2. Student Population Characteristics
Driven and focused student population geared
mainly towards business
Primarily residential students
4,157 full time undergraduates
1,399 graduate students
600 students in the “Master’s Candidate
Program”
3. Who: Students in the Master’s
Candidate Program
Students in their Sophomore through Senior Year
General Characteristics of the Program
Need a 3.2 GPA to enroll
Required internship (for select programs)
GMAT test scores waived
General Characteristics of Student Population
Call themselves “five-year students”
Poor group dynamic skills
Unprepared for graduate school
Unprepared to declare major
4. General Learning Outcomes
The Master’s Candidate Program will gain an identity to
which the students can relate
The students who have enrolled in the Master’s Candidate
Program will create professional partnerships with students
who are currently enrolled in graduate school
The students who participate in the co-curricular program
as a part of the Master’s Candidate Program will have a
better understanding of the Master’s degree they plan to
pursue
Students will understand the key differences in academic
rigor of undergraduate and graduate programs
Students will understand the importance of working within
a diverse learning community
5. Goals from a Self Authorship
Perspective
Cognitive: Students will understand the
differences between academic expectations in
undergraduate and graduate programs
Intrapersonal: Students will understand their role
in a master’s program
Interpersonal: Students will interact with
classmates, faculty, and staff appropriately
Students will gain a sense of self understanding
in relation to the program and other Master’s
Candidates.
Baxter Magolda& King, 2004, p. 312.
6. Discrepancies Between Goals and
Students’ capabilities
Master’s students with several years of work
experience openly express disdain about sharing
class with recent college graduates
New college graduates express high levels of
discomfort participating in a class with seasoned
professionals
Faculty favors opinions of the mature students
Differing views and approaches from faculty and
different functional areas
Top down pressure to achieve public recognition and
rankings by encouraging students in the graduate
school direction
Disagreement about admissions requirements
Thompson, G. (2011).
7. Differences
Undergraduate Graduate
Attention from faculty Faculty expect more
autonomous abilities
Classes mainly Classes include a
comprised of peers variety of ages,
experience levels, and
Campus life backgrounds
First time away living Commuting to school,
away from financial responsibilities
Transition into a
family, initial transition professional in your
into adulthood field
8. Points of Contact
Undergraduate admissions and application
processes
Orientation
Faculty
Mentor Program
Advising
9. Program Identity
Why?
Students need to “make meaning” through the Master’s
Candidate program
They need to bring the identity of the program closer to their
core (Abes, Jones, & McEwen, 2007)
Learning Partnerships Model- assumption 2: self is central
to knowledge construction (Baxter Magolda, & King, 2004)
How?
Typical events such as orientation, social gatherings, and
informal meetings may be able to accomplish this
We believe it will also be effective for students to not only
meet with everyone who is pursuing the five year program
but those who are pursuing specific masters degrees
10. Admissions Process
Changes in the Application Process
One set deadline
Students must submit their application for enrollment by the end of their sophomore year (or
end of first semester junior year at the latest)
Required materials
3.2 GPA
Internship set up to run concurrently with the co-curricular program
Admissions Essay #1
Why do you want to be in enrolled in the Master’s Candidate Program? What do you
think you will gain in achieving a Master’s degree in five years?
Admissions Essay #2
Please interview a professional in the field of study you wish to pursue. Please include
the following in your essay:
o Why is this the field of study you have chosen?
o What did you like and dislike about their career?
o What did you find surprising about their career?
o What do you think you can contribute if you became a part of this career field?
Application Committee
Faculty members of each Master’s degree (6)
Graduate School Advisors (3)
Currently enrolled students (2)
11. Why change the Admission Process?
In general, students don’t know what they want to
pursue in their lives (Pizzolato, 2003)
Going out into the field creates a learning
environment that is intentionally structured to
generate their own idea of program benefits
(Ignelzi, 2000)
Helps establish a set a sequence of
developmental goals that leads students towards
self-authorship (Taylor & Hanes, 2008)
12. Evaluate Effectiveness: Admissions
Process
Evaluations by the faculty of the caliber of the
students that are in the program
Assessment to occur once the students who
participate in the new admission process
matriculate into the graduate program
Assess the number of students who change the
degree they decide to pursue once accepted into
MCP
13. Orientation
Week before students start masters program
Expectations (Faculty)
How you are expected to behave
How the work will be different
(Ignelzi, 200). (Taylor & Haynes, 2008).
