NAGAP Perspectives Fall 2014

VOLUME 26 NUMBER 4 FA L L 2 0 1 4

PERSPECTIVES A Newsmagazine for Graduate Enrollment Management Professionals

IN THIS ISSUE  2

From the President

 4

Mobilized or Paralyzed by Change

 6

An Interview with Gunay Ziyadova from ADA University, Baku, Azerbaijan

 7

GEM Defined: A New Kind of Rhythm

 8

“A Change Would Do You Good” – It's not Just a Sheryl Crow Song Anymore

 11

Reflections on the 2014 NAGAP Summer Institute

 13 Navigating Graduate Program Choices in Mental

Health Fields for GEM Professionals and Their

Prospective Students  19

The Effectiveness of Alumni Engagement in the Recruitment Process: How Alumni Make Your School Shine

www.nagap.org

FROM THE PRESIDENT The Leader in Graduate Enrollment Management

Dear Colleagues, I’m pleased to welcome you to the fall 2014 issue of Perspectives. The printing of this publication finds each of us fully engaged in a new academic year at our universities and busily attending to our Graduate Enrollment Management duties. I certainly enjoy the summer months but I always welcome the hustle and bustle of our students returning to campus for a new year.

Many of us will be reading the contents of this issue in the midst of a busy recruiting season and I wish you well as you reach out to prospective students and engage in meaningful conversations. I also encourage you to connect with fellow NAGAP members and perhaps make some new friends in the process.

PERSPECTIVES

A Newsmagazine for Graduate Enrollment Management Professionals

Editor, Jennifer Kulbeck Assistant Dean, California School of Professional Psychology Alliant International University One Beach Street San Francisco, CA 94133 NAGAPpublications@gmail.com

I hope those of you who attended our annual conference last April have been able to share and/or implement the valuable information shared in San Diego at your campuses. If not, I encourage you to review your notes and commit to implementing the ideas you took away from the conference.

I’m pleased to report that NAGAP’s Summer Professional Development Institute in Las Vegas, Nevada, was very successful with record attendance. Plans are underway for the NAGAP 2015 Winter Professional Development Institute, which will be held in San Juan, Puerto Rico, on January 15-16, 2015. I invite you to participate and enjoy an advanced level of conversation with us. Please see the NAGAP website for more information on this impressive and relevant discussion.

The 2015 Conference Planning Committee is actively preparing for our upcoming annual conference in New Orleans! If you haven’t already done so, please mark your calendars for this event. If you were unable to submit a presentation proposal, you can still plan to volunteer as a moderator or recorder. I encourage you to get involved and take advantage of the opportunity to serve our organization as well as learn from and enjoy the professional development opportunities.

Our Perspectives journal strives to provide compelling professional development opportunities and this issue does not disappoint. Please enjoy reflections from our two Summer Professional Development Institute Fellows, an interview with a NAGAP member from Azerbaijan about her experience as a first-time annual conference attendee, articles speaking to graduate admission in the health service fields, alumni engagement in recruitment, embracing change, and implementing new systems at our universities.

I extend my thanks to the Publications Committee for their commitment to excellence and for providing publications that help us grow in our individual responsibilities and collectively as an association. 

NAGAP Perspectives is published three times per year (Fall, Spring, Summer).

Articles of particular interest for publication are graduate enrollment management research/study results, how-to articles, success stories, reports of workshops/seminars, book reviews, etc.

Submissions should be sent to the editor via e-mail. Articles should be provided in Microsoft Word, with figures and photos provided separately as high-resolution TIF or EPS files. APA style is preferred for documenting sources. Submission deadlines: August 30, January 6, May 16.

Copyright © 2014 NAGAP NAGAP is committed to diversity and inclusiveness in all of its activities.

This commitment embraces respect for differences including age, culture, disability, education, ethnicity, gender, life experiences, race, religion, and sexual orientation. NAGAP champions an open exchange of ideas in a collegial environment that embraces academic freedom, cooperation, mutual respect, and responsibility. NAGAP supports activities that promote and nurture professional development, best practices, research, and collaboration of a diverse and global community of graduate enrollment management professionals, encouraging dialogue that fosters professional growth among all of its constituents, in the US and internationally.

James N. Crane NAGAP President

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UPCOMING PROFESSIONAL DEVELOPMENT OPPORTUNITIES Winter Institute for Advanced Graduate Enrollment Management Professionals January 15-16, 2015 San Juan, Puerto Rico 2015 Annual Conference April 8-11, 2015 New Orleans, La.

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MOBILIZED OR PARALYZED BY CHANGE

By Mark DeVolder

At the NAGAP 27th Annual Conference, we had the pleasure of having Dr. Mark DeVolder as our Thursday morning keynote speaker.

As a change management specialist, he stressed that we should not be paralyzed by the fear of change, but instead be mobilized by change. It is our pleasure to share this brief article with you, which includes some key takeaways from his presentation.

Dr. Mark DeVolder is recognized as one of today’s original thinkers and motivators on change, transition and engagement. Known by his clients as “The Change Specialist,” Mark’s presentations are in demand by some of the largest and most successful organizations in the world.

With convincing business examples and compelling stories, Mark unveils straight-forward strategies that produce dramatic results for organizations.

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On January 30, 2013, I was invited to speak at a conference in the Netherlands for Shell Oil. After 15 hours of airports, airplanes and taxis, I arrived in Rotterdam at my destination. I was pleasantly surprised to find that my hotel wasn’t the usual venue, but a luxury cruise ship that had been converted into a hotel.

Even though I was tired and jet-lagged, I wanted to see my room. When I opened the door, the first thing I noticed was a welcome basket on the table with a bottle of champagne and Dutch chocolates. After a quick tour of my room, I climbed into bed, knowing that I had to get to sleep so that I’d be ready for my presentation the next day.

When the alarm rang at 7:00 a.m., I groaned and dragged myself out of bed.

Still sleepy and disoriented, I inched my way toward the bathroom. Turning on the light, I stepped into the bathroom and caught my toe on a small step in the doorway.

Immediately I fell forward and slammed my head into the wall. I heard my neck crack.

As I fell to the floor, my body jammed between the toilet and shower.

Fully conscious, but stunned and confused, I lay there on the floor to rest for a few moments. After a minute, I made a move to get up. But to my surprise, I found that my arms and legs didn’t work. I was paralyzed from the neck down.

I panicked and began to scream for help, but no one heard my cries. Eventually, I became so hoarse from yelling, that I lay on the bathroom floor and waited for someone to find me.

Finally, when I didn’t show up to speak at the conference, hotel staff searched my room and found me lying on the floor, where I had been for over three hours.

Dr. Mark DeVolder 250-503-3199 mark@markdevolder.com http://markdevolder.com

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As a professional speaker who specializes in change management, you might think that change would be easy for me. But knowing about it is quite different than being able to do it.

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An ambulance was called, and I was rushed to the Erasmus Rotterdam Hospital. After the emergency room examination, the doctors told me that I had severe trauma to my spinal cord and nerve damage.

Gradually, some feeling came back into my arms and legs, but I continued to experience paralysis on my left side. I knew that if I got better, I would have to learn how to walk again. After eight days, the doctors sent me back to Canada, not knowing what my outcome would be.

Now after 19 months, I’m happy to report that I’ve made a good recovery, but I am not back to normal. But then, people who go through traumatic life experiences don’t really bounce back. I think we learn to bounce again.

With that as segue, let me offer some lessons I’ve learned.

Recently I saw a Volvo commercial with Jean-Claude Van Damme. The scene begins with a close up of the actor’s face as he describes some of the difficulties he’s experienced in his life. Gradually, the camera pulls back to reveal that Van Damme is standing with his feet positioned on the side mirrors between two Volvo semi-trucks in motion. As the camera pulls back further, we see that the trucks are not only moving, but being driven in reverse.

