Check-in Groups

Most GradPro Check-In Groups are designed for a particular group of students, whether this is students who are at a certain degree stage, or share a degree type, discipline, affinity, or identity. Group designations GradPro has offered include:

BIPOC Students
Black Students
Disabled, Neurdivergent, and Chronically Ill Students
First-Generation, Low-Income Students (FGLI)
Humanities and Social Science Students
International Students
Latinx/Latine Students
LGBTQ+ Students
Masters and Professional Students
Mixed Discipline Students
Mixed Discipline PhD Students
Post-quals PhD Students
Post-quals PhD Students (nearing graduation)
Pre-quals PhD Students
STEM Students
Undocugrad Students
Womxn Students

Check-in groups are structured and facilitated through a goal-setting spreadsheet, wherein group participants write down their goals for the semester and for each week. Participants also use the spreadsheet as a place to write down their reflections on how goal progress is proceeding. Group members share one spreadsheet document through Google Sheets, so that they can see each other’s goals, remain accountable to one another, and share links to important resources.

1. WELCOME & WARM UP (10 min)

• Facilitators introduce themselves and give an overview of the agenda.
• Facilitators share the group’s Google Sheet and have participants fill in their personal information on the Front Page tab.
• Participants introduce themselves using the information on the Front Page tab.
• If there is time, implement a community building activity.
  

2. SEMESTER GOALS (15 min)

• Participants create tabs with their names by copying the Template tab.
• Participants list 2-3 major semester goals with deadline dates. The deadlines should be toward the end of the semester. At least one should be a professional goal and at least one should be a personal goal.
• Participants share one professional and one personal goal

3. WEEKLY GOALS (15 min)

• Facilitators explain how to write weekly goals:
  • In their tab, participants write down outcome and process goals with due dates (usually the next check-in session).
  • Outcome goals are concrete outputs in the form of deliverables; e.g. a one-page document, updated LinkedIn profile, etc.
  • Process goals are actions that may help you complete outcome goals; e.g. write for one hour a day, use Google Calendar to plan each day, register for LinkedIn workshop, etc. Writing down process goals can help students learn what processes may help them reach their outcome goals.
• Make sure to include at least one personal goal each week.
• Facilitators give participants a chance to ask questions and time to write at least 2-3 goals.
• Participants share a goal that they are exceptionally happy about or would like help with.

4. RESOURCE HIGHLIGHT (2 min)

The facilitator will share 1-2 professional development resources with the group. These resources can help participants with their goal-setting/accountability, career exploration, and skill development.

5. ANNOUNCEMENTS & BREATHING (5 min)

• Facilitators confirm the next meeting time and that everyone is on the email list and received the calendar invite.
• Facilitator ends the session with an optional breathing/relaxation exercise. (Note: This 3-minute square breathing video is a good option.)
• Aim to finish five minutes before the hour.

1. WELCOME & WARM UP (3 minutes)
2. REFLECTION (15 min)

• Participants write a reflection in their tab next to the last session’s goals to think about the previous week. Reflecting on what went well and what didn’t help them think about their work processes and strategies. 
• Sharing: Participants have 1-2 minutes each to share based on their reflection. It can be something they are happy about or would like input on. Others can give feedback via chat or verbally, if time allows. (Use breakout rooms if the group is larger than five participants.)
• The first week of each month: Participants reflect on and write in a shared spreadsheet about their progress towards their semester-long goals,and adjust them if needed. If they have time, they can reflect on their weekly goals. Like weekly goals, they can then share their reflection with the group, how they adjusted their semester goals, and/or a highlight from the semester so far.

3. GOALS (15 min)

• Writing: Participants write down their new outcome and process goals with due dates (usually the next check-in session).
• Sharing: Participants have 1-2 minutes each to share from 1-2 goals. It can be something they are happy about or would like help with. Others can give feedback via chat or verbally, if time allows. If short on time, have only one or two participants share or ask participants to take just 30 seconds each to share one goal. 
• Last session: Participants should instead write 1-2 major professional and 1-2 major personal goals for the next semester (or summer). They can then share their goals and/or what they are looking forward to next semester.

4. RESOURCE HIGHLIGHT (2 min)

• The facilitator will share 1-2 professional development resources with the group. These resources can help participants with their goal-setting/accountability, career exploration, and skill development.

4. THEMED DISCUSSION (10 min)

• Facilitators lead a short discussion on a theme or topic related to grad school, professional development, or planning/goal setting. We conduct a short survey at the beginning of the semester to gauge what topics the group is interested in. The aim is for participants to share thoughts, experiences, and resources. Example discussion questions from Spring 2021:
  • What are your strengths as a graduate student?
  • What aspect of your role/job as a grad student might you be over-preparing and over-functioning in, at the expense of others?
  • What are your current sources of feedback? Do you feel you are currently getting the feedback you need?
  • What are your strategies for dealing with rejection or negativity?
  • What is one method you have used or want to use to proactively manage your stress, frustration, and energy levels during difficult points of the semester?

5. ANNOUNCEMENTS & BREATHING (5 min)

• The facilitator shares any announcements.
• The facilitator ends the session with an optional breathing/relaxation exercise.
• End exactly at the hour, or a few minutes earlier.