14. Orientation
Alumni Panel
Get faculty recommendations as to who to invite
Guide the conversation topics
Discuss how they apply their classroom knowledge
Discuss how students can utilize graduate school to their
advantage
Goal Setting
Faculty member facilitate goal setting for what
students hope to gain personally, academically, and
professionally over the next year
At end of first semester, students will reevaluate
their initial goals and determine progress thus far
Baxter Magolda&
King, 2004, p. 323
15. Mentoring Program: Fast Facts
Mentors: First year graduate students who were
accepted into the Master’s Candidate Program
(MCP) as undergraduates
Mentees: Junior year students who have been
accepted into the MCP
Mentor Requirements:
First year graduate students are required to serve
as mentors.
Mentor training will occur in the summer during
Graduate School orientation
16. Mentor Program: How it works
Mentees are paired up with Mentors based on their
degree choice
Structured events throughout the year with facilitated
programs and workshops to discuss current topics
Monthly check-in meetings with professional staff
All mentors are required to be present at meetings
Opportunity to set up one-on-one’s with professional
staff if needed
Purpose of meetings:
Monthly status checks on how relationship is progressing
Ability for pro-staff to share any vital information mentors may
need
Ability for mentors to create relationships with one another and
bounce ideas/concerns/questions about mentoring
17. Why a Mentoring Program?
Build a bridge for students of support and challenge from
undergraduate to graduate school
Mentees are challenged through their graduate level coursework
Mentees are supported through interactions with mentors and
peers
Addresses the three assumptions of learning (Baxter Magolda&
King, 2004)
Allows knowledge to be socially constructed
Allows expertise and authority on knowledge to be shared among
peers
Puts self as central to constructing knowledge
Mentees may want to strive to perform better academically with
the guidance of their mentor (Fries-Britt, 2000)
Mentor self-reflection
Allows Mentors to realize their own personal development
towards authoring their own like (Ignelzi, 2000)
18. Evaluate Effectiveness: Mentor
Program
Self reflection essays
Occur twice during the program (mid year and end of the
year)
Reflecting on the value of the mentor relationship
The ability of the mentor program to prepare themselves for
graduate school
Reflect on the merits of the mentor program
Required by both mentors and mentees
Faculty evaluations
Did the mentor program allow for an easier transition
from undergraduate to graduate?
Are the new graduate students more prepared to play
integral roles in group work?
19. Advising
Academic Advising
Paper writing and research
Learning how to select a program: What Does it Mean to
be a Graduate Students
Career Services
Resume writing
Internship Searching
Professional Behavior and Correspondence
Career exploration
Types of Interviewing styles: What to Expect and How to
Prepare
Networking and Informational Interviewing
Residence Life
Living on your own (apartment hunting)
20. Advising
Junior/senior year meet with advisor on a regular
basis
Am I taking the appropriate classes?
Am I in the right mindset to be entering into the master’s
program?
(Pizzolato, 2008)
Building the Bridge Workshop
Facilitated by a faculty member who teaches in the
master’s program and a student affairs professional
Master’s candidates reflect with their peers about
academic and personal success and failures
Facilitators help students see how they have grown
during their undergraduate careers and what will change
in a master’s program
(Ignelzi, 2000)
21. Recommendations
Students have to have at least a full time internship
between years 4 and 5
Students should have a set deadline to apply to the
program that is at the end of first semester Junior
year at the very latest
Application should include essays
Students must have an informational interviews with
different masters programs
Students must attend 80% of the programming we put
together
Students should be required to participate in the
mentor program
Specialized Housing
23. References
Abes, E.S., Jones, S.R. & McEwen, M.K. (2007). Reconceptualizing the Model of Multiple Dimensions of
Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. Journal of
College Student Development, 48 (1), 1-22.
Baxter Magolda, M. B. & King, P. M. (Eds). (2004). Learning Partnerships: Theory and models of practice to
educate for self-authorship. Sterling, VA: Stylus Publishing.
