuable? Attending a PDI or Attending an Annual Summit Can Both be Fruitful

By Kittie Pain, M.Litt, Kutztown University of Pennsylvania; and Kate McConnell, MBA

GraduateEnrollment professionals are in the business of convincing businesses to invest in their institution to develop their employees and provide valuable knowledge and skills to industries that span from education to healthcare, from business to the arts, and everything in between. When it comes to professional development of GEM professionals, where do they turn and what do they gain? The NAGAP organization is steeped in the tradition of providing opportunities both at the Annual GEM Summit and through semi-annual Professional Development Institutes (PDI). This article aims to outline both and highlight the value of professional development in the graduate enrollment industry.

The NAGAP Annual Summit has transpired each year NAGAP has been an organization. The size and scope have changed over the decades, but the intention remains the same: bring people together to network, brainstorm and share best practices. The event spans three-and-ahalf days, offers workshops, sessions, networking, vendor engagement, and keynote speakers throughout the week. The vendors are invested and intentionally chosen to support graduate enrollment, and most are partners who provide valuable research and data to NAGAP members. NAGAP Conference Planning Committee Chair, Megan Murray, collaborates with a sub-committee to “create a meaningful and enriching experience for all attendees, ensuring that Summit is not just an event but a space where people leave feeling inspired, empowered, and more connected to their peers and the profession.”

Professional Development Institutes (PDIs) are held in January, April, and July and offer a focus on one specific topic. They are traditionally one-day events and are limited in terms of the number of attendees. Some PDIs are aimed at drawing in seasoned professionals, while others invite anyone within the field. “This year, we are focusing even

Kittie Pain serves as the director of graduate admissions at Kutztown University of Pennsylvania. She holds a bachelor’s degree from McDaniel College and a master’s degree from Drew University. She likes good books and a stiff Manhattan.

more on intentionally creating opportunities for folks to learn from one another and form lasting connections,” says NAGAP PDI Chair, Lauren McGowan. “The hope is that newer professionals will leave feeling confident that they have the basic knowledge and skills to be successful, and professionals who are a bit more experienced feel ready to advance into more of a leadership role.”

Chad Baker, director of graduate admissions at Millersville University of Pennsylvania, has attended a PDI and a Summit, sometimes back-to-back. Chad says, “Anytime you can sit down for a full day and discuss a topic with experts and colleagues, it’s a plus.” Chad’s perspective is that the sessions are valuable for attending the annual Summit. When complemented with networking, he adds, “I meet people who are in similar situations either with staffing or programs offered, and they’re across the country or within Pennsylvania. The chats we have at Summit continue throughout the year, and it’s great to know the person I’m talking to because I’ve had the opportunity to meet them and sometimes share a meal with them.” n

Kate McConnell is a higher education strategist in Philadelphia and has over 20 years of experience in GEM serving in marketing, communications, recruitment, admissions, and leadership roles at two major universities.

NAGAP’s Professional Development Resources — Leadership Academy

By Sarah Brock, MA, EdM, University of Chicago–Division of the Humanities

Asan avid learner, I’m always looking for opportunities to advance my understanding of GEM competencies and leverage my NAGAP membership. Naturally, I was thrilled to learn about Leadership Academy at Summit last year. Leadership Academy is a bi-annual program that provides intensive leadership development experience over six-months through in-person seminars, monthly webinars, leadership assessments, and personalized coaching, culminating in a capstone project and presentation.

Seeing my colleagues’ projects at Summit was inspiring and I was determined to apply for the next cohort. While I patiently waited for the application announcement, I was eager to learn more about the program. To gain deeper insight, I met with two recent Leadership Academy alumni; Patricia Flaherty, Director of Graduate Admission at Stonehill College; and Aleia McKess, Assistant Director of Admissions at University of Chicago Crown Family School of Social Work, Policy, and Practice. I found meeting with these individuals helped immensely as I prepared my application for the 2025-2026 cohort. Hopefully, you’ll find the following conversation highlights just as helpful as you consider if Leadership Academy is right for you.

SB: Why did you choose to apply to Leadership Academy?

AM: While my whole career has been in higher education, specifically in admissions and enrollment, my formal education isn’t. So I was excited for the opportunity to learn the more technical and theory grounded aspects of the work. When I applied to Leadership Academy I was new to my position and had just started supervising student workers, so I was looking to increase my leadership skills, too. I was also eager to expand my professional network.

PF: I was working for a higher education marketing agency and looking for opportunities to stay connected with GEM. I wanted to have one foot in the door, I wanted to be active in the field, up to date with the trends, and build a network. I saw Leadership Academy as a great investment for my long-term professional development.

SB: What did you take away from Leadership Academy?

AM: The project gave me the ability to tie leadership and GEM concepts together in a different way and apply them to my day-to-day. My project developed out of one of my annual goals, so it was directly related to my work and it has continued to develop since my time in Leadership Academy. For me, it has really been about thinking through the leadership and GEM concepts and applying them to current projects and new priorities in my role.

PF: I think the biggest benefit of Leadership Academy was developing this really close knit community network that I continue to talk with almost weekly. I am still talking with my colleagues all the time, which is wonderful. I refer back to my notes a lot. In different situations I like to sit down, reflect, and think about what the instructor would say about the conversations. I feel like it sneaks back into my work.

I found that the program really helped me transition back to the GEM field, and has made me a better leader and colleague. - Patricia Flaherty

CAREER, STAFF, AND PERSONAL DEVELOPMENT

SB: Did you find the programming, cohort building, and coaching aspects of Leadership Academy valuable? Would you do it again if given the chance?

AM: I really liked the coaching aspect. I had a really good coach who was great about talking things out and understood what I was going through. I would absolutely do it again if given the chance. I think if you’re in that mid-career space and thinking about leadership, whether that’s supervisory or not, having the tools and tangible takeaways is valuable. I also found that my NAGAP Summit experience was far more valuable after Leadership Academy because I had more colleagues to connect and network with.

PF: I think Leadership Academy is a great opportunity. Personally, I found that the program really helped me transition back to the GEM field, and has made me a better leader and colleague. n

If you’re interested in developing your leadership skills and improving your understanding of graduate enrollment management concepts, consider applying to NAGAP’s Leadership Academy. Leadership Academy is now accepting applications for the 2025 cohort. Applications are due by July 11, 2025. Learn more at: nagap.org/leadership-academy

Sarah Brock is the Director of Recruitment in the Division of the Humanities at the University of Chicago. Sarah has ten years of enrollment management experience working with K-12 through graduate and professional audiences. She holds a master’s in English and Education and is currently working on her doctorate in Education.

Accessing Insights and Connection: Spotlight on The NAGAP Report Podcast

By Stevie Otto, MA, Assistant Dean, Moody School of Graduate & Advanced Studies at Southern Methodist University

Did you know you have a NAGAP resource instantly available at your fingertips–or more accurately, at the touch of the play button on your phone? NAGAP’s podcast, The NAGAP Report, has a wealth of information for graduate enrollment professionals and higher education researchers. From a conversation about international recruitment in South America with EducationUSA (Season 5, Episode 1) to tips for navigating your career path in GEM (S4, E9) to a podcast on how to create a podcast (S4, E16), The NAGAP Report aims to cover the comprehensive interests of its ever-evolving membership.

In 2018, the success of in-person events and webinars demonstrated that members valued specialized professional development and NAGAP’s executive board wanted to explore other ways to deliver the curriculum plan it was developing. Marcus Hanscom (currently with DD Agency; recently at Roger Williams University), who was then on the board and heading up the Education committee, recognized that a podcast format could be another way to engage members and help them connect with NAGAP. It was also a way to share insights and information with non-members and promote how NAGAP could be an applicable resource to their work. Soon after the launch, members Lauren McCowan (University of Buffalo, School of Social Work) and Aaron Berger (Kent State University) joined Hanscom to become the team behind the podcast.

Now in its 5th season, The NAGAP Report has posted 41 episodes, culminating in over 7,000 downloads. As the team expected, the podcast’s accessible format makes it easy for listeners to engage with episodes on their own time, which has always been the intention. With quick access through familiar platforms like Apple Music and Spotify, people can find information and join conversations with today’s top marketing and enrollment specialists. Hanscom explains, “People don’t realize that there are

a lot of important experts in the GEM field… that people have access to [on the podcast].” Particularly for those starting in their careers or at institutions where professional development travel is not within the budget, anyone can explore best practices and learn about current trends by downloading an episode to enjoy on their daily commute.

Another benefit is that the topics can be more timely and relevant. With its first episode, which featured a conversation with Keith Ramsdell, Ashland University and Jeremiah Nelson, Catawba College’s Ketner School of Business, about the state of graduate enrollment, The NAGAP Report established a place for candid discussions about a variety of concerns and challenges within the professional space. “We can afford to be a little edgy on the podcast,” Hanscom says regarding its genuine and conversational tone that encourages guest speakers to be forthcoming with their opinions and advice. As a result, each episode offers a tangible takeaway for its listeners, whether it is an introduction to a new vendor or an analysis of a recent survey. In fact, according to Hanscom’s metrics, some of the most popular episodes came out during the pandemic, when in-person engagement was very limited. The episode that introduced Duolingo’s English Test in the early days of COVID-19 alone has 600 downloads (S2 E6) and episodes

NAGAP’s podcast, The NAGAP Report, has a wealth of information for graduate enrollment professionals and higher education researchers.

about graduate enrollment digital marketing had some of the highest engagement.

The podcast can also help us connect as a community. When interviewing Hanscom for this article, he recounted one of his favorite episodes. The season 1 episode “Higher Education in Post-Maria Puerto Rico,” (S1 E3) explored the lasting effects of Hurricane Maria (September 2017) on college enrollment and community engagement and how students were an important part of rebuilding the island. Recorded during the NAGAP Winter Advanced Professional Development Institute in San Juan in January 2017, it features interviews and excerpts of the presentations, including moments from the keynote given by Dr. Carmen Cividanes-Lago, Executive Director of the Association of Private Colleges and Universities of Puerto Rico (ACUP). “It was really inspiring to hear how they banded together after such a traumatic event that they experienced,” he explains, “and it was eye-opening and gives you perspective on the kinds of things that people face and how they rise above it.”

While The NAGAP Report is still going strong, the three cohosts have recently taken on more advanced professional roles that have impacted their ability to give the podcast the attention it needs. From its inception, the podcast has always been a volunteer endeavor and does not formally live within any committee. Hanscom acknowledged that the scope of NAGAP is expanding, and it is a great opportunity to bring in new members to the team who can provide their unique perspectives on topics beyond recruitment and admissions, such as retention, financial

aid, student support, and alumni engagement. Many of their recent topics and even speakers have been sourced from The Exchange. It has been an effective way to take the pulse on common questions and themes that are currently impacting members. However, as Hanscom states, “we’d love to cast a wider net and get more speakers and more people involved.”

So how can you help take The NAGAP Report to the next level? The easiest way is to share your ideas. Is there a particular question plaguing you and your team and you would like to hear from the experts? Take it to The Exchange, submit your idea through the NAGAP website (https://www.nagap.org/topic-idea), or email nagapreport@ gmail.com. Having direct feedback helps the podcast team create more intentional content for everyone. Of course, if you want to be more involved, you can offer to host an episode or two or even volunteer to be interviewed as a subject matter expert. If you aren’t comfortable being on the mic, those members with video editing skills would be valued contributors.

With so many changes rapidly taking shape in our field in the coming years, the next generation of emerging enrollment leaders has an opportunity to play an important role in the organization.

New perspectives can find an outlet on The NAGAP Report and help our members stay connected and informed. n

The NAGAP Report can be found through various streaming platforms–Apple Music, Spotify, Amazon Music, and Pandora–and on the NAGAP website. New episodes are promoted through the Exchange when released.

Stevie Otto is the Assistant Dean for Recruitment and Admissions at SMU’s Moody School of Graduate & Advanced Studies. With 13 years of experience in graduate admissions and academic affairs, she currently manages enrollment marketing, recruitment, and application processing. Stevie holds an M.A. in Musicology from the University of Iowa andaB.Mus.fromSouthwesternUniversity.

Of course, if you want to be more involved, you can offer to host an episode or two or even volunteer to be interviewed as a subject matter expert.

Community Highlight: Student Success

By Caitlin A. Getchell Lawson, JD, Director of Graduate Academic Policy and Student Success, The University of Tulsa

One of NAGAP’s newest member benefits, communities give NAGAP members the opportunity to connect with other GEM professionals with similar interests. Communities can be created based on professional or personal interests and most communities make an effort to meet in-person during the Summit, as well as online periodically throughout the year.

The Student Success community was formed following the 2023 Summit after a group of members who work with students post-admission expressed interest in a community they could engage with for questions surrounding topics like student enrollment and retention, academic policy and misconduct concerns, student resources and support, and other areas affecting graduate students throughout the student lifecycle.

