NAGAP Perspectives Spring 2017 by KellenComm

VOLUME 29 NUMBER 1 SPRING 2017

PERSPECTIVES A Newsmagazine for Graduate Enrollment Management Professionals

IN THIS ISSUE  2 From the President  4 Measuring Success at NAGAP’s 2017 30th Annual Conference  5 12 Strategies for Building a Capacity for International Graduate Student Career Success  9 The Ethics Corner 10 Holistic Admissions for GEM Professionals—A NAGAP Resource 12 Getting Social: Engagement Produces Results 14 The Journey to NAGAP’s Winter Institute 15 Mapping Our Course: A Report from the Education Committee 17 Working With a Partner to Achieve Your Goal: A Candid Conversation between Loyola University Chicago and Educational Perspectives 19 The Art of Mindful Leadership—Taking a Different Perspective 21 Plussing the Interview Day: Using Disney and Disneyland Concepts to Enhance Applicant Experiences in a Team-Based Learning-Focused Professional Pharmacy Program

www.NAGAP.org

FROM THE PRESIDENT The Leader in Graduate Enrollment Management

Dear Colleagues, Greetings to you on what is for me a chilly, rainy Wednesday. It’s cold here in Boston, and wet. It’s also Wednesday, aka Hump Day. And, as is typical in the field of GEM during the winter months, my day today is especially packed. For me, however, writing this letter to you is a welcome addition to today’s to-do list. Plus, it will be spring by the time you read this, which is just around the corner, and many of us will be preparing to travel to Salt Lake City for the NAGAP annual conference.

PERSPECTIVES

A Newsmagazine for Graduate Enrollment Management Professionals

Editor, Jennifer Kulbeck Assistant Dean of Liberal Arts Saint Mary’s College of California 1928 Saint Mary's Road Moraga, CA 94575

Earlier this week, I returned from San Juan where we had our annual Winter Institute for Advanced GEM Professionals (Winter PDI Fellow Michael Giordano is our Member Profile in this issue), followed by our quarterly board meeting. While I would never complain about being in Puerto Rico in January—what a treat to toss my down parka and winter boots to the side for a few days—the weather was unseasonably cool, a bit wet, and incredibly windy. It didn’t matter, though, because I was with amazing colleagues, having important, inspiring, and thought-provoking conversations. Whether as part of our first-ever Partner Summit, leading focus groups with institute attendees, or in the board room, I was continually reminded of the importance of setting aside time for professional development, and of how lucky I feel to be part of an association as special as NAGAP. Though it is a busy time of year, you will find this issue of Perspectives to be the perfect distraction, whether you immerse yourself in a single sitting or read it in 10 minute spurts as you can find them. This issue features a holistic review resource article, announcing a newly-created member resource directory on this important and timely topic. Rahul Choudaha, a member of NAGAP’s Experts Bureau, and Di Hu share their thoughts on what we can do to foster a more positive experience for international students on our campuses. Of particular timeliness is an article on mindfulness and self-care in our professional lives. I don’t know anyone—myself included—who couldn’t stand to be reminded about the importance of self-care and I know I’ll take any tips I can get! There’s so much more in this issue—something for everyone—and so I hope you will take the time to scan through and find articles that are most relevant and helpful for you. This is a big year for NAGAP—our 30th anniversary. I hope you will be able to join us in Salt Lake City in April for our annual conference, the only one of its kind dedicated to the concerns and best practices in graduate enrollment management. Building on our history of expertise in admissions, we will also have education sessions on financial aid, student services, diversity and inclusion, global issues in higher education, and more. The Conference Committee has provided an update in this issue of Perspectives and there is more information on the NAGAP website, including a link to register. I really hope to be able to share our 30th anniversary celebration with you. continued on the next page

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NAGAPpublications@gmail.com 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 email. 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 © 2017 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 U.S. and internationally.

It can sometimes feel overwhelming as we navigate through our busy days on campus—with waves of emails, phone calls, applications, scholarship awards, advising worksheets, billing codes, conversion and persistence reports, open houses, alumni events, newsletters, meetings, and more meetings. When I step out of my office and onto the street outside my building, I can’t help but notice the banner in front of me. Its message—Education is a Human Right. The message speaks to me and is a reminder of why I do what I do. Thank you for joining me in this important work and for your commitment to our field. I am honored to be your colleague and to lead you, and this tremendous association, as best I can and with you at my side. Enjoy this issue and I hope to see you out there. n

Julie Deland NAGAP President

NAGAP Chapters

Join or Start a Chapter Today!

For those of you looking to get more involved with NAGAP, your local chapter is a great place to start. Chapters provide a wonderful opportunity to network, to participate in regional workshops and conferences, and to assume leadership positions. They are also a great resource for learning more about GEM, especially if you are unable to attend the national annual conference. NAGAP has eight regional U.S. chapters, one international chapter, and two special interest chapters. To find out which chapter your state is a member of, visit NAGAP’s Chapters page. Here you will find contact information for each chapter president, and a link to the chapter’s website or social media page. Most chapters have a “join” or “contact us” link right on the landing page. If you find your state is not affiliated with a chapter, you may be interested in beginning a new chapter. For more information, review the How To Get Started overview. Questions? Please contact us at info@nagap.org.

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MEASURING SUCCESS AT NAGAP’S 2017 30TH ANNUAL CONFERENCE Every year, NAGAP chooses a conference theme that we hope will inspire our members as we come together for our biggest annual event. This year, we selected “Measuring Success: Explore. Elevate. Engage.” as our 2017 conference theme, which we think is especially meaningful as we kick off our 30th anniversary year and reflect on the growth NAGAP has enjoyed over the years. Surrounded by natural beauty, Salt Lake City is an ideal location for encouraging creativity in all attendees, and we have found several ways to blend this inspirational setting with our conference theme this year.

EXPLORE If you are new to our annual conference, make your way to the First Timer’s Session. This is a great way for newcomers (and seasoned conference attendees!) to take full advantage of everything the conference has to offer. Continue your discovery by exploring some of the quieter corners and charming courtyard gardens of the conference hotel. The Grand America Hotel brings stately European elegance to Utah, and is a beautiful venue for our annual conference. Perhaps the best opportunity to explore at the conference will be at our off-site event at the Leonardo Museum. In addition to the music, food, and fun you have come to expect, you will have the opportunity to experience the interior of a vintage airplane, go through one of many thought-provoking exhibits, or create a piece of art to take home! The museum is only open to our members that evening, so we can relax, unwind, and explore together.

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ELEVATE With the Wasatch Mountains within view, elevation seemed like a natural addition to the theme. As always, our vendors in the Exhibit Hall represent some of the best services and products in GEM. Why not spend some extra time this year during one of the refreshment breaks and step up your knowledge of everything the vendors have to offer? Learning has always been at the heart of NAGAP’s mission, and we are pleased to have David Kalsbeek and Scott Jaschik as our keynote speakers, and Damon Williams and Allison Friederichs as plenary session speakers this year. They, along with the presenters at our educational sessions, will speak about the varied aspects of the GEM field. Be prepared to return home and take your office to the next level! Finally, experience the ultimate in elevation with a side trip before or after the conference to nearby Park City. This historic resort area is an excellent location to take in the view while enjoying excellent shopping, fine dining, or outdoor pursuits.

