1. No category

Enhancing the Success of
Graduate Students
VISION
Leadership and Innovation in Graduate Education
MISSION
To serve as a catalyst for excellence in
graduate education
THE “PATHWAY TO THE FUTURE” LEADS TO
SUCCESS
Changing student
demographics and student
expectations
Educational
Innovation
Changing
technologies in
the university &
in broader
society
Local & Global
Engagement
Success of
Graduate
Students
Culture of
Constant
Improvement
Faculty Scholarship
& Research
Interdisciplinary
Research
Adapting & diversifying
resources
Reshuffling of
traditional fields /
rise of
interdisciplinary
research
DOCTORAL AND MASTER’S TIME TO DEGREE
7
6.1
6
Years
5
4.75
4
Doctoral
Master's
3
2
2.31
2.1
1
0
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
20010-11
2011-12
2012-13
2013-14
10-YEAR DOCTORAL COMPLETION RATE
80%
75%
64.8%
70%
65%
60%
57.6%
55%
50%
45%
40%
35%
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
FIVE CONDITIONS FOR OPTIMAL DOCTORAL
COMPLETION
1. Prospective students apply for doctoral study
2. Applicants are admitted as doctoral students
3. Students and faculty form productive working
relationships
4. Students experience social support from fellow students
5. Students have financial support throughout the doctoral
program
MENTORING:
STUDENTS FORMING PRODUCTIVE
WORKING RELATIONSHIPS WITH
FACULTY AND PEERS
HOW DO WE ENHANCE THE SUCCESS OF OUR GRADUATE STUDENTS ?
Through Improved Mentoring
• Implementing workshops/seminars on effective
mentoring
• Developing an Outstanding Graduate Faculty
Mentoring Award
Enhancing the Success of Graduate Students
at NC State University Begins Now
A Culture of Mentoring
in Graduate Education
Laura Gail Lunsford, PhD
!
Sponsored by the Mentoring Resource Center
Wake Forest University
Thoughts about
•
Great Starts: Research —> Practice (~20 min)
•
Mentoring Culture (~ 20 min)
Big Picture
Research Streams!
Athena
•
Youth mentoring (Dubois et al, 2011)
•
Organizational & educational - retention focus (Kram, 1985;
Crisp & Cruz, 2009)
•
Talent development - Nobel Laureates, Olympians
(Zuckerman, 1977)
Mentoring = a senior, more experienced (usually older)
person who provides support and guidance to a junior, less
experienced person.
Mentor Factors = Career Support + Psychosocial Support
Research —> Practice
1. Expectation Gap
2. Knowledge Gap
3. Need Assessment Gap
4. Relationship Development Gap
Expectations Gap
1. EDUCATE STUDENTS ON
•
What a mentor is (not).
•
Mentor - enduring, reciprocity, emotional
investment, personal & professional growth
•
Advisor, Supervisor, Dissertation Chair
Knowledge Gap
2. ON DEFINITIONS…think beyond 1-1.
•
People = mentor + protégé + mentor + mentor
•
Behaviors = psychosocial, career
•
Processes = relationship stages, informal vs formal,
micro-mentoring (episodes)
Needs Assessment Gap
3. ON BEHAVIORS RELATED TO RELATIONSHIP QUALITY
•
•
Two types of behaviors (Kram, 1985, Allen et al. 2004, Lunsford, 2012):
•
psychosocial support (listening, confidence building,
role modeling, counseling)
•
career or instrumental support (sponsorship,
challenging assignments, protection, visibility)
and perhaps a third type…
•
relationship quality (resiliency, + emotional tone,
openness to new ideas) (Stephens et al 2012)
Relationship Development
Gap
4. ON STAGES OF RELATIONSHIPS
•
Initiation - shared values (Rapport developed). Diversity matters
here.
•
•
Cultivation - collaborative project/goal
•
•
•
What do I need? Setting goals.
Progress on goals
Separation - endings
Redefinition - new type of relationship
Berliner Philharmoniker
3 Suggestions
Encourage students to:
1. Conduct a needs assessment (first semester).
2. Seek the ‘right’ mentors.
3. Diversify their network - 3 to 4 individuals in and
outside the department in the FIRST YEAR.
Mentoring Culture
Protégé
Mentoring
Mentor
Environment
Mentoring Culture
Protégé
Mentoring
Mentor
Environment
% as of Spring 2014
Entered
04-05
Left after PhD in PhD in PhD in
Masters 3-5 Years 6 Years 7-10 Yrs
(%)
17
24
18
20
Still
Enrolled
5
05-06
12
23
18
19
9
06-07
14
23
18
17
13
07-08
11
25
21
12
16
08-09
12
27
23
-
30
09-10
11
23
-
-
57
10-11
13
7
-
-
73
Disciplinary Differences
•
Mentoring is ‘built-in’ some disciplines.
•
•
Lab sciences.
Direct effects on doctoral student productivity.
(Lunsford, 2012)
Dys FUN ction
Five Sources* (Eby et al, 2000)
•
Frequent = Mismatch + Neglect
•
General dysfunction & Lack of competency
•
Infrequent = Manipulative “Tormentors”
*Low base rate of 15%, but 50% of mentees have reported negative
experiences.