To join a NAGAP Community, log in to the Exchange, click on the “Communities” tab, and select “Join” next to the community of your choice. Questions regarding communities can be directed to info@nagap.org

Current communities include:

• Business Schools (members working business programs)

• California Community (members located in California)

• Christian Community (members working in Christian institutions or programs)

• Data Science/Analytics Community (members working in Data Science or Analytics programs)

• Education Community (members working in Schools of Education or with Education-related programs)

• Engineering Programs Community (members working in engineering programs)

• Graduate Budgets and Funding (members with budgets or funding)

• Health Professions Community (members working in health-related programs)

• LGBTQ+ Community (members who identify as LGBTQ+ and allies seeking to support LGBTQ+ graduate students)

• Online Programs Community (members working in online programs)

• Pacific Northwest Community (members located in the Pacific Northwest, including British Columbia)

• Research Community (members interested in conducting GEM-focused research)

• Rocky Mountain Community (members located in the Rocky Mountain Region)

• Student Success Community (members working with students post-admissions) n

Beyond the Degree: How We Can Bridge the Gap Between Higher Education and Career Readiness

By Ken Eisner, Managing Director, Global Higher Education to Workforce, ETS

Thetransition from higher education to careers presents a growing challenge for today’s rapidly evolving workforce. While higher education institutions play a critical role in preparing students for their professional futures, several gaps hinder a seamless transition. Addressing these gaps — which include durable skills, industry-specific training, real world experience and more — requires innovative solutions and a collaborative effort from educational institutions, industry leaders, government, and organizations such as ETS that are committed to future-ready learners.

Challenges in Bridging the Gap

1. Inability to Keep Up with Demand

The demand for advanced skillsets and the need for continuous upskilling and reskilling has accelerated as technological advancements and globalization has changed the face of the workforce. AI, in particular, has

accelerated that pace of change. Meanwhile, access to relevant and contemporaneous education and training programs is a challenge. Undergraduate and graduate students along with working professionals struggle to find affordable and accessible opportunities to continuously develop their skills, leaving them at a disadvantage in a competitive job market.

While higher education institutions play a critical role in preparing students for their professional futures, several gaps hinder a seamless transition.

Learners in higher education, especially in graduate programs and lifelong learning, lack data-driven tools to effectively develop career goals.

2.

Insufficient Career Navigation and “Record Keeping” of Skills

Learners in higher education, especially in graduate programs and lifelong learning, lack data-driven tools to effectively develop career goals. They also need better access to higher education programs, credentialing resources, and structured systems to track their skills development and career progress. This lack of systematic tracking forces them to “hack” and self-manage their learning journey, which is inefficient and enables gaps in skill application.

3. Inadequate Data and AI Infrastructure to Infer Progress toward Career Goals

With more professionals turning to AI and digital tools to upskill, there is little data to determine the effectiveness of these learning pathways in relationship to career goals. Are individuals who engage in these programs successfully retaining or advancing in their careers? Without robust analytic and predictive modeling mechanisms, it is difficult to measure the potential and impact of education and training solutions.

How ETS Is Poised to Address These Challenges

While ETS has long been recognized for our role in assessments such as the GRE and TOEFL, our mission extends far beyond testing. ETS powers human progress by promoting skill proficiency, empowering upward mobility, and unlocking more opportunities for everyone, everywhere. ETS is committed to ensuring that learners are future-ready.

ETS’s Expanding Mission: Beyond Assessments

ETS’s dedication to education is at the heart of initiatives to support lifelong learning and workforce development — such as Skills to the Future, our Human Progress Report, and the launch of FutureNav. Through researchdriven insights, expertise in the science of measurement, industry collaborations, and products that are set to launch in 2025, ETS is at the forefront of bridging the gap between graduate education and career preparedness.

The Human Progress Report

ETS’s annual Human Progress Report drew insights from 18,000 people across 18 countries. The report explores the shifting landscape of education and career progression, highlighting the movement away from linear career paths toward dynamic and adaptive learning journeys.

Key insights from the report include:

• Increasing demand for stackable credentials and alternative pathways to bolster higher education and support career advancement.

• The importance of upskilling and reskilling in response to technological advancements, particularly AI.

• The evolving expectations of employers and employees regarding career growth and skill acquisition.

ETS’ Leadership Role in Higher Education and Workforce Readiness

1. Leaning into Thought Leadership in Higher Education and Graduate Enrollment Management (GEM)

While ETS is often associated with standardized testing, we are increasingly focused on career readiness and GEM. By leveraging research and data, ETS is helping to shape the future of workforce development and readiness.

2. Addressing the Shift in Higher Education Demand

Traditional higher education is facing challenges, including the undergraduate demographic cliff and the high cost of advanced degrees. As a result, many professionals are seeking more flexible, cost-effective alternatives such as stackable credentials and specialized training programs. Building off our expertise in education research and assessment, we are well positioned to support these evolving needs.

3.

Unlocking

the True Potential of Lifelong Learning

Both employees and industries recognize the necessity of continuous learning to stay competitive. ETS is uniquely positioned to provide solutions that align educational

programs with workforce demands, ensuring that students and professionals are equipped with the skills needed for success.

4. Bridging the Gap: Supporting Faculty & Career Services

The responsibility of preparing graduate students for careers often falls on faculty and staff who may lack the necessary training and resources. On-campus career services are traditionally geared toward undergraduates, leaving graduate students with limited support. ETS is developing tools and resources to empower faculty, institutions, and learners to navigate career transitions effectively.

The Future of Graduate Education and Career Readiness

ETS is paving the way for a more integrated approach to education and workforce development. By addressing critical gaps in skill tracking, career progression, and educational accessibility, ETS is focusing directly on the future of lifelong learning and career success.

As the landscape of higher education and graduate education continues to evolve, the need for innovative solutions that connect learning with career outcomes has never been more urgent. ETS is committed to driving this transformation and ensuring that higher education students and working professionals have the tools they need to succeed in a rapidly changing world.

Connect with me on LinkedIn to keep the conversation going! n

KenEisneristheManagingDirectorofGlobal HigherEducationtoWorkforceatETSwhere hemanagesallaspectsofproductsaimed athighereducationandcareerreadiness. EisnerwaspreviouslyGlobalDirectorof educationprogramsatAmazonWebServices (AWS)andoflearningsystemsatAmazon. While at AWS, Eisner founded and scaled AWSEducate,Amazon’saward-winning globalprogramthatprovidedover1million studentswithpathwaysintocloudjobs.

ETS is paving the way for a more integrated approach to education and workforce development.

The NAGAP Experts Bureau

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

Recruiting and Enrolling Graduate Students in a New Era of Graduate Education

Inside the Minds of Your Prospective Students, Based on EAB’s New Survey of 6,000+ Graduate Students

Demographic shifts, increased competition, and economic uncertainty are reshaping the graduate landscape. With fewer students entering the market, institutions must adapt to attract and enroll them.

EAB recently surveyed 6,000+ prospective graduate students to understand their evolving preferences and priorities. The short answer: Their changing preferences di er from those of traditional undergraduates and require institutions to adjust their strategies. These insights will help you refine recruitment strategies to align with shifting search behavior, application preferences, and enrollment realities.

Questions explored in the insight paper include:

• What motivates graduate students to further their education?

• How do prospective graduate students find and research programs?

• What factors are most important in graduate students’ enrollment decisions?

Explore the Survey Findings

Inbound Enrollment Marketing: A Tool in Your Quest for Right-Fit Students & Target Populations

By Marcus Hanscom, Director of Enrollment Marketing, DD Agency

Attracting and enrolling right-fit students from various backgrounds, particularly with tight marketing budgets, is one of the biggest challenges facing graduate enrollment management professionals today. Traditional marketing methods often focus on broad, “spray and pray” tactics. However, these strategies are generally wasteful and expensive, and they lack the ability to effectively engage the best students for your institution.

Inbound enrollment marketing shifts the focus from those broad recruitment efforts to strategic engagement, using content-driven, data-informed approaches to attract, nurture, and enroll students who align with your institution’s programs and mission. When done effectively, inbound strategies not only help schools meet enrollment goals, but also naturally support efforts to reach students from a variety of backgrounds by making information accessible, relevant, and personalized.

So, What is Inbound Marketing?

Have you ever seen someone standing on a street

corner, waving a giant arrow pointing toward a sale? Or have you ever gotten spooked when a salesperson from a mall kiosk jumped out, offering a product sample? While these examples are a little extreme, they illustrate how traditional marketing often manifests in our daily lives. Traditional marketing is like a megaphone; it’s largely interruptive, often springing on us at the wrong time, even if the offer may be relevant to us later. This kind of marketing begs us to engage when we aren’t fully prepared or ready to consider what is being offered. Some channels, particularly those online, allow for this kind of marketing to at least be tailored to a relevant

audience, but this approach still involves broadcasting your message to an audience that may not be ready to hear it.

On the other hand, inbound marketing acts more like a magnet in your recruitment efforts, positioning relevant, timely opportunities for students to engage with your brand at the right stage in their “buying” journey. These opportunities are less focused on directly selling your brand, but instead provide content that addresses key student questions, concerns, or needs with the ability for students to opt in to engage on their own terms.

The “Buying” Decision

In 2023, I had just left institution-side graduate enrollment work after 17 years. At that time, the three stages of a traditional sales cycle — awareness, consideration, and decision — were new to me. It didn’t take me long to realize how critically important these stages are in positioning the work and content you provide to connect right-fit prospective students to your brand.

Let’s take a closer look:

• Awareness stage – Students at this stage are just starting their search for a graduate program. While some may not even realize that graduate school is their next step, others may have an idea of what type of program they’re looking for, though they often don’t know which institutions provide what they need. They’re asking very high-level questions about the types of education required for an intended career and the value of earning a specific degree. They may even question the value of pursuing graduate education in the first place. In short, they’re generally flying a little blind.

• Consideration stage – Once students do some research, they likely have identified that they want to pursue graduate education and potentially a specific degree, and they likely know which institutions they are considering. These students most closely align to the inquiry stage in the traditional admissions funnel — they request information about programs of interest, attend information sessions, and talk with enrollment counselors to learn about their options.

• Decision stage – As the name suggests, students at this stage are in the process of making a formal decision, usually whether to apply or enroll. These students benefit from content geared toward their most critical barriers to making their enrollment decision (e.g. financial aid).

The content and strategies you deploy to recruit prospective graduate students will be most effective if you cater to the needs and concerns of students relevant to each of these stages of their search for graduate education.

Key Strategies to Attract Right-Fit Students

You’ve got the inbound marketing basics down. Now, here are some ways to leverage inbound marketing principles and recruit, enroll, and retain the best students for your program:

1. Create Student Personas to Guide Your Strategy

Understanding your ideal students is essential to crafting an inbound enrollment marketing strategy. Whether you want to change your student mix, attract a particular student population, or optimize high-performing student segments, developing detailed student personas — semifictional representations of your key prospective student groups — allows you to create messaging, content, and campaigns that speak directly to their motivations, concerns, and decision-making processes. A strong persona includes demographic and behavioral insights, such as common challenges and barriers to enrollment, career goals, preferred communication channels, and factors influencing their choice of a graduate program.

By leveraging data from your CRM or student information system, website analytics, and direct student interactions, GEM professionals can create personas that reflect the diverse range of students they aim to attract. These personas help guide everything from keyword strategies and content themes to advertising and nurturing campaigns, ensuring that each prospective student encounters messaging that feels personalized and relevant. When institutions use well-developed personas to inform their inbound marketing efforts, they not only improve engagement and conversion rates but also attract students who are the best fit for their programs — academically, professionally, and personally.

Inbound marketing acts more like a magnet in your recruitment efforts, positioning relevant, timely opportunities for students to engage with your brand at the right stage in their “buying” journey.

It’s like making a marriage proposal on a first date — students aren’t necessarily ready to request information or apply the first time they hear about you.

2. Develop a Content Strategy That Speaks to Student Goals, Interests, and Lived Experiences at All Stages of the Funnel

A strong inbound strategy is buoyed by compelling content that speaks directly to prospective students' motivations, concerns, and aspirations. Most institutions start with content on foundational topics such as career outcomes, faculty expertise, and program flexibility. Others focus more on PR-related content. That content is helpful as students are deeper in the funnel, but what can you provide that is directly helpful or exciting for students? Think about what you can offer of value to prospective students as they begin their search and adjust your content approach as students continue to engage later in the funnel.

Graduate schools predominantly focus their marketing efforts on getting students to take one of two actions: “request more information” and “apply now.” The trouble with this approach is that it’s like making a marriage proposal on a first date — students aren’t necessarily ready to request information or apply the first time they hear about you. Students often begin their search with questions often rooted in their needs, concerns, or fears:

• Is a graduate degree worth it?