ENGAGE You will have a chance to engage at the conference starting on day one! Plan to arrive early and attend one of the chapter meetings on Wednesday or register for the Pre-Conference Institute. We will kick off the conference on Wednesday evening with the Welcome Reception, featuring locally inspired food and drinks. NAGAP members are known for their warmth and friendliness, so meeting new colleagues or catching up with old friends couldn’t be easier! Thursday’s lunch is set aside

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for networking, and the refreshment breaks each day provide plenty of opportunities to meet colleagues from across the country, and around the world. If hands-on engagement is more your thing, we are always looking for conference volunteers to assist in a variety of ways. Finally, each year NAGAP chooses a local charity to support. This year, we are proud to be working with Fisher House, an organization that provides temporary housing for families of veterans who are seeking treatment at the local Veterans Hospital. We can’t think of a better way to engage with the local community, and provide a lasting impact long after the conference is over. We hope you are as excited about the upcoming conference as we are. With so many ways to explore, elevate, and engage, we think this year’s conference will be a success by any measure! n

12 STRATEGIES FOR BUILDING A CAPACITY FOR INTERNATIONAL GRADUATE STUDENT CAREER SUCCESS By Rahul Choudaha, DrEducation, and Di Hu, interEDGE.org The graduate enrollments at many American graduate schools are stagnating. Between 2010 and 2015, the total domestic enrollment in graduate programs declined by 1.1%. This decline was led by fields of study such as Arts and Humanities (-2.8%), Business (-0.8%), Education (-3.5%), Engineering (-0.2%), and Social and Behavioral Sciences (-1.3%). These five fields of study formed more than half of the total graduate enrollment (see Table 1). In contrast, the total international enrollment in graduate programs increased by 6.2% in the same period. The top three fields of study for international students—Engineering, Mathematics and Computer Sciences, and Business—enrolled 55% of all

international students. Beyond the high concentration of international students in Science, Technology, Engineering, and Mathematics (STEM) fields, one out of every six students in Arts and Humanities was an international student. American graduate schools command a strong aspiration among international students and received over 785,000 applications in fall 2015, including over 522,436 applications for master’s and certificate programs (Okahana & Allum, 2015). Much of the growth in international graduate enrollment was driven by master's-level programs, which expanded by 54% between 2010/11 and 2015/16 to reach a total of 233,463 students (Institute of International Education, 2016).

Table 1 Trends with Total Graduate Enrollment by Field of Study Total Enrollment (2015)

Broad Field

International Students as a % of Total

Domestic Students

Broadly, most international graduate students’ decisions to study abroad are influenced by an interplay of financial investment and potential career opportunities. This is evident from the importance of funding opportunities like scholarships and assistantships in students’ search criteria. Likewise, it is well established that the prospects of finding jobs and internships are critical in students’ decision-making process.

International Students

Average Annual % Change, 2010 to 2015 Total

1,782,364

19%

-1.1%

6.2%

Education

289,184

-3.5%

1.0%

Business

241,537

18%

-0.8%

3.0%

Health Sciences

224,118

6.2%

3.0%

Engineering

157,457

54%

-0.2%

8.3%

Social and Behavioral Sciences

137,871

14%

-1.3%

1.7%

Mathematics and Computer Sciences

105,033

55%

3.7%

17.5%

Arts and Humanities

100,816

16%

-2.8%

2.5%

Other Fields

100,205

16%

-3.2%

7.1%

Biological and Agricultural Sciences

87,426

23%

1.3%

0.2%

Public Administration and Services

79,786

2.7%

2.9%

Physical and Earth Sciences

51,732

33%

0.7%

1.1%

In times of fiscal challenges faced by many universities, it is not feasible to offer more funding to international students. Likewise, rankings are a longterm process and are beyond the control of GEM professionals. In addition to funding and ranking constraints, many graduate schools are in geographic areas that are often overlooked by international students. While some programs and institutions have not been very successful and others are new to recruiting international

Source: Compiled from Okahana, Feaster & Allum (2016), Council of Graduate Schools

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However, there is a wide disparity in institutions’ experience attracting and enrolling internationals students. Consider the comparison by institution type and Carnegie Classification (see Table 2). Two out of every three international graduate students were enrolled in public institutions—an indication of international students’ consideration of cost and affordability of studying abroad. Fifty-seven percent of all international students were enrolled in 108 Research Universities (very high research activities) by Carnegie Classification. This is a likely influence of institutional rankings and perception of prestige by many international students. International students consider rankings as a proxy of higher recognition by employers and hence a direct association with career advancement opportunities.

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12 STRATEGIES FOR BUILDING graduate students, many others, especially with leading STEM and business programs, face the challenge of working with a disproportionately high number of international students. In both of these scenarios, growing or sustaining international student enrollment requires enhancing international student experience and supporting their success. Many students expect to receive more support identifying career opportunities. They assume that their high investment in education and the institutional reputation should entitle them to an experiential opportunity. However, many students lack the mindset and skillset to navigate a culturally different, more competitive job and internship market. The decentralized structure of graduate schools and career services can make it even more complex to bring synergy and efficiency in the programming and resources to support international students. It is common that the

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International Students and Scholars Office (ISSO) on many campuses will primarily focus on immigration compliance and not on career success. In sum, the decentralized structures, limited resources, and diversity of students in terms of preparation, culture, and motivations makes it an imperative for graduate schools to think strategically and proactively in supporting international graduate student success.

“In sum, the decentralized structures, limited resources, and diversity of students in terms of preparation, culture, and motivations makes it an imperative for graduate schools to think strategically and proactively in supporting international graduate student success.”

Table 2 Trends with Total Graduate Enrollment by Institution Type and Carnegie Classification Total Enrollment (2015)

International Students

International Students % of Total

% of International Students

1,782,364

335,840

19%

100%

1,103,416

217,301

20%

65%

Private, not-for-profit

570,021

116,212

20%

35%

Private, for-profit

108,927

2,327

Research Universities (RU/VH)

684,386

190,319

28%

57%

Research Universities (RU/H)

334,491

71,599

21%

Doctoral/Research Universities

254,224

23,024

Master’s Colleges and Universities

460,747

45,093

10%

13%

48,516

5,805

12%

Total Institution Type Public

Carnegie Classification

Other

12 strategies for international graduate student career success As a concept, capacity building is a process of leveraging individual and institutional abilities and resources to achieve common goals (UNESCO, 2011). It requires a continuous focus on collaboration, learning, and adaptation to move toward sustainable results. Given the decentralized structure of many graduate schools and increasing competition for limited resources, graduate schools must build a capacity to support the success of international students in a sustainable manner. NAGAP, The Association for Graduate Enrollment Management, has been advocating to connect recruitment and admissions functions with the remainder of the student experience. NAGAP defines Graduate Enrollment Management (GEM) as “a systematic approach to managing the graduate student lifecycle from initial awareness to alumna/alumnus by integrating the core functions associated with the enrollment and support of a graduate student” (Connor, LaFave & Balayan, 2015). This framework must be inclusive in its approach and practices in building a capacity to shape positive international graduate student experience. Here are 12 strategies to start building a capacity for international graduate student success: Activate Institutional Synergy 1. Focus on international student experience: Recruiting and enrolling international students is becoming more competitive. GEM professionals should leverage positive international student experiences and success stories to build brand recognition among prospective students. 2. Align faculty and staff efforts: For many faculty and staff members, working with a culturally diverse student community

Source: Compiled from Okahana, Feaster & Allum (2016), Council of Graduate Schools

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12 STRATEGIES FOR BUILDING poses challenges that are beyond language skills. Bring the campus community together to align efforts for effectively working with diverse segments of international students. 3. Share good practices across campus: One way of overcoming the dissipated energy of a decentralized graduate school structure is to collaborate across schools on core programming related to international student experience and career development. 4. Partner to make relevant resources available: GEM professionals have limited time, expertise and resources to allocate toward career advancement. However, they can catalyze the process by partnering with internal and external stakeholders to make resources available in a flexible and economic manner.

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Build Students’ Mindset and Skillset 5. Expand career pathways: Visa and immigration constraints are a reality. Raise students’ awareness, as early as possible, of alternative career pathways in terms of locations, industries, and occupations and help them understand the bigger picture about career and life planning.

8. Build students’ soft skills: Knowing about cultural differences is only part of the story, building a skillset to navigate the differences is another aspect. Many institutions do not have the internal capacity to support skill development.

6. Enable students with employer search strategies: Many international students struggle with finding employers who will be willing to sponsor future visas. This requires equipping students with information to help locate and educate potential employers about offering experiential opportunities to international students.

Create Effective Programming 9. Recognize the diversity of international students: Often international students are placed in one monolithic block. It is critical to understand the different international student segments in terms of their motivations, resources, preparedness, and cultural mindsets.

