GRADUATE STUDENT ENGAGEMENT: ACADEMIC ADVISING AND ADVISOR PROFESSIONAL DEVELOPMENT IN LAW SCHOOL
Johns Hopkins University
This study focuses on graduate student engagement and the role of academic advising. Using networked Ecological Systems Theory (EST) and social constructivist frameworks, a literature synthesis identified three factors that impact graduate student engagement: student support services; diversity and inclusion; and the academic environment. The literature review demonstrated that graduate students who are provided with opportunities for positive interactions with campus community members have higher reported rates of institutional satisfaction, academic success, and engagement outcomes. The literature review also showed that mentoring, academic advising, student organizations, social relationships, and institutional support services for specific demographics impact engagement and well-being. A mixed methods, convergent parallel needs assessment was conducted to further explore factors influencing graduate student engagement and well-being, including whether results differed by student demographic. Across demographics, academic advising emerged as a positive factor in graduate student engagement. Following the needs assessment and literature review, the research focuses on a second literature review of academic advising models in graduate, professional schools, and community colleges and a literature review of professional development practices. The research concludes with recommendations for the development of a split advising model in law schools that includes developmental and intrusive elements and for professional learning programs for academic advisors. Finally, the research includes recommendations for future research of academic advising in law schools.
graduate students, historically underrepresented, engagement, academic advising