• What degree do I need to become a…?

• What can I do with a degree in…?

• Is X or Y degree program the best fit for me?

A good inbound marketing strategy helps answer these questions in a way that isn’t a direct sales pitch for your school and accommodates those early-stage students. By providing good, institution-agnostic content on your website in the form of blogs, downloadable guides, and other resources, you’ll build trust with prospective students and create affinity with your institution and program (we consider this “thought leadership”). If done well, these resources should provide pathways to other content or conversion opportunities, creating various moments where prospective students can engage with you.

It’s also essential to recognize that students from different backgrounds have unique considerations when

exploring graduate education. Content that addresses concerns of particular importance to special populations like mentorship, campus belonging, student support services, or international resources can help prospective students envision their future success at your institution. By providing clear, relevant information early in the funnel, institutions can provide content that is uniquely suited to the students they most want to attract.

3. Quit Relying (Exclusively) on “Learn More” or “Apply Now” Digital Ads

When the pandemic shut the world down in 2020, schools had to pivot quickly to continue operations in a virtual environment, which brought a deluge of marketing dollars into the digital ad space. While the pandemic may no longer be with us, heavy digital advertising for colleges and universities is here to stay. Because the digital space has become much more crowded (and expensive), it’s more critical than ever for schools to differentiate their ads, content, and offers.

It’s no secret that most institutions cling to the tried-andtrue “learn more” digital advertising campaigns. While there is generally always a place for these types of ads, they miss critical opportunities to generate leads and perform poorly compared to ads that provide different content offers to download guides, register for events, or participate in quizzes (translation: they provide value to students instead of just signing students up for a mailing list). Offers for guides and quizzes perform particularly well for lead generation when they are gated—they direct students to a special landing page for the resource and require students to enter a name and email address before receiving the guide or results. Savvy schools then create relevant communication flows to further engage leads after the download.

Fun fact: Based on our research with dozens of graduate schools, digital ads to gated educational content are 80% more likely to deliver more leads and be more cost-effective than any other type of ad offer.

When you’re looking to engage target populations, it’s critical to run digital campaigns that provide direct access to resources important and relevant to them. For example, if you’re looking to grow your international population for an arts program, running a campaign promoting your “Guide to Harnessing International Cultures in the Arts” could be beneficial for that audience and your recruitment efforts. Similarly, an eBook on navigating VA benefits may help with attracting veterans to your graduate programs.

4. …But You Can Do “Learn More” Digital Advertising Better!

Remember that “spray and pray” phrase I used before? That’s not a good way to spend your limited marketing resources. Even if you’re fully committed to sticking with your “learn more” and “apply now” campaigns, you can deploy strategies that make the most efficient use of your marketing spend and maximize results.

Paid search engine marketing. If you or your marketing team are placing ads on Google, Bing, or other search engines, you generally don’t have the benefit of leveraging demographic targeting, but you do have the opportunity to capitalize on search intent. Results on Google can be pretty cost-effective, particularly for search ads (think text ads), if your ads are highly relevant to the keywords or phrases your target audiences are searching. Brainstorm the most pressing questions your target audiences have (even consider focus groups on your campus), create a list of related keywords and phrases, and run your list through a free tool like Google’s Keyword Planner or paid tools like Moz or Semrush. Some of these tools also provide related ideas based on your input. You’ll be able to determine what keywords have the highest search volume for your target audiences and can use those to inform your ad placement strategy.

Paid social media advertising. Beyond search, highly targeted demographic and interest-based advertising on platforms like Facebook and Instagram allows institutions to reach students who align with their programs. Using your target personas, you can hone in on audiences most likely to interact with your ads and content. Highly segmented audiences with custom, relevant messaging will help manage your advertising spend and maximize your return on investment.

By aligning paid campaigns with the right audience segments and offering multiple engagement opportunities, you can create a digital advertising strategy that nurtures prospective students through the entire recruitment cycle, rather than relying solely on inquiries and applications.

5. Don’t Forget About SEO!

Yes, I know you’ve all heard about SEO (search engine optimization). The trouble is, while SEO is discussed widely in theory, it’s not often deployed successfully in practice. We’ve talked a lot thus far about paid advertising, but equally — if not more — important is investing time in optimizing your website to organically bring prospective students to you and getting them to take action, all without splashing a “learn more” ad in front of them and hoping they engage with it.

In short, SEO is the practice of optimizing your website to appear higher in organic search results for relevant terms. We all know when we search on Google that the first few “results” are paid ads at the top and if we consider our own behavior, many of us will simply scroll past those to the first organic results. Once we get to those organic results, we seldom go past the first page of results. So, what can we do to get your program or institution’s page to appear in those first 5-10 results?

We talked a bit about relevant keywords in the last section for your digital ads, but the reality is a strong keyword strategy is even more important for SEO. Using some of the same tools I shared, you want to determine how your site currently ranks and for which keywords, determine which keywords where you have authority (read: knowledge and reputation), and build out content on your pages that not only leverages those keywords but provides thorough and helpful content related to them. To make this particularly powerful for your target audiences, consider adding content that directly relates to the keywords and questions most important to them (particularly related to their concerns). In addition to your website, blogs, pillar pages, and other “deep” content help position your institution to rank highly for those relevant searches.

When you’re looking to engage target populations, it’s critical to run digital campaigns that provide direct access to resources important and relevant to them.

Pro tip: Fill out your institution’s inquiry form. Once you click submit, what happens? For most schools, we see a generic “Thanks for your submission” message. That thank you page is prime real estate for a pathway to take further action. Add links to register for events, read blogs, learn about financial aid, and more.

Additionally, SEO best practices, such as mobile-friendly design, clear navigation, and accessible language, make content easier to engage with and help your site rank better in search engines. Work with your marketing and tech teams to fully assess all of these factors and optimize them for search. If you invest in high-quality, searchoptimized content, you can improve your chances of connecting with your target prospective students.

6. Create Continuous Content Pathways That Guide Students Forward

A common challenge in enrollment marketing is ensuring that every piece of content leads somewhere — no dead ends. A strong inbound strategy creates pathways that guide prospective students seamlessly from one piece of content to the next, helping them stay engaged and informed. Whether you bring students to your site from organic channels or paid ads, it’s vital that you provide students with multiple options to take action (e.g. request info, download a guide, schedule a meeting) or engage with other content, like a related blog post, eBook, or pillar page.

For example, a blog post on career outcomes can link to faculty research, student testimonials, and program application pages. A downloadable guide on graduate school funding could naturally lead to an inquiry form, a webinar invitation, or a financial aid consultation. By offering multiple ways for students to move forward, institutions provide a friction-free experience that keeps them engaged — whether that means exploring additional resources or taking action on an application.

7. Measure and Optimize for Long-Term Success

Inbound marketing is not a one-time effort — it requires continuous monitoring and refinement to ensure content remains relevant and effective. Tracking key performance indicators (KPIs) such as engagement rates, inquiry conversions, application submissions, and enrollments

helps institutions understand what’s working and where adjustments are needed. A good inbound marketing program, with the right software platform, can help you track exactly which efforts — even down to specific ad variants or blog posts — sourced students now in your classrooms.

By analyzing data trends and bottom-funnel impact, institutions can refine their messaging to better resonate with their target prospective student populations. Are blog posts on navigating the visa process leading to more international student interest? Is a guide to careers in public health driving more MPH leads? Is a particular email workflow seeing higher engagement from working professionals? These insights help enrollment teams make data-driven decisions that improve marketing outcomes and ensure they are consistently reaching the right students.

In Conclusion

Inbound enrollment marketing offers a powerful alternative to the status quo for attracting right-fit students for an institution’s programs and community. By focusing on content-driven engagement, SEO visibility, personalized communication, seamless content pathways, and data-informed optimization, institutions can create a sustainable approach to recruiting students with diverse perspectives from various backgrounds.

When prospective students can easily access relevant content, engage with meaningful resources, and navigate a clear pathway toward enrollment, they are more likely to find the institution that best aligns with their goals and personal interests.

For GEM professionals looking to refine their approach in this challenging higher education environment, now is the time to assess whether your current strategies are guiding the right students toward your programs — and to explore new opportunities for engagement through inbound enrollment marketing efforts. n

Marcus is a senior consultant at Direct Development, Inc., and has been a NAGAP member since 2007. Prior to joining DD in October 2023, he worked in progressive roles in graduate enrollment management for more than 15 years and was the 2023 recipient of the NAGAP Distinguished Service Award.

Leading Technology Implementations in Enrollment Management

By Stephen Taylor, Vice President, Graduate Enrollment Strategy, Liaison

Theevolution of technology over the last fifty years has fundamentally transformed the ways in which people relate to one another, how they do their work, and how they find information. Higher education, not necessarily known as an industry of the most innovative and dynamic organizations, is a space where recent advances in technology are changing not only the ways students learn, but also the traditional administrative activities that bring new students into the institution.

In fact, one of the most significant challenges facing leaders in graduate enrollment is the effective integration and use of technology. While figuring out how rapidly changing technology fits into the strategy and operations of an organization presents a complex leadership challenge in and of itself, it also offers a unique opportunity to stabilize staffing, streamline operations, and ultimately enhance institutional success. To navigate what is an exceptionally complex web of technologies and acronyms (SIS, CRM, API, CAS, etc.), leaders need a vision for how technology helps them advance their goals and an understanding of how technology fits into each link of the enrollment value chain.

Graduate enrollment leaders are expected to manage a wide array of technology, each serving a different function but interconnected in ways that can be as intricate and overwhelming as a spider’s web.

Introducing new technology in graduate enrollment management is both an opportunity and a challenge.

The Complexity of Technology in Enrollment Management

Graduate enrollment leaders are expected to manage a wide array of technology, each serving a different function but interconnected in ways that can be as intricate and overwhelming as a spider’s web. This complexity can be daunting, as it requires leaders to have a deep understanding of the providers, categories, and various systems as well as how they interact with each other. The sheer variety of tools—from student information systems to customer relationship management platforms, analytics tools, and marketing automation software— creates a veritable labyrinth of choices and challenges.

Yet this complexity is not without its rewards; when managed effectively, technology becomes a powerful force multiplier for leaders. It has the potential to simplify everyone’s work, giving a graduate enrollment unit a reliable, sustainable platform for achieving its goals. However, the key lies in the effective management and implementation of these technologies.

Though the introduction of new technology can be daunting, leveraging the principles of change management, effective onboarding practices, and process mapping can provide graduate enrollment leaders with a strategic framework to drive successful adoption and lasting positive impact.

Leveraging Change Management Principles for Successful Tech

Introducing new technology in graduate enrollment management is both an opportunity and a challenge. Done well, technology can streamline operations, enhance the applicant experience, and provide actionable insights. Without a thoughtful approach, however, new technology efforts can lead to confusion, resistance, and missed opportunities. The principles of change management offer a proven framework to navigate these challenges and ensure success.

Change Management Simplified

Change management is exactly what it sounds like: a structured approach to transitioning individuals, teams, and organizations from a current state to a desired future state. It’s an entire field of study that emphasizes not only the technical aspects of a change initiative, but also the

human side—acknowledging that people are at the heart of any organizational transformation.

In the context of graduate enrollment management, change management involves preparing staff, faculty, and key stakeholders to adopt and integrate new technologies into their workflows. This process ensures that changes align with institutional goals and are embraced by those responsible for their use.

Key Principles of Change Management

1. Clear Vision and Objectives

A successful change initiative begins with a clear understanding of why the change is happening and what it aims to achieve. For example, implementing a new CRM system in graduate enrollment management might aim to improve lead tracking, enhance communication with prospective students, or streamline application reviews. Communicating this vision and how it connects to broader goals helps align stakeholders around a common purpose and highlights the benefits of the change.

2. Engage Stakeholders Early and Often

Change management focuses on the importance of engaging stakeholders—groups like admissions, faculty, and IT teams—throughout the process. Soliciting input during the planning phase not only helps tailor the solution to users’ needs but also fosters a sense of ownership and commitment.

3. Transparent Communication

Effective communication is the backbone of any change initiative. Stakeholders should be informed of timelines, progress, and expected outcomes, as well as potential challenges. In graduate enrollment management, this might include regular updates on the implementation of a new application portal, training opportunities, and support resources. Transparency reinforces trust and helps mitigate uncertainty.

4. Training and Support

The adoption of new technology hinges on users feeling confident in their ability to use it. Comprehensive training tailored to different roles within the organization is critical; ongoing support—such as help desks, user guides, and peer mentors—ensures that the team has the resources they need to overcome challenges.