7. Educate students about cultural differences: Many international students underestimate the importance of cultural

10. Leverage pre-departure and on-campus orientation: While institutions have some form of orientation for international students, it often focuses on immigration and visa compliance. A basic introduction to cultural differences from the perspective of career planning and job search in the U.S. will help students start with the right foundation. 11. Explore reusable and flexible online resources: Providing online resources and programs can offer a higher level of personalization to a diverse student population. It can also accommodate the schedule conflicts of international students in different programs. 12. Engage current international students and alumni: Despite being a well-known strategy, it is often underutilized. Formalizing and co-creating a mentoring program not only fosters an active student community, but also offers support to students in a cost-effective manner. continued on the next page

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12 STRATEGIES FOR BUILDING As international student enrollment becomes more integral to the sustainability and growth of American graduate schools, more investments, efforts, and strategies must be allocated to support international student success throughout their education lifecycle. It is critical that GEM professionals take the lead in strengthening collaboration across decentralized silos of graduate schools and supporting the career needs and expectations of international students, as it directly correlates with recruitment and admissions outcomes. n

References Choudaha, R. & Di, H. (2015, February 5). With poor job prospects for Chinese students, is it still worth investing in a US education? South China Morning Post. Choudaha, R. (2016). Campus readiness for supporting international student

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success. Journal of International Students, 6(4), I–V. Retrieved from https://jistudents.org/2016-volume-64/ Connor, C. S., Ed.M., LaFave, J., MBA, & Balayan, A., Ed.D. (2015). Integrated Interdependence: The Emergence of Graduate Enrollment Management (GEM) (Rep.). Retrieved from NAGAP website: http://www.nagap.org/gemresources Okahana, H., Feaster, K., & Allum, J. (2016). Graduate enrollment and degrees: 2005 to 2015. Washington, DC: Council of Graduate Schools. Okahana, H., & Allum, J. (2015). International graduate applications and enrollment: Fall 2015. Washington, DC: Council of Graduate Schools Institute of International Education. (2016). International students by academic level. Open Doors Report on International Educational Exchange. UNESCO (2011). Capacity development for education for all. Retrieved from http://unesdoc.unesco.org/ images/0021/002122/212262e.pdf

2016–18 NAGAP GOVERNING BOARD Officers President Julia B. Deland Director of Admissions Harvard Graduate School of Education Cambridge, MA (617) 495-3414 julie_deland@gse.harvard.edu Vice President Keith Ramsdell Bowling Green State University Secretary Teisha Johnson Illinois College of Optometry Treasurer Jeremiah Nelson Wake Forest School of Business Immediate Past President James Crane Brigham Young University Executive Director Monica Evans-Lombe NAGAP, The Association for Graduate Enrollment Management

Check out the

NAGAP Online Resource Center Featuring a new database of Holistic Admissions resources as well as archived book reviews, GEM articles, webinars, doctoral research, and more. The Leader in Graduate Enrollment Management

nagap.org/online-education-resource-center

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THE ETHICS CORNER: A CALL FOR PARTICIPATION

Directors Cammie Baker Clancy Empire State College Katherine Beczak Rochester Institute of Technology Renanda Wood Dear Georgia State University School of Social Work Dave Fletcher Barry University Andrew Kim Memorial University of Newfoundland Jennifer Kulbeck Saint Mary's College of California

the highest standards of ethics and professional conduct. Please consider making a contribution to this effort, and draw from your own professional experiences to help your NAGAP colleagues.

After two years of insightful articles on challenging topics, our Ethics Corner authorship group is transitioning. We are seeking new voices and perspectives to step in and contribute to this regular column, which has become a valuable resource for NAGAP members.

If you are interested in participating as a columnist or taking a leadership role in editing and shaping the Ethics Corner for a one- or two-year term, please contact Perspectives Editor, Jennifer Kulbeck: NAGAPpublications@gmail.com. n

The Ethics Corner was created to help NAGAP members identify and make their way through ethical challenges that may arise within their institutions and to encourage them to adhere to

Raymond Lutzky New York University Jahmaine Smith Morgan State University Dean Tsantir University of Minnesota

Publications Committee

UPCOMING PROFESSIONAL DEVELOPMENT OPPORTUNITIES

Nicquet Blake, PhD University of Texas Health Science Center San Antonio Marianne Gumpper Fairfield University

30th Annual Conference April 19–22, 2017

Mallory Maggiacomo Marist College

Salt Lake City, Utah

Kate McConnell Pennsylvania State Grate Valley

Summer Institute for New Graduate Enrollment Management Professionals

Kittie Pain McDaniel College Caela Provost University College Cork

July 20–21, 2017 Las Vegas, Nevada Winter Institute for Advanced Graduate Enrollment Management Professionals January 18–19, 2018 Palm Springs, California

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HOLISTIC ADMISSIONS FOR GEM PROFESSIONALS— A NAGAP RESOURCE By Barbara Selmo, Lesley University; and Jennifer Webb and Nicole Phillips, Marymount University In a time when graduate schools look to expand not only their applicant pools but also the diversity and excellence of their student body, Graduate Enrollment Management (GEM) professionals are faced with the challenge of creating an equitable and robust admissions application process. Holistic admissions, practiced for many years in different ways by any number of admissions committees, continues to gain ground as a practice and a philosophy in many academic disciplines. This article is a brief introduction to current definitions of “holistic admissions,” providing examples from current literature of outcomes like academic excellence and diversity. It also attempts to introduce the range of thinking about the excellence and diversity, both broadly defined, that can come from employing a holistic admissions process. Further information regarding a new, live database on holistic admissions resources appears at the end of the article.

“Holistic admissions, practiced for many years in different ways by any number of admissions committees, continues to gain ground as a practice and a philosophy in many academic disciplines.” There are a number of definitions of holistic admissions offered by GEM practitioners from different disciplines. To start, the Council of Graduate Schools (CGS) 2016 report, which surveyed over 500 universities, offers this definition: “Holistic (or whole-file) review, or the consideration of a broad range of candidate qualities including ‘noncognitive’ or personal attributes, is a growing strategy for widening the evidence base that graduate programs

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consider when evaluating a candidate for admission.” The CGS report links this approach with two key trends: institutional needs for using the most predictive measures in decision making, and the mounting evidence that long standing quantitative measures alone do not contribute to the best admissions decisions. The CGS makes very clear that “holistic review” is a term derived from practice. Graduate schools and universities have begun articulating their practices, sharing materials used in review or elaborating on the committee’s actual review process. These statements provide a view into the goals of each graduate school and how they have embraced and aligned holistic review to their institution’s mission and goals. Graduate disciplines seemingly use varying models or guidelines for holistic admissions. For example, Rackham Graduate School at University of Michigan considers several quantitative and qualitative factors while reviewing applications. Applicants’ academic performance, research potential, and persistence and commitment are assessed in order to identify applicants who are most likely to succeed. Factors within academic performance may include: “rank in class, overall GPA, written communication skills, progression of academic performance over time, standardized test scores, and foreign language fluency” (Rackham Graduate School, n.d.). Criteria within research potential may include: “research activity, relevant work experience, creativity in problem-solving, and scholarly engagement outside of coursework” (Rackham Graduate School, n.d.). Lastly, persistence and commitment may consist of: “indices of leadership, recognition of achievements over time, community involvement or service, personal and professional ethics, and

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educational, cultural, and geographic background” (Rackham Graduate School, n.d.). These factors are typically found in an applicant’s transcript(s), recommendations, statement of purpose, resume, and awards or scholarships. Holistic admissions in graduate schools has been associated with “higher completion rates and shorter time to degree” (Rackham Graduate School, n.d.). On the other hand, medical disciplines utilize a different holistic admissions model. According to the Association of American Medical Colleges (2014), medical schools emphasize evaluating factors that are “aligned with the medical school’s mission and goals.” In addition to academic criteria, applications will be evaluated based on both personal attributes and personal experiences. “Personal attributes” might include an applicant’s geographic location, leadership skills, ability to speak multiple languages, and interests or beliefs. While “personal experiences” might consist of an applicant’s background in regard to professional, volunteer, and research involvement. In particular, this approach is called the “experiences-attributes-academic metrics model” (AAMC, 2014). Other medical schools evaluate different non-academic factors. For example, Cunningham (2012) suggests the evaluation of personal competencies, including: “integrity and ethics, reliability and dependability, service orientation, social and interpersonal skills, capacity for improvement, resilience and adaptability, cultural competence, oral communication, and teamwork.” Overall, the Association of American Medical Colleges (2013) has reported holistic admissions influences on learning, development, and professional aspects of students. continued on the next page

HOLISTIC ADMISSIONS FOR GEM PROFESSIONALS While holistic admissions research and practice ranges across many graduate disciplines and universities, there are a number of similarities regarding positive outcomes for schools and programs, including diversity of student body, better academic achievement and preparation, and community building. For example, Gilbert (2008) reported applicants selected from a holistic admissions process were “12 percent more diverse than the accepted applicants.” Similarly, researchers evaluating holistic admission outcomes in medical disciplines have found “72 percent of the schools utilizing holistic admissions reported an increase in diversity of their incoming class” (Glazer, Clark, Bankston, Danek, Fair, & Michaels, 2016). Additionally, Glazer et al. (2016) have found “community engagement, student cooperation and teamwork, and students’ openness to perspectives different from their own” also increased after the implementation of holistic admissions.

