During fall 1998, 4,370 graduate students were enrolled at Portland State University, representing 29% of the student body. Over the past eight years, total graduate student enrollment has increased 22% (Source: PSU Fact Book). PSU granted almost 1,000 graduate degrees during the 1997-98 academic year (Source: PSU Statistical Portrait). Statewide, PSU represents 37% of the Masters and Doctoral credit hour enrollment at public institutions and grants 33% of all Masters degrees from public institutions (based on the 1995-96 academic year. Source: OUS Institutional Research Services Fact Book).

Whereas the Office of Research and Planning (OIRP) routinely collects information about undergraduate students, less is known about students at the graduate level. In the near future, OIRP will collaborate with the Office of Graduate Studies and Research (OGSR) to design an instrument to collect information on graduate students’ experiences at PSU. The purpose of such an effort would be to assess student satisfaction and identify ways in which the University could provide graduate students with additional support. As a first step, focus groups were conducted with graduate students in order to identify key issues.

Focus Groups with Graduate Students

During fall 1998, students enrolled in the Capstone (UNST 421), "Facilitating Community Service through Moderating Focus Groups", volunteered to assist the Office of Institutional Research and Planning and Office of Graduate Studies and Research in conducting focus groups with current graduate students. In total, 30 graduate students participated in one of four focus groups (6 to 8 students per group).

Findings

The focus groups began with an activity in which the participants wrote on note cards two things that make their lives as students easier and two things that make their lives more difficult. The focus group facilitators listed participants’ responses on flip charts and asked a series of three follow-up questions. The facilitators asked participants to think of specific issues at PSU, in their departments or programs, and in their personal lives that help or hinder their graduate student experience. Then the participants made suggestions in these three areas that would improve their lives as graduate students. At the end of the sessions the participants discussed which of the issues were most important to them.

Many of the graduate students’ concerns focused on services provided by the university. For example, graduate students commented on library services, stating "I have trouble finding what I’m looking for" and "their hours are ridiculously limited". Other services that students felt needed improvement included housing, computer support, and parking. Some students wished that the university would take a more personal interest in them. One student said, "I don’t feel connected to PSU." Another student suggested, "It would be great to have one person I could turn to at the university to help me solve my difficulties."

A second area of concern was lack of communication between the university and graduate students. Students commented that "information is not distributed to me through the university and my department" and "I wish someone would have sat me down when I first came here and explained the services available to graduate students". Students suggested that "it would have been nice to have a one-week orientation" when they first arrived and to "have a graduate student representative to help with information distribution." From other comments, it was apparent that students do not have the information they need. For example, one student was apparently unaware that graduate students can qualify for Federal Work-Study, stating "I have not seen any graduate student with work study. Undergraduates have them. Why not extend this to the grad students?"

Advising was the main issue at the department level. In particular, students wanted more support for their thesis work. As one student remarked, "You can’t just throw a student out there and expect them to do a thesis." Another student wanted "someone to check with you and see how you are progressing with your thesis." Students recognize the key role faculty play as advisors, "just being introduced to the faculty made me feel so important," and appreciate their efforts to help: "My professor scheduled a whole lunchtime for me when I needed help." Students also noted that "the professors seem willing to help but they have too many other commitments." A final concern about advising was logistical. One student pointed out "if I need help, I have to drive all the way here."

Other areas of concern included graduate assistantships and the quality of graduate classes. Some students felt that the guidelines for appointing assistantships were inconsistently applied or inequitable. Others commented that the workload was overwhelming and the pay insufficient. Students disliked having "400/500 level classes together, I feel I’m being cheated" and "having a student in a class who doesn’t have the prerequisites" because it "slows down the whole class." Students also want to make sure they have the opportunity to evaluate their instructors and classes and that their suggestions are taken seriously.