Big Grad Guide complete

B!G GUIDE TO GRADUATE SCHOOL 1

BOWLING GREEN STATE UNIVERSITY

B O W L I N G G R E E N S T A T E U N I V E R S I T Y

2GRADUATE SCHOOL

hire.bgsu.edu®

B!GGUIDE

B!G GUIDE TO GRADUATE SCHOOL 1B!G GUIDE TO GRADUATE SCHOOL 1B!G GUIDE TO GRADUATE SCHOOL 1

TABLE OF CONTENTS

Chapter 1 What is Graduate School? _____________ 2

Chapter 2 Is Graduate School for You? ___________ 3

Chapter 3 Selecting a Graduate School or Program ___________________________14

Chapter 4 Admission Policies & Procedures _____19

Chapter 5 Overview of Admission Tests _________26

Chapter 6 Graduate School Essays ______________29

Chapter 7 Financing Graduate School __________31

Chapter 8 Making the Graduate School Transition ____________________________33

Chapter 9 Helpful Websites _____________________39

Chapter 10 References____________________________39

Written by Michelle L. GarnseyEdited by Irene Sue Zwayer and Leanne S. Gee

Designed by Jan M. Meyer

This B!G Guide to Graduate School can be made available in alternative format for people with disabilities. To request this item in enlarged print, in Braille, on cassette tape, or on computer disk, contact the Career Center.

B!G GUIDE TO GRADUATE SCHOOL2

WHAT IS GRADUATE SCHOOL?WHAT IS GRADUATE SCHOOL?Graduate school is an intense and advanced program of study that focuses on a

particular academic discipline or a specifi c profession. One common misconception about graduate school is that it is very similar to undergraduate school. However, graduate programs are much more like a job that occupies the majority of your time than a series of classes that you attend each week.

Furthermore, graduate programs are generally much less structured than undergraduate programs, and you will need to work closely with your advisor to establish a desired area of research and a thesis or dissertation topic. Graduate school requires you to be highly self-directed, because your advisors and professors will not tell you what to do and when to do it (Kuther, 2008b).

The number of individuals going back to school to get an advanced degree after earning their bachelor’s degree has been steadily increasing over the past few decades. One study estimates that nearly 20% of bachelor’s degree recipients enroll in a master’s degree program within four years of fi nishing their undergraduate degree, and another 7% of

bachelor’s degree recipients enroll in professional degree programs. Graduate programs in the United States accept a culturally and ethnically diverse population of aspiring scholars every year. In fact, American institutions of higher education grant approximately one-third of their doctoral degrees to international students each academic year (Rapp & Golde, 2008).


WHAT DEGREES ARE OFFERED?

Colleges and universities in the United States offer a wide array of graduate degrees, which are generally sorted into three categories: master’s degrees, professional degrees, and doctoral degrees. The majority of students seeking graduate education opt to enroll in master’s degree programs fi rst (Rapp & Golde, 2008). However, it is not always necessary to obtain a master’s degree before earning a professional or doctoral degree, and many students enroll directly in professional or doctoral degree programs after obtaining an undergraduate degree. If you are considering a professional or doctoral degree, be sure to contact representatives from the universities and programs you are considering to see if your chosen profession requires that you fi rst obtain a master’s degree.

Master’s Degrees

There are two general types of master’s degrees: a professional or “terminal”, master’s degree and an academic master’s degree. A professional master’s degree, such as a Master of Business Administration (M.B.A.), is designed to prepare students for entrance into the world of work and implies that no further education is necessary. On the other hand, an academic master’s degree, such as a Master of Arts in English, prepares students for continued education at the doctoral level (Peterson’s, 2008d). Master’s degree programs usually take one or two years to complete and are often heavy on course work and programmatic requirements, much like bachelor’s degree programs. Many programs also require an experiential or research component, which usually culminates in a thesis or capstone project, much like doctoral degree programs (Rapp & Golde, 2008).

Professional Degrees

Professional degree programs are highly competitive programs that prepare students for work in specialized, salaried positions. Professional degree recipients typically serve as advocates on the behalf of clients. The majority of students in professional degree programs are enrolled in law programs (40%); followed by those enrolled in medical programs (25%), and other health-related programs, such as dentistry, optometry, and chiropractic, (25%), with the remaining 10% of students enrolled in theology programs (Rapp & Golde, 2008). Students typically enroll in professional degree programs as full-time students.