“While many institutions and programs strive toward more holistic approaches to admissions review, many face challenges determining scientific

examining materials that can be quantified and compared accordingly across applicants, such as grades and test scores. However, Educational Testing Service (ETS) persistently dissuades this admissions practice, as the GRE “does not and cannot measure all the skills strongly associated with academic and professional competence” (Rackham Graduate School, n.d.). The ETS Guide to the Use of Scores does not condemn admissions committees for using test scores to evaluate applicants, but stresses that the test is only one measure of an applicant’s performance and therefore cannot give a full picture. Cut off scores are especially discouraged, as they exclude a large group of students whose potential for academic success and achievement may be revealed though other descriptors, as the holistic approach suggests (Rackham Graduate School, n.d.). While many institutions and programs strive toward more holistic approaches to admissions review, many face challenges determining scientific and systematic processes for comparing the subjective components of an application and in comparing whole applicants. However, there has been a great deal of research and publications in the area, which can serve to guide GEM professionals toward strategic holistic approaches.

and systematic processes for comparing the subjective components of an application and in comparing whole applicants.” Admission decisions that are not conducted holistically will likely result in favoring of certain populations. According to Cunningham (2012), interviewers are prone to bias, particularly towards applicants who display characteristics similar to the interviewer. Additionally, many institutions assess applicants by

A database of this research has been compiled and is available in the NAGAP Online Resource Center: http://nagap.org/onlineeducation-resource-center. This database is not exhaustive and currently lacks resources from some disciplines, such as law school admissions, so we are calling to all GEM professionals to send holistic admissions articles to NAGAPpublications@gmail.com in an effort to make this resource as comprehensive as possible.

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Special thanks to the following individuals, who helped with this resource guide project: Pamela Gustafson, LIU Post; Nicquet Blake, University of Texas Health Science Center at San Antonio; Justina Clayburn, Andrews University; Olivia EliassonParrott, Marymount University; Lily Takahashi, Marymount University. n

References AAMC. (2013). Roadmap to excellence: key concepts for evaluating the impact of medical school holistic admissions. Retrieved from https://members. aamc.org/eweb/upload/Holistic%20 Review%202013.pdf AAMC. (2014). Roadmap to diversity and educational excellence: Key legal and education policy foundations for medical schools. Retrieved from https://members.aamc.org/eweb/ upload/14-050%20Roadmap%20to%20 Diversity_2nd%20ed_FINAL.pdf Cunningham, T. K. (2012). Health professions advisors: Perceptions of the health professions advising community regarding factors important to the selection of students for medical school (Order No. 3547613). Available from ProQuest Dissertations & Theses Global. (1277497808). Gilbert, J. (2008). Applications quest: a case study on holistic diversity in admission. Journal of College Admission, 12-18. Glazer, G., Clark, A., Bankston, K., Danek, J., Fair, M., & Michaels, J. (2016). Holistic admissions in nursing: we can do this. Journal of Professional Nursing, 1-8. Retrieved from http://www. sciencedirect.com/science/article/pii/ S8755722316000156 Rackham Graduate School. (n.d.) Holistic review of applications for admission to graduate degree programs. Retrieved from http://www.rackham.umich.edu/ faculty-staff/information-for-programs/ resources-for-recruiters/holistic-reviewof-applications

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GETTING SOCIAL: ENGAGEMENT PRODUCES RESULTS By Kate McConnell, Pennsylvania State University Great Valley Today it is imperative that graduate programs, whether full time or part time, focus their marketing efforts on building an engaged social media community to increase awareness and continually build an inquiry pool. Our focus needs to be on the top of the funnel—building a strong prospect base, maintaining continual engagement, nurturing leads—in order to drive applications and enrollment. Given reductions in human and financial resources and increased enrollment and revenue expectations, it makes sense to concentrate on social media to engage prospects and drive recruitment. Social media marketing offers an immediate way to inform and engage current and prospective students.

If you are ready to dip your toe into the digital world and build a social media presence for your program or school, you need to begin by identifying your target audience. Start by developing personas for your programs. Examine demographics and psychographic information to build out profiles representing the student body. Developing these can be a group effort involving a discussion between recruitment and admissions staff, student services, advising, faculty, and students, too. Much can be learned about behaviors, trends, interests and how each group likes to receive information.

You may wonder what a wellstrategized social media campaign can do to influence recruitment and enrollment. It can:

“Having an engaging, deliberate,

• Inform and educate prospects, not only about program offerings but also pique interests, and encourage continual engagement and action. • Build awareness and position the institution as a thought leader and expert source for relevant information and research. • Encourage prospects to take action and attend open houses, information sessions, free workshops, or presentations. • Provide information on the admissions process. • Motivate prospects to apply and enroll.

effective use of technology—

Having an engaging, deliberate, and thoughtful social media campaign coupled with the effective use of technology—a CRM with strong reporting capabilities and an optimized, responsive, and vibrant website—is an essential and impactful part of a holistic recruitment and enrollment strategy. In addition, it is vital to have a communication workflow that contains relevant content

for a prospect at each stage of the recruitment and enrollment cycle.

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and thoughtful social media campaign coupled with the

a CRM with strong reporting capabilities and an optimized, responsive, and vibrant website— is an essential and impactful part of a holistic recruitment and enrollment strategy.” Once you create personas you can better understand their interests, inform and influence their decision-making, and encourage them to take action. More importantly, you will be able to identify what social channels they use regularly—are they active on Facebook, Twitter, LinkedIn, Snapchat, or YouTube? Remember, your strategy cannot be based on what you think might work or be of interest but on what you know— data gathered from the development of personas, current student and graduate surveys, focus groups, industry studies, and reports. Determining outlets

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best suited to your prospect base will help determine your content and communication strategies. Based on the personas, begin to develop interesting, engaging, and relevant content. As graduate enrollment professionals, we can all agree there are three important factors in the decision making process of a prospective student: 1) the quality of the program, 2) the cost/affordability, and 3) the return on investment in terms of a future job/career. How can you address these elements in your messages? You can feature current students and showcase alumni who align with your personas. Highlight their experiences— how has your institution impacted their lives? Did they change careers or receive a promotion? Emphasize faculty accomplishments, research, unique internships, community partnerships, or other unique aspects that will resonate with prospects. Well-developed content will get prospective students more engaged and can position your institution as a leader that provides students with the kind of personal and professional growth they are looking for in a graduate program. Each communication needs a call to action: earn more, request information, download a paper, register for an event, or apply now. This is an opportunity to collect data on the prospect and monitor the communication’s performance. While quality content is key, it’s also important to devote adequate resources to your outreach efforts. Much of social media is now pay-to-play, making it difficult for posts to be seen organically. Paying for advertisements or boosting posts can extend your reach, encourage engagement, and gain new followers. Many networks allow you to build custom audiences, making it easy for your content to be continued on the next page

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seen by your identified target market. Set aside budget funds to promote events, push enrollment deadlines, and build overall awareness at the beginning of a recruitment cycle. Don’t forget to dedicate the necessary time toward your social media efforts— content should be regularly developed, circulated, and monitored.

analytics offered by each social media outlet, too. Facebook can provide useful details on your page’s audience, their demographics, and how they interact with your content. With careful monitoring and tracking, you can better tailor your content and messaging.

