Talking Stick - July/August 2011 - 19

communities that will provide the space in order to offer these types of programs.” Flores also emphasizes that the survey results conﬁrmed many of those from the Educational Benchmarking (EBI) assessment for their communities, and the results have helped his staff focus on the types of programs they will offer in graduate and family housing. He believes that the data are also of value to their graduate school, where there is a movement for greater academic support for graduate students. At the University of Florida, staff from the Ofﬁce of Academic Initiatives and Enhancement and from graduate and family housing worked together to create the Graduate Student Success Series (GSSS), a four-installment programmatic effort to address needs

in this area during the 2010-11 year. Though the four workshops took different forms, all brought experts in the graduate students’ self-reported areas of desired growth directly to the villages. Faculty members from each of the three top-represented colleges among graduate and family housing students served as panelists for GSSS’s ﬁrst program, which focused on research and publishing. The three faculty members gave brief introductions and presentations on their diverse experiences and research philosophies, entertained a question and answer session, and then sat down to eat with graduate residents. Students and faculty members were then able to have more intimate, focused conversations related to their ﬁelds of study. Graduate students learned about

the processes, politics, and ethics of publication and were able to discuss their own research endeavors with experts in their ﬁeld. The second installment of the GSSS explored the ins and outs of grant writing. The research director in the Ofﬁce of Educational Research spent about 90 minutes discussing the beneﬁts, challenges, and culture of grant writing; the different phases of creating a proposal, including preparation, production, and wrapup; the speciﬁc components of a grant proposal; and different sources for grant-funding opportunities. The presenter identiﬁed students’ backgrounds and academic ﬁelds to make the discussion pertinent to them and gave particular attention to
CONTINUES 51

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Talking Stick - July/August 2011

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