As if this isn’t shocking enough, now the trucks begin to slowly separate, placing Van Damme in the most epic slits of his life!

As you watch this clip, think of it as a lesson in change. In the clip, Van Damme demonstrates three amazing abilities: flexibility, risk and trust. Those skills enable the actor to successfully complete the task. Those same abilities are needed to navigate change. Like Van Damme, we move forward without seeing the future.

We don’t know what will happen and there are never any guarantees. But if we want to be mobilized in the midst of change rather than paralyzed, there are abilities we must acquire and practice:

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about our willingness to admit mistakes and be honest. Vulnerability is terrifying for many people. Often we think that to be vulnerable is to be weak. Our fear is that if we show weakness, others will not accept us. That’s why safety is an important companion to vulnerability.

Safety enables people to take risks.

Trust Trust is the willingness to invite others into your life and struggles: to work together, to collaborate. We choose to trust others, knowing that we cannot do it alone. We need others to help us, just as we need to help them.

We live in a world of unprecedented change. It’s continuous, unpredictable and accelerating. To survive and thrive in such a world takes courage and determination. The people who successfully navigate change have learned how to be flexible about the future, take appropriate risks with a safety net and build collaborative trusting relationships. 

Volvo Commercial with Van Damme

Flexibility Flexibility is the result of gradually stretching ourselves. Our rigid muscles and joints lose their stiffness as we demonstrate a willingness to try new things. Flexibility also refers to the way we think. Flexible people avoid

seeing every issue as black or white, and recognize there are many possible shades of gray.

Risk Willingness to take a risk is really about our willingness to be vulnerable. It is

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AN INTERVIEW WITH GUNAY ZIYADOVA FROM ADA UNIVERSITY, BAKU, AZERBAIJAN Interview conducted by Marianne L. Gumpper, Fairfield University Gunay travelled the furthest of any attendee to come to NAGAP’s 27th Annual Conference in San Diego in April 2014. Curious to learn what motivated Gunay to travel over 7,000 miles to attend the conference, Marianne, who serves on the Publications Committee, recently had a chance to ask her about her experience.

admission process in the U.S., I was very interested in networking with other admission professionals. I think learning from your peers and colleagues is very useful.

3. How was your experience with the conference? What were the most interesting aspects of the conference?

1. As an international admission professional, how did you learn about NAGAP? How long have you been a member?

I really liked the whole experience. The most interesting aspects were to hear the experience of different schools, both small and large ones, and to get to know the experiments done by our colleagues such as applying new procedures. Also, it was very interesting to learn new techniques for marketing and outreach.

I found out about NAGAP while I was searching for international conferences for admission professionals online. I was mostly looking for conferences in the U.S. and I was very glad to find an organization that specifically deals with graduate admissions. Otherwise, most conferences were on general topics and only had some components related directly to what I do. When looking at the agenda and the topics, I found out that almost all topics were about my daily work and that the sessions covered everything starting from planning, marketing and outreach to admissions.

I am not a member of NAGAP yet, but I am considering becoming a member.

4. Please tell me about your university? What programs do you recruit for and how many students are enrolled in your programs?

ADA University was founded in March 2006 by the Azerbaijan Ministry of Foreign Affairs. The primary goal of ADA University is to prepare innovative global leaders who are committed to making a difference in the region and throughout the world. We offer 6 undergraduate and 5 graduate programs in diplomacy, international relations, public policy, business, and economics. Our total student body is 1300 students of which about 70% are undergrads. We also have about 15% international student body. Our international students represent 32 countries including Argentina, Ecuador, Norway, Serbia, Montenegro, Gambia, Cameroon, Russia, Kazakhstan, Turkey, Vietnam, and others.

2. I understand this was your first time attending a NAGAP conference? What made you decide to travel such a long distance to attend?

It is indeed a very long distance to travel for just a few days. However, when I looked at the sessions, I saw that most topics were of interest to me. Also, since we are doing our admission process in a way that is somehow close to the

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5. How long have you been in graduate admissions?

Please tell me about your professional background.

I have been working for the admissions office for 6 years and all these years I was responsible for graduate admissions. I started at the School of International Affairs, then did Business School admissions for 2 years and now I am responsible for overall graduate admissions at my university.

I have a bachelor’s degree in International Relations from Baku Slavic University, Azerbaijan and a master’s degree in International Relations from the University of Cambridge, UK. 

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GEM DEFINED: A NEW KIND OF RHYTHM A note from the 2015 Conference Planning Committee The Conference Planning Committee is busy planning an incredible 28th Annual Conference in New Orleans. The committee is working hard to bring the NAGAP membership a comprehensive and educational annual conference.

Thank you to everyone who has submitted a proposal and attended our webinar on how to create a proposal for a NAGAP Conference Education Session. The Conference Planning Committee aims to make every year the best year yet and we cannot do that without the amazing session proposals submitted by our membership.

NAGAP members have a wealth of knowledge and vast experience in graduate enrollment management.

Conference attendees walk away from the annual conference reenergized and ready to return to their offices with valuable ideas and suggestions. There are many benefits to attending the annual conference. Below is what some of our 2014 conference attendees had to say:

“The NAGAP Conference provided an incredible opportunity to help me benchmark our efforts with others in the field. Definitely worth the investment.”

“The NAGAP conference is full of opportunities to network with fellow GEM professionals. I learn as much in the sessions as I do in the Exhibit Hall and during breaks.

This conference is a must attend for anyone working with graduate students.”

“From the keynote speaker to the session presenters, I received valuable information and several takeaways that will benefit my institution! ”

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table discussion during which attendees may discuss a specific topic of interest in a small group setting. This format should maximize the opportunity for open dialogue between conference attendees, as participants share their experiences and thoughts.

“The GEM world is ever-changing so I’ve found the NAGAP annual conference to be a great place to talk with other GEM professionals who are not only making the strategic decisions, but also those who are working on the front lines.

Many of us cover both of those

3. Discover and learn from Presentations: As in the past, these are educational sessions in which the presenters share information with a theater-style audience. Presenters are encouraged to integrate media (e.g., PowerPoint, video clips, links to websites) and to engage the audience throughout the course of the session. Presentations should be structured so that sufficient time is allotted for audience participation, take-home messages, and questions and answers.

roles so being able to share best practices, and sometimes worst experiences, is invaluable.”

Educational sessions will cover a large variety of topics all relating to the 2015 conference theme of GEM Defined: A New Kind of Rhythm. Topics include, but are not limited to: Recruitment and Marketing; Financing Education; Admission Operations; Student Services; Alumni Relations and Engagement; Enrollment Modeling and Strategic Planning; and Career, Staff, and Personal Development.

4. Gain knowledge of best practices attending a Rapid Fire Session: In a Rapid Fire Session, four or five discussion leaders are given 10 minutes to present best practices.

Session topics will be current, relevant, cutting-edge information about best practices in hot topics for graduate enrollment management.

At the end of the session, a facilitator will monitor a question and answer period so that you can interact with the presenters.

Is there a specific topic about which you’ve wanted to learn more, but aren’t sure whom to ask? Ever wish you had a forum for sharing your challenges and successes? Are you looking for new ideas and innovations? In New Orleans, we hope to help you achieve this and here’s how: 1. Engage with Panelists: Panels will ideally have 3-4 participants, one of whom also serves as the moderator/ team leader. Panels are typically comprised of individuals with expertise and/or related experience on the topic. Panels provide a great opportunity to hear from professionals both domestically and across the globe that may be facing situations similar to yours.

The Conference Planning Committee is hard at work making sure that you have a great experience at our annual conference in exciting, historic New Orleans. With new programming, engaging guest speakers, networking opportunities and entertainment unique to New Orleans, this will be an event to remember. We look forward to seeing you in April! 