Doctoral Degrees

Doctoral degrees are the highest of all academic degrees and generally take three to ten years to complete, with an average completion time of seven years in the United States. There are three types of doctoral degrees: a research doctorate; a professional, or “terminal”, doctorate; and an honorary doctorate. Research doctorates are awarded to students who master both research methodology (by maintaining a high grade point average and passing comprehensive exams) and independent, publishable academic research in the form of a thesis or dissertation. Professional doctorates, such as the Doctor of Psychology, generally prepare students to work in health-related fi elds. Honorary doctorates are generally awarded to distinguished individuals for their contributions to a specifi c fi eld, or society in general, regardless of whether the individual has any prior connection to the university awarding the degree. The university or institution that issues the honorary doctorate waives the usual requirements for obtaining the degree, such as residence, course work, and matriculation (Rapp & Golde, 2008).

The decision to attend graduate school is a very important one that involves the consideration of many factors—how will you fi nance your education? What program will you enroll in? What institution will you attend? Will you work while you attend graduate school? What opportunities will be available to you after you fi nish your degree? Does your intended profession require a graduate degree? You will need to consider these questions and others before you make your decision to enroll in a graduate program.

A graduate degree allows you to apply a greater and more focused depth of knowledge to your fi eld, increase your earning potential, and to expand your opportunities for career growth (Committee on Institutional Cooperation, 2005). Review the Bureau of Labor Statistics’ employment projection chart on the next page (2009) for more information about the average fi nancial earnings and unemployment rates in the U.S. for varying levels of education.

Even though a graduate degree holds the potential to greatly increase your earnings and

ISISGRADUATE GRADUATE SCHOOLSCHOOL

FOR YOU?FOR YOU?


*Note: Data are 2008 annual averages for persons age 25 and over. Earnings are for full-time wage and salary workers. Source: Bureau of Labor Statistics, Current Population Survey.

EDUCATION PAYS

*


Source: Bureau of Labor Statistics, Current Population Survey

Doctoral degree

Professional degree

Master’s degree

Bachelor’s degree

Associate degree

Some college, no degree

High-school graduate

Less than a high school diploma

$1,555

426

1,522

1,228

978

736

645

591

Unemployment rate in 2008 (Percent)

2.0%

9.0

1.7

2.4

2.8

3.7

5.1

5.7

Median weekly earnings in 2008 (Dollars)


decrease your chances of being unemployed, this degree does not come without personal and fi nancial costs. You will spend many hours each week collaborating with your advisor, reading a variety of materials, conducting research to produce new knowledge, and studying within your fi eld. In order to make a good decision about whether or not to attend graduate school, you will need to refl ect upon your reasons for wanting to continue your education, to evaluate your abilities, and to ask yourself if you are ready to make the personal and fi nancial commitments and sacrifi ces necessary to earn a higher degree.

BASIC CONSIDERATIONS

When you fi rst begin to consider graduate school as an option for your future, there are a few basic considerations you must take into account before making your fi nal decision. The information,

questions, and activities in this chapter are designed to help you think critically about the demands, benefi ts, and drawbacks of graduate education. Review the information on the following pages and complete the activities to gain a better understanding of what graduate school entails and whether or not graduate school is for you at this time.

Why Do You Want to Go?

Graduate school is not designed for laid-back learners—it entails hard work and dedication; long hours; and an abundance of reading, researching, and writing. Before you begin to research institutions and programs, you must fi rst consider and evaluate your own personal reasons for wanting to go to graduate school. Ask yourself the following questions: Do you know what your short-

term and long-term goals are?How will a graduate degree

help you achieve these goals? Your decision to go to graduate school should be made with your own specifi c goals in mind—for example, entering a certain profession, advancing within your current company, or enhancing your career options (Peterson’s 2008h). Defi ning your short-term and long-term goals will help you decide whether or not graduate school is necessary to advance your goals. Use the Goal Development chart below to defi ne your short-term and long-term goals, to determine how a graduate degree will bring you closer to achieving each goal, and to list a few graduate institutions or programs that coincide with your goals and needs. Does the profession you want

to enter require an advanced degree? Have you researched career opportunities available to individuals with your current degree? Have you researched your ideal position to see if it

Description of short-term or long-term goal

Example: I want to be a full-time, tenured college professor teaching English (long-term goal).

How will a graduate degree help you achieve this goal?

A Ph.D. is a requirement for achieving my goal.

What institutions or programs would help you achieve this goal?

University of La Verne has a great English Ph.D. program; Kent State University offers several teaching assistantships each year to Ph.D. candidates.

