Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

Abstract

At Michigan State University (MSU), the AGEP learning community features the participation of over 70% of the African-American, Latinx, and Native-American under-represented minorities (URM), also referred to as Black, Indigenous, and People of Color (BIPOC) doctoral students in fields sponsored by the National Science Foundation (NSF). Monthly learning community (LC) meetings allow AGEP participants to create dialogues across disciplines through informal oral presentations about current research. The learning communities also offer opportunities to share key information regarding graduate school success and experience; thus providing a social network that extends beyond the academic setting. At MSU, AGEP also provides an interdisciplinary and multigenerational environment that includes graduate students, faculty members, post-docs and prospective graduate students. Using monthly surveys over a 4-year period, we evaluated the impact of this AGEP initiative focusing on the utility of the program, perceptions of departmental climate, career plans and institutional support. Findings indicate that AGEP participants consider their experiences in the program as vital elements in the development of their professional identity, psychological safety, and career readiness. Experiences that were identified included networking across departments, focus on career placement, involvement in minority recruitment and professional development opportunities. Additionally, AGEP community participants resonated with the “sense of community” that is at the core of the MSU AGEP program legacy. In this article, we proposed a variation of Tomlinson’s Graduate Student Capital model to describe the AGEP participants’ perceptions and experiences in MSU AGEP. Within this 4-year period, we report over 70% graduation rate (completing with advanced degrees). More than half of Ph.D. students and almost 30% of master’s degree students decided to pursue academia as their careers. In addition, we found a high satisfaction rate of AGEP among the participants. Our analysis on graduate student capital helped us identify motivating capital development by years spent at MSU and as an AGEP member. These findings may provide some insight into which capitals may be deemed important for students relative to their experiences at MSU and in AGEP and how their priorities change as they transition toward graduation.

Factors that influence the intent to pursue a master’s degree: evidence from Shandong Province, China

“…Davis et al (2012) explored the factors that influence female university students to pursue graduate studies using logistic regression model and found that peer experience produces higher degree expectations, and one additional unit of peer experience increases the intent to pursue graduate studies by 3.5%. In fact, positive interactions reinforce students' performance and aspirations, resulting in higher educational expectations for each group (Pascarella, 1985;Hubbard, 2005;To et al, 2014;Thomas et al, 2021).…”

Renewing and Revitalising the Social Mission of Higher Education

“…In contrast,Reichenberger and Raymond (2021) chose a Bourdieusian career capital framework to examine how tourism students in New Zealand were adapting their career strategies to a 'career shock' context.Examples of UK frameworks include the 2013 Solent Capital Compass from Southampton Solent University, which comprises 16 elements categorised as Capabilities/Human Capital, Confidence/Psychological Capital and Connections/Social Capital(Whistance & Campbell 2018) and the widely-cited Graduate Capital Model from the nearby University of Southampton, which conceptualises employability as 'constituting a range of dynamic, interactive forms of capital which are acquired through graduates' lived experiences', namely Human Capital, Social Capital, Cultural Capital, Identity Capital and Psychological Capital(Tomlinson 2017, p. 340). Tomlinson's model has been used with a range of student and graduate populations in the UK, US, Australia and China, including socioeconomically diverse undergraduates, minority doctoral students, industry internship candidates and international graduate migrants and returnees(Parutis & Howson 2020;Thomas et al 2021;Benati & Fischer 2021;Pham, Tomlinson & Thompson 2019;Singh & Fan 2021).…”