2. Take part in a Special Interest Forum: The Special Interest Forum (SIF), led by a facilitator, is a round

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“A CHANGE WOULD DO YOU GOOD” – IT’S NOT JUST A SHERYL CROW SONG ANYMORE

By Gregory Tipps, University of Tennessee Knoxville If you never make any changes, the world will pass you by – and admissions offices are not exempt. Over the last few years, the University of Tennessee Knoxville’s (UTK) Graduate Admissions (GA) office has made several changes to meet the growing needs and desires of our multiple constituencies. Whether it was changing our organizational structure and processing routines to utilizing technology solutions to move towards a paperless system with major efficiency enhancements, this article will discuss the successes and pitfalls we encountered to provide a template for our colleagues who want and need to change.

“If you never make any changes, the world will pass you by – and admissions offices are not exempt.” the three main constituencies of the GA office: the applicants, the academic departments (programs), and the campus/system administration.

To determine the issues for each of these external groups, various methods were used to collect information.

Applicants: To determine applicant issues, an email satisfaction survey was administered which contained openended questions about not only the admissions process, but also about the online application itself. By having open-ended questions, applicants were able to state issues in their own terms which could then be evaluated within the GA office. Emails from applicants to the staff from the previous year were also evaluated to determine patterns of questions and areas of concern.

In 2010, the UTK GA office had two major events that started a pressing need for change. In January both the Director and Associate Director left within the same month, while in May, the entire university began the implementation of Banner as our Student Information System (SIS) replacing a customized “home-grown” system.

Both of these events led to not only a new management team within the department, but also a new set of processes for handling applications.

Everything was in such a transitory state during the academic year that the primary focus for the office was just learning the new system and processing applications as expeditiously as possible.

Academic Departments: In addition to standard periodic meetings with representatives from different academic departments (graduate directors group, graduate deans group, graduate council, faculty senate, etc.), both the Director and Associate Director made several visits to individual departments to discuss issues with the primary contacts for the office, the administrative staff, as well as several of the admissions’ committees. These one-on-one sessions were extremely helpful in determining the concerns of the departments but were also a means of introducing the new management staff. Additionally, the GA office held several “open houses” inviting campus groups to come meet the staff in person. This personal contact helped establish strong working relationships between the departments and the GA office that continue to grow.

In 2011, when the new Director and Associate Director were hired they began to look at office processes to determine both what needed to be changed and how to go about making the needed changes. The first priority was to determine what areas needed revision.

First, the management team reviewed processes internally and eliminated several non-value added processes. In addition they also requested input from

“First, the management team reviewed processes internally

Campus/System Administration: This group comprised of the Dean of the Graduate School and the Provost, was

and eliminated several non-value added processes.”

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the easiest to receive feedback from.

Most of the issues were related to emails and phone calls they had received from members of the other two constituencies; however, they also were able to express their issues regarding the reporting and tracking capabilities of both applicants and admitted students.

It should be noted that this method of collecting information from the multiple constituencies was not just limited to the initial inquiry in 2011. Each of the collection efforts are evaluated on an annual basis and modified based on changing needs and feedback from the different groups.

The issues initially raised are summarized as follows:

Applicants: • Separate applications exist for both Graduate School and departments with redundant questions • Both applications are not completely online • Inconsistent information from Graduate Admissions and departmental websites cause applicant confusion • Inability of the applicant to see the status of their application including missing documents • Slow response time between submission of application and admission decision

Academic Departments: • Visibility and speed of receiving applicant information after applicant submission • Existing system did not allow program directors to see all applicants at one time • Complexity of system – slow response time between submission, graduate admissions review, program decision and applicant notification • Lack of communication/slow communication between applicants, Graduate Admissions office and departments

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Campus/System Administration:

“By not promising too much or too

• Complaints from applicants and academic departments • Inadequate reporting and tracking capability

little and allowing the changes

Once the issues had been categorized, the next step was to determine the priority of each item. The top priority was to focus on fixing issues that would have a “ripple effect” on other areas. For example, we decided to focus on fixing the applicant issues first because starting with the source of the information would likely lead to resolving issues for the departments. This approach looked for “quick” wins and built upon those to not only gain confidence in the process, but also to show positive results to the campus and systems administration.

groups were more receptive to the

Some of the pitfalls and traps we tried to avoid included a misguided attempt to please everyone, the impulse to say “no” or “not now” to every request; and the tendency to want to force all of the changes unilaterally during the initial rollout. These impractical ideas are sometimes used to facilitate change, but in our experience have not been successful. By not promising too much or too little and allowing the changes to initially occur on a voluntary basis, we found that the different groups were more receptive to the changes that were done.

Before initiating any changes, implementation plans were developed and presented to both the Dean of the Graduate School and the College Deans in order to get “buy-in” from the top down. This was critical in providing not only support for the changes, but also allowed us to have the authority to eventually make some of the changes mandatory. Initially most changes were done on a voluntary basis as feasible but there were some instances, such as when we changed the technology for distributing application information to the departments, where the change was mandatory across the campus. By having the initial “buy-in” from the campus and system administration it was easier to require the implementation of the new technology even though some programs were initially resistant.

• Continued consolidation of departmental applications • Applicants uploaded evaluative materials with their application (unofficial transcripts and self-reported test scores)

to initially occur on a voluntary basis, we found that the different

• Replace the existing workflow system with CollegeNET’s ADMIT system, which is integrated with the existing CollegeNET ApplyWeb application

changes that were done.”

In our situation, for the first year (20112012) the focus was on applicant issues.

The actions taken included:

• Developed a “team concept” in the GA office with dedicated staff members working with specific departments, rather than the previous alphabetic division of work

• Consolidating departmental applications for approximately 35 programs with the main Graduate School application

By changing technologies in our workflow process, we were able to provide standardized screens for common applicant information while also being able to provide customized screens by department as needed. The new technology also allowed departments to see all applicants at one time, and automate the workflow of when decisions were entered by the department.

• Developing an online letter of recommendation process within our online application (CollegeNET’s ApplyWeb).

In making these small changes, we found that applicant satisfaction rose (based on subsequent surveys) and departments who were part of this initial group received their required information in a more timely and efficient manner. As we started into the second year (2012-2013), the “word of mouth” from departments who had taken part in this initially voluntary consolidation helped our office add more changes in the next year. In fact, some departments who were initially reluctant to make changes were calling our office requesting to consolidate their applications before we sent out the second request.

“By changing technologies in our workflow process, we were able to provide standardized screens for common applicant information while also being able to provide customized screens by department as needed.”

These changes allowed the GA office to expedite the processing of applications.

This in turn, allowed the departments to see more information about their entire applicant pool resulting in the ability to enter decisions in a more timely manner ultimately allowing applicants to receive decisions faster.

After reviewing the progress made during the first year and re-evaluating the issues presented by the different constituencies, in the second year we continued to work on applicant issues, but also began to more directly address issues from the academic departments. These included: visibility and speed of receiving applicant information after applicant submission; the fact that the existing system did not allow programs to see all applicants at one time; the complexity of the system; and communication issues between applicants, the GA office and departments.

After reviewing the progress made during the second year and re-evaluating the issues presented by the different constituencies, in the third year (20132014) we continued to focus on the remaining applicant and departmental issues. We also began to address the reporting and tracking capabilities requested by the administration. The last of the separate departmental applications were consolidated with the

In order to address these issues, the following changes were implemented:

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main Graduate School application.