Many higher education professionals are faced with the challenge of how to determine success. Some schools use monitoring systems like Hootsuite or Sprout Social to manage and schedule posts, identify trends, track competitors, and understand customer sentiment. These tools are very useful in keeping marketers apprised on what’s happening online, which allows them to customize content. Utilize the free

“Remember to regularly test,

Reporting can help you gain buy-in and support from administration and management, too—particularly when budgets are tight. Having data readily available shows the importance of a well-constructed social media plan. Remember to regularly test, analyze, and adjust your social media strategy. See what the data is telling you. Is the content relevant to your audience? What are the performance metrics showing? Study page views, click rates, interactions, new lead generation, and conversion rates. The goal is to generate new prospects, engage them, and convert them to applicants who ultimately enroll as students, thrive in the program, graduate, and refer others to your institution. n

analyze, and adjust your social media strategy. See what the data is telling you. Is the content relevant to your audience? What are the performance metrics showing?”

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THE JOURNEY TO NAGAP’S WINTER INSTITUTE By Marianne Gumpper, Fairfield University When Michael Giordano graduated from the University of Connecticut in 1999, the last thing on his mind, career-wise, was becoming a Graduate Enrollment Management (GEM) professional. Like most NAGAP members, Michael found his passion in GEM after many twists and turns along his career path. As this year’s recipient of the Winter Institute Fellowship, Michael joined approximately 50 other senior colleagues in San Juan, Puerto Rico on January 12–13, 2017. Michael was interested in attending the Winter Institute to find some answers to the questions we all face in our jobs: How do we find the right students? How should we approach them? How do we demonstrate our interest? How do we maintain our atmosphere of prestige when we must court students? These are the questions for which there are no simple answers, but always generate much lively discussion at NAGAP’s professional development institutes.

January 12–13, 2017.”

Next Michael tried his hand on Wall Street working for a stock trading company as a day trader. Not enjoying his daily commute from Connecticut and feeling the job “was just not right”, coupled with the devastation of September 11, 2001, he did some serious soul searching and decided on a more fulfilling career in teaching. Michael earned his MA and certification in Secondary Education from Sacred Heart University in Fairfield, Connecticut in 2002 and began teaching English at Staples High School in Westport, Connecticut. He loved his decision to go into teaching, and felt he received a great foundation in the field while in Westport.

Going back to 1999, when Michael graduated from UConn with a double major in English and Psychology, he was fortunate to land a job with a start-up tech company as an Information Architect. During college he interned at IBM, and even took some time off to work full-time for the company learning how to code. Little did he know that landing his dream job would come to a

After two years of teaching in Connecticut, Michael and his wife, a Nurse Practitioner, relocated to San Antonio so she could join the Air Force to further her career. Michael taught at Judson High School just outside of San Antonio for the next 5 years. He loved his students but the assignment proved to be very different than his teaching experience in Connecticut. With four principals in five years, morale was

“As this year’s recipient of the Winter Institute Fellowship, Michael joined approximately 50 other senior colleagues in San Juan, Puerto Rico on

crashing end when the company went bust along with so many who were part of the “dot com” era.

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very low at the school—and, as luck would have it, another opportunity came along when his wife took a positon at a hospital in Tyler, Texas in 2011. Thinking this might be the time to segue out of teaching, Michael took a position at the University of Texas at Tyler as Coordinator of Admission in their College of Education and Psychology. Given his college majors in English and Psychology and having taught for seven years, the position seemed a good fit. During the next three years, Michael had a lot of contact with the centralized Graduate Admission Office; and when a position opened up for an Assistant Director, he jumped on it. Michael summarizes where he is today in the final statement of his fellowship essay: “I am at a tipping point in my GEM career. I am currently the Assistant Director of Graduate Admission at the University of Texas at Tyler, but have been told I’m the “heir apparent” to the Directorship. From there, I hope to make the transition to manage more than Graduate Admissions but also other facets of graduate management as we move closer to a one-stop-shop GEM model here at UT Tyler. Being in this position, I am doing all I can to learn and absorb the knowledge and wisdom of my colleagues both within my university and beyond. This conference is unique in that it addresses higher-level issues that I need to be cognizant of and ready to address as I move forward in my career.” Michael is no stranger to NAGAP, having presented at the 2016 annual conference and the TXGAP 2016 annual meeting. Congratulations to Michael on receiving the 2017 Winter Institute Fellowship—we wish him the best in his future career endeavors! n

MAPPING OUR COURSE: A REPORT FROM THE EDUCATION COMMITTEE By Cammie Baker Clancy, Empire State College As the roles of Graduate Enrollment Management (GEM) professionals change and expand, we are faced with the challenges of acquiring knowledge and competency in the areas that are shaping the field of GEM. No longer are we driven by the singular task of bringing in a class. Responsibility for market research, retention, outcomes assessment, financial support, alumni transition, academic program development—are all areas that have found their way into our worlds and have become the new normal. One of the main objectives of the NAGAP Education Committee is to examine the development of these roles and create pathways for professional growth. Over the last six years, the committee has worked to align NAGAP’s educational programs with the organization’s strategic plan and its defining research on GEM. For each year of the strategic plan, we have established a theme that reinforces the offerings of our annual conference, institutes, webinars, and publications. This year’s theme, Measuring Success, provides us with the opportunity to focus on outcomes. It gives us the chance to assess what we have learned and how

we use that information to improve our practice. It also gives us the opportunity to share our stories—best practices are best illustrated by real world examples.

tenure as NAGAP president from 2008–2010 and has continued through the chairships of Daniel Bennett, Dave Fletcher, and Linda Horisk.

To ensure that all the relevant areas are identified and included, the Education Committee created “domains” that relate to the graduate student lifecycle and support initiatives outlined in the NAGAP strategic plan and the further development of GEM.

In addition to the chair and five core committee members, the Education Committee brings together representatives from other key committees on the Governing Board to ensure that important issues affecting GEM professionals are not overlooked. In late February, the Education Committee will be meeting to work on the design of the last phase of the current curriculum roadmap. We will have the opportunity to evaluate the last four years of our educational offerings and begin to develop new focus areas based on the future goals of the new strategic plan.

The chart below (Figure 1) was created from the results of a survey developed by the NAGAP Research and Global Issues Committee for its research on GEM. It illustrates the shifting landscape of GEM positions and the expansion beyond the traditional interpretation of graduate recruitment and admissions. One of the primary goals of the Education Committee was to integrate and coordinate the educational offerings of the organization and create a curriculum roadmap that would provide a framework flexible enough to respond to the needs of GEM professionals as the scope of their positions changed and became more broad. This formal work began when the Education Committee was established under Jeffery Johnson’s

Figure 1 Results of a survey developed by the NAGAP Research and Global Issues Committee for its research on GEM (Connor, LaFave & Balayan, 2015).

While the Education Committee works collaboratively with all NAGAP committees, perhaps the closest working relationship is with the Annual Conference Committee. These two committees work together to review each conference proposal submission and identify keynote and plenary speakers. The theme and educational domains play a major role in the design of the annual conference and this year is no exception. Session submissions for 2017 covered all domains and reflected the ways we measure success. The current domains include: 1. Admissions Operations 2. Recruitment & Marketing 3. Enrollment Modeling & Strategic Planning 4. Financing Graduate Education 5. Student Services 6. Alumni Relations & Engagement 7. Career, Staff & Personal Development continued on the next page

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MAPPING OUR COURSE We can predict that certain domains (admissions operations, recruitment & marketing) will have a large number of proposal submissions. However, two areas, Enrollment Modeling & Strategic Planning, and Student Services, continue to grow and change—adding topics related to academic program development, student engagement, retention, career development, international partnerships, diversity, and cultural competence.

“As the work of the Education Committee continues, we anticipate the development of more options to engage our members and other graduate education professionals in the continuing development of Graduate Enrollment Management.”

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Most recently, the Winter Professional Development Institute held in January, provided sessions that examined innovative global strategies at minority serving institutions, collaborating with faculty on enhancing the admissions review process, developing advanced marketing strategies, and analyzing case studies on graduate enrollment management models. The main educational opportunities provided through NAGAP have traditionally been the annual conference and series of professional development institutes. But as our organization has matured, we have built additional avenues for development including providing webinars on emerging trends and topics, expanding the Resource Center on our website to include a GEM Research Database, developing research opportunities in collaboration with partners and through the work of the Research Committee, and providing

continued support for graduate students interested in GEM through our Graduate Student Research Grant. As the work of the Education Committee continues, we anticipate the development of more options to engage our members and other graduate education professionals in the continuing development of Graduate Enrollment Management. We invite and encourage recommendations and suggestions from our fellow NAGAP members. Email: info@NAGAP.org or Cammie.bakerclancy@esc.edu. n

Reference Connor, C. S., Ed.M., LaFave, J., MBA, & Balayan, A., Ed.D. (2015). Integrated Interdependence: The Emergence of Graduate Enrollment Management (GEM) (Rep.). Retrieved from NAGAP website: http://www.nagap.org/gemresources

NAGAP Volunteer Opportunities NAGAP is a member-driven association, and there are many ways to get involved! For more information, or to talk to someone about ways to become more involved with NAGAP, you can email a member of the Leadership Cultivation & Elections Committee.

