Monthly Archives: January 2016

InclusiveVT initiatives: Graduate School updates

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InclusiveVT was developed in July 2014 as a framework for Virginia Tech to become a more inclusive and diverse university.  An overview of the effort, recent report and events can be found on the website, the inclusion and diversity blog and through social media (twitter, Facebook, Instagram and more).

As part of the effort, senior leadership was asked to develop three initiatives for implementation starting during the 2014-2015 academic year. As one of those administrative units, the Graduate School had previously developed many programs and opportunities focused on diversity and inclusion including an office of Recruitment and Diversity Initiatives (ORDI) and wanted to develop initiatives that would promote pervasive change and actively engage constituency groups across the university in transformative change.

In this post, I will report specifically on the progress made on the Graduate School’s three InclusiveVT initiatives:  holistic admissions, inclusive Graduate Life Center (GLC) and affirming environment for graduate education.

Holistic admissions in graduate education

In preparation for action, Graduate School staff investigated the use of holistic admissions at selected universities in the U.S. to identify promising practices. The next step was to survey departments and programs to determine the admission practices already in use at VT.  After reviewing the results of the surveys and wanting to identify admission criteria beyond the typical GPA, GRE scores (or other standardized test scores) and reputation of the university, we decided to make changes to the Graduate School application and the letters of recommendation process. Based specifically on information provided by our departments and programs we modified the application so that applicants could provide additional educational experience for consideration in admissions: community involvement and/or service; leadership; overcoming social, economic and/or physical barriers; personal and/or professional ethics; recognition of achievements over time; and research and scholarship.

In alignment with the personal attributes critical to academic success studied intensively by Educational Testing Services in its development of the Personal Potential Index (PPI), we modified the letter of recommendation form to include specific questions about the following: communication skills, ethics and integrity, initiative, innovation and creativity, planning and organization, and teamwork. Letter writers are asked to evaluate the applicant on these attributes and then provide a brief statement about the most compelling reason to admit the candidate. Full letters of recommendation are still to be submitted.

The changes in the application and the letter of recommendation form were designed and built in such a fashion that departments/programs can “sort” by the additional educational experiences and personal attributes as well as GPA and other measures departments wish.  Admissions committee are encouraged to use these experiences and attributes systematically in determining qualified candidates and not just “sort” by high GPA and high GREs. Specifically, department are asked to “sort” initially and then revisit the applicant pool to “sort” at least two more times to expand the pool by the addition of those who were rated high on the pertinent additional educational experiences and personal attributes of value for academic success. We have collected data on the demographics of the pool of qualified applicants (admissible or admitted) in the last three years and will compare these with the data to be collected starting for Fall ’16. It is anticipated that these changes will allows for an increase in the size and diversity of the pool of qualified applicants. Beginning in mid Fall’15, we have conducted workshops and information sessions about holistic admissions and I am personally holding college-level meetings to discuss holistic admissions and affirming environment for graduate education.

Inclusive GLC and Affirming Environment for graduate education

These two initiatives are both focused on creating an affirming and welcoming “space and place” for graduate education; the first initiative is focused on the Graduate Life Center (including the Graduate School) and its people, program, place, policies and more and the second is focused more broadly on the broader university departments and programs. Specific activities have included the establishment of a GLC advisory committee to define inclusivity in terms of the physical space, attributes and policies of the Graduate Life Center. Also in the mix is an examination of the GLC promotional materials, evaluation mechanisms, and future programs. Educational programs and workshops have been initiated for GLC and Graduate School employees for understanding unconscious bias and micro-aggressions along with a commitment to the Principles of Community and inclusivity in hiring of new employees and in the annual review process of current employees.

Many efforts are directed toward creating more affirming and welcoming environments for graduate education. Among these are an revised entry survey and an exit survey developed to understand why individuals chose to enroll (or not) at Virginia Tech and to gather information about their experiences at VT upon completion of their degree. These have been helpful in enhancing the graduate experience at VT. We have also conducted “mid” surveys and more recently “climate surveys” to evaluate the climate for graduate education and wherever possible to determine why individuals chose to leave VT. With the goal of retention and provision of pertinent services and programs for our students it is important to understand more about their characteristics, varying attributes and multiple identities. Thus, we developed a post-admissions, pre-enrollment survey so that they can provide additional information about their needs and desires so that we can provide meaningful support services and programs.

Throughout this year and beyond, we will be conducting workshops and information sessions and gathering data about affirming practices and information about the graduate students’ experiences.   We are working with departments/programs to assist faculty and graduate students in dialogue about understanding privilege, unconscious bias and micro-aggressions. In support of these efforts, I have authored a series of blogs on academic bullying, expectations for graduate education, understanding stress and more to share my reflections and offer resources for others to create or enhance affirming environment for graduate education.

The most recent endeavor is to change the rhetoric and reality of graduate school from surviving to thriving. Stay tuned – more to come on Thriving in Graduate School. Your thoughts and comments are welcomed.

Understanding stress in context to thrive in graduate school

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Graduate school should be challenging but doesn’t need to be overly stressful. Stress can come in many forms. Many graduate students will likely say that they experience stress in graduate school and that’s just part of being a graduate student.  As a graduate dean, I hear this frequently and understand but it is time to change the paradigm from surviving to thriving.

A quick “google” search easily reveals a number of blogs, books and articles on tips for surviving even thriving in graduate school.  One example is the blog entitled Graduate Student Way and a recent post with advice from three PhD students.  It is worth a quick read to understand that one is not alone and the feelings are common among graduate students.  It also points out that warning signs of stress should not be ignored but understood and addressed.

Other examples include an article on 12 tips for surviving and surviving in grad school, a self-published book by David Nguyen which offers some basic tips for surviving graduate school and an archived site from University of Oregon called Survive Grad School that contains some valuable information.  Many Graduate Schools today offer resources and guidance for graduate student success on their websites, at orientations and workshops and through social media (e.g., UNL, UBC, GMU).

Lots of good advice and tips are available but I wish to encourage actions of a more personal nature that are often de-emphasized during graduate education. Here, I pull from the advice offered by University of California at Berkeley (UCB) regarding stress and graduate school.  Please read and consider the four primary points that are encouraged: make yourself a priority, take control of your life, avoid procrastination through time management, and look for social support.  These tend to go counter to the perceived “survival” nature required for graduate school and the toughness and persistence at all costs needed for success. Rather, I would argue that taking time for oneself is critical.  Although a graduate student can sometimes feel as if one doesn’t have control, it is important to exercise one’s agency and control over one’s life.  Further it is important to learn to say “no” and to establish some balance between graduate study and personal life. Of course, time management is crucial to academic progress and when there’s lots of work to do and deadlines, managing one’s time becomes even more important. As is a key component of the VT Graduate School’s experience, establishing a community (communities) and social networks for support are critical.  These are essential within the academic setting as well as beyond the university setting.

In my welcome remarks to incoming graduate students, I share four conditions for graduate study: academic quality, time to fiddle, a baggy idea of truth, and a sense of community.  I encourage the graduate students to reflect upon these throughout their graduate study and to realize that failure is a part of the learning process.  I also encourage them to work hard and to play as well.  To thrive in graduate school is to enjoy the challenge and to pursue opportunities as they present themselves.

One additional thought.  Keep a sense of humor because it helps to keep one grounded and attentive to the richness of the graduate experience.  Visit PhD comics.