Additionally, we were able to incorporate some additional features within CollegeNET’s ADMIT system, which allowed both the GA office and the departments to provide more current information to applicants regarding their application status, missing documents, and their final admission decision all within one location. There were some minor changes made to office procedures within the GA office to take full advantage of the new technology available. For the academic departments, the third year brought more customized displays and a tailored evaluation process by department to allow for the different admissions’ committees to securely review all their applications online.

found to be beneficial to the overall success we experienced. These include: • Hold annual review sessions with academic departments – not just the directors, but also the administrative assistants and faculty who have been involved in the admissions process • Conduct annual review sessions within the GA office to see what is working and what is not working • Make adjustments as needed • Continue to look for ways to consolidate and streamline processes by using technology as a “tool” rather than a “solution” After three years of changes, we have experienced several positive outcomes.

Applicant satisfaction with the admission process has risen every year. The percentage of applicants who were completely satisfied or satisfied with the process rose from 83% to 91% within the last year. Application processing time

In looking at the previous implementation by year, there are several key suggestions that we

has dramatically decreased. Outside of peak submission time, most “complete” applications are processed by the GA office and sent to departments within two to three days as opposed to weeks.

Lastly, the cross-checking and review of application processing is now more automated, resulting in fewer errors not being caught before the information is released to either applicants or departments.

While this is information that is solely related to the experience we have had in the GA office at UTK, a majority of the underlying practices and suggestions can be applicable to graduate admissions offices at other institutions.

The real challenge is being willing to make an honest assessment of your current situation and then taking the time to make the necessary changes. 

There’s no substitute for quality and integrity.

National Association of Credential Evaluation Services (NACES) WHO is NACES? NACES is an association of private foreign educational credential evaluation services committed to formulating and maintaining ethical standards in the field of foreign educational evaluation. ®

WHY choose a NACES member to evaluate your international credentials?

Since 1987, NACES has been committed to setting the standards for the credentials evaluation profession. ®

NACES membership provides an assurance to the user that the evaluation performed is reliable.

For a list of current members, visit www.naces.org

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REFLECTIONS ON THE 2014 NAGAP SUMMER INSTITUTE

By Fellowship Recipients Rachel Foltz and Erin Forman

Rachel Foltz The Ohio State University More than 100 early career and seasoned professionals gathered together in Las Vegas, Nevada, July 10-11 to attend the NAGAP 2014 Summer Professional Development Institute (PDI). These lucky professionals had the opportunity to share best practices, address common challenges, and increase the shared knowledge of the field of enrollment management.

The program began with a keynote from Dr. Kristin Williams, NAGAP Past President and Associate Provost for Graduate Enrollment Management at The George Washington University.

Dr. Williams shared trends from the field collected through NAGAP member surveys. Key points of interest included the diverse array of work structures (centralized, decentralized, or collaborative) and the increased sophistication of the profession via the shift to enrollment management.

Dr. Williams also outlined her eight traits of successful GEM professionals ending with her final and arguably most important trait – the ability to keep a sense of humor.

A session on legal issues in graduate enrollment led by Joan Van Tol, General Counsel for the Law School Admission Council, has become a bit of a fan favorite amongst summer PDI attendees. Van Tol gave an overview of ongoing legal issues affecting collegiate admissions and offered suggestions on how to avoid the missteps that unfortunately land some colleagues in hot water. These include not asking for permission from students to use their images in marketing materials, failing to keep historical records of past websites, and not making (or not following) a policy.

Next, the “GEM Best Practices” session was led by NAGAP Professional Development Committee members

Keith Ramsdell, Rachel Foltz, Erin Forman and Kathryn Kendall

Keith Ramsdell and Tracey Sheetz, Directors of Graduate Admissions and Recruitment at Bowling Green State University and West Virginia University, respectively. This session was a flurry of activity and idea sharing from a standing room only crowd. Echoing the earlier legal panel, additional comments were made regarding the importance of establishing policies for all aspects of the admissions process. Policies ensure fair consideration of all applicants, help with continuation of service in the event of an unexpected staff change, and improve training for new employees.

importance of an active marketing plan cannot be underscored as the majority of applicants to graduate programs are “stealth,” meaning they do not inquire prior to submitting an application.

Day 2 was kicked off by Ken Redd, Director of Research Policy and Analysis at the National Association of College and University Business Officers (NACUBO), who led an informative session on demographic trends, financial support, and the future of graduate enrollment. He provided attendees with multiple datasets highlighting where GEM has been, where we are now, and where we are going in the future. Some statistics were promising, such as the fact that one-third of all new jobs will require some level of graduate degree completion, but others, such as the increased burden of student debt prove that there is still a need for well-trained GEM professionals who can strategically use data to allocate resources.

Katherine Beczak, Director of Graduate Admissions at Corcoran College of Art + Design, and Kathryn Kendall, Assistant Dean for Admissions and Recruitment for the University at Buffalo School of Social Work, followed with a highly interactive presentation on marketing. Social media, they said, should not be a continual advertisement, but instead used as a way to engage your institution’s audience. Discussion included various tools that can be used to design and manage campaigns for different audiences, such as Customer Relationship Management software. The

To address the concern that certain students are underrepresented in graduate studies, Thelma Harding, Coordinator of Graduate Recruitment and Retention and Director of the continued on the next page

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McNair Program at Iowa State University, and Valerie Robinson, Assistant Dean for Graduate Admissions at Miami University and NAGAP Diversity and Inclusion Chair, followed with a presentation giving best practices in the recruitment and retention of these students. Personalization of materials and events was emphasized.

Additionally, it was suggested that GEM professionals network with colleagues at neighboring universities to develop mutually beneficial programs that provide pipelines for students.

“I felt that this conference appropriately balanced the need to provide an introductory overview of the field without glossing over important details or minimizing future challenges facing the profession.” the connections I made in Las Vegas are the beginnings of a professional network that will not only benefit me as a young GEM practitioner, but will also benefit the institutions I represent and the students I serve. I recommend the summer PDI to any new professional without reservation!

The PDI concluded with a presentation

by Trent Gilbert, Vice President of Enrollment at Richmont Graduate University, who had just the right amount of energy to keep all attendees focused through the home stretch. He discussed how generational differences in society influence the work of GEM professionals. We must not only be prepared to meet the needs of the generation today (millennials) but also those of their parents (boomers).

Consumers today are accustomed to an experience economy. They are not just looking for a good or a service, but instead are looking for an experience, a way to connect with a brand, and a place that customizes the product to their specific needs and interests. GEM professionals in addition to their many responsibilities must also find a way to connect with prospects in a personalized and conversational way. However, we shouldn’t get too comfortable.

Gilbert explained that almost as soon as we adapt to one generation or economy style, there is another on the rise. Attend the PDI in five years and the conversation will instead be on the “homeland” generation and the transformative economy.

Erin Forman Goldman School of Public Policy University of California, Berkeley Attending the Summer Institute for New Graduate Enrollment Management Professionals (2014 Summer PDI) was an invaluable experience, both for the discussion topics and the institute attendees. A majority of those who participated in the Summer Institute had been in their job for less than three years. Having a group of people who were in the same place professionally allowed for candid conversation about best practices, marketing and social media, and demographic trends.

At one point during the institute, moderators of the “GEM Best Practices” session asked attendees how many of them received an instruction manual on how to do their job when they started.

One person raised their hand. With so many different institutions represented, it would have been a challenge to find a manual that applied to all of us in attendance. However, I felt one presentation, in particular, provided solid ethical guidelines and standards that could form the backbone to any new GEM professional manual.

Attending the 2014 Summer PDI was highly valuable and relevant to my daily work in GEM. I felt that this conference appropriately balanced the need to provide an introductory overview of the field without glossing over important details or minimizing future challenges facing the profession. I am also sure that

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Dr. Kristin Williams, Associate Provost for Graduate Enrollment Management

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at The George Washington University, opened the institute with an overview of the GEM profession. In her presentation, she provided insight into ethical decision-making, encouraging us to be personally accountable for both the short and long-term consequences of our decisions and discouraging us from making decisions in a vacuum.