Check out the Volunteer Opportunities Page to learn more about the committees,

The Leader in Graduate Enrollment Management

We hope you will take the time to consider the opportunities for volunteer participation, and that you will discover a way to become more involved in NAGAP.

organizational activities, and other projects to which you may volunteer your time.

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WORKING WITH A PARTNER TO ACHIEVE YOUR GOAL: A CANDID CONVERSATION BETWEEN LOYOLA UNIVERSITY CHICAGO AND EDUCATIONAL PERSPECTIVES By Ronald Martin, Loyola University Chicago, and Kenneth Warren, Educational Perspectives Ken Warren: Educational Perspectives (EP) is a not-for-profit credential evaluation agency located in Chicago. EP was founded in 2002 and has been a member of NACES—the National Association of Credential Evaluation Services, since 2003. Our mission is two-fold: first, to assist individuals who need to have their international education recognized regardless of where they would like to study, work, or reside; second, to support universities that wish to enroll international students. This is accomplished by preparing evaluations of non-US credentials and providing training and support to university staff who would like to do this work themselves. EP has prepared international credential evaluation reports for various units of Loyola University of Chicago for about 12 years. Ron Martin: Loyola University Chicago is Chicago’s Jesuit, Catholic University and is one of 28 Jesuit institutions in the US. Founded in 1870, it is a private university with 11 Colleges, 2 Institutes, and approximately 350 individual graduate and professional degree, certificate, and non-degree programs. In July of 2003, Loyola University Chicago opened a new office of Graduate and Professional Enrollment Management (GPEM) as a centralized recruitment and application processing office for graduate and professional programs. Directors of individual programs continue to review their own applications and make their admission decisions. GPEM then sends out the decision letters and assists with postadmission communication. KW: Since 2008, Loyola’s GPEM office has utilized our services for its international applicants. During this time, EP has had the opportunity to work closely with GPEM, and gain a

thorough understanding of their needs from a credential evaluation agency perspective. RM: From the start of the GPEM office, the staff faced a number of exciting challenges, including implementing a centralized system with a new CRM, going online and paperless with a new scanning process and system, and establishing a partnership with Loyola’s academic programs. An additional development from the onset was the decision to transition from having an in-house transcript evaluator to using outside transcript evaluation services. Initially GPEM accepted evaluations from two companies, both members of NACES, and were happy with the service provided. A few years later, we learned that our undergraduate admissions office had also been working with Educational Perspectives, and were very satisfied with the service. We soon met with Kenneth Warren and his staff, and found that EP could also meet our needs, and in 2008 we began accepting evaluations from them. KW: We know that schools do not take the decision to outsource credential evaluation lightly, and in

“ We know that schools do not take the decision to outsource credential evaluation lightly, and in order to keep Loyola satisfied with our services, our staff needs to be readily available to them. Our first priority when partnering with Loyola was to build a relationship based on good communication.”

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order to keep Loyola satisfied with our services, our staff needs to be readily available to them. Our first priority when partnering with Loyola was to build a relationship based on good communication. GPEM staff and prospective applicants can contact us at any time before, during, and after the evaluation process. In addition to preparing evaluations, the EP staff is always available to Loyola staff to help with challenging questions regarding institutional accreditation, international educational documentation, and some of the tough questions related to the recognition of international religious qualifications. GPEM’s ability to draw on our staff expertise for information unrelated to credential evaluation is a valuable component of our vendorclient relationship. RM: Educational Perspectives quickly became and remains a vital and strategic partner to the GPEM office. First, because of their process: EP provides fast results at a competitive price for our applicants. Second, because of their quality: the philosophy of evaluation they use regarding religious institutions without regional accreditation, regarding repeated grades, and regarding credits from multiple institutions meets our institutional needs. Third, because of their availability: they are readily available for questions or clarifications at any time. Fourth, because of their knowledge and willingness to share it. Over the years, EP has continually provided general information regarding the academic records received from a specific country or institution, or if what an applicant can provide is sufficient for an evaluation. Most recently, EP staff completed research regarding the Bologna Agreement which proved continued on the next page

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WORKING WITH A PARTNER TO ACHIEVE YOUR GOAL to be very useful, and of the highest quality. The evaluators consistently demonstrate their mastery and skill with evaluating documents and explaining equivalency on the reports and in any follow-up communication. In reviewing an evaluation, the results are consistently as they should be. KW: Working with an evaluation agency should not be difficult and the process for students has to be transparent. EP maintains what we refer to as a ‘special needs’ record for all of our client institutions—this is important in the case of Loyola, because there are several types of evaluation reports we prepare for their applicants based on the program to which the students are applying. EP makes sure that applicants request the

correct evaluation service, and that the appropriate report is prepared. EP staff respect that Loyola needs to make their admission decisions quickly in order to capture prospective students. A focus of the service provided to Loyola has been to keep the turn-around for evaluations at 5 working days—students appreciate this because their deadlines are met.

“The measure of the success of the Loyola/EP relationship is not just the positive feedback we get from staff and students, but also the mutual respect fostered in an excellent professional partnership.”

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RM: EP staff members provide excellent customer service. They can always explain their results, and provide all of the information needed to make an informed decision—sometimes including information not requested but needed to make a sound decision. KW: In order for a school and evaluation agency to have a great relationship a connection has to be made on a number of levels— understanding and accessibility are key. The measure of the success of the Loyola/EP relationship is not just the positive feedback we get from staff and students, but also the mutual respect fostered in an excellent professional partnership. n

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THE ART OF MINDFUL LEADERSHIP— TAKING A DIFFERENT PERSPECTIVE By Kathy Merget, The Culinary Institute of America In a minute, give me a minute, got a minute, a mile a minute, up to the minute, just a minute, I’ll be with you in a minute, at the last minute, in a New York minute. WAIT A MINUTE. These all seem to imply we’ll catch up in a minute. But do we really ever get a minute back? Probably not, but many leaders spend time thinking about what the day might look like if there was a way to manage time more effectively and efficiently. Incorporating mindfulness practice into the equation may be just what can help. Mindfulness is the practice of paying attention in a particular way: on purpose, in the present moment, and non-judgmentally, according to Jon Kabat-Zinn, the father of mindfulness practice. While leaders may pay attention with purpose in the moment to the issues at hand, are we mindful? There is no shortage of theories concerning what characteristics make good leaders great—most reference common values of confidence, strong communication skills, honesty, creativity and innovation, and the power to positively influence. Mindful practice looks at these characteristics with a different perspective outlined by the seven attitudes of mindfulness: nonjudging, patience, beginner’s mind, trust, non-striving, acceptance, and letting go. The primary difference? Mindfulness practice is anchored by a commitment to focus on self by being aware of, and living in, the moment.

Many of us are captured by a youngster’s free spirit, hoping to see things through a lens of curiosity and simplicity. As adults, we often create patterns of how we respond and react to people, places, and things… sometimes without thinking to step back and ask ourselves if there are others ways to look at a given situation. Beginner’s mind is focused on the ability to see things as they actually are. No more, no less, and without judgment, relying solely on our awareness of what is actually in front of us.

Do you think your leadership might look different if you approached each encounter non-judgmentally? How many times have we been involved in a meeting, conversation, or everyday interaction and we’ve already made a decision, or carved out all the reasons why something won’t work, before the person speaking has actually finished sharing their thoughts? Being a good listener in these situations can be challenging if you’ve already made up your mind. Judgments flood your ability to think clearly. Being a mindful listener means just that—listening without judging. This sounds easy, but you may find this to be the most difficult trait to consistently deliver. Challenge yourself to a day off of judging comments, thoughts, and responses and instead pay particular attention to your comfort level with non-judging. Make note if anything may be different, and then test it out again.

father of mindfulness practice.”

