Research indicates the significance of — particularly to assist first-generation students, international students, and student populations who have been historically marginalized by higher education institutions, including Black, Hispanic or Latinx, and Indigenous students. Students encountering structural barriers within higher education persist through such obstacles and are better prepared to seek assistance if they have a strong connection to their program and institution. Therefore, it is evident that we need to be more deliberate in how we [ppp1].
Regrettably, graduate education often prioritizes professional and career objectives, with minimal consideration for [ppp2]. There is a lack of emphasis on encouraging students to establish a community beyond their program and university-wide. Consequently, graduate students are less inclined to identify with their graduate institution, despite doctoral students likely spending more time at their graduate institution than in their undergraduate program.
As administrators and staff at the graduate college of a prominent research university, one of our primary goals in supporting graduate student success is nurturing a sense of belonging in all its forms, including at an institutional level. We believe that institutional belonging is equally vital for graduate students as academic, professional, and social belonging. Similar to undergraduate students, graduate students inhabit various social spheres that [ppp3]. While their engagement at the university level may differ from that of undergraduate students, there remains an opportunity to make such engagement more intentional and meaningful.
However, in-person engagement across all programs and events has significantly decreased since the onset of the COVID-19 pandemic. Virtual, asynchronous programming has facilitated more equitable access, acknowledging the needs of students who work full-time, have caregiving responsibilities, or cannot consistently travel to campus. Nonetheless, predominantly or exclusively offering programs and events online undermines the community-building opportunities provided by in-person events.
To address this, we revamped our fall 2023 graduate student orientation to enhance equitable graduate educational experiences, equip students with the knowledge and confidence to navigate campus support resources, and foster persistence through academic and related challenges. Consequently, after creating a series of asynchronous modules containing general information about navigating our university’s structures, support services, and resources, we arranged a one-day, in-person orientation focused on community-building and belonging.
Our orientation centered on fostering belonging in various aspects, including cultivating a sense of social belonging among peers, establishing relationships with faculty members, and forming a community within our institution and academia at large.
To cultivate social belonging among our graduate students, it was imperative to bring them together in a shared space and provide them with the opportunity to interact authentically. This was achieved by commencing our orientation with all new students congregated in the university’s ballroom. As participants settled at round tables, they were encouraged to initiate conversations with suggested “get to know you” questions.
Following a brief introduction to the day’s events, further dialogue ensued. Participants were prompted to raise their hands in response to specific questions—such as, “Do you own a pet?” or “Have you met a celebrity?“—and then elaborate on their responses with others at their table. The outcome exceeded our expectations, with up to 450 students engaging in open conversations with their peers, initiating the community-building process.
Subsequently, our next activity focused on belonging entailed participants sharing their apprehensions and excitements about embarking on graduate education. Attendees were invited to jot down on notecards one concern and one source of excitement, which were then exchanged with students at other tables. Each table read aloud, anonymously, the contents of the notecards from fellow graduate students. This exercise enabled students to realize they were not alone in their feelings, promoting both social and academic belonging.
Students then participated in an exercise where they were tasked with setting short-term and long-term goals for their research, teaching, and professional and personal development. They were encouraged to concentrate on a specific goal and identify institutional offices and resources that could assist them in achieving it. By linking their goals to institutional support, students began envisioning how our university could contribute significantly to their success.
Graduate students dedicate the majority of their time [ppp4]. Therefore, in addition to interacting with peers, we recognized the importance of facilitating interactions with faculty members from various departments. We invited faculty members engaged in graduate education to share their insights and address any student queries. Each of the 40 faculty members received guiding questions to facilitate discussions with groups of students at their respective tables. Importantly, faculty members were encouraged to establish connections with students, actively listen, and respond to their input. Although an hour was allocated for these roundtable discussions, students continued to pose questions and engage with the faculty well beyond the scheduled time.
With a focus on belonging during our in-person orientation, we grappled with the most effective method of disseminating resources and general information on navigating graduate student life. It was crucial to present this information in an accessible and comprehensive manner that empowered students to seek support whenever necessary.
To address this, we developed a living Canvas course comprising a series of fully asynchronous modules. Each module delves into different topics—ranging from graduate finances and research to support services—providing tips, general information, and support. Every student who enrolls in the Canvas course gains access to these resources throughout their graduate journey, serving as a valuable reference guide should additional support be required.
Following the success of our belonging-centered student orientation, we have observed a significant uptick in graduate students reaching out to the Graduate College for support. This increased engagement is expected to have a lasting impact on students’ self-efficacy and persistence. We strongly advocate for more graduate schools to consider implementing a similar orientation program to bolster future graduate student success.
Sarah Beal serves as the professional development specialist in the Center for Teaching and Learning and the Graduate College at Kent State University, Christa J. Porter is the associate dean of the Graduate College and an associate professor of higher education administration at the university, and Manfred H. M. van Dulmen is the senior associate provost and dean of the Graduate College.