The common standards she presented could easily be the foundation for any institution-specific new GEM professional manual.

One particularly enlightening presentation discussed graduate marketing and social media. The generation of students attending graduate school today get their information from outlets like Twitter, Instagram, and Facebook. GEM professionals can further engage prospective students by expanding marketing and recruitment efforts across these social media platforms.

I would encourage any new GEM professional to attend the Summer Institute for New Graduate Enrollment Management Professionals. The discussion topics give attendees a framework by which to understand our positions. This framework touches on legal issues, best practices, recruiting underrepresented students, marketing and social media, student services, and demographic trends and financial support. Additionally, the Summer Institute is a great opportunity to network with colleagues across the country. Because of the connections I made at the Summer Institute, I’m returning to my institution with new and creative ideas to incorporate into my recruitment and enrollment practices. 

“Because of the connections I made at the Summer Institute, I’m returning to my institution with new and creative ideas to incorporate into my recruitment and enrollment practices.”

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NAVIGATING GRADUATE PROGRAM CHOICES IN MENTAL HEALTH FIELDS FOR GEM PROFESSIONALS AND THEIR PROSPECTIVE STUDENTS

By Pam L. Gustafson, MA, Long Island University, Post Campus and Adi Avivi, PsyD, Long Island Jewish Hospital, Zucker Hillside Psychology? Clinical psychology? Social work? Marriage and family therapy?

Mental health counseling? Art therapy?

Psychoanalysis? Applied Behavior Analysis? School counseling? What is the difference? This article will assist graduate enrollment professionals in helping prospective applicants navigate entry into the mental health fields. There is considerable variation in graduate degree requirements amongst these careers within the field of mental health services. Knowing the differences and similarities can help graduate enrollment professionals direct prospective applicants to the appropriate programs available on their campus and/or more appropriate programs elsewhere. Additionally, knowledge of the nuances of the mental health field can help enrollment professionals redirect denied applicants from one program to a related program within their university, thus increasing the overall applicant pool. Furthermore, understanding the range of interests of prospective graduate students will enable GEM (graduate enrollment management) professionals to proactively explain potential graduate careers in a variety of mental health fields, as well as develop complimentary coursework to increase their post-program marketability.

Overview of Mental Health Fields The specialties within mental health are quite varied with respect to the level of education required prior to practice, cost of education, licensure requirements, salary, as well as accreditation. Unlike other fields such as nursing, which may have many different levels along a continuum of training, mental health fields are generally very distinct. The graduate-level work completed in one mental health program may not be transferrable to another, or adequate for a different license or certification. For

instance, completing a graduate degree in one of these fields may not translate into a shorter-degree completion period for someone wanting to pursue a doctoral degree. The reasons for this vary from differences in course content, focus of the field and other factors of training standards. As such, it behooves GEM professionals to be aware of the differences.

the type of work the psychologist is trained for, as programs vary in terms of training models, research training, clinical training, population focus, externship or internship experiences, and dissertation supervision. A doctoral-level program is a huge, full-time undertaking with a time to completion of five years or longer (APA, 2012). Programs accredited by the American Psychological Association (APA) are generally full-time programs, per APA guidelines for training programs.

The information listed within this article is meant as a guide. Complete information may be obtained from the relevant accreditation or associations of each specialty and should be reviewed

by GEM professionals or prospective students looking at the mental health fields. Additionally, GEM professionals seeking to develop expertise in these fields should consult their regional and state offices for complete details regarding required coursework, hours, and licensure processes which vary from state to state.

Doctoral degrees (PhD and PsyD) are also available within the areas of clinical, counseling, and school psychology.

PhD programs are typically more research-focused, while PsyD programs are more clinically focused. Cohort size and financial aid availability for students may be a determining factor for prospective students (Norcross, Ellis, and Sayette, 2010). These differences may also determine the metrics used by faculty or admissions committees for these programs (Johnson and Campbell, 2004). GEM professionals should ensure they have spoken with their faculty to get a true sense of the type of student who would be a good fit for their programs.

Doctoral-Level Clinical Psychology/Counseling Psychology/School Psychology A psychologist is a healthcare professional who diagnoses and treats mental, emotional, and behavioral disorders. Psychologists’ practices range from industrial/organizational psychology to assessment and testing to research, and teaching. In providing services to individuals, organizations, and the public, psychologists apply principles, methods or procedures of understanding, predicting or influencing behavior.

It is also important to note that the standard program accreditation in this field is from the American Psychological Association, and there are significant differences in programs that are APA-accredited and those that are not.

In some states, only graduates from APA-accredited programs can practice as licensed psychologists. In order to sit for the licensing exam, students must complete a doctoral program in addition to logging post-doctoral hours. While programs that are not APA-accredited may be equally rigorous, they may limit the career flexibility of their graduates.

A psychologist may work in private practice, at a mental health facility, hospital, school, counseling center, or within another organization. Some psychologists also choose to practice in academia, as faculty or supervisors within a training program. The doctoral program attended will largely influence

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CONTINUED interventions for students, child development, learning theories, behavior, motivation, curriculum and instruction methods and theory, assessment, consultation, law, and other topics within the programs’ focus. Graduates with this degree would be hired within a school setting, but would not be able to work independently with clients (Prinstein, 2012). The training generally includes 60-graduate credits, plus a year-long internship in a supervised setting.

Psychology Master-Level Master-level psychology graduates also work in a multitude of applied fields, such as government or business.

Careers in industrial psychology, forensic psychology, and others provide master-level options that do not require additional licensure or certification.

However, many doctoral-level graduates are also applying to these types of jobs.

These programs often require course loads ranging from 30 to 60 credits.

Opportunities to work at a high school as an advanced placement psychology teacher or as an adjunct instructor at a community college may be available to these degree holders, depending on the state and additional education certifications required. It is important to note that most doctoral programs will not waive the credit requirements for the program for those entering with a master’s degree. Many will also limit the amount of transfer credit into a doctoral program. However, a graduate level program may still provide students, particularly those who were not undergraduate psychology majors, with the foundation necessary to enter a doctoral program. Indeed, research has indicated that participation in graduate level programs is beneficial to prospects seeking to apply to doctoral programs later on in their careers (Bonifazi, Crespy, and Rieker, 1997).

Social Work Social work is a profession that helps individuals, families, and groups change behaviors, emotions, attitudes, relationships, and social conditions to restore and enhance their capacity to meet their personal and social needs.

Social work graduate students are trained to provide a variety of services, ranging from psychotherapy to the administration of health and welfare programs. They often work to identify the resources available in the community and direct individuals to the appropriate treatment providers. They work with human development and behavior, including the social, economic, and cultural systems in which people function. Graduate-level social work programs may range from 30-60 credits and may be part-time or full-time commitments. Graduates receive a Master’s of Social Work (MSW) degree. There are also more competitive doctoral-level programs in social work available to prospective students (Prinstein, 2012).

Master-Level School Psychology The requirements for certification for a school psychologist vary by state.

NASP, the National Association of School Psychologists, provides a detailed list of state requirements. They state, “School psychologists help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students.” The training for this field combines both psychology and education. This includes, but is not limited to, mental health and educational

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2014-16 NAGAP GOVERNING BOARD Officers President James N. Crane

Assistant Dean Graduate Studies

Brigham Young University

BYU Graduate Studies

105 FPH

Provo, UT 84602

Phone: 801-422-1586

Fax: 801-422-0270 Email: james_crane@byu.edu Vice President Julia B. Deland

Harvard Graduate School

of Education Secretary Joshua LaFave

State University of New York

at Potsdam Treasurer Jeremiah Nelson

UNC Charlotte

Mental Health Practitioners Mental health practitioners include creative arts therapists, marriage and family therapists, mental health counselors, and psychoanalysts. These practitioners use slightly different methods when working with clients and therefore will receive different graduatetraining, while likely developing a foundational knowledge base in the overall mental health field.