5. Monitor Progress and Celebrate Wins

Change is a journey, and celebrating small successes along the way can boost morale and reinforce the value of the initiative. For instance, acknowledging that the admissions team is achieving faster response times with the new system can motivate further adoption. Monitoring progress also allows leaders to identify and address obstacles early.

Applying Change Management to Technology Implementations in Graduate Enrollment Management

When introducing new technology into graduate enrollment management, the principles of change management can be applied at every stage to maximize success:

• Assessment and planning: Start by assessing the current state of operations and identifying pain points. Engage key stakeholders to understand their needs and concerns. Define clear objectives for the implementation, ensuring alignment with institutional goals such as improving enrollment yield or reducing administrative burdens.

• Building a coalition: Consider assembling a crossfunctional team to champion the change that includes representatives from admissions, marketing, IT, and student services. These team members can act as advocates, providing feedback during the implementation process and encouraging buy-in among their peers.

• Implementation and training: Roll out the technology in phases to minimize disruption. For example, piloting a new application system with a small subset of programs allows for testing and refinement before a full-scale launch. Pair this with role-specific training sessions to equip staff with the skills they need to succeed.

• Feedback and iteration: Create channels for ongoing feedback, such as surveys, anonymous forums, or regular check-ins. Use this input to make adjustments and address challenges promptly.

• Sustaining the change: Once the technology is fully implemented, focus on sustaining its adoption. Highlight success stories, such as improved applicant satisfaction or time savings for staff. Provide ongoing

training for new team members and ensure that resources remain accessible.

The Human Factor in Technology Adoption

While technology promises efficiency and innovation, its success ultimately depends on people. By applying change management principles, leaders can build and reinforce a culture of adaptability and collaboration. This not only facilitates smoother future implementations but also positions the organization to respond effectively to future challenges and opportunities.

Change management is just one part of a successful approach to making technology implementations successful; to drive real results, leaders can look to the core elements of how they onboard new staff members as a template for how to onboard new technology.

Effective onboarding practices play a crucial role in the successful implementation of technology, particularly in the context of graduate enrollment management (GEM). By viewing onboarding as a comprehensive and ongoing process, institutions can ensure that staff not only learn how to use new tools but also understand their strategic significance. This approach fosters a culture of innovation, aligns technology adoption with institutional goals, and equips teams for sustained success.

The Importance of Comprehensive Onboarding

Onboarding differs from basic orientation in that it is a deeper, more sustained process designed to integrate staff into the broader technological and cultural framework of an organization. Effective technology onboarding involves more than just an introduction to tools; it includes understanding the history, strengths, weaknesses, and strategic role of each system. Leaders in GEM should approach onboarding as an opportunity to shape how staff perceive and engage with technology over the long term.

For example, when a new application system is introduced, early-stage training should focus on the basics of navigation and functionality. However, the onboarding process should evolve to include intermediate and advanced training tailored to specific roles. This ensures staff can use the technology not only to perform tasks but also to innovate and improve processes. Additionally, understanding the historical

While technology promises efficiency and innovation, its success ultimately depends on people.

A successful onboarding process aligns technology use with the institution’s mission and goals.

context of technology implementations—such as the challenges faced during previous adoption efforts or the tools it replaced—can provide important insights into the institutional culture and expectations tied to the system.

Connecting Technology to Institutional Culture and Goals

A successful onboarding process aligns technology use with the institution’s mission and goals. Leaders should start by articulating how each tool supports broader enrollment objectives. For instance, a CRM system may facilitate more efficient communication with prospective students, while prescriptive analytics tools can help refine enrollment strategies. By making these connections explicit—and engaging the stakeholder group in identifying those connections—leaders can reinforce the value of technology and encourage staff to fully engage with it. Technology should be seen as a tool that simplifies work and enables creative solutions. To achieve this, onboarding must include mechanisms for staff to provide feedback on training resources, suggest new use cases, and share best practices. This collaborative approach not only enhances the onboarding experience but also ensures that technology remains relevant and effective over time.

Organizational Structure and Collaboration

Understanding your organizational and programmatic structure is another key element of effective onboarding. Leaders should provide new staff with a clear narrative of how their roles, the technology they use, and institutional goals intersect. For example, explaining the enrollment funnel and how specific technologies map onto each stage can help staff see how their work contributes to broader success.

Collaboration among departments is equally important. Admissions, IT, and data teams must work together to ensure cohesive technology adoption. Engaging stakeholders early in the onboarding process and establishing clear communication channels can prevent misunderstandings and foster shared responsibility. Assigning technology-specific roles, such as technology champions, can further streamline this process by creating go-to experts within the team.

Practical Tips for Effective Technology Onboarding

1. Pre-onboarding assessments: Before implementing new technology, assess the team’s current workflows, familiarity with similar tools, and potential skills gaps. This helps tailor training to meet specific needs.

2. Gradual rollouts: Introduce new technology in phases, allowing staff ample time to adapt. Begin with foundational training and gradually introduce more advanced features.

3. Continuous support: Create ongoing training resources, mentorship opportunities, and feedback loops to address issues as they arise. This ensures that onboarding remains a dynamic and responsive process.

4. Feedback mechanisms: Encourage staff to share their experiences and suggestions. This not only improves the onboarding process but also fosters a sense of ownership and engagement.

5. Technology audits: Periodically evaluate existing systems to identify redundancies and underutilized resources. This helps maintain efficiency and ensures that staff are using tools to their full potential.

The Role of Technology in Addressing Current Challenges

In an era of staff shortages, administrative overload, and increasing data management demands, robust onboarding practices are more important than ever. Technology can alleviate many of these pressures by automating routine tasks, improving data efficiency, and enabling small teams to achieve outsized results. However, the effectiveness of these solutions depends on how well staff are onboarded to use them.

People, however, are not the only part of a successful technology implementation: Operational processes need to be clearly understood in order to orient and roll out a new tool as effectively as possible.

Using Process Mapping to Support Technology Implementations

Anyone who has worked in graduate enrollment long enough has been through a process-mapping exercise and knows that it can be a powerful way of getting insight into workflows. It is particularly valuable to GEM leaders because implementing new technologies requires careful integration with existing processes.

At its core, process mapping involves creating a visual representation of workflows to identify inputs, outputs, stakeholders, and decision points. This clarity helps teams understand how tasks are performed, uncover inefficiencies, and establish a baseline for improvement. Process maps typically take forms such as flowcharts, swim lane diagrams, or value stream maps, each tailored to specific needs.

The Role of Process Mapping in Technology Implementations

Graduate enrollment management often involves complex systems, including application portals, customer relationship management (CRM) tools, communication platforms, and data analytics dashboards. Implementing or upgrading these technologies requires alignment with institutional goals and operational realities. Process mapping facilitates this alignment in several key ways:

1. Diagnosing Current-State Processes

Before implementing new technology, it’s essential to understand existing workflows. Process mapping captures the “current state” by detailing how tasks are accomplished and identifying pain points or redundancies. By visualizing these processes, enrollment leaders can pinpoint areas where technology can add the most value.

2. Establishing Future-State

Processes

Once inefficiencies are identified, process mapping helps design the “future state”—the optimized workflows enabled by new technology. Future-state maps serve as the blueprint for the technology implementation, ensuring the solution is designed to meet the institution’s specific needs.

3. Aligning

Stakeholders

Graduate enrollment involves collaboration among diverse stakeholders, including admissions staff, faculty, IT teams, and prospective students. Misaligned expectations or unclear roles can derail technology projects. Process mapping fosters alignment by clarifying responsibilities and facilitating communication (especially for nontechnical stakeholders), ensuring buy-in and support.

4. Guiding Change Management

Introducing new technology inevitably requires changes to workflows, which can be met with resistance. Process mapping eases this transition by highlighting benefits— i.e., establishing the why—and by producing information needed to create training that describes new workflows.

5. Measuring Success

Effective process mapping includes defining key performance indicators (KPIs) for each workflow. These metrics help evaluate whether the new technology delivers on its promises.

Process mapping is a foundational step in successful technology implementations—and not only for graduate enrollment management. By visualizing workflows, aligning stakeholders, and designing optimized processes, enrollment teams can harness technology to improve efficiency, enhance the applicant experience, and achieve institutional goals. Whether deploying a new analytics tool or upgrading an application portal, process mapping ensures that the journey from planning to execution is both strategic and effective.

Conclusion

In enrollment management, much like other spaces, contemporary wisdom suggests the primary responsibility of leadership is the stewardship of the institution’s most valuable resource: its people. If a leader in this space can build a positive and productive culture, create a space where people feel comfortable sharing their ideas, and where people can see how their work connects to the broader mission of the school, goal achievement becomes simpler. But building a normative performance culture and connecting the dots between tedious work and institutional mission is no small order.

Leadership, in and of itself, is perhaps the greatest ongoing challenge professionals face. But technology shouldn’t be the core of that challenge, it should be a category of tools that helps make that challenge simpler to approach. By following the well-established principles of change management, applying effective onboarding practices to technology implementation, and using process mapping, graduate enrollment leaders can make technology feel less like a threat and more like an opportunity. n

Stephen Taylor brings a unique perspective to forces shaping higher education with almost 20 years of experience leading large graduate teams and his leadership philosophy focused on culture-building. As Liaison’s VP for Graduate Enrollment Strategy, he brings together industry data, enrollment best practices, and a keen understanding of developing trends to support Liaison’s GradCAS community, which was recently endorsed by NAGAP.

Top 5 Reasons NOT to Join GradCAS

#1 We already have an application system in place. By joining GradCAS, you tap into a larger pool of applicants who might not otherwise apply through your institution’s individual system. This increases your exposure to potential students and helps improve your application volume. GradCAS doesn’t replace your current process; it enhances it by offering centralized application management and making your data more accessible across departments.

#2 GradCAS costs too much.

While there is an initial investment, GradCAS has a proven track record of increasing application volumes, which can directly impact revenue generation through increased enrollment. In 2022–23, GradCAS programs saw an average increase in applications of 18.1%. Additionally, the streamlined processing and automation of routine tasks can bring administrative savings, allowing your team to focus on strategic enrollment activities.

#3

We don’t want to lose control over our admissions process.

With GradCAS, you retain complete control over your admissions decisions, criteria, and processes. The platform simply centralizes the collection of applications and supporting documents. And, with the ability to customize workflows, you won’t be sacrificing control; instead, you’ll gain more tools to manage applications more effectively.

#4

GradCAS will take away from our brand and relationship-building with students.

GradCAS positions your branded programs in a comprehensive, nationally recognized platform endorsed by the Common App and sponsored by NAGAP. GradCAS also provides tools for maintaining personalized communication with your applicants, allowing you to continue building strong relationships with students throughout the application process.

#5

Our graduate programs are too specialized for a centralized system.

GradCAS is built to accommodate highly specialized programs. You can set requirements, timelines, and workflows to meet the unique needs of your graduate programs without compromising quality. GradCAS can broaden your reach because it gives you access to domestic and international applicants who may not have otherwise found your specialized program.

Learn how to utilize emerging technology to work smarter, not harder.

2024–2026 NAGAP

Governing Board

Officers

President

Naronda Wright Georgia Southern University

Leadership Cultivation & Elections/Past President

Kristen Sterba University of Arkansas for Medical Sciences

Vice President Fran Reed Neumann University

Treasurer Andrew Kim Memorial University of Newfoundland

Secretary Brett DiMarzo Boston College

Publications Committee

Sarah Brock University of Chicago

Dave Fletcher Barry University School of Podiatric Medicine

Stevie Garza Otto Shenandoah University

Caitlin Getchell Lawson University of Tulsa

Gwendolyn Kozak Valparaiso University

Kate McConnell Consultant

Stevie Otto Southern Methodist University

Kittie Pain Kutztown University

NAGAP’s Summer July 10-11 Virtual Professional Development Institute provides a series of presentations for professionals of all kinds that focuses on a theme or hot topic within the graduate enrollment management world.

Tian Qin Trinity University

Tania Rachkoskie Goucher College

Melissa Sersland Northwestern University

Directors

CONFERENCE COMMITTEE

Megan Murray Georgia Southern University

CHAPTERS

Sabrina Brown

UNC Charlotte

EDUCATION

Mary Pascarella

Sam Houston State University

EXTERNAL RELATIONS AND PARTNERSHIPS

Keith Ramsdell

Ashland University

MARKETING & COMMUNICATIONS

Michael Merriam

Framingham State University

MEMBERSHIP

Jennifer Jones Virginia Tech

PROFESSIONAL DEVELOPMENT

Lauren McGowan University at Buffalo

PUBLICATIONS

Caitlin Getchell Lawson University of Tulsa

RESEARCH

Dr. Joseph Paris Delaware Valley University

NAGAP Chapters

Join or Start a Chapter Today!