Ever heard patience is a virtue? Some have more patience than others, but what if patience was embraced as a learned skill? The more patience is practiced, the easier it gets. Staying in the moment non-judgmentally takes patience. Listening takes patience. Taking care of ourselves takes patience. Invite yourself to spend time exploring your comfort zone with patience. When are you at your best and when are you not?

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“Mindfulness is the practice of paying attention in a particular way: on purpose, in the present moment, and non-judgmentally, according to Jon Kabat-Zinn, the

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Ever second-guess yourself or others, change direction, or hold off on making an important decision even though your gut tells you it’s a smart or reasonable move? One of the seven attitudes is trust. Trust your gut, your intuition, and your feelings. In order to do this you need to be aware of your gut. Why wouldn’t we be? Simply because we spend so much effort being three steps ahead of where we are, we lose the ability to be in the moment. We may veto our gut, begin to judge, lose patience, and continue to look at things in the same way we always have. Invite yourself to stop, think, and then respond. Being mindful is built on trusting yourself. Have you ever noticed a difference in your stress levels when you’ve tried to continued on the next page

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THE ART OF MINDFUL LEADERSHIP force results rather than intentionally and mindfully shaping results? Mindfulness practice teaches us that non-striving allows us to be more focused and in tune with what is needed to attain the intended results. We need to practice staying in the moment, being mentally alert, and trusting the efforts put forth to match the intended outcome. Often the clock may lead us to be impatient and unfocused. Take a breath and recognize what is needed in that particular moment to move the needle forward. If you need help, a different perspective, or a pat on the back, give yourself permission to ask for it. Don’t forget that stress begets stress. An important element to successful leadership is accepting the challenging with the easy, the mistakes with the wins, and the hesitations with the movements forward. Mindfulness is about reminding us of the extraordinary value of acceptance, and the ability to choose to remain active in our own growth and development. How incredibly freeing. Letting go can be one of the most powerful attitudes of mindfulness. Take this scenario, for example. When was the last time you actually took the opportunity to get completely lost in the smell of your shampoo, soap, or body wash? It probably sounds strange to even think about, but consider looking at this idea from a different perspective. It’s nearly impossible to stop for a moment and take in the fragrance of your shampoo if your mind is constantly wandering. Maybe you are thinking about the day ahead, or maybe you are recounting a conversation you wish went differently. Perhaps you are rehearsing an interaction you want, need, or have to have with someone. With all the commotion going on in your head, how can you take the time to appreciate the simple pleasures around you? Be mindful. Let go. Finally, a cornerstone of mindfulness is your breathing: it serves as your anchor. Imagine if we had to pay attention every time we took a breath…there would be

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little time to do much else. The good news is our breathing is on automatic pilot. The tougher news is most of us don’t realize the power our breathing has on our ability to stay focused. Incorporate breaks throughout the day to intentionally pay attention to your breathing. Can you hear your breath? Are you aware of your physical response when you take a deep breath? Does inhaling and letting your breath out slowly impact you differently than letting your breath out quickly? Find your breathing rhythm by checking in throughout the day. Pay particular attention to what happens with your breathing when you are under stress. You may be holding your breath without even realizing it! So what do these attitudes of mindfulness have to do with leadership? Everything. As William George, Harvard Business School Professor and former Medtronic Chairman and CEO once remarked, “Leaders who are mindful tend to be more effective in understanding and relating to others, and in motivating them toward shared goals. Hence, they become more effective in leadership roles.”

“Leaders who are mindful tend to be more effective in understanding and relating to others, and in motivating them toward shared goals. Hence, they become more effective in leadership roles.” Leaders lead by example. We’ve all heard these words at one point or another throughout our careers, so how can we incorporate mindfulness practices into our daily routines to become effective leaders? One way may be to create mindfulness traditions for yourself, your team, or your family,

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keeping in mind your goal to pass the traditions on to others. Set your intention. Imagine if every day you set your intention for the day and refocused on that intention each time you realized you were moving away from staying in the moment. Your intention may be to stay focused, ask questions, listen, live in the solution, or see something beautiful. Encourage yourself to write your intention down on paper and stick it somewhere you will see it frequently during your day. Create cards with various intentions that start with “Today I Will…(insert intention)” that are readily available on your desk, and ask participants in meetings you hold to set their intentions by picking cards before the meetings. You can learn a lot about the space someone is in by the intention they set during their time with you. Clear your head and rebalance yourself by moving around. For every twenty minutes you sit in a meeting, consider standing for the next ten minutes. You’ll be surprised how many people will actually join you! Consider having “walking” meetings. Although there can be many distractions on a walk, you may surprise yourself with how well you pay attention and stay in the moment when you are walking and talking next to someone instead of across from them. Great leaders are lifelong learners. Stay curious about mindfulness practices, and let those around you know you are looking to learn more. They may begin to pay more attention to anything “mindful” they see or hear about and pay it forward. Imagine a mindful workplace where a minute takes on a different, more productive identity. Make it happen. WAIT A MINUTE! Who has the time to do all this, you may ask? YOU DO because you matter, your team matters, and M.A.D. (Making A Difference) each and every day matters. Next time someone asks you to describe your leadership style, just say mindful. Trust yourself—they’ll want to know more! n

PLUSSING THE INTERVIEW DAY: USING DISNEY AND DISNEYLAND CONCEPTS TO ENHANCE APPLICANT EXPERIENCES IN A TEAM-BASED LEARNING-FOCUSED PROFESSIONAL PHARMACY PROGRAM By Jason A. McDowell, Jr., Suzanne Clark, Tiffanie Ho, Parto S. Khansari, Gail Kubat, Cyndi Porter-Fraser, Rita M. Alajajian, Haoshu (Hali) Yang, Tiffany-Jade M. Kreys, John K. Cusick, Andromeda Nauli, Karen Hassell, and Hieu T. Tran — California Northstate University College of Pharmacy Graduate admissions has become a highly competitive process for both applicants and institutions. Just as each applicant wants to show the institution that they are a strong candidate for graduate study, each institution strives to present itself as an excellent place for top applicants to learn and grow. Although both applicant and institution hope to make the optimal decision, traditional on-campus interviews provide a limited amount of time for both parties to accomplish their parallel goals. However, if done well, a robust interview day can provide both applicant and institution with an in-depth, authentic snapshot of their strengths and weaknesses, which can allow for an informed choice that is satisfactory to both parties. California Northstate University College of Pharmacy (CNUCOP) has developed a signature approach to the interview day, providing a comprehensive, immersive experience for applicants using techniques built on Disney’s “plussing” principles. “Walt Disney was always adamant about quality. He always found new ways to “plus the experience”. He wanted to give the people more than they anticipated.” — Dan Viets, Disney Historian (Williams & Denny, 2004).

Plussing Defined

Walt Disney took an innovative approach to amusement parks when he created Disneyland. Before the 1950’s, amusement parks were not held in high regard; Disney noted that parks were viewed as unsafe, unclean, rigged, and run by people intent on tricking individuals out of their money. He envisioned a safe, clean, dependable, and positive place for families to share experiences for a brief outing or family vacation. To differentiate Disneyland from typical amusement parks, Walt Disney called his new park a “theme park” and designed attractions to which visitors would want to return again, given the quality of the experience and the respectful way in which they were treated. This included the special “Plussing” touches that set the Disney parks above the rest (Sklar, 2015). Plussing was accomplished by recognizing that “everything speaks”—every aspect of the park had the potential of making an impression on a guest, and all aspects were integrated to harmonize with the original concept to provide an immersive, authentic experience. Disney also developed the concept of “First and

Plussing is accomplished, in part, through the careful training of the Disney team members to focus on quality service, respect, and teamwork (Kinni, 2011). There are lessons from this approach that can be applied to the graduate admissions process.

Disney, Plussing, and Academics There have been exchanges of ideas between Disney and academics in the past. For example, Disney incorporated aspects of traditional academics in the training of new team members, which is called “The Disney College Program”. Aspects of the training also have been extended to educators (http://disneyeducationconnection.com). Similarly, colleges and universities have hosted formal Disney Institutes to provide on-campus workshops to their faculty and staff (e.g., Niagara University is hosting a Disney Institute “Disney’s Approach to Quality Service in March 2017), and institutions can send faculty and staff to Disney Institute courses, which focus on topics such as business, employee engagement, human resources, and quality service.

