Supporting Graduate Student Flourishing: Development of a Whole-Person Framework through a University-Wide Task Force Elisa Greene, PharmD, Amanda Grieme-Bradley, PhD, Maren Bishop, MEd Why Graduate Student Formation Graduate students are a diverse population, exploring identity, discerning vocation, and developing professional competence.
Methods
Framework Literature Review
Vision Casting
Stakeholder Interviews
Despite institutional importance, formation needs are often overlooked.
This project explored how universities can intentionally support whole-person formation for flourishing in graduate education.
Graduate student flourishing emerges when universities intentionally cultivate infrastructure, belonging, professional identity formation, and whole-person support, with virtue serving as a connecting throughline.
Framework Development
Theme Analysis
Key Opportunities for Impact
Infrastructure & Representation
Belonging & Connection
•Equitable resource access •Specific assessment •Coordinated support
•Mentorship •Peer support •Learning communities
Recommendations
Year One Priorities • • • • •
Refined shared language Resource Hub Communication plan Assessment plan Expanded dining access
Graduate Student Flourishing Purpose, Meaning, Thriving, Professional Contribution, Wellbeing
Infrastructure & Representation
V I Whole Person R Form- T ation U E
Belonging & Community
Task Force Process • Summer 2025 • 5 faculty and 2 staff • 29 stakeholders interviewed • Faculty, staff, and students • 38 programs represented *Graduate students represented 19% of the student body across 10 colleges at the time of the project.
Professional Identity Formation
Whole-Person Flourishing
•Shared language •Character ‘caught, taught, and sought’
•Physical needs •Mental Health •Financial support
Whole-Person Support
Professional Identity Formation
Acknowledgements Special thanks to Graduate Student Formation Task Force members, without whom this work would have been impossible: Ellen Black, Carshonda Harris, Jeff Smith, Lee Warren, and Darcie Finch. The authors gratefully acknowledge support from the Belmont Formation Collaborative and the Formation Scholars Cohort for Character Research and Writing with funding from the Kern Family Foundation and peer reviewer support from cohort colleagues Cindy Hickman and Lesley Mann.