The Leader in Graduate Enrollment Management

Creative art therapists use the arts – dance, visual art, music, writing, and movement to work with a client.

Graduate students in this field would

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learn the theory of creative art therapies, as well as practical experience. Program requirements and available experiential credit may be different and something for prospective students to consider.

It is important to note that therapists in this area are not necessarily artists themselves, though they may be required to take a course in the artistic discipline to gain an appreciation or sense of the work involved.

Committees Chapters Chair Sarah Petrakos

Simmons College

Conference Chair 2015 Teisha Johnson

Illinois College of Optometry

Marriage and family therapists (MFTs) work with couples and families using an array of therapeutic knowledge and tools.

MFTs work individually, with couples, and with families to assess mental, emotional, and behavioral disorders. Treatment methods, including an array of issues within the varying contexts of marriage, families, and systems, are taught to graduate students throughout graduate coursework. In addition to the masterslevel degree, doctoral-level programs are available in Marriage and Family Therapy.

Diversity & Inclusion Chair Valerie Robinson

Miami University Education Chair Linda Horisk

Fordham University

Membership Chair Kittie Pain

Neumann University

Professional Development Chair Keith Ramsdell

Bowling Green State University

Mental health counselors (sometimes called licensed professional counselors) are trained in both psychotherapy and counseling theory and methods. These practitioners work with individuals on issues concerning mental health, relationships, education, and sometimes career. Mental health counseling graduate coursework (typically 30-45 credits) includes ethics, developmental theory, preventive health, and treatment.

Mental health counselors are trained to work in both long-term and short-term contexts, usually within an organization or a school.

Publications Chair Jennifer Kulbeck

Alliant International University

Research and Global Issues Chair Matthew Cipriano

New York University,

School of Medicine

Technology Chair Marcus Hanscom

University of New Haven

Publications Editorial Committee Nicquet Blake, Ph.D.

University of Texas Health

Science Center San Antonio

Psychoanalysts may use verbal and non-verbal communications to observe, discuss, interpret, and resolve the unconscious dynamics that may be affecting an individual’s behavior, emotional functioning, interpersonal relationships and personality.

Psychoanalysts are typically mental health professionals such as psychiatrists, social workers, or psychologists who undergo additional special training. In New York, psychoanalysts can be licensed if they meet New York State Office of the Professionals’ criteria, which includes but is not limited to a master’s degree and psychoanalytic training and coursework

Dave Fletcher, D.Min.

Barry University Marianne Gumpper

Fairfield University Raymond Lutzky, Ph.D.

New York University Kate McConnell

Saint Joseph’s University

(NYSDOE). This distinction is relatively new and may not be applicable in all states.

Applied Behavior Analysis An applied behavior analyst is trained to design, implement, assess, and evaluate a behavior modification plan for an individual using various ABA methods (environmental modification, behavioral stimuli and consequences) to improve behavior. Students are trained in observations, measurements, functional analysis of environmental and human factors and ultimately the diagnosis and creation of medication plans. Students must complete a supervised training experience to graduate as an applied behavior analyst. Within this field, it is possible to work with a certificate in ABA, as an assistant while under the supervision of a licensed behavior analyst. Some states may vary on their requirements, so students should check with the local or regional professional offices or consult the relevant organizations.

Art Therapy The American Art Therapy Association states, “Art Therapy is a mental health profession in which clients, facilitated by the Art Therapist, use art media, the creative process, and the resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-awareness, manage behavior and additions, develop social skills, improve reality orientation, reduce anxiety, and increase self-esteem.” This association posts standards and guidelines for graduate-level training, as well as student scholarship information.

Other Programs In addition to the program types listed above, there are programs in counseling psychology, developmental psychology, clinical health and pediatric psychology, and the medical degree in psychiatry.

This article will not discuss these programs, but it is helpful to be aware of them as alternatives for prospective students. While the mental health field is vast and there are a multitude of opportunities, finding the right “fit” between the prospective student and a continued on the next page

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degree program is important. Differences in regional requirements to work with various populations should also be considered, as well as the financial implications of these programs- both during and after the program completion.

Similarities and Differences Other factors that should be cosidered when choosing a program for enrollment include: the cost of programs and the financial aid they might offer will vary tremendously; the specific requirements for each program and their subfields, regulations, and schedules; and the connections of the individual program within the community which can open different professional doors to their graduates. Considerations such as location, average time to degree, percentage of graduates relative to overall enrollment, and rates of acceptance and practicum opportunities should also be assessed.

Special requirements and opportunities may be specified for some states. For example, the licensure process for a licensed clinical psychologist differs from one state to another and is not transferable. Additionally, for future employment at any of the nation’s Veterans Administration hospitals, completion of an APA approved doctoral program and internship in clinical psychology are required for future employment in VA hospitals. If the VA is an important career option for a student, then close examination of the program’s accreditation status and the APA approved internship match-rate should be a critical part of the assessment process.

Residency requirements differ from program to program. That is, the practicum and clinical experiences might be very different throughout the completion of the graduate program.

For example, some clinical psychology programs require their students to complete two part-time practica prior to applying for internships while others may require three. Some would require students to complete their dissertation prior to starting the internship and still others would allow students to enter their internship without such estrictions.

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Another example is social workers, who could be licensed and enter the workforce immediately following the completion of their graduate program; however, to be licensed as a clinical social worker and have the opportunity to see clients, individuals must complete about three years of supervised clinical work. When considering career choices students are well advised to research not only the kind of degrees, but the required practicum training as well.

GEM professionals may want to consider outlining these choices for students in their program materials.

Online components differ from program to program and from state to state, as well as across accreditation standards.

Most online programs will ask prospective students about their future plans in terms of which state they live in or plan to live in, since licensure and certification requirements differ from state to state and the online program may not be able to offer those required components.

GEM professionals communicating with prospective students should be aware of the pros and cons of completing a degree program in a mental health field online. The mentorship, peerenvironment, supervision, and other aspects of a degree program will be very different than an in-person graduate program.

Although different professionals in the mental health field may conduct similar activities, salaries can vary dramatically depending on their degree. On the other hand, one can expect the amount of debt accumulated to differ depending on the chosen academic path. Factors such as time to complete a program, location of institution, tuition cost, available stipends and grants, and financial aid available are all contributors to the amount of debt one would accumulate. Thus, salary and debt comparisons should be considered

“Although different professionals in the mental health field may conduct similar activities, salaries can vary dramatically depending on their degree.”

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when choosing the right program, as the “debt-to-income-ratio” changes from one specialty to another. When choosing potential loans, it is important to remember that only federal loans are subject to loan-forgiveness programs.

International students should consider the internship and licensure requirements both in the U.S. and in their home countries. Most institutions have an office of international student services that could provide information regarding the student visa process and the constraints associated with the different types of visas. For example, for the most part, student visa holders are not allowed to work in the United States and are not eligible for the majority of student loans. However, some programs offer financial aid or a stipend. Additionally, a student visa expires once the student graduates. Should a student decide to seek employment in the United States, she or he must find a new sponsoring institute that would sponsor their work visa. Alternatively, if an international graduate of an American program decides to return to their country of origin, they might find that the licensure process places new requirements on them. It is imperative to research one’s home country requirements and plan an academic path accordingly.