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

Strategic Partnership Council

Student Lifecycle, Engagement, and Support Enrollment Modeling & Strategic Planning Career, Staff, & Personal Development Diversity, Equity, and Inclusion

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

&A

Get to Know the NAGAP Leadership

Andrew Kim, NAGAP Treasurer

Tell us about your history within Graduate Enrollment Management? Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I started working in the School of Graduate Studies at Memorial University in 2007. The most fulfilling aspect of my work is to be able to improve the lives of our grad students, even if it’s sometimes in a very small way.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I’ve been a NAGAP member since 2011. I founded the Canadian Chapter around the same time and was Chapter president for two years. I served on the NAGAP board from 2016 to 2022, initially as a director-at-large and then as treasurer. I was reappointed as treasurer in 2024. My first NAGAP conference in 2009 had a profound effect on me. It changed how I view myself in a professional role and helped me understand the agency I have over my work and career.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

I think the easiest and most meaningful step you can take is to go to the GEM Summit regularly and make an effort to meet new colleagues and stay connected with old colleagues. Those personal and professional connections will matter the most regardless of what else you do. Some of them will turn into lifelong friends.

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not, was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

I think without looking very hard that you’ll find many mentors in NAGAP – whether it’s through a formal mentorship program or not. NAGAP members are generally very willing to help. There isn’t a view towards protecting “trade secrets” – people who are part of NAGAP generally want to see you succeed in all the ways that are meaningful for you. Over my time in NAGAP, Julie Deland, Jeremiah Nelson, Naronda Wright, and Keith Ramsdell have all been generous with their time and advice with me.

In your new NAGAP role, what are your top three goals?

My focus is on ensuring we meet our budgetary targets in accordance with NAGAP’s financial policy.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I read an unhealthy number of subreddits on personal finance and interior design. And I went carless in 2022, so I walk a lot. Our team (out of 71 teams in total) won our institutional “step” competition last year. n

I think the easiest and most meaningful step you can take is to go to the GEM Summit regularly and make an effort to meet new colleagues and stay connected with old colleagues.

The Exchange

Check out NAGAP’s The Exchange : a social networking resource library to communicate with colleagues, share ideas, and get the most up-to-date NAGAP and GEMrelated news. Learn more about this members-only platform and its various functions by visiting nagap.org, and join a discussion today!

Join the Conversation!

Each NAGAP member brings their own professional and personal experience to our industry.

Join the conversation on NAGAP’s The Exchange and discuss in more depth your experiences, questions, or concerns.

Jennifer Jones, Membership Committee Chair

Tell us about your history within Graduate Enrollment Management? Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I have been in graduate enrollment management for almost 10 years. I transitioned to higher education after about 15 years of K-12 education (both public and private). I have officially taught students of all ages from 6 weeks to 67 years old (as of right now). I really enjoy my current position and the opportunities that it provides to engage

with students, faculty, and other stakeholders at all levels at my university and in graduate enrollment management overall.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I have been in graduate enrollment management for almost 10 years and have been a member of NAGAP for 8 years. I was an inaugural member of the Leadership Academy and have been the president of our local CAPGAP chapter. Currently, I am the incoming Membership Committee chair and am very excited to begin that new chapter of my NAGAP journey.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

I have been in graduate enrollment management for almost 10 years and have been a member of NAGAP for 8 years.

Start small, but start by choosing to engage in some capacity with NAGAP, a community, or your chapter.

Start small, but start by choosing to engage in some capacity with NAGAP, a community, or your chapter. It is a large organization and that can sometimes feel very overwhelming, but choosing something small to start the process of engagement will make it seem much more manageable. I loved getting more involved with my chapter because it gave me the chance to engage with faculty in close physical proximity to me and to have some professionals to engage with during the larger events like the GEM Summit. I have also enjoyed getting involved with NAGAP at the national level in the membership committee. There are so many options for involvement that everyone’s expertise and strengths can be used to elevate NAGAP. What can you bring to the table that you already love to do?

Michael Merriam, Marketing & Communications Committee Chair

Tell us about your history within Graduate Enrollment Management. Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I have been working in GEM for 11 years (16 years in Higher Ed). After working for a high customer service institution and marketing to graduate students, I found my niche of working closely with adult learners. I have found that I have more in common with the traditional adult learner, as I was one when I went through my master’s degree program, so I can relate to them and how much they have to balance to complete their education. Over

In your new NAGAP role, what are your top three goals?

a. Increase engagement between NAGAP and current chapters

b. Increase our “community” opportunities

c. Find ways for individual members to better understand the membership options available to them and what would work best for them/their university/their company

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I played roller derby! If you’ve met me, you’ll understand my name: Feisty Demeanor! n

my career, I have held positions of assistant director of undergraduate admissions, assistant director of enrollment marketing, assistant director of graduate enrollment, associate director of recruitment and now assistant dean of graduate and continuing education recruitment.

One of my most memorable experiences is when a nursing student found me at a commencement reception after she graduated with her Master of Science in Nursing and asked for a selfie with me. She then gave me a hug and said “if it wasn’t for you and your dedication to me, I wouldn’t be here; thank you!” That made my day and year! This type of experience is something that keeps me going. Many GEM/Admissions professionals always say “I like helping students,” or “Orientation is my favorite day;” but Commencement Day is my favorite. I get to see everyone that I helped enroll into their respective degrees, graduate and advance their personal and professional lives.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

The Leadership Academy gave me a new network of colleagues to collaborate with and it was more on the national level.

My journey with NAGAP has been similar to many of our members. I first got introduced to NAGAP through the New England Chapter, NEGAP. I attended a few conferences and networking events and really felt like I was “with my people.” They are the ones who understand the struggle of Graduate Enrollment Management and are people that I can reach out to with special ideas, topics and best practices. Through a NEGAP event, I found out more about the NAGAP Leadership Academy and was selected to be a part of the 2022 cohort. The Leadership Academy gave me a new network of colleagues to collaborate with and it was more on the national level. As a new manager myself, it helped me build leadership qualities where I was deficient, and enhanced the qualities that I already had. In the Leadership Academy, we did a capstone project and that’s when I really started to look at the big picture and student lifecycle, as opposed to just recruitment and admissions. I was able to take the skills I learned in the Academy and collaborate with my colleagues on campus to create a graduate Enrollment Specialist role which focused on bridging the gap between admissions and the academic departments as a new student enrolled into the University.

Throughout my NEGAP career, I held the position of vice president where I focused on building sponsorships and bringing in partners to present to our members and share their experiences. After I transitioned off the NEGAP board; I was presented with an opportunity (thanks to the Leadership Academy) to be on the NAGAP executive board as the marketing committee chair; which I’ve held since 2022. My role is to aid and provide marketing support to all the other committees in NAGAP to help promote everything that NAGAP is doing — GEM Summit, Webinars, Perspectives, etc.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

As Nike would say “Just Do It!” I have only been actively

involved with NAGAP for 3 years now (but have been a member for 10) and I can say, it’s probably the best professional networking experience I have had so far. By attending the Advanced Professional PDI in Palm Springs, CA in 2022 (my first PDI and NAGAP Event), I was greeted by colleagues from New England and introduced to members from all around the country. I am still in contact with members that I met and still collaborate closely with them on projects that I’m working on at my university.

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not, was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

I have been involved with the mentorship program for 3 years now, not as a mentee though. I was a mentor to three great GEM professionals. This program is traditionally geared towards an advanced professional that mentors a new GEM professional, but with my experience, it was a two-way street. I have learned some great techniques from my mentees as they work in different types of institutions and departments—some small institutions, some large institutions, and more centralized areas.

In your new NAGAP role, what are your top three goals?

Although this is not a new role for me on the board, I have developed a few new goals for the marketing committee as I was a newer member of the board in 2022-2024. The first goal is that I wanted to create a communications plan. This plan will help us as an organization to make sure that we’re marketing and communicating with members and non-members in a timely fashion about all the great things that we’re doing. Another goal of mine is to create one voice with marketing. As we all know, in higher education and within our own institutions, having a collaborative but streamlined process to ensure that every committee is “speaking the same language,” will be beneficial to all of our marketing initiatives that we have in store these next few years. The last goal that I have for the marketing committee is to streamline our resources. We have multiple platforms that we use for only one or

Although this is not a new role for me on the board, I have developed a few new goals for the marketing committee as I was a newer member of the board in 2022-2024.

two functions and we would like to consolidate all of our resources into only one or two systems.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

While not working my day job, I also bartend parttime. I first started bartending while I was in college (cough…20+ years ago) and it’s been something that

Joe Paris, Research Committee Chair

Tell us about your history within Graduate Enrollment Management? Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I began my career in 2006 in undergraduate admissions at Fairleigh Dickinson University. I started working in GEM in 2011 when I became director of enrollment management and marketing in the College of Education and Human Development at Temple University. Graduate enrollment management is decentralized at Temple, so my primary responsibility was to design and implement strategies to increase the graduate enrollment headcount and net tuition revenue. After completing my doctorate, I became a full-time faculty member in Temple’s higher education program. This led to an important shift in my career from a GEM practitioner to a GEM scholar, as I developed an active research agenda by exploring the complex relationships between graduate admissions selection methodologies, institutional finance, and

I have always found to be fun. In my current role, there are a lot of stressors that can impact my day; but when I leave work to go bartend, all of that just melts away. I enjoy getting to know people, having a quick (or long) conversation, and seeing other people enjoy their nights. I think one of my favorite places to work at was a local LGBTQ+ bar because it was built on community and everyone who came felt like family; it was also a safe place for everyone to just be themselves without outside influences. n

access to graduate education. In 2023, I returned to administration by joining West Chester University as executive director of graduate admissions. Most recently, I was appointed dean of the school of graduate & professional studies at Delaware Valley University where I am responsible for all matters related to graduate, continuing, and professional studies, including academic program development and assessment, teaching effectiveness, faculty and student development, and graduate enrollment management.

My most memorable moment working in graduate enrollment management was the opportunity to travel with 11 Temple University colleagues to China where I gained a valuable understanding of and appreciation for Chinese culture and its system of higher education.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I joined NAGAP in 2011 and I attended and presented at my first NAGAP conference in New Orleans in 2015. That same year, I attended and presented at the PAGAP summer conference in Pittsburgh. I’ve had the opportunity to attend and present at many NAGAP conferences, webinars, and panels ever since.

The most impactful experience I have had as a NAGAP member was serving as the coeditor of A Comprehensive

Guide to Graduate Enrollment Management: Advancing Research and Practice, an edited book published in March 2024 by Routledge in association with NAGAP. It was a privilege to collaborate with so many talented and inspirational GEM practitioners and scholars from across the United States whose words and insights shone a new light on how GEM is practiced today.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

NAGAP has provided me with an invaluable community of colleagues, and several have become close friends. Whenever I confront a challenge at work, I know a NAGAP colleague is only an email or phone call away and is willing to serve as a sounding board and thought partner. It is thanks to NAGAP that I met Stan Kania with whom I coedited a book, coauthored several scholarly articles, appeared on numerous webinars and podcasts, and co-presented NAGAP’s Research Bootcamp.

NAGAP has also been instrumental in my development as a scholar-practitioner. In 2020, I received a NAGAP Graduate Education Research Grant which helped me launch my scholarly agenda on holistic graduate admissions.

I encourage NAGAP members to volunteer for a committee that aligns with their interests or expertise. As a primarily volunteer-led organization, our members are critical to NAGAP’s success and the overall advancement of the GEM profession.

NAGAP provides important information that members can use to advocate for the opportunities and resources needed to support employees’ or graduate students’ success at their institution. For example, NAGAP’s GEMCAT GEM Compensation Analytics Tool is a searchable database and interpretive tool with thirteen dashboards that members can use to negotiate fair wages, or as a manager, align employee salaries with real market values.

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not,

was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

In 2021, I participated in the NAGAP mentorship program as a mentor. The experience was highly rewarding, and I gained valuable personal and professional perspectives about my own work. The most satisfying aspect of the program was guiding my mentee as she worked toward her professional goals and advanced in her career.

I’ve been fortunate enough to have several individuals who have had a profound impact on my career. While each contributed in different ways, one commonality is that they each saw my potential and had unwavering belief in my ability to be successful.

In your new NAGAP role, what are your top three goals?

As NAGAP Research Chair, my overarching goal is to position NAGAP as a leader of foundational research that advances GEM policy, practice, advocacy, and excellence. To this end, my top three goals are to:

1. Highlight research conducted by NAGAP members. This includes developing and promoting opportunities for NAGAP members (such as those who are members of the NAGAP Research Community) to present and workshop their research through Perspectives, webinars, and conference presentations.