Fries-Britt, S. (2000). Identity development of high ability Black collegians. In M. B. Baxter Magolda
(Ed.), Teaching to promote intellectual and personal maturity: Incorporating students’ worldviews and
identities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 55-65). San
Francisco: Jossey-Bass.
Ignelzi, M. (2000). Meaning-making in the learning and teaching process. In M. B. Baxter Magolda
(Ed.), Teaching to promote intellectual and personal maturity: Incorporating students’ worldviews and
identities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 5-14). San
Francisco: Jossey-Bass.
Pizzolato, J. E. (2003). Developing self-authorship: Exploring the experiences of high-risk college students.
Journal of College Student Development, 44(6), 797-812.
Taylor, K. T. & Haynes, C. (2008). A Framework for Intentionally Fostering Student Learning. About
Campus: Enriching the Student Learning Experience.
24. References
Baxter Magolda, M. B. and King P.M. (2004). Creating learning partnerships in higher
education: Modeling the shape, shaping the model in M. B. Baxter Magolda& P. M. King
(Eds.), Learning Partnerships:Theory and models of practice to educate for self-authorship.
Sterling, VA: Stylus. Chapter 11 (pp. 303-332).
Baxter Magolda, M. B. & King, P.M. (2004). Learning Partnerships Model: A framework for
promoting self-authorship. In M.B. Baxter Magolda& P. M. King (Eds.), Learningpartnerships:
Theory and models of practice to educate forself-authorship Sterling, VA: Stylus. Preface (pp.
xvii-xxvi), Chapter 1 (pp. 1-35), and (Chapter 2; pp. 37-62).
Ignelzi, M. (2000). Meaning-making in the learning and teaching process. In M. B. Baxter
Magolda (Ed.), Teachingto promote intellectual and personal maturity:Incorporating students’
worldviews and identities into thelearning process, New Directions for Teaching
andLearning, No. 82 (pp. 5-14). San Francisco: Jossey-Bass.
Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the Learning Partnerships Model to
reshape academic advising. About Campus: Enriching the Student
LearningExperience, 13(1), 18-25.
Taylor, K. T. & Haynes, C. (2008). A Framework for Intentionally Fostering Student Learning.
About Campus: Enriching the Student Learning Experience.
Thompson, G. (2011). 5 Year program review [Class handout]. Graduate Student and
Academic Services, Bentley University, Waltham, MA.
Hinweis der Redaktion
Andy(Step Four)Need to be aware that students might not be ready to hear or understand without experiencing it, difficult to create artificial experiences, not at the point in their development to learn about thisHeavy reliance on authority figures (parents, teachers, friends, economic circumstances) pushing graduate school, external pressures to succeed academically, external influences change with age and personal experiences (supervisors, spouses, co-workers)Cultural differences – it is harder to understand that some people cannot pick and choose their areas of study (International Students)Decision Making – sophomore year is very early to make the decision to pursue a grad degree, don’t understand the options and what it means to make the commitment to grad school
Andy
Andy
TaylorWe as professionals (either as faculty or student affairs professionals) need to create a separation between undergraduate and graduate programs It will be difficult because there is no real separation, but it is our goal to change their mind set to think of graduate school as being more professional and more academically challenging because the purpose of graduate school is to provide students with a more specific and higher level of knowledge in a particular industryNeed to find a way to break down stereotypes and barriers of student capabilities, programs need to emphasize that ALL students have something to contribute
MeganCITE!
Megan
Taylor
Taylor
Brian
Brian
Brian
AlishaShowing students that there are expectations and that as master’s students they are apart of the culture, the students create the culture instead of being a product of the culture
Alisha
Johnny
Johnny
Johnny
Johnny
DavidNeed a setting for reflection and conversation and maybe essay writing or journaling to see a progression of learning – where will this be facilitated?More organized program geared toward the master’s candidate students that is marketed at this population
DavidIn order to emphasize the significance of entering a master’s program, a meeting with an advisor to stress the importance of focusing in on their academics and mentally preparing them for the workload ahead of them, let the student reflect on their academic experiences to see where they struggled the last 3-4 years at Bentley, where they thrived and how this will be different in graduate schoolExisting knowledge is basis for continuing knowledge because it acts a foundation for enhancing learning, help students develop autonomy by emphasizing the importance of their perspective (Baxter Magolda, 2004, p. 43)