Sink or Swim
Ambivalence in the Academy
!
Undergraduates
Uniform acceptance of its benefits.
Lack of clarity about what mentoring is.
!
Doctoral students
Heart of doctoral education…but….those who deserve to be here
will figure it out.
!
Faculty
Sink or swim
Mentoring Culture
Mentor-like episodes are frequent and informal (hallway).
•
Does your department have such a ‘hallway’?
Expectations are made explicit in the first semester/year.
•
Does your department have formal activities such as 1st
year seminar or brown bag activities?
Support for graduate students to mentor undergraduates.
•
Does your department provide such opportunities and
information to graduate students on how to mentor others?
Mentoring Culture
•
Monitor and reward great mentoring.
•
Checks & Balances: Monitor to reduce dysfunction.
•
Bad is stronger than good (Eby et al 2004).
•
Do you have checks and balances?
Thanks
•
Dean Grasso, Lian Lynch, Lindsay Gentile
•
Vicki Baker, Albion College & Council on Graduate Education
•
United States Department of Education
•
Support from the National Science Foundation under Grant No.
SBE-0548130. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National
Science Foundation.
•
Mentoring Collaboratory: Cindy Chavarria, Amanda Fosmire,
Estrella Ochoa, Guadalupe Tapia, J.D. Thomas
Questions
References
Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E., and Lima, L. (2004). Career benefits associated with mentoring for proteges: A metaanalytic review. Journal of Applied Psychology , 89:127-136.!
!
Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. Research in organizational change and
development, 1(1), 129-169.!
!
Crisp, G. and Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher
Education , 50(5):525-545.!
!
Dubois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., and Valentine, J. C. (2011). How effective are mentoring programs for youth? a
systematic assessment of the evidence. Psychological Science in the !
Public Interest , 12(2):57-91.!
!
Eby, L. T., Butts, M. M., Durley, J., & Ragins, B. R. (2010). Are bad experiences stronger than good ones in mentoring relationships?
Evidence from the protégé and mentor perspective. Journal of Vocational Behavior, 77(1), 81-92.!
!
Eby, L. T., McManus, S. E., Simon, S. A., & Russell, J. E. (2000). The protege's perspective regarding negative mentoring experiences:
The development of a taxonomy. Journal of Vocational Behavior, 57(1), 1-21.!
!
Lunsford, L. (2012). Doctoral advising or mentoring: Effects on student outcomes. Mentoring & Tutoring: Partnership in Learning , 20(2):
251-270.!
!
Stephens, J. P., H.-E. and Dutton, J. E. (2012). The Oxford handbook of positive organizational scholarship , chapter High-quality
connections, pages 385-299. New York: Oxford Press.!
!
Subotnik, R. & Olszewski-Kubilus, P. (1997). Restructuring special programs to reflect the distinctions between children's and adults'
experiences with giftedness.!
!
Zuckerman, H. (1977). Scientic elite: Nobel Laureates in the United States. New York: The Free Press.
Positive Psychology
Ways mentors & protégés can have constructive
conversations.
•
Appreciative Inquiry (Cooperrider, 1987)
•
Envision ideal self at graduation.
•
Mindset (Carol Dweck Mindset)
•
Reframing thinking in face of difficulty (Martin
Seligman Learned Optimism) or ‘Thought Catching’
Records Update
Lian Lynch
Important Dates
October 21st
• Enrollment for Spring 2015 begins
November 5th
• Apply to Graduate Deadline
• ETD Review Deadline
November 19th
• Final Error Free ETD Deadline
December 3rd
• ETD Committee Approval Deadline
December 18th
• Grades Due by 5pm
• Fall Graduation Exercise
Singularity
OnBase
Admin Reports
Reminders
• Academic Load Waivers & Residency Reclassification
Applications
– Census Deadline
• Enrollment
Questions?
Lian_Lynch@ncsu.edu
NextGen Admissions Update
Lindsay Gentile
Lots of Improvements!
• Additional Search Options
Other Additions
•
•
•
•
•
•
•
•
New option for weekly notification
More customization on program setup
Share your saved search filters
Additional mass actions
Live NCSU transcripts
Email history is more prominent
Confirmation of TOEFL exemption requirements
Many more…….
Go-live = Oct. 28, 2014
Training
Register online at http://ncsu.edu/grad/about-grad/training.html
Questions?
