1. Masters CandidateCo-Curricular Program (MCP)

2. Student Population Characteristics Driven and focused student population gearedmainly towards business Primarily residential students 4,157 full time undergraduates 1,399 graduate students 600 students in the Masters CandidateProgram 3. Who: Students in the Masters 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 Masters Candidate Program will gain an identity towhich the students can relate The students who have enrolled in the Masters CandidateProgram will create professional partnerships with studentswho are currently enrolled in graduate school The students who participate in the co-curricular programas a part of the Masters Candidate Program will have abetter understanding of the Masters degree they plan topursue Students will understand the key differences in academicrigor of undergraduate and graduate programs Students will understand the importance of working withina diverse learning community 5. Goals from a Self AuthorshipPerspective Cognitive: Students will understand thedifferences between academic expectations inundergraduate and graduate programs Intrapersonal: Students will understand their rolein a masters program Interpersonal: Students will interact withclassmates, faculty, and staff appropriately Students will gain a sense of self understandingin relation to the program and other MastersCandidates.Baxter Magolda& King, 2004, p. 312. 6. Discrepancies Between Goals andStudents capabilities Masters students with several years of workexperience openly express disdain about sharingclass with recent college graduates New college graduates express high levels ofdiscomfort participating in a class with seasonedprofessionals Faculty favors opinions of the mature students Differing views and approaches from faculty anddifferent functional areas Top down pressure to achieve public recognition andrankings by encouraging students in the graduateschool direction Disagreement about admissions requirementsThompson, G. (2011). 7. DifferencesUndergraduateGraduate Attention from faculty Faculty expect more autonomous abilities Classes mainly Classes include acomprised of peers variety of ages, experience levels, and Campus lifebackgrounds First time away living Commuting to school,away fromfinancial responsibilities Transition into afamily, initial transition professional in yourinto adulthood field 8. Points of Contact Undergraduate admissions and applicationprocesses Orientation Faculty Mentor Program Advising 9. Program Identity Why? Students need to make meaning through the MastersCandidate program They need to bring the identity of the program closer to theircore (Abes, Jones, & McEwen, 2007) Learning Partnerships Model- assumption 2: self is centralto knowledge construction (Baxter Magolda, & King, 2004) How? Typical events such as orientation, social gatherings, andinformal meetings may be able to accomplish this We believe it will also be effective for students to not onlymeet with everyone who is pursuing the five year programbut 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 (orend 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 Masters Candidate Program? What do youthink you will gain in achieving a Masters degree in five years? Admissions Essay #2 Please interview a professional in the field of study you wish to pursue. Please includethe 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 Masters degree (6) Graduate School Advisors (3) Currently enrolled students (2) 11. Why change the Admission Process? In general, students dont know what they want topursue in their lives (Pizzolato, 2003) Going out into the field creates a learningenvironment that is intentionally structured togenerate their own idea of program benefits(Ignelzi, 2000) Helps establish a set a sequence ofdevelopmental goals that leads students towardsself-authorship (Taylor & Hanes, 2008) 12. Evaluate Effectiveness: AdmissionsProcess 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 theiradvantage Goal Setting Faculty member facilitate goal setting for whatstudents hope to gain personally, academically, andprofessionally over the next year At end of first semester, students will reevaluatetheir initial goals and determine progress thus far Baxter Magolda& King, 2004, p. 323 15. Mentoring Program: Fast Facts Mentors: First year graduate students who wereaccepted into the Masters Candidate Program(MCP) as undergraduates Mentees: Junior year students who have beenaccepted 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 theirdegree choice Structured events throughout the year with facilitatedprograms 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-ones with professionalstaff if needed Purpose of meetings: Monthly status checks on how relationship is progressing Ability for pro-staff to share any vital information mentors mayneed Ability for mentors to create relationships with one another andbounce ideas/concerns/questions about mentoring 17. Why a Mentoring Program? Build a bridge for students of support and challenge fromundergraduate 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 amongpeers Puts self as central to constructing knowledge Mentees may want to strive to perform better academically withthe 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: MentorProgram Self reflection essays Occur twice during the program (mid year and end of theyear) Reflecting on the value of the mentor relationship The ability of the mentor program to prepare themselves forgraduate 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 transitionfrom undergraduate to graduate? Are the new graduate students more prepared to playintegral roles in group work? 19. Advising Academic Advising Paper writing and research Learning how to select a program: What Does it Mean tobe a Graduate Students Career Services Resume writing Internship Searching Professional Behavior and Correspondence Career exploration Types of Interviewing styles: What to Expect and How toPrepare Networking and Informational Interviewing Residence Life Living on your own (apartment hunting) 20. Advising Junior/senior year meet with advisor on a regularbasis Am I taking the appropriate classes? Am I in the right mindset to be entering into the mastersprogram?(Pizzolato, 2008) Building the Bridge Workshop Facilitated by a faculty member who teaches in themasters program and a student affairs professional Masters candidates reflect with their peers aboutacademic and personal success and failures Facilitators help students see how they have grownduring their undergraduate careers and what will changein a masters program(Ignelzi, 2000) 21. Recommendations Students have to have at least a full time internshipbetween years 4 and 5 Students should have a set deadline to apply to theprogram that is at the end of first semester Junioryear at the very latest Application should include essays Students must have an informational interviews withdifferent masters programs Students must attend 80% of the programming we puttogether Students should be required to participate in thementor program Specialized Housing 22. Questions 23. References Abes, E.S., Jones, S.R. & McEwen, M.K. (2007). Reconceptualizing the Model of Multiple Dimensions ofIdentity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities. Journal ofCollege Student Development, 48 (1), 1-22. Baxter Magolda, M. B. & King, P. M. (Eds). (2004). Learning Partnerships: Theory and models of practice toeducate 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 andidentities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 55-65). SanFrancisco: 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 andidentities into the learning process, New Directions for Teaching and Learning, No. 82 (pp. 5-14). SanFrancisco: 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. AboutCampus: Enriching the Student Learning Experience. 24. References Baxter Magolda, M. B. and King P.M. (2004). Creating learning partnerships in highereducation: 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 forpromoting 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. BaxterMagolda (Ed.), Teachingto promote intellectual and personal maturity:Incorporating studentsworldviews and identities into thelearning process, New Directions for TeachingandLearning, No. 82 (pp. 5-14). San Francisco: Jossey-Bass. Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the Learning Partnerships Model toreshape academic advising. About Campus: Enriching the StudentLearningExperience, 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 andAcademic Services, Bentley University, Waltham, MA.