“California Northstate University College of Pharmacy (CNUCOP)

Plussing is a term coined by Walt Disney as he discussed his new amusement park (Disneyland®), and how he planned to “…keep developing, keep plussing and adding to…” innovations at Disneyland® for audiences. Plussing is an effort for continuous improvement (Kinni, 2011). Plussing incorporates the concept of providing more value than

Only”: the idea that the park has only one day to make a positive impression that, hopefully, will result in return visits. Although a trip to Disneyland can require more time, effort, and expense than a trip to a typical local amusement park, Disneyland’s approach has proven to be successful and is now the gold standard for theme parks around the world.

expected from an ordinary experience (Williams & Denny, 2004).

has developed a signature approach to the interview day,

Plussing at the CNUCOP

providing a comprehensive,

applicants using techniques built

The Disney focus on “Plussing” is relevant for our College of Pharmacy admissions process, as we want to provide an

on Disney’s “plussing” principles.”

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PLUSSING THE INTERVIEW DAY authentic, immersive, and in-depth experience to the applicants during their on-campus interview while we evaluate the applicants for admission to our Doctor of Pharmacy (PharmD) program. If all goes well, top applicants return to attend our program, based on their experience during the interview day. At most schools or colleges of pharmacy, a typical interview day includes one (or more) interviews with a faculty member, a campus tour, and a meeting with students. We include these components, but then go beyond the typical interview day by “Plussing” the experience. Mock Team-Based Learning Class: As our College uses TeamBased Learning (TBL) across the curriculum, to “plus” the interview, we include a hands-on mock TBL class for the applicants. This includes providing all of the components of a full TBL class—a pre-class reading on the topic to be covered during the TBL session that all applicants read and study before the session begins. We hold the TBL session in the actual classroom where they will have their first year classes. We then divide the applicants into teams of 5–6 students and assign an ice-breaker exercise for them to exchange names and personal information. Next, they experience the actual assessments that occur during a TBL class, including individual and team quizzes, or individual and team readiness assessments (iRATs and tRATs, respectively). The results of the RATs are discussed immediately after they complete them. For in-depth study, the teams work on a longer project, or the “application exercises”, during which they apply what they learned in the reading and RATs. They achieve deeper understanding of the topic covered through the discussions they engage in with their teammates, and, finally, between the teams. The applicants also see that the faculty member facilitates the learning process through the TBL

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process, but much of the teaching and learning is done among and between the teams. They see how they will become responsible for their own learning and how teamwork facilitates this learning process. For applicants who have never been exposed to a class using TBL, this immersive method lets them experience the way that TBL promotes learning as a function of the TBL class structure. This is important, as few students have had TBL in their undergraduate classes, and most have never experienced TBL integrated across the curriculum. The College’s TBL exercise illustrates the “Everything Speaks” principle, as the experience most closely simulates actual academic experiences the applicants will encounter if admitted to the program. Other Activities: In addition, other aspects of the interview day are “plussed” to provide an enriching interview experience for our applicants while also giving us a chance to closely observe them for suitability with our program. For example, applicants are allowed ample time during lunch and other activities to interact with current students, administrators, faculty, and staff. These components provide applicants a brief, but rich, exposure to the CNUCOP experience and TBL culture. Similarly, during the TBL class, lunch, and other activities, the faculty and staff can observe the applicant as they interact with other applicants, including how well they work in teams. These activities help us identify applicants who demonstrate traits of desirable team players and active learners. They also help us identify those applicants who demonstrate major inter-peer communication issues, disruptive behaviors, or are simply uninterested in helping their peers. (As admissions officers, we have all seen students who interview brilliantly with faculty, but then treat their peers with disdain.) Compared to a typical interview, our plussed interview day takes more

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planning, and also more time (the TBL class, alone, is 70 minutes) and effort from the faculty and staff during the interview day. However, when considering the advantage of having applicants who are a good fit for our program (weighted against the effort that can be lost on applicants who are a poor fit or disruptive), time and effort up front may be worth the investment.

Plussing: Use in the Interview Day How can the Disney approach, including “Plussing”, “First and Only”, and “Everything Speaks”, help your program with its graduate admissions interview day? Admissions professionals can always consider interview days or preview days as events that can be changed or enriched by adding real experiences and opportunities for interaction. Adding experiences that highlight the unique nature of their graduate program is consistent with Walt Disney’s idea of “Plussing.”

Plussing the Interview Day Plussing is a benefit to both applicant and institution, through incorporating the Disney concepts of “First and Only” and “Everything Speaks,” as well as highlighting the institution and enhancing applicant screening. Plussing enriches an applicant’s knowledge of the College and helps the applicant make an educated and well-informed decision.

“First and Only” Disney provides experiences for guests as if it is their first and only park visit. This is evident in the parks when guests are handed maps and schedules that give multiple opportunities for the guests to plan a day that includes everything the park offers. This could be the only time these guests visit the park in their lifetime, but hopefully, they will return. continued on the next page

PLUSSING THE INTERVIEW DAY This holds true with applicants at the university. The applicant is the guest of the College and the interview day is likely his/her first time on campus. This makes the day potentially the only chance to showcase the campus and the program to the applicant in person. The components of a traditional interview can be “plussed” through: • Multiple opportunities for interactions with faculty, staff, and current students º The Admissions Office can enhance the assessments of those evaluating the applicants by providing “live”, accessible paperless scoring to capture impressions. • Presentations by upper Administration, Financial Aid, Director of Graduate Studies, etc. • Include a current student in the one‑on-one faculty interview, and allow students to have input on applicant evaluations • Lunch with faculty, preceptors, staff, and current students to provide a diversity of interactions • Q & A sessions with current students • Optional, individualized meeting with an admissions advisor

“Everything Speaks” The philosophy of “everything speaks” encompasses methods by which guests are immersed in an engaging and cohesive setting. The applicant should be exposed to all of the environments a student experiences on a daily basis. At home, the applicant can see photos of a campus online or in a printed advertisement, view book, or catalogue. In contrast, on campus, the applicant

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should have the opportunity to walk into classrooms, meet professors in their offices, and tour the parts of the campus frequented by current students. This is accomplished during an applicant’s visit by the following techniques:

based learning for medical or nursing programs, have your faculty and teaching assistants facilitate an actual clinical problem. Recently, institutions of higher education have been criticized for being less student-oriented, as budgets are cut, class sizes increased, and tuition raised. Despite these challenges, most graduate programs still strive to provide a high quality education in a student-focused environment. Although colleges and universities can write glowingly in their websites about their academic offerings and student-focused environment, future applicants may not be convinced. However, the real-world experience of a well-organized, innovative on-campus interview can provide strong evidence of an institution’s true commitment to quality and may prove to be compelling for top applicants. The Disney concepts of “Plussing”, “First and Only”, and “Everything Speaks” can be employed to develop an interview day that transcends the traditional interview experience and provide rich, interactive experiences for both applicant and institution to make an optimal admissions decision. n

• Don’t just show the classroom to the applicants—have them sit down and attend a class during their time. It may be an actual class, or a version of the class crafted for the applicants. • One-on-one interviews in the faculty member’s office, as opposed to an off-campus office or impersonal meeting space. • Campus tour lead by current students, without faculty or staff present, which shows the trust and respect held for current students.

Summary To achieve success, one should not hesitate to try something new or different. It is important to identify what sets your institution apart, and then provide your applicants with the most authentic, immersive way to allow them to experience this unique quality. For example, for research-intensive programs, applicants could attend a journal club discussion—complete with pre-reading the article and background assigned reading. For problem-

References Kinni, T. B. (2011). Be Our Guest: Perfecting the Art of Customer Service. New York: Disney Editions. Williams, P., & Denney, J. (2004). How to be Like Walt. Deerfield Beach, FL: Health Communications. Sklar, M. (2015). One Little Spark!: Mickey’s Ten Commandments and the Road to Imagineering (L. Sklar, Ed.). Los Angeles: Disney Editions.

“It is important to identify what sets your institution apart, and then provide your applicants with the most authentic, immersive way to allow them to experience this unique quality.”

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