GOAL DEVELOPMENT


requires an advanced degree? If you are considering a career in a profession that requires or recommends a graduate degree, you may want to meet with a Career Center Consultant fi rst to discuss career opportunities that are available to you with your undergraduate degree. Together, you and the consultant can discuss your current opportunities, what new opportunities would be available with a higher degree,

and the benefi ts and drawbacks of pursuing an advanced degree. As you conduct research about different occupations that interest you, use the Occupation Comparison chart below to compare the requirements of several of your ideal professions. You may fi nd that employers will accept a few years of experience within the industry or fi eld (coupled with a bachelor’s degree) in place of a graduate degree.

Are you looking for a highersalary? Will a graduate degree really increase your salary? Or, will a graduate degree make you less marketable in your particular industry or profession? Be sure to research employment opportunities available to graduate degree holders in your fi eld. Even though a graduate degree holds the potential to increase your salary, you must do the research to make sure jobs are

Occupation

Example: Police Offi cer

Degree(s) requiredor recommended

Associate’s degree (in smaller communities); bachelor’s degree (in large cities)

Notes(benefi ts, drawbacks, job duties, etc.)

Medical benefi ts, life insurance, and retirement plans offered by most police departments; physically demanding, stressful, and dangerous job; 40-hour weeks with occasional overtime

Years of experience required

Depends on the region

Salary

Average: $34,000

OCCUPATION COMPARISON



available for individuals with graduate degrees within your area of study. Also, keep in mind that obtaining a graduate degree can be quite pricey—be sure to evaluate how much you are likely to earn with a graduate degree as compared to how much the degree is going to cost you. Keep in mind, the average debt accumulated for graduate degrees ranges from $27,000 to $114,000 (Kulla, 2008).

Are you putting off enteringthe world of work? Delaying your entrance into the world of work is not a good reason to go to graduate school. Graduate school is structured much differently than undergraduate school, and if you are only

looking to attend graduate school to buy some more time before starting your career, you may not be prepared to fully commit yourself to the graduate program. If your main reason for applying to graduate school is to delay the transition into the workforce, be sure to make an appointment with a Career Center Consultant to discuss your options and anxieties.

Are you applying to graduateschool because you feel like you don’t have any career options? What job search strategies have you already used? Have you talked to a Career Center Consultant? If you have only posted your resume on an employment database and applied for a few jobs,

you may not have fully tapped into the job market within your industry. Use the Job Search Strategies chart below to identify which strategies you have already used and which strategies you have yet to try before deciding graduate school is your only option. Place an “X” in the appropriate column for each job search strategy, based on whether you have already tried the strategy, you intend to try the strategy, or you need more information about the strategy. Then, contact the Career Center to set up a career advising appointment if you need more information about one or more of the job search strategies described within the chart.

JOB SEARCH STRATEGIES

I need more information about

this method

I plan on trying this method

I have already tried this methodDescriptions of job search strategies

WorkNet Job Postings: WorkNet is a web-based job posting system that connects current students and recent graduates (within and up to two years after graduation) with employers offering a variety of employment opportunities. You can access WorkNet through your MyBGSU account (recent graduates can request a WorkNet account by contacting the Career Center at 419-372-2356) to view and apply for recent job postings. On-Campus Recruiting: Approximately 500 organizations recruit at BGSU each year through interviews arranged on campus. On-campus interviews save you time and money because you do not need to travel in order to meet with recruiters. Be sure to check the interview schedules posted on WorkNet regularly for upcoming on-campus interviewing opportunities. Job Fairs: At BGSU, job fairs have attracted as many as 185 employers in one setting. Job fairs allow candidates and employers to engage in a mutual screening process. By attending a job fair and speaking with employers who are recruiting candidates with your major or career interests, you gain a better understanding of the types of positions available within your industry or field. Published Openings: The job search strategy that most job seekers are familiar with is responding to published openings that are advertised in newspapers, professional or trade journals, or internet job databases. When conducting an online job search, be sure to visit industry-specific, general, and employer-specific websites to locate job openings. Mass Mailing: Mass mailing refers to sending a general resume and cover letter to a large number of organizations known to employ individuals in your field and preferred geographic region. This is a popular method used primarily for long distance job search campaigns or to reach a large number of employers with minimal effort. Targeted Mailing: Targeted mailing refers to researching employers and positions within your field and then using your research to evaluate how well your skills and experiences relate to the employers’ needs. After you research the employers, write and send resumes and cover letters that are specifically tailored to each unique employer and position.