Lindsay_Gentile@ncsu.edu
Graduate Student Support Plan (GSSP)
Caroline Ortiz-Deaton
GSSP in MyPack Portal
GSSP in MyPack Portal
Graduate Support
Eligibility
In order to be eligible for the GSSP, a graduate student must:
1)
be registered full-time, at all times,
2)
have an active, qualifying appointment
•
•
•
3)
be within their allowed semesters for GSSP tuition
benefits
•
•
•
4)
at least, $8,000 annualized
must begin on or before census day
must extend, at least, 30 days beyond the first day of classes
master’s degree - 4 semesters
doctoral degree with previous related master’s degree - 8 semesters
doctoral degree without previous related master’s degree - 10 semesters
within an qualifying degree sub-plan
• students enrolled in distance education sub-plans are not eligible for GSSP
benefits
1
Full-time, at all times
1
Not full-time
2
Active, qualifying appointment
2
No active, qualifying appointment
3
Within allowed semesters
3
Beyond allowed semesters
(BAS)
4
Within a qualifying degree sub-plan
4
Distance Ed sub-plan
GSSP Funding Calculator
go.ncsu.edu/gssp_funding
Third Party Contracts
Questions?
ncstategssp@ncsu.edu
Graduate Assistantships &
Fellowships
Siarra Dickey & Meghan Wilson
Affordable Care Act
Hourly Restrictions
• Effective August 20th, the University has
restricted all graduate students who are
employed with the University to an aggregate
total of 29 hours per week
– Reminder: International students are still
restricted to 20 hours per week during the
academic year
• Refer to 3-D Memo, June 24th, 2014
Affordable Care Act
Hourly (FTE) Restrictions
•
What does the 29 hours/week threshold entail?
•
•
•
Any student that is employed across campus in one or more jobs that
exceed an aggregate total of 0.725 FTE (29 hours/week) for +3 months
will be eligible to opt for the ACA Healthcare Plan
When calculating ACA hours, HR Benefits will determine eligibility based
on FTE as well as the number of hours the student actually works (i.e.,
what the department enters as the FTE (number of hours the student is
expected to work) vs. the student reported hours)
What is FTE? How do you calculate FTE?
•
•
FTE = Full-Time Equivalent; this figure is entered by the department in
the HR System as the number of hours expected of the employee
To calculate FTE, take the number of hours the student is expected to
work and divide it by 40
•
Ex: 20 hours/week ÷40 hours/week = 0.50 FTE
Affordable Care Act
GSSP vs. ACA Healthcare Plan
•
What is the difference between ACA Plan and GSSP?
Note: The following table is a healthcare comparison for a student who does not
enroll in spousal coverage and/or coverage for dependents.
ITEM FOR
COMPARISON
ACA
GSSP
Cost to
Department
$117.62/month
State-Funded: $0
Non-State Funded: $161.47/month
Cost to Individual
$92.38/month
$0
Deductible
$5000 deductible
$0/100% Coverage with Student Health
$275 for In-Network
$550 for Out-of-Network
Coverage After
Deductible Met
50% for In-Network
40% for Out-of-Network
80% for In-Network
50% for Out-of-Network
Out of Pocket
Maximum
$6,450 for both In-Network
and “Non-Network”
$2,000 for In-Network
$4,000 for Out-of-Network
Metallic Level
Bronze
Between gold and platinum
Affordable Care Act
Determining Eligibility
•
How do I know if a student has existing jobs on campus and view the FTE for
the existing jobs? Is it ok for students to have multiple jobs on campus?
•
•
•
What is the department’s role if a student already has a job on campus and
your new assistantship will put them over the ACA threshold?
•
•
See your Department’s HR Representative. They are able to view a student’s
current jobs on campus through “Employee View” in the HR System.
Yes, it is perfectly fine for a student to have multiple jobs on campus.
Ask the student if he/she is still employed in their current job. If they are and
want to continue working in their current position, inform the student that they
must work with their current department to lower the number of hours they are
currently working so that their aggregate number of hours is less than or equal
to 29 (or 20 for foreign nationals).
What if the student says they are no longer employed in the position listed
in the HR System?
•
Work with the department the were employed with to ensure the department
enters a separation action for the student that reflects the student’s last day
worked (not effective the day the department is notified) in that department.
Affordable Care Act
Students Who Qualify for ACA
• What if the student gets another job on campus and that job puts him/her
eligible for ACA?
•
•
•
Even if your department does everything in it’s power to ensure the student
does not qualify for ACA, the student may still receive additional employment
elsewhere on campus that qualifies him/her for ACA.
The Dean or Vice Chancellor of the appointment that makes the student newly
eligible for ACA will be the one who requests the exception and sends the
form to HR Benefits stating agree to cover healthcare if the student opts for
ACA. The proper procedure for requesting an exception is on the next slide.
If the student qualifies for ACA and opts for ACA, your department will be
notified. Healthcare costs will be split across all appointments per the FTE.
Affordable Care Act
Requesting an Exception
• Ensure students know the difference between GSSP
and ACA coverage!!! Communication is critical,
especially for foreign nationals
• New University Exceptions Policy
1. Department works with College Dean or Associate Vice
Chancellor to request exception
2. If Dean/AVC grants exception, Dean/AVC’s office completes
Exception Form with Dean’s signature
3. Form is sent to HR Benefits for filing
4. Copy sent to Graduate School for official student file
Affordable Care Act
Questions?
More ACA Info on NCSU HR Website
http://www.ncsu.edu/human_resources/benefits/ACA/
NextGen Graduate
Appointments Update
• Focus Group Meeting – October 2014
– 10/10/2014: Met w/First Focus Group
– 10/27/2014: Meeting w/Second Focus Group
• Pilot Groups – April 2015
• Go Live – June 2015