2. Establish active and ongoing NAGAP-led research projects that address timely and pervasive issues in GEM.

3. Support and expand NAGAP research collaborations with external partners.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I am a craft beer enthusiast. To date, I have visited nearly 130 craft breweries around the world. I even coauthored a research article that explored what motivates people to attend craft beer festivals. n

Keith Ramsdell, External Relations & Partnerships Committee Chair

Tell us about your history within Graduate Enrollment Management. Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

Like so many others in NAGAP, I essentially landed in graduate enrollment unexpectedly after working in undergraduate admissions for nearly a decade. I had limited knowledge of the differences between undergraduate and graduate recruitment, so I joined NAGAP hoping to find resources and a professional network.

I started working in GEM in 2005 when I became the director of graduate admissions at Lourdes University near Toledo, Ohio. I worked there for over 8 years before accepting a position as assistant dean and director of graduate enrollment at Bowling Green State University. I left there in 2020 during the pandemic to become the vice president for enrollment management and marketing at Ashland University in Ashland, Ohio.

After nearly 20 years in the association, I can say that I found so much more than I anticipated, including mentors willing to support me and have also found people who have become some of my best friends. Giving back to and investing in NAGAP and younger GEM professionals keeps me engaged and excited to remain active.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I volunteered at my first annual conference in 2007 in

Orlando, helping at the registration desk. In 2010 I was invited to join the professional development committee. I then served as chair of the PD committee from 20122016, before being elected vice president in 2016 and president in 2018. I served as immediate past president from 2020-2022 and have served since that time as chair of the external relations and partnerships committee. I also joined the NAGAP Expert's Bureau in 2021 and received NAGAP’s Distinguished Service Award in 2022.

Perhaps my most memorable moments include having had the honor and privilege of presenting the Distinguished Service Award to James Crane (2017) and Jennifer Kulbeck (2018), both mentors and great friends.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

You may think that you don't have time to really get involved in NAGAP, but it will deepen not only your knowledge of GEM, but also your ability to serve your students. I also learned far more about leadership by serving on committees and in elected positions in NAGAP than I ever learned on any campus. If you carve out time to get involved, I promise you won't regret it!

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not, was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

I've participated in NAGAP's mentorship program for the past few years, specifically partnering with mid-career GEM professionals looking to take the next step into leadership roles on their campuses or in the profession. It's been a great experience, and I would encourage everyone to find a mentor who can challenge and encourage you along your professional journey.

You may think that you don’t have time to really get involved in NAGAP, but it will deepen not only your knowledge of GEM, but also your ability to serve your students.

In your new NAGAP role, what are your top three goals?

I'm continuing in the role I've held in NAGAP since 2022 as chair of the external relations and partnerships committee. The goal of this committee is to engage other professional associations and our for-profit partners in meaningful and relevant ways that provide value to our members and ultimately help us to better serve our students. My top three goals include building additional partnerships, expanding our research library to support our members, and growing the association's

Caitlin Getchell Lawson, Publications Committee Chair

Tell us about your history within Graduate Enrollment Management? Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I have worked in GEM since 2016, I started at The University of Tulsa’s Graduate School as a recruiter. TU is centralized, so I work with roughly 40 programs across multiple disciplines. In 2020 I transitioned to working in graduate student success. I work closely with the faculty in our programs and staff across campus to provide support and resources for our graduate student body.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I first joined NAGAP in 2016 at the recommendation of our dean and graduate school staff. TU had maintained a NAGAP membership for many years and wanted me to

revenue base to support our strategic initiatives.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I have a degree in theatre and while in Toledo I started a community theatre called Tree City Playhouse. I've been asked to direct a production later this year for my hometown community theatre in Galion, Ohio, in honor of my late father who was active in that group for many years. n

benefit from the training and resources NAGAP provides. My first Summit was in Salt Lake City and I volunteered to help during the event. Attending Summit that year was probably one of my most impactful experiences. I was impressed by the breadth of knowledge represented, while also not feeling out of place as a new GEM professional. I connected with several people serving in leadership roles at the time and they encouraged me to get involved. I joined the membership committee as soon as the call for volunteers went out. After a couple of years serving on the membership committee, I applied to join the publications committee, I minored in journalism and was excited to join the team!

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

I would encourage someone interested in getting involved with NAGAP to look for an opportunity in an area that interests them. There are several committees that would welcome new members, but NAGAP communities or chapters are another great way to get connected with other NAGAP members!

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not,

I was impressed by the breadth of knowledge represented, while also not feeling out of place as a new GEM professional.

CAREER, STAFF, AND PERSONAL DEVELOPMENT

was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

I have not participated in the mentorship program, but between the support of my previous supervisors at TU and the people I have met through NAGAP there are many experienced GEM professionals that have influenced my career in GEM. The most significant was probably my first supervisor in GEM, who hired me despite my lack of GEM or recruitment experience, then patiently supported me and provided me with professional development opportunities as I learned the role and overall GEM field. There were countless times that I had to ask her to explain what an acronym that someone was using meant and she always took the time to answer questions while encouraging me to make the role my own.

In your new NAGAP role, what are your top three goals?

Megan Murray, Conference Planning Committee Chair

Tell us about your history within Graduate Enrollment Management. Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

I have been involved in GEM for 10 years at Georgia Southern University, specifically within the Jack N. Averitt College of Graduate Studies. My journey began when a co-worker encouraged me to step out of my comfort zone and apply for a recruitment coordinator position in the graduate college. Despite having no prior experience in

Perspectives publishes three issues a year, so obviously providing an exciting and informative publication that members are excited about is one of our main goals. However, we also want to provide articles covering topics on diversity in GEM and we would also like to have more diversity in our authorship. If you are interested in submitting an article for Perspectives, please email us at nagappublications@gmail.com

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I grew up in the Tulsa area and am the oldest of six kids. All but one of my siblings lives in the area and I love getting to hang out with my siblings, in-laws, and nieces and nephews often. When I’m not spending time with my family or friends, I also love to read and quilt. n

GEM, I was eager to learn and grow. With the support and mentorship of my exceptional leaders and colleagues, I have evolved into a confident and passionate GEM professional. I have had the privilege of being a coworker of and being mentored by Dr. Naronda Wright, the current president of NAGAP.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I have been a NAGAP member for 14 years. I became a member immediately after I began my GEM journey, and I attended my first NAGAP conference in San Diego just a few short months after beginning my position. I have experienced many impactful moments at Summit over the years; however, I would have to say what has been most impactful are the relationships I have developed with fellow GEM professionals across the country, being able to learn and grow from each other’s knowledge and experiences.

With the support and mentorship of my exceptional leaders and colleagues, I have evolved into a confident and passionate GEM professional.

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

Engaging, even in small ways, helps grow your NAGAP network each year. I recommend starting by volunteering for Summit and participating in your regional chapter. Expanding your NAGAP connections broadens your knowledge base for all things GEM related.

In your new NAGAP role, what are your top three goals?

A few of my goals for the 2025 Summit include continuing to increase attendance, building on the efforts of previous conference planning committees who have worked diligently to grow the Summit. The committee and I aim to create a positive and engaging environment

Lauren McGowan, PDI Committee Chair

Tell us about your history within Graduate Enrollment Management? Share a bit about your experience, how you got started in GEM, the roles you have had, any memorable moments, and what keeps you engaged.

After teaching music for a year, I decided that wasn’t for me and decided to go back to school to get my master’s degree in higher education administration. It was there that I discovered that admissions would be a great fit for

for all attendees, ensuring it is well-organized and rich in networking opportunities. Lastly, we plan to invite knowledgeable and dynamic speakers to deliver insightful presentations and facilitate meaningful discussions, offering sessions that provide up-to-date content tailored to the needs and interests of our members.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

Although I have over 27 years of professional experience, including the last 10 years in GEM, I recently completed my bachelor’s degree at Georgia Southern University in 2022. This fall, I am starting my master’s journey at the same institution, making me a proud Double Eagle! My educational journey has been long but immensely rewarding, and I am eager to see what the future holds. n

me, so after I graduated, I got a job as an undergraduate admissions counselor. After working in undergrad for three years, I switched to the grad side, first in nursing, and now for the Uiversity of Buffalo School of Social Work. I started as the director of recruitment and admissions, and as of last April, I am now the assistant dean foradmissions and enrollment. I’m the type of person that loves creative problem solving and adding as much fun to my job as possible, so I work hard and play hard.

Tell us a little about your history with NAGAP—how long you have been a member, your journey, and the most impactful experience you have had.

I joined NAGAP in 2016, at the recommendation of my then supervisor, Kathryn Kendall, who was very involved in the organization. I also got involved with NYGAP (the New York chapter) around that time and served as the NYGAP secretary for two years from 2018-2020. In 2021, I started

If you are wanting to meet other people in our profession and build a network of support for yourself, I would highly encourage you to volunteer to get involved.

assisting with the NAGAP Report podcast, and in 2023 I joined the NAGAP professional development committee. As of November, I’ve been serving as the committee chair. Attending a Professional Development Institute myself in 2019 was very impactful for me; since the event is so much smaller than Summit, I was able to form great connections with the other attendees and ask questions. Now, being able to organize and plan that same event has been very rewarding, and we hopefully have some new and exciting things planned for this year!

Thinking about NAGAP as a professional organization, what advice can you give to members about how and why they should get more involved? What insights and experiences can you share about your own journey that may help members want to become more involved?

The actual best part of being involved in NAGAP is the people and networking opportunities it provides. It was when I started raising my hand and volunteering to take on roles in my chapter and on committees that I really started forming relationships with my colleagues from across the state and country. Now when I go to chapter meetings or Summit, I look forward to seeing the people I’ve come to know and see as friends in addition to colleagues. If you are wanting to meet other people in our profession and build a network of support for yourself, I would highly encourage you to volunteer to get involved. Your regional chapter is a good place to start since it is on a smaller scale; it’s where I got my start.

Were you ever part of the NAGAP mentorship program? If so, tell us about your experience. If not, was there someone who strongly influenced your professional journey? Tell us about the impact they had on you and your career.

I think I may have participated way back when I first joined, but if I’m being honest, I don’t remember! I can say, however, that even without participating in the official mentoring program, I have found so many informal

mentors and professionals that I have learned from along the way. It is honestly too many people to count. Some are farther along in their careers than I, but many are my peers, and some are even newer folks who are bringing fresh ideas and creativity. I think we can all learn from each other, and NAGAP has really given me amazing opportunities to find those mentors.

In your new NAGAP role, what are your top three goals?

Reimagining the fall virtual PDI (more to come soon!)

Structuring the combined summer PDI event to include more time for professional connections and networking and developing a curriculum that orients new folks to the profession as well as helping those who are ready to take a step up in leadership to learn necessary advanced skills.

Providing relevant, interactive and high-quality sessions, including from new voices or those we may not hear from often.

Can you tell us something about yourself that few people know? It could be a hobby, a passion, a childhood memory, or anything else you feel like sharing.

I have a lot of hobbies and interests outside work, and I like to keep busy. Just to name a few:

I am a “Geeks Who Drink” trivia host, so I run trivia at a bar downtown every Monday night

I take ballroom dance lessons, but got started because I kept seeing west coast swing videos on TikTok and it looked really fun. (Conclusion: it is.)

My undergrad degree is in music, and I sometimes still perform in plays and musicals. I met most of my local friends through shows.

I love to read and am currently making my way through The Cosmere Series by Brandon Sanderson. n

The Off-Campus Compromise: Graduate Students’ Long Journey Home (From Campus)

By Molly E. Tuck, University of Kentucky

Introduction

Despite significant research dedicated to undergraduate housing experiences, little is known about the housing decisions of graduate students. Yet, the relationship between residential services and graduate student enrollment is critical for those working in higher education. Housing issues have been found to significantly affect graduate student experiences (Calder et al., 2016) and even program participation (Leo & Chuang, 2010; Sasser, 2021). In response to this gap in the literature, The Off-Campus Compromise study, funded by the 2023 Graduate Student Research Grant from the Association for Graduate Enrollment Management (NAGAP), sought to better understand graduate students’ housing experiences.

Prior to this study, researchers had identified a few guiding principles pertaining to graduate students’ housing decisions. For example, past research indicated that many graduate students choose to live off-campus (Ong et al., 2013; Wyatt & Oswalt, 2013). Furthermore, both familial responsibilities (Ruming & Dowling, 2017) and finances (Olfert et al., 2023) have been found to influence where graduate students choose to live. To validate these beliefs, the researcher collected robust information on study participants’ family structures and financial situations in addition to other seemingly relevant information for graduate housing decisions.

As those in student affairs are often tasked with serving students holistically, supporting individuals beyond academic challenges (Bradley et al., 2024), one goal of this project was to equip graduate enrollment management (GEM) professionals with information on student profiles associated with varying levels of commuting distance.