I need more information about

this method

I plan on trying this method

I have already tried this methodDescriptions of job search strategies

Employment Agencies: Employment agencies are a form of third-party recruiters that help connect employers and job candidates. This job search strategy is most helpful when you are seeking to relocate to a new area or if you already have experience within your field. Temporary Employment Agencies: Temporary employment agencies help job seekers find short-term employment. When you register with a temp agency, ask to be placed in companies or positions that you would desire for permanent employment. As a temporary employee, you may be considered as an internal candidate should an opening become available. Volunteering: Offering your time in a volunteer capacity with one of your targeted employers can help you learn more about the organization and the field, while gaining relevant experience and enhancing your job-specific skills. If you make a favorable impression, you may even be considered for any openings that become available within the organization. Networking: Networking is a process of talking with others to share information and get advice and referrals about jobs. Connect with professionals within your field to develop your own personal network. Your network can include friends, family members, professors, advisors, social club members, teammates, fellow students, Career Center staff, members of professional associations within your field, and professional acquaintances (such as doctors, dentists, attorneys, bankers, religious leaders, and former employers). Informational Interviews: Informational interviewing is an effective method for uncovering the “hidden” 75-80% of the job market (or jobs that may not be advertised). The purpose of an informational interview is to expand your knowledge about a particular field by talking to people who are actually doing that work. Your objectives in an informational interview are to get advice about breaking into your field, obtain useful information about your field, develop contacts in your field, and discover job opportunities and leads.

What Do You Want to Study?

When you apply to graduate schools, you must know what you want to study. Unlike undergraduate school, graduate school is not the time and place to feel out what you want to do with your life or to try out different degree programs (Peterson’s, 2008h). Be sure to apply for programs that will interest you, help you achieve your short-term and long-term goals, and build upon the knowledge you obtained through your undergraduate studies and work experiences. If you need help deciding what you want to study, you may want to meet with an academic advisor or Career Center Consultant who can help you weigh your options.

Where Do You Want to Study?

Once you are sure of your graduate school aspirations, it is

time to consider where you want to study. You will need to do some research in order to fi nd a graduate school that fi ts your interests, needs, and personal criteria (such as geographic location, size of the institution, and reputation of the degree program). Use the Graduate School Evaluation chart on the next page to take notes as you research various graduate schools that may be of interest to you. You will want to refer to these notes later when you begin to choose the institutionsand programs to which you will apply.

JOB SEARCH STRATEGIES


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Competitiveness of Graduate Programs

Keep in mind that graduate degree programs are very competitive and most programs can only accommodate a limited number of graduate students each year in order to keep a productive faculty-to-student ratio within the program. You may be competing against a large number of students for a limited number of openings. Admission offi cers are looking for students who stand out amongst the competition—students who will be most likely to contribute to the institution’s research programs and reputation (Peterson’s, 2008h). Ask yourself if you are up to this challenge. What makes you stand out? What unique skills, qualities, and experiences can you bring to the program? If accepted into a program of your choice, can you commit the time and resources necessary to fulfi ll the demands of the program?

Workload & Lifestyle of Graduate Students

According to Dr. Terry Lawrence, Assistant Dean for Graduate Admissions and Studies at Bowling Green State University, the typical weekly workload of graduate students with a full-time assistantship is 20 hours of work for their assistantship assignment, 12 hours in the classroom, and a minimum of four hours of reading and coursework outside of the classroom per credit hour taken. As a prospective graduate student, do not expect to have a vibrant social life. In reality, your coursework and fellowship or assistantship assignments will consume the majority of your time, and what little free time you do have will most likely be spent in study groups or at the library (Peterson’s, 2008h). Even though you will not have an abundance of time to relax, hang out with friends, or meet new people, you will become very close with other graduate students

in your program. This network of fellow graduate students can be very helpful, as you will most likely want the advice and support of others who are going through similar experiences. Also, you may fi nd that some of your peers make great study partners or even roommates!

Costs of Graduate Study

A graduate degree holds the potential to enhance your career and increase your earning potential. However, these perks do not come without a cost. Be sure to evaluate fully how much a graduate degree is going to cost you before making a fi nal decision about whether or not to attend graduate school at this time. Some of the cost factors you should consider include: Cost of tuition and fees.

Make sure you are aware of how much the tuition and fees are for each institution you are considering and what fi nancial aid is available to you. Does the institution offer assistantships, scholarships, or other fi nancial aid for which you qualify? What other types of institutional, private, or federal fi nancial aid do you qualify for? Living expenses. Consider

where you will be living while you work on your degree (where you currently live, in a new effi ciency or apartment by yourself, in a house or apartment with roommates, in on-campus housing) and how much your cost of living will be as compared to what your income will be. How much will your rent, utilities, groceries, entertainment, basic necessities, and other bills cost you each month? Duration of the program

and loss of income. Most institutions do not encourage graduate students to hold part-time or full-time jobs in addition to their assistantship or fellowship assignments and their academic workload. For individuals who choose to go


