Working with Diverse Students
Working with and Mentoring Diverse Students
There are many challenges to creating a welcoming and inclusive environment for all graduate students. Luckily, we don’t have to reinvent the wheel.
Visit the Graduate Center for Diversity and Access
Programs & Organizations
The Adapa Project
CGS's Understanding PhD Career Pathways for Program Improvement
This report explores how the graduate education community might deepen its knowledge of the career pathways of PhD holders. The report summarizes the current state of the study and practice of collecting
and using information about career pathways at the doctoral level in science, technology, engineering, and mathematics (STEM), humanities, and social science fields. It includes the results of a CGS-administered survey of graduate deans at doctoral-granting institutions in the US and Canada. The information collected here served as background for discussion at a workshop hosted by CGS in September of 2014. This report, the survey of deans, and the workshop represent the three main components of a study determining the feasibility of a larger project to develop standards, definitions, procedures, and practices in collecting information on career pathways of PhD holders and for using this information to inform improvements of graduate programs.
CSU Ventures Ambassadors Program
Following applications, we will conduct interviews, and selected Ambassadors will participate in a 10 hour training session in late August of early September.
Deadline for all applicants is Monday, August 11 at 5PM by email to email@example.com.
CWDC's Colorado Talent Pipeline Report
NIH Biomedical Research Workforce
Promoting Student Success: 7 Key Principles That Work
“Student success in college depends on both student effort and institutional effort; it’s a reciprocal relationship between what the college does for its students and what students do for themselves.”
– Joe Cuseo
Enhancing student success in college is a national concern because growing numbers of students are entering higher education academically underprepared and disengaged. Research suggests that there are timeless and universal educational principles that promote student motivation, retention (persistence to graduation), and academic achievement. These pervasive principles are associated with positive outcomes for all students, regardless of their college-entry characteristics, but they have particularly powerful effects on at-risk students.
Research Mentoring from UW
Three Minute Thesis
Academic Resources about Diversity & Best Practices
Appeals Panel Upholds Race in Admissions for University
Back to the Supreme Court
Biomedical Research’s Unpaid Debt
Colleges May Keep Race-Conscious Admissions 'With Care,' U.S. Officials Say
Diversity ‘not considered’ in first cut for PhD admissions
Diversity Strategies, Best Practices & Models
- Aguirre, A., & Martinez, R. (2007). Practicing diversity leadership in higher ed. Association for the Study of Higher Education report, 32(3), 71-107.
- Central Michigan Institutional diversity plan. Central Michigan University http://www.cmich.edu/Institutional_Diversity/Diversity_Units.htm
- Clayton-Pedersen, A., Parker, S., Smith, D., Moreno, J., & Hiroyuki Teraguchi, D. 2007. Making a real difference with diversity: A guide change. Washington, D.C.: Association of American Colleges and Universities. Abstract: Student organizations have the potential to serve as significant agents in advancing university’s multicultural and diversity goals. This presents an ideal opportunity to couple students’ curricular and co-curricular activities with diversity.
Kuk, L., & Banning, J. (2010). Student organizations and institutional diversity efforts: a typology. College Student Journal, 44(2), 235-261.
- Northern Illinois diversity development plan. http://www.niu.edu/diversity/plan/#I
- Penn State A framework to foster diversity. http://www.equity.psu.edu/Framework/new_approach.asp
- Saenz, V., Ngai, H., and Hurtado, S. (2007). Factors Influencing Positive Interactions Across Race for African American, Asian American, Latino, and White College Students. Research in Higher Education, 48 (1): 1-38.
- Wade-Golden, K., & Matlock, J. (2007). Ten core ingredients for fostering campus diversity success. The changing currency of diversity, 15(1). The Diversity Factor. http://www.diversityweb.org/diversity_innovations/institutional_leadership/institutional_statements_plans/documents/TenCoreIngredientsforDiversity.pdf
- Williams, D. (2007). Achieving inclusive excellence: strategies for creating real and sustainable change in quality and diversity. About Campus, 12(1), 8-14. Abstract: Since the 1990s, the University of Connecticut has made several shifts in its culture and practice that have resulted in improved educational quality and greater success rates for students from traditionally underrepresented populations. Damon Williams shares his institution’s approach.
Williams, D. A. (2007). Achieving inclusive excellence: strategies for creating real and sustainable change in quality and diversity. About Campus 12(1), 8-14. Summary: Review of diversity infrastructure in higher education.
- Williams,D. A. & Clowney, C. (2007). Strategic Planning for Diversity and Organizational Change. Effective practices for academic leaders: A Stylus Briefing. http://www3.uwstout.edu/ethicscenter/upload/div_org_change.pdf
Educators Share Strategies for Helping International Students Succeed
With just-released research suggesting that there are gaps in colleges’ understanding about international-student retention, conference-goers here at the annual meeting of Nafsa: Association of International Educators are asking: So, what can we do to ensure students don’t leave without earning their degree?
For Black Students, College Degrees are Seperate and Unequal
From challenges to perspectives: Reflections of young scientists on the current state of academic research
Higher Education Practices That Promote PhD Completion
Mentoring suggestions for students with low GPA
- The student should meet with a faculty member who is knowledgeable about all aspects of the program at the beginning of each semester during the first year. This meeting should include an overview of the semester in terms of classes, assignments, discussion of assignments/concepts that might be particularly complex etc., but most of all discussion of what is expected of the student in terms of time commitment, commitment to the mastery of the content, class participation, timely completion of assignments, etc.
- The faculty member should review E.1.3. Scholastic Standards of the Graduate Bulletin with the student. This section presents information on grade requirements, probation, and dismissal.
- If the student works many hours outside of class and has a family or other time commitments, you may want to encourage him/her to take a lighter load the first semester.
- The student should meet with each faculty member who is teaching his/her courses to discuss her/his performance during the third week of classes and 2-3 other times throughout the semester as necessary. The student should be informed of his/her performance status. If there are problem issues, they should be discussed at that time.
- If problems are identified, specific solutions should be defined. A progress plan should be created with the student. They may include attending the writing center, meeting with the professor on a regular basis etc. A contract could be developed between the student and instructor. Deadlines should be included. Potential consequences should be discussed Whether or not a contract is created, the discussions, problems-if any, deadlines, and solutions should be documented in an email. The faculty member and student should stay in touch over any issues.
- When appropriate, faculty can promote student study groups in class.
Minorities Run Up Significant Debt Earning STEM PhDs
Conventional wisdom holds that most students can earn a doctoral degree in a science, technology, engineering, and mathematics (STEM) field without amassing large amounts of debt. However, a new study of 19,000 newly minted Ph.D.s by a team at the American Institutes for Research in Washington, D.C., suggests that the conventional wisdom is wrong and that minorities face a steeper climb onto the STEM career ladder. It finds that only 51% of African-Americans and 64% of Hispanics earning STEM Ph.D.s in 2010 graduated debt-free. In comparison, 73% of white and Asian STEM Ph.D.s avoided debt.