Differences in Admissions Policies / Processes Acceptance into graduate programs in mental health fields is a huge hurdle to overcome. As such, the work committed to the application process can significantly impact a prospect’s academic and career trajectory. The more involved a graduate or doctoral program, the more rigorous standards and requirements will be for entry into the programs. On one end of the spectrum, programs may require a basic application form, an undergraduate transcript, and a personal essay. On the other end, the admissions process may include an application, a resume/CV, a personal essay, additional essays, three or more letters of recommendation, transcripts, GREs, specific sub-tests, specific prior coursework, a writing sample, an

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interview, and other requirements specific to the program. Also, some may require small or large application fees ($30 to $100 or more). Importantly, some may have rolling admissions throughout the year, while others have very stringent timelines and students can only enroll in a class in the fall or spring semesters.

“While the task of applying to multiple programs may seem daunting for some applicants, the processes of these programs are often based on experience as well as field imperatives.”

While the task of applying to multiple programs may seem daunting for some applicants, the processes of these programs are often based on experience as well as field imperatives. Professionals working in these fields are constantly engaged with human interactions and as such it behooves the individuals accepting students into these graduate programs to choose students whose interpersonal skill sets match the necessary skills of practitioners or researchers in the field.

Thus, the admission processes should be portrayed as necessary not only for determining academic aptitude, but for developing a new group of professionals who can engage in meaningful ways with one another as students and ultimately as professionals.

Careers in the field of mental health have many advantages. There is also the reality of funding sources for the field.

Hospitals, mental health agencies and schools – many of the organizations that mental health workers will seek jobs in are funded by state or federal sources.

Some community programs the mental health graduates work in may be grantfunded. In other cases the work occurs in highly structured pay grades and within unionized professional organizations.

In any case, it is important to inform prospective students of the opportunities and how those opportunities may change over time due to external pressures.

Investing in a graduate program in a mental health field can be a first step to a fulfilling career. Approaching the financial

piece of these programs is a responsibility for both the GEM professional and prospective student. Funding should be a part of the conversation GEM professionals have with prospective students to these fields, both in terms of tuition funding and post-graduate funding of career work. Consulting the relevant field agency, accreditation body, or the like is a useful start to exploring funding options.

What Their Time in Your Graduate Program(s) Might Be Like As we learned from Josh LaFave’s presentation “Synthesizing the Student Experience,” at the NAGAP 2014 Summer PDI, graduate students are looking not only for information about the credentials they need to get in and will obtain from completing a graduate program, but they are also looking for that experience – that’s just right “fit.”

To get a sense of the right“fit”, prospective students should be directed to a variety of sources. No two programs are alike, just like no individual’s experiences within that program are identical. There are time commitments and financial issues to consider, as well as feasible desired future career options. There are a few resources that graduate enrollment professionals can advise prospects to utilize throughout the enrollment and application periods: • Review the course descriptions.

Most accrediting bodies of for mental health fields require public disclosure.

This means that course descriptions, degree requirements, and program outcomes should all be publicly available on the programs’ websites and/or in bulletins that can be mailed to the prospects.

• Ask to speak with a faculty member.

Faculty members in the mental health fields are often practicing members of the profession. Mental health professionals work with a diversity of populations, using different theoretical orientations (cognitive behavioral, psychodynamic, family systems, eclectic, multicultural), and methods, across many different degree fields themselves.

Applicants should assess both the academic, learning and clinical environments available in a program.

Learning styles vary in applicants as much as learning environments vary in programs. The support, the mentorship and advising models, and the campus resources will largely inform the experiences of the student within the program. If the information is not otherwise available in the program’s marketing materials, faculty and staff members are often able to address these variables with prospective students.

• Ask to speak to current students.

Current students can be on-hand to speak to prospective students at open houses, by email or phone, in online networking groups, at national and regional conventions, and during open classes and events. Many applicants will want to speak with students who are early in the training process of the program and are completing academic coursework, as well as students completing their practicum, externship, or internship experiences. Doctorallevel applicants may also want to speak to ABDs (“All but dissertation”) students to get a sense of their experience as well.

“Many programs have alumni mentorship programs that help guide students throughout their program progress.”

• Ask to speak to alumni. By giving prospective students access to alumni, they are able to see the whole picture – the before and after. They have insights into the coursework, the time commitment, the opportunities, the learning environment, and more. Many programs have alumni mentorship programs that help guide students throughout their program progress.

Linking students early in the process can be a useful tool to assess compatibility with a particular degree program; find an alumnus on LinkedIn, in HealthGrades, or other sources.

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students may also want to speak to alumni about the financial piece of graduate education. How many took out loans? What kind of aid was available for what kind of assistantship experiences? What kind of repayment plans were taken by those alumni?

What kind of loan forgiveness plans did they pursue?

• Speak to someone in the field.

Questions to ask could include: What kind of reputation does the program have in the field? What do they wish they had looked for in a program?

What experiences as a graduate student were useful and which were not?

• Attend a conference. National and regional conferences are available to prospective students. These conferences will give them a sense of the field, connect them to faculty, students, and practitioners, and help them decide if that field is where they want to be.

health field graduate student at your institution. This might include a non-profit management course, special education courses, a second language program, small business leadership, industrial organization, or other coursework that can demonstratively add value to their professional experience. The availability of these additions to their coursework at your institution may offer them the ability to diversify their skill set, enabling them to quickly enter the field with the expanded skill set needed to develop a career in an innovative manner (Holland, 2001). After any program in a mental health field, there are always options for continuing education in certificate programs, in workshops and seminars.

Increasing awareness of these life-long learning components and opportunities for prospective students, sets the tone for them as beginning professionals into the field.

In addition to the information provided in this article, it is imperative that prospective students review the relevant organizations in these fields.

Information is abundant, pre-program experiences are possible, and a plethora of opportunities to get a great sense of what one is stepping into is available.

GEM professionals should review the literature on what prospective students look for in mental health programs in order to proactively develop recruitment plans, add services to existing programs, or suggest cross-disciplinary connections to existing campus programs. 

It is important for GEM professionals to be aware of the range of conferences available in order to use those conferences as opportunities to recruit, connect, and build the reputation of the program as holistically approaching a prospective student and encouraging the additional activities that conference attendance brings. Asking current students already attending conferences to act as a representative for the program’s recruitment team should also be an option.

Final Note

For More Information:

On a final note, as a graduate enrollment professional, it is important to see the big picture for your students. Far from being a “get them in and send them to the next office” approach, graduate enrollment management (GEM) is a holistic approach with the totality of the student’s academic career in mind. In that framework, it may be critical to think outside of the box for marketing tools that offer practical outcomes for your future alumni. One way of offering more might be to determine what additional coursework outside of a graduate program might be useful to a mental

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All of these fields also have state associations; check the web for more information.

• Master-Level Psychology – See Psi Chi (the International Honor Society in Psychology), including graduate-level funding: www.psichi.org • Clinical Psychology/Counseling Psychology/School Psychology – APA: American Psychological Association: apa.org/education/grad • Social Work – NASW: National Association of Social Workers: socialworkers.org – CSWA: Clinical Social Work

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Association: clinicalsocialworkassociation.org – State associations: check websites • Mental Health Counseling – AMHCA: American Mental Health Counselors Association: amhca.org – States associations: check websites • Applied Behavior Analysis (ABA) – Association of Professional Behavior Analysts apbahome.net – Association of Behavior Analysts International abainternational.org – Behavior Analysis Certification Board: bacb.com • Marriage & Family Therapy (MFT) – American Association for Marriage and Family Therapy: www.aamft.org/ • Art Therapy – American Art Therapy Association: arttherapy.org – Art Therapy Credentials Board, Inc. atcb.org

References American Psychological Association (2012).

“2012 Doctoral ARO Summary Data.”

Retrieved from: http://apa.org/ed/ accreditation/about/research/2012doctoral-summary.pdf on September 5, 2014.