As many graduate students must relocate for their programs (Grady et al., 2014), those working with incoming graduate students may field questions about residential availability or be asked to assist with finding housing for individuals (Lee, 2021). Therefore, understanding the associations between various student profiles and their housing needs can empower students affairs professionals in their work. Specifically, the research question guiding this study was what predictive variables are important for creating graduate student profiles associated with different levels of campus commuting distances. Secondarily, the researcher chose an analytical methodology that could be replicated by GEM professionals to pursue their own research and analyses.

Data

This study collected data from graduate students in January and February of 2024 using an online, national survey. Recruitment for the study was done via ResearchMatch, a national health volunteer registry that was created by several academic institutions and supported by the U.S. National Institutes of Health as part of the Clinical Translational Science Award (CTSA) program. ResearchMatch has a large population of volunteers who have consented to be contacted by researchers about health studies for which they may be eligible. Review and approval for this study and all procedures was obtained from the University of Kentucky’s Institutional Research Board. In total, 252 graduate students participated in the survey research, and 197 indicated that they participated in a campus-based graduate program. Unfortunately, the research sample was quite homogenous on several key demographics, with nearly 85% of respondents identifying as female and 75% of respondents identifying

Despite significant research dedicated to undergraduate housing experiences, little is known about the housing decisions of graduate students.

Of those participating in campus-based programs, respondents reported commuting an average of 3.73 days and an average of approximately 52.20 miles per week.

as White. Demographics for the on-campus participants are included in Table 1

With the central research questions focusing on the length of students’ commutes, the survey asked participants to respond with how many days in an average week of the current semester that participants commuted from their home to their institution, either to attend class or participate in campus-based work. Participants were then asked to calculate the distance in miles between their home and their university for the route they most often traveled using a virtual map (such as Google Maps). Because students had different frequencies of commuting to campus each week, the roundtrip number of miles commuted was multiplied by participant’s responses to the average number of days spent commuting. This process produced weekly commuting statistics for each respondent. Of those participating in campus-based programs, respondents reported commuting an average of 3.73 days and an average of approximately 52.20 miles per week.

Methodology

This study utilized the Categorical and Regression Trees (CART) methodology, which allows for the creation of student profiles based on predictive data patterns. Despite being an advanced statistical approach, this technique can be very beneficial and easy to implement in assessment work. The CART technique is built upon the concept of recursive partitioning, which Ma (2018) described as the progressive grouping of individuals into small groups based on the outcome variable so that there are increasing similarities among members within each group while simultaneously increasing differences between the distinctive groups. In a CART analysis, the statistical software takes a data mining approach, rapidly analyzing all potential variables to identify the most important predictors. The resulting algorithm then produces groups (or “nodes”) of individuals who share important characteristics and similar outcome averages. Therefore, GEM professionals can use this technique to develop predictive profiles of their students based on

a specific outcome, such as the distance they commute between their home and campus, to better understand the needs of their campus.

Results

For the first model, the researcher specified that the CART analysis produce nodes of no fewer than 17 individuals (approximately 1/10th of the commuting sample who indicated having stable housing). This yielded seven final student profile groups. The group that reported commuting the farthest distance (an average of approximately 119 miles each week) consisted of 21 students while the group commuting the shortest distance (an average of approximately 19.41 miles each week) consisted of 31 graduate students. The R2 value of the model was 0.1967, meaning that the model accounted for roughly 19.67% of the variance in commuting distance for the sample. Five variables were identified by the CART analysis as being important predictors of commuting lengths: a) the cost of the student’s rent/ mortgage (termed “cost of living”); b) whether the student lived alone; c) whether the student was married; d) whether the student was at least partially funding their education with a graduation assistantship; and e) if the student identified as having a disability. Table 1 lists all the variables considered by the CART analysis and whether the variable was utilized in either of the final models.

Figure 1 depicts the model results of the CART analysis in the form of a logic tree. Figure 1 can be interpreted by following the branches to understand node assignment. For instance, the seventh node (with an average commute of 78 miles per week) consisted of 32 students who, on average, paid more than $500 in rent/mortgage payments, did not live alone, were at least partially funded by a graduate assistantship, and identified as having a disability.

Figure 2 depicts the results of the second CART analysis with the node size reduced to 10 individuals. From a practical standpoint, the reduction approach investigated student profile creation at a more local level, but it also highlights the flexibility of the CART analysis with the

ability to choose minimum node size. As a result, the more localized model produced 13 student profiles. The group commuting the most each week (an average distance of 176.18 miles) consisted of 11 individuals while the group with the shortest average commute (approximately 16.63 miles) consisted of 19 graduate students. The second model had an R2 of 0.3294.

The variables that informed profile assignment were: a) cost of living; b) whether the respondent’s education was at least partially funded by loans; c) being a renter; d) whether the student was at least partially funded by a graduate assistantship; e) if the student was pursuing a master’s degree; f) whether the student identified as having a disability; g) the number of years left in the program; and h) whether the student had a partner that at least partially funded their education.

Limitations and Discussion

In exploring the commuting patterns of graduate students attending on-campus programs, this study adds to the field’s understanding of graduate students’ housing decisions. First, it is worth noting, the study encountered several limitations that should be addressed in future studies on this topic. One limitation of this study was the lack of variance in some key student demographics. Therefore, the homogeneity of the sample may account for why variables like gender were not identified as important predictors of commuting distance. Furthermore, for the purposes of this study, not enough questions were asked about the participants’ graduate schools (such as enrollment size) and college town communities (for example, whether the student lived in a metropolitan area). Information on these school and community factors could be used in future national studies to construct profiles on additional housing characteristics, like individuals’ cost of living, but may not be necessary for assessments done by GEM professionals conducting assessments at their own postsecondary institution.

While the limitations of this work should encourage future studies, the results of the study did illuminate useful patterns that can aid GEM professionals who work

with relocating graduate students. First, the commuting distance of students is clearly influenced by financial factors, including the monthly cost of living and students’ funding sources. A reasonable interpretation of these results is that some students, to financially survive graduate school, concede valuable time and campus involvement by choosing to instead commute great distances on a weekly basis. Therefore, a savvy GEM professional will stay knowledgeable of the housing landscape surrounding their campus community. By identifying key areas of housing availability for different brackets of affordability, more resources can be provided to students who would otherwise compromise distance for cost. Additionally, it is essential to have frank discussions with prospective students of what funding sources are available for different programs, as types of funding can determine how realistic it will be for students to live close to campus.

While previous research theorized familial responsibilities can influence housing decisions, the role of family and partner support is also evident in the profiles. It is true that the results show married individuals tend to live further away from campus. One reason for this might be the need to live somewhere between campus and a spouse’s workplace. However, the local model shows funding from the student’s partner can predict living nearly three times closer to campus than those who do not receive this type of support but align on all other key predictors. Therefore, understanding the family dynamics of incoming students can help in identifying suitable accommodations based on needs as well as additional household resources.

Another particularly surprising finding of this study was the role that disability plays in graduate student housing decisions, given that this variable appears in both models. On average, students who identified as having a disability tended to live farther away from campus in the first model but closer in the second model when compared to individuals who aligned on all other predictors. It is worth noting that disability status is preceded by more factors in the local model than the

In exploring the commuting patterns of graduate students attending on-campus programs, this study adds to the field’s understanding of graduate students’ housing decisions.

RESEARCH GRANT AWARD WINNER

Therefore, GEM professionals may also need to work with current graduate students in finding accommodations as they progress through their programs.

original model, which may account for this discrepancy. More context is likely needed to completely understand this phenomenon. Thus, the role of disability in housing should be specifically explored in future studies. Still, GEM professionals can begin to make sense of these results by partnering with disability resource offices to better understand the needs of students with disabilities as well as share suitable housing options through this partnership.

Aspects of the student’s program also become more important in the local model. While majors did not predict profile placement, the degree type and the number of years left in the program did determine node assignment. Those pursuing master’s degrees tended to live closer to campus than those enrolled in certificate or PhDlevel programs. Additionally, those in the early stages of their programs reported living closer to campus but migrated away as the number of years left in the program dwindled. Therefore, GEM professionals may also need to work with current graduate students in finding accommodations as they progress through their programs.

Finally, while the results of this study highlighted interesting patterns in graduate housing decisions, a secondary goal of this work was to prompt GEM professionals to utilize the CART methodology to construct their own graduate student profiles. The CART analysis can be implemented with the aid of most statistical software, including Stata, SPSS, and R, and can be used not only for housing decisions but also for other types of profiles, like enrollment or graduation outcomes. By collecting robust information on the individuals enrolled in graduate degree programs at their university as well as the housing decisions made by past and current students, GEM professionals can create housing prediction profiles that better account for the characteristics of their own campuses. Armed with this knowledge, GEM professionals can be a better resource for graduate students as they navigate the often frustrating and exceedingly overpriced housing markets of many college towns.

References

Bradley, J. A., Tuck, M. E., Reynolds, M. A., & Bradley, L. H. (2024). Creating an integrated coaching culture in higher education. Journal of Appreciative Education, 11, 15-24.

Calder, M. J., Richter, S., Mao, Y., Kovacs Burns, K., Mogale, R. S., & Danko, M. (2016). International students attending Canadian universities: Their experiences with housing, finances, and other issues. Canadian Journal of Higher Education, 46(2), 92-110.

Grady, R. K., La Touche, R., Oslawski-Lopez, J., Powers, A., & Simacek, K. (2014). Betwixt and Between: The Social Position and Stress Experiences of Graduate Students. Teaching Sociology, 42(1), 5–16.

Lee, J. J. (2021). Unique Challenges and Opportunities for Supporting Mental Health and Promoting the Well-Being of International Graduate Students. Council of Graduate Schools.

Ma, X. (2018). Using Classification and Regression Trees: A Practical Primer. Information Age Publishing.

Olfert, M. D., Hagedorn-Hatfield, R. L., Houghtaling, B., Esquivel, M. K., Hood, L. B., MacNell, L., Soldavini, J., Berner, M., Savoie Roskos, M. R., Hingle, M. D., Mann, G. R., Waity, J. F., Knol, L. L., Walsh, J., Kern-Lyons, V., Paul, C., Pearson, K., Goetz, J. R., Spence, M., Anderson-Steeves, E., Wall-Bassett, E. D., Lillis, J. P., Kelly, E. B., Hege, A., Fontenot, M. C., & Coleman, P. (2023). Struggling with the basics: food and housing insecurity among college students across twenty-two colleges and universities. Journal of American College Health, 71(8), 2518–2529.

Ong, S.-E., Petrova, M., & Spieler, A. C. (2013). Demand for university housing: An empirical analysis. Journal of Housing Research, 22(2), 141-164.

Ruming, K., & Dowling, R. (2017). PhD students’ housing experiences in suburban Sydney, Australia. Journal of Housing and the Built Environment, 32(4), 805-825.

Sasser, A. (2021, Sep 16). Graduate students experience housing crisis, causing some to defer enrollment. University Wire

Wyatt, T., & Oswalt, S. B. (2013). Comparing mental health issues among undergraduate and graduate students. American Journal of Health Education, 44(1), 96-107. n

Molly E. Tuck is a doctoral candidate at the University of Kentucky in Quantitative and Psychometric Methods. She was a goldlevel recipient of the 2023-24 NAGAP Graduate Education Research Grant. As a current graduate student and former graduate enrollment professional, Molly greatly appreciates the opportunities, platform, and support that NAGAP provides to those studying graduate student experiences.

Creativity and PANCE: Attempt to Establish a Noncognitive Variable in a Physician Assistant Holistic Review Admission Process

By Tonya Bartoletti, Concordia University Wisconsin and Ann Arbor

Introduction

Graduate admission could be called the gatekeeper of the profession. In the case of highly competitive graduate health professions programs, such as Physician Assistant Studies (PA), admission committees are not only choosing their next cohort of students, they are choosing the future practitioners of the profession. Every year, PA graduate programs receive hundreds more qualified applicants than there are spots available in the program.

Physician Assistant Education Association (PAEA)1 reports a total matriculation rate of only 32.3%. Admission committees spend significant time and resources analyzing, interviewing, and selecting which, of the many qualified applicants, will succeed in the program and eventually be excellent health care providers. The goal is to admit students who are dynamic enough to progress through the didactic portion of PA programs, as well as excel in clinical practice. Identifying students who are capable of both didactic and clinical success requires a multifaceted analysis and a structured focus.

All applicants to PA programs must be high achievers to be considered for admission and will have achieved that success using a range of skills and strengths. Inevitably, applicants will be chosen who require time-consuming remediation and do not pass the Physician Assistant National Certifying Examination (PANCE) on the first try. Worse still, 7.4% will drop out of the program1. These negative outcomes take a toll on limited faculty resources and are costly to the school in a result of lost tuition2 The most critical negative outcome is the loss of future health care workers when shortages are present.

