Abstract
Graduate students in fully online programs often begin their academic journey without adequate preparation for the emotional, structural, and cultural challenges of graduate-level work. For students who are first-generation, racially marginalized, international, or returning to education after time away, this lack of scaffolding can lead to early disengagement, underperformance, or attrition. Orientation, often treated as a checklist of logistical tasks, represents a missed opportunity for meaningful academic intervention. This manuscript proposes a five-module conceptual model for online graduate orientation designed to proactively support online graduate students in the domains of emotional regulation and academic identity, time management and executive functioning, self-advocacy and academic navigation, academic belonging and connection, and academic integrity and digital literacy. Drawing from theories of cultural capital, academic resilience, self-regulated learning, and sense of belonging, the model reframes orientation as a pedagogical and community-building process that promotes academic confidence, transparency, and student agency. By introducing core psychological and academic competencies before coursework begins, institutions can cultivate a more inclusive, resilient, and success-oriented learning environment for diverse graduate student populations.
Recommended Citation
Michael-Makri, Stella and Rodriguez, David E.
(2026)
"Redesigning Online Graduate Orientation to Foster Academic Resilience and Prevent Underperformance,"
Journal of Academic Underperformance: Vol. 4:
Iss.
1, Article 1.
Available at:
https://egrove.olemiss.edu/jau/vol4/iss1/1
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