Bonifazi, D.Z., Crespy, S.D., and Rieker, P. (1997). Value of a master’s degree for gaining admission to doctoral programs in psychology. Teaching in Psychology 24(3), 176-182.

Holland, D., (2001). Interdisciplinarity and the Cross-Training of Clinical Psychologists: Preparing Graduates for Hybrid Careers. North American Journal of Psychology, 3(1), 139.

Johnson, W.B. and Campbell, C.D., (2004). Character and Fitness Requirements for Professional Psychologists: Training Directors’ Perspectives. Professional Psychology: Research and Practice, 35(4), 405-411.

LaFave, J. (2014). “Synthesizing the Student Experience,” NAGAP Summer PDI, Las Vegas, 2014. Speaker.

Norcross, J.C., Ellis, J.L., and Sayette, M.A. (2010). Getting In and Getting Money.

Training and Education in Professional Psychology, 4(2), 99-104.

Prinstein, M. (2012). Mitch’s Uncensored Advice for Applying to Graduate School in Clinical Psychology. Retrieved from: http://www.unc.edu/~mjp1970/ Mitch’s%20Grad%20School%20Advice. pdf.

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THE EFFECTIVENESS OF ALUMNI ENGAGEMENT IN THE RECRUITMENT PROCESS: HOW ALUMNI MAKE YOUR SCHOOL SHINE

By Stanley J. Kania III, MBA, Marywood University Picture this: you are a high school senior on your way to an open house event at a college/university you are interested in attending. You are anxious to see the campus, meet some faculty, and ultimately to see if you will call that place home for the next four years of your life. As you walk into the open house, you are greeted by your admissions counselor, other admissions personnel, and student workers. You check in and then start exploring the venue and different information tables they have: student clubs and organizations, athletic teams, student government, and more.

The tables are typically staffed by current students of the college and they are eager to tell you how awesome it is to attend school there. Don’t get me wrong- you want to hear from students about their current experiences at an institution. However, wouldn’t you like to know what life is like after graduation?

Would attending that school help set you up for success? Utilizing alumni in the recruitment process can be very advantageous to an institution.

Why Alumni?

First, using alumni in the recruitment process gives the students opportunities to ask certain questions that may not be relevant to current students, such as, “How did attending this institution help educate you to enter the workforce after graduation? Any suggestions on classes to take?” It also gives parents the opportunity to speak to alumni and ask questions. If a parent hears from an actual graduate that a college/ university helped them succeed in reaching their goals, the parents will have more confidence in the quality of the institution.

Secondly, using alumni in the recruitment process keeps them engaged with the institution. Sometimes alumni may not be able to make philanthropic contributions to the university. Donating their time by volunteering provides alumni with the satisfaction of giving back to the institution (McAlexander

Targeting Alumni: How Do We Find Them?

“Finally, involving alumni helps students engage in networking

The next step in the process is how to find these alumni. I suggest exploring three avenues to find alumni volunteers: alumni registry, student records/ yearbooks, and social media outlets.

The college/university alumni registry is usually kept and maintained by the alumni relations/university development office at an institution. These offices would have the most updated contact information for alumni so you can reach out and secure alumni recruitment volunteers.

opportunities with alumni.” and Koenig, 2001). It also keeps alumni up to date on institutional changes and advancements (i.e., new facilities, programs, etc.) (Pastorella, 2003).

Finally, involving alumni helps students engage in networking opportunities with alumni. These alumni may be able to provide students with professional and industrial knowledge that will help them to develop and grow. Alumni may even be able to provide mentoring and internship opportunities for students who are looking to get some real-world experience outside of the classroom.

Student records and yearbooks are beneficial resources as well. You may be able to find alumni who have been associated with certain affinity groups on campus, such as athletic teams, clubs/ organizations, and academic programs.

You can use these alumni to speak more specifically about certain aspects of the university with targeted demographics (i.e., prospective athletes).

Targeting Alumni: Who Do We Approach?

You may be thinking, “This all sounds great, but which alumni should I target to volunteer in recruiting students?” I suggest targeting the following three groups: young, recent alumni; midlevel and senior managers; and alumni association board members. Young and more recent alumni can help provide a fresh prospective on student life and some challenges recent graduates may face right out of college. This can help students take the proper steps, both educationally and professionally, to secure employment after graduation.

Mid-level and senior managers can provide information to students on what employers seek in job candidates, such as educational background and professional/internship experiences.

This can help students focus on specific targets to meet during their studies.

Finally, alumni board members can help students gain access to a vast professional network with endless connections. These connections can help pave the way for mentoring, internships, and possibly even job opportunities.

Finally, you can find alumni via social media. Most social media searches allow you to find people associated with a specific college/university.

Conducting a simple search will result in a large pool of alumni that you can utilize. This is especially useful if you have a recruitment event in a specific geographic territory and would like alumni participation in that event.

Alumni Recruiting in Action Alumni volunteers can be used in many aspects of the recruitment process. They can simply attend recruitment events, such as open houses and recruiting fairs, and answer questions for students/ parents at an alumni table. This would allow prospective students and their families to see how the institution played a major role in the graduate’s life.

Alumni can also assist with a series of alumni mailings and/or phone calls.

These alumni would send a letter to inquiries explaining more about their continued on the next page

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THE EFFECTIVENESS experiences at the institution. After a student accepts an admissions offer, alumni can place a congratulatory call.

This connection can give a student the feeling of belonging to an “exclusive club,” establishing an affinity to the institution and to a certain field of study.

Alumni can also participate in attending student orientation for networking opportunities. Doing so would allow new students to begin the networking process early in their academic career, possibly establishing internship and mentoring opportunities.

CONTINUED them to what you do. You will be surprised by the positive results. The waters may be choppy at first and you may be presented with some “bumps in the road,” but analyzing what needs to be changed will help you fix those little mistakes for your next recruitment event with alumni. 

References McAlexander, J.H., and Koenig, H.E. “University Experiences, the StudentCollege Relationship, and Alumni Support.” Journal of Marketing for Higher Education, 2001, 10(3), 21-43.

Pastorella, M.J. “Keeping in Touch: Alumni Development in Community

Going one step further, here are some ideas for utilizing alumni during recruitment events. First, you can have a student/alumni networking session during an open house. Have alumni from different majors speak with prospective students interested in the same major.

This will allow students to explore academic and professional opportunities within their field of study and also begin networking. Secondly, you can establish an alumni ambassador program. Alumni participants can accompany recruiters on visits to high schools and local college fairs in specific geographic territories, fielding questions about the university, campus programs, student life, and other important information regarding the institution.

Colleges.” In M.D. Milliron, G.E. de los Santos, and B. Browing (eds.), Successful Approaches to Fundraising and Development. New Directions for Community Colleges, no. 124. San Francisco: Jossey-Bass, 2003.

Singer, T.S. and Hughey, A.W. “The Role of the Alumni Association in Student Life.” In M.B. Snyder (ed.), Student Affairs and External Relations. New Directions for Student Services, no.

100. San Francisco: Jossey-Bass, 2002.

Dolbert, S.C. “Alumni Admissions Programs.” In J.A. Feudo (ed.), Alumni Relations: A Newcomer’s Guide to Success. New York: Council for the Advancement and Support of Education, 2000.

Conclusion This article has presented the benefits of alumni engagement in the recruitment process. You now know how alumni can assist you in recruiting students and marketing the university. Additionally, you have ways to reach out to your alumni, ways to enlist them as volunteers, and specific ideas on which alumni to target for recruitment purposes.

I encourage you to develop a strategy to effectively engage alumni at your institution. Coordinate with the proper admissions and alumni relations personnel on how to begin, or continue, using alumni during recruitment events.

I advise you to “test the waters” have alumni volunteers come to your next recruitment event and begin introducing

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