Traditionally, the graduate admission process has focused on cognitive abilities, both because they are necessary for health care careers, but also because they are relatively accessible quantitative measures to assess. (For example, GPAs and standardized test scores)3,4. Research suggests that traditional cognitive-

focused admission practices may not provide sufficient insight into the skills required for success and are not predictive of the professional skills required in health professions5. There is a growing call to consider noncognitive measures in the admission process3,4. However, 81% of admission professionals called for more data linking noncognitive admission criteria in a holistic review to student or professional success9. Deciding which noncognitive variables to supplement the process with is difficult because of the myriad of choices and no clear answer as to which is superior, nor clear guidance as to how to measure the variables. This lack of evidence-based research to inform practice and policy leaves PA education and admission professionals struggling to provide a consistent and fair process to meet their goals8

While there are many different terms for noncognitive variables, including soft skills, leadership skills, professionalism, emotional intelligence, and others, Sternberg believed that the noncognitive variable system appeared to measure creativity10. Creativity is a multifaceted variable linked to problem solving ability, verbal fluency, motivation, resilience, flexibility, and the creation of novel ideas and products11. Furthermore, creativity is widely viewed as being a component of intelligence12. Specifically, Sternberg included creativity as a key piece of his Theory of Successful Intelligence12 It is estimated that creativity is not a construct that is explicitly measured by traditional admission tests but may help to explain the difference in who succeeds in PA programs13. Despite the benefits shown, creativity is not a common noncognitive variable assessed in PA admission processes16

The purpose of this study was to identify and investigate one noncognitive variable for use in PA holistic review admission process. Creativity was identified based on existing theory and practice. This research contributes

The questions on the CBI represent common creative activities, such as, kept a sketchbook, painted an original picture, or wrote a poem.

to the existing literature relating admission materials to PANCE but also fills a missing gap with the introduction of a noncognitive variable to the analysis.

Method

Data analysis for the study used a deductive quantitative methodology. Ethical approval was obtained from the institution where the study was conducted. Interactions between pre-admission variables, creativity scores, and PANCE scores were estimated with SPSS v.29.0 statistical significance tests, including parametric tests for bivariate and multivariate relationships, with alpha level set at p </= 0.05. Participants came from 2016 through 2021 matriculated PA students at a private, religiously affiliated university located in the Midwestern United States. The PA program is a master’s level program completed in 26 months, divided into a 15-month didactic portion followed by 11 months of clinical rotations. Each matriculated cohort consisted of thirty students for a total possible population of 180.

Retrospective data were gathered from two sources. Initial data were collected from applicant admission material submitted to the Centralized Application System for Physician Assistants (CASPA). CASPA data included first and last names, matriculation year, gender, ethnicity, age, gap between undergraduate completion and application, undergraduate cumulative GPA, undergraduate science GPA, patient care experience quantity, patient care experience title, and CASPer score. The retrospective data were combined with PANCE scores retrieved from department records and composite creativity score obtained through self-report.

Composite creativity scores were obtained by emailing participants a Qualtrics questionnaire with the Creative Behavior Inventory (CBI) instrument. The brief form of the CBI was retrieved from the publicly available Open Science Framework. The 28-question brief form CBI takes less than ten minutes to complete and was chosen as a self-reported measure of everyday creative behavior because it is a list of common activities and it is believed that people spend time on what is important to them. It is estimated that participants self-reporting spending time

on creative behaviors is a valid measure of everyday creativity level. In addition, the instrument was chosen because of its ease of use in a survey instrument, its longevity as a measurement of everyday creative behavior, and its popularity, having been featured in many studies23. The questions on the CBI represent common creative activities, such as, kept a sketchbook, painted an original picture, or wrote a poem. Participants were asked to answer the frequency in which they have participated in each of these activities. It is believed that self-reported frequency of creative behavior is a reliable measurement of everyday creativity24,25

Results

Data came from six matriculated student cohorts (2016-2021) in a Physician Assistant graduate program (N=180). The majority of the sample was white (88.9%), female (73.9%), and relatively recent graduates (83.9% matriculated within three years of completion of their undergraduate degree). The average undergraduate cumulative GPA was 3.64 and science was 3.56. The national average undergraduate cumulative GPA of admitted PA students is 3.58, the national science GPA mean is 3.531. The mean (M = 3.64) of the matriculated PA students’ cumulative undergraduate GPA is significantly higher compared to the national norm, (M=3.58, t(179) = 4.73, p < 0.001) with moderate effect size (d = .35). However, science GPA (M = 3.56) was comparable to the national mean (M = 3.53, t(179) = 1.845, p = 0.067). For the total population (N=180), 172 completed the program while eight did not, a 4.5% non-completion rate, which is lower than the 7.4% national average1. After the initial descriptive statistics, the eight non-completes were removed from the data set as they did not have final GPA nor PANCE scores available for correlation.

The initial population of 180 PA program matriculants were emailed a Qualtrics questionnaire including the CBI. Eighty-two responses were recorded. However, it was determined that 13 started the questionnaire but did not complete it and so were removed, reducing the total to 69, a 38.3% response rate. Each cohort was represented and responses were evenly distributed between cohorts. Of the 69 respondents, 68 completed the PA program.

The majority were white (91.3%), female (78.3%), and 81.2% matriculated within three years of undergraduate graduation. The undergraduate science GPA average (M = 3.54) was comparable to the national and cohort mean, as was PANCE score (M = 474).

The CBI consisted of 28 questions with a score of 0,1, or 2 for each question resulting in a possible composite score range from 0 to 56. The composite scores of the respondents were lower than expected (M = 14) with two high outliers at 40. Nearly a quarter (21.7%) of respondents reported never or only rarely participating in any creative behavior.

CBI composite and PANCE scores were associated, (r = -0.29, p = 0.017). This correlation was negative, contrary to expectations. Students who scored lower on the CBI tended to score higher on PANCE. Predicted PANCE scores improve about ten percent from knowing CBI scores. This result was triangulated with the statistically significant correlation of CBI with PA GPA, (r = -0.29, p = 0.018). The final PA program GPA is highly correlated with PANCE, (r = 0.75, p < 0.001). This positive correlation means that students who have higher PA program GPAs tend to score higher on PANCE. The r2 indicates that approximately 56% of the variance in PANCE can be predicted by program GPA, indicating proportionate improvement over random guesses.

CBI predicted the dichotomous variable Direct Enter, (r = 0.27, p = 0.028). Direct Enter identified those that went straight from undergrad to PA school. Indicating students are likely to score higher on the CBI if they enter the PA program with no gap year(s). CBI was not associated with undergraduate GPA, science GPA, patient care experience quantity, CASPer score, gap years, gender, didactic GPA, nor clinical GPA (p > 0.05).

Discussion

Creativity is listed as one of the most important skills in the 21st century student’s toolkit, according to the Future of Jobs Report17. It is an important characteristic for employees of all economic sectors, including health care as everyday creativity is the ability to identify and assess issues and problems, utilize available resources to

generate and brainstorm potential solutions, and evaluate strengths and weaknesses to make effective decisions. Studies continue to find benefits of creativity in health care employees, including that strengthening creativity in health professionals may buffer the negative influence of the job demands to avoid burnout18. Creativity may help health care professionals solve problems with new health care delivery systems such as telehealth19. Creativity of health professionals is a desirable “mental tool” that facilitates resilience and allows improvement in patient care and services offered20. It is well established that every day creativity is an important skillset for health care delivery21. However, in this study lower creativity scores corelated with higher scores on the professional license for PAs.

These may be reflecting the perceived two cultures of art and science. For many people creativity is associated with the “arts” but not with the “hard” sciences that are based on facts, data, and the scientific method. As prePA students progress through undergraduate programs, a plethora of science classes are required. These science classes may have an effect on perspective by minimizing the importance of creativity as it is not rewarded in academic preparation.

In this population, PA applicants are all academic high achievers and in order to reach this achievement, they may have had to abandon notions of creativity in favor of a more standardized approach. For example, to achieve high science GPAs, applicants developed skills to find the one correct answer. Therefore, it is a possibility that CBI respondents do not see themselves as creative or participating in creative behavior. This attitude is reflected in lower self-reported creative behavior on the CBI. In fact, there were two respondents who scored zero on the questionnaire and 21.7% reported that they never or only rarely ever participated in any creative behavior. Given that this study only used self-reported creative behavior scores, the creativity score may actually be a result of how the PAs see themselves or more aptly stated, do not see themselves as creative. It has been shown that self-reported creativity tests assess for relatively stable attributes, however the outcomes may be influenced by

social contexts26. Pavlić, Kramarić, & Butković27 found that personality aspects were responsible for more variability in creativity score than self-reported creativity. Indicating that people may not be reliable sources of self-reported creativity.

The problem may be trying to correlate noncognitive variables, including creativity, with PANCE. There is a straight line correlating undergrad science GPA – didactic learning – PANCE (multiple choice test). The admission assessments correlate with the measures of success. Yet there is still something missing. Creativity is something different, not yet measured for in PA admissions. And not yet assessed for, nor rewarded, in undergraduate education or on the PA license exam. The CBI is measuring something different that did not correlate with anything else currently being assessed in PA admission. There exists a plethora of research associating creativity with important benefits in the health care workforce. That is where the potential for correlation exists – to correlate creativity with clinical training and practice success. Trying to correlate a noncognitive variable, such as a divergent thinking process like creativity, with PANCE, a multiple-choice exam, where students are rewarded for coming up with the one right answer just isn’t a straight line.

The PA program has a dual nature, including two halves: didactic and clinical. There are currently enough evaluative admission techniques to adequately predict success in the didactic learning half, especially correlations with PANCE. However, research will continue down that path because that is what is rewarded. PA programs are required to report and are measured on PANCE passing rates. Students are taught to and measured on passing PANCE. Therefore, there is no motivation to teach skills that would benefit PAs in the workforce, like creativity.

In education, creativity is often suppressed in students in favor of teaching to the test. Therefore, it is not usual for people who have historically done well on tests to feel as though they are not creative28. This can change. There are ways to teach creativity and innovative thinking. Just thinking of oneself as creative can change

the effectiveness of innovative thinking28. The University of Texas implemented a Creativity Training Program into their Health Sciences Department to promote innovation in science29. It was found to increase original thought production, novel problem solving, and most importantly, acceptance of creativity in both attitude and behavior29 The problems of healthcare cost and access, new diseases, public health solutions, and the rapid changes in healthcare do not follow standard practice and require creativity to solve21. Teaching creativity is important for PAs but if faculty are measured on number of students who pass PANCE and there is no element of creativity represented on the PANCE, the motivation to teach creativity is lacking.

PANCE scores are frequently used as the dependent variable indicating successful outcomes in studies assessing for correlation between pre-admission or program variables. One problem with correlating noncognitive variables, like creativity, with PANCE is that the variables may not be shown to be predictive because they are not being used to predict the correct outcome. Clinical practice may be a better dependent variable rather than academic success, such as GPA or PANCE. Future research should look at comparing creativity with a different dependent variable, such as clinical practitioner outcomes. Although PANCE is an easy quantitative measure, it may not capture the depth required for a determination of a successful PA practitioner. There is significantly less research comparing cognitive or noncognitive attributes in applicants or students with later performance as clinical practitioners. A qualitative study focusing on clinical practitioners could identify important attributes or qualities to look for in the admission process related to clinical success which could lead to an opportunity to develop a framework and enhance curriculum around skillsets that lead to clinical success.

References

1 Physician Assistant Education Association, By the Numbers: Program Report 35: Data from the 2019 Program Survey, Washington, DC: PAEA; 2020. doi: 10.17538/PR35.2020

2 Barber, C., Burgess, R., Mountjoy, M., Whyte, R., Vanstone, M., & Grierson, L. (2022). Associations between admissions factors and the In education, creativity is often suppressed in students in favor of teaching to the test.

need for remediation. Advances in Health Sciences Education, 27(2), 475–489. https://doi.org/10.1007/s10459-022-10097-8

3 Brenneman, A. E., Goldgar, C., Hills, K. J., Snyder, J. H., VanderMeulen, S. P., & Lane, S. (2018). Noncognitive Attributes in Physician Assistant Education. Journal of Physician Assistant

4 Jones, P. E., Simpkins, S., & Hocking, J. A. (2014). Imperfect physician assistant and physical therapist admissions processes in the United States. Jeehp, 11(0), 11–0. https://doi.org/10.3352/jeehp.2014.11.11

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Tonya Bartoletti is a PhD candidate in Business Administration slated to graduate in May 2025 and the recipient of the Gold Award of the NAGAP Graduate Education Research Grant. Her passion for education guidedherdissertationtopic,researchingthe valueofnon-cognitiveadmissionvariables in graduate admission. Tonya is currently servingastheassociatedirectorofresearch and sponsored programs for Concordia University Wisconsin and Ann Arbor.