B!G GUIDE TO GRADUATE SCHOOL 11BB!!!GGG G G GUGUIGUIIDDDDDDDE D TOO GRAADUAD TE E SCHSSCHCHOOOOOOOLOOLOL 111111

back to school after receiving a bachelor’s degree and entering the workforce, this often means quitting their jobs to enroll in a graduate program (Peterson’s 2008a). Before submitting your two weeks notice, be sure to consider approximately how long it will take you to complete the program and how much debt you will accrue (from tuition, fees, and living expenses) during this time. Will a graduate degree give you the potential to earn an adequate salary to pay off this debt within a reasonable time frame? If you are unsure how much graduate school will actually cost you, be sure to use a web-based graduate school cost calculator (such as the Kiplinger Cost Calculator, available online at http://www.kiplinger.com/tools/managing/college/gradschool.html) to help you decide if a graduate degree would be a worthwhile investment for you at this time.

REASONS TO GO TO GRADUATE SCHOOL

According to Donald Asher (2000), one of America’s leading authorities on the graduate admissions process, and Peterson’s “A Guide for Potential Grad Students” (2008a), the following are good reasons to go to graduate school: You have a passionate interest

in a narrow topic or an unusual combination of topics. You have a vocational interest

that carries a graduate degree credential as an entrance requirement. You want to earn more money

than you otherwise would have. You want to ensure continued

career advancement. You seek a richer and more

satisfying life. You like to do research. You fi nd that school is easy for

you and you enjoy it. You fi nd your current career

unrewarding and would like to transition into a new career. You would like to enhance your

education and explore theories you have about a topic. You would like an opportunity to

participate in funded research. You feel that your knowledge of

your fi eld is outdated and you would like to upgrade your credentials.

REASONS NOT TO GO TO GRADUATE SCHOOL

Asher (2000) and Peterson’s (2008a) also provide us with the following reasons not to go to graduate school: If you’re going to graduate

school to please someone else. If you’re clueless about what

subject to study. If you’re secretly trying to avoid

the job market. If you’re unable to motivate

yourself to set priorities, use good time management skills, and meet deadlines. If you’re not yet emotionally

mature enough to deal with the fast-paced and stressful environment of graduate school.

GRADUATE SCHOOL TIMETABLE

It is important to start early in deciding whether or not you want to go to graduate school and where you would like to apply because the application process is often very long and time-consuming. Reference the Junior Year Timetable and the Senior Year Timetable on the next page for tentative deadlines and important tasks commonly associated with the graduate school application process. Keep in mind that all dates indicated in the timetables are approximate, and you will need to check deadlines for specifi c programs because they vary from one institution to another (Kuther, 2008a).



JUNIOR YEAR TIMETABLE

January - April Determine areas of interest/subjects you may want to study. Start browsing through guides to graduate programs and schools’ websites to decide where you would like to apply. Call or write to schools to request graduate program catalogues. Determine the admission requirements and application deadlines for schools and programs you are interested in. Determine which graduate admissions test(s) you will need to take. Obtain information and registration materials for tests from the Career Center. Register and prepare for appropriate graduate admissions test(s). Consult study books to learn how to answer the questions and what to expect. Take practice tests. Begin budgeting for the application process—it can be very costly.

May - August Meet with faculty members and a Career Center Consultant to discuss programs, schools, and career options. Review the graduate program catalogues and brochures that you have collected during your Junior year. Narrow your choices.

Create a checklist of schools/programs for which you want to apply. Be sure to include the application requirements, test requirements, fees, and deadlines in your checklist.

Visit schools of interest, if possible. Write to the schools/programs you have decided to apply to and request application materials, if they are not available online. Take required graduate admissions test(s) that you registered for in the spring. If you have not registered for graduate admissions test(s)

yet, register and prepare for them now. Work on your application essays and write a draft of your personal statement. Take a draft of your application essays and your personal statement to the Writing Center to receive useful feedback. Begin to research sources of fi nancial aid and apply for fellowships, assistantships, and scholarships.

September - October Review your checklist of schools/programs. Make sure that you are not forgetting or missing any of the deadlines. Review and edit your application essays and the draft of your personal statement. Ask a Writing Center Consultant, faculty member, or Career Center Consultant to read your application essays and personal statement and

provide you with feedback. Ask faculty members and internship/co-op supervisors to write letters of recommendation. Provide recommendation letter writers with a

copy of each program’s recommendation form, your resume, a recent sample of your work, and your personal statement. Take required graduate admissions test(s) if you have not already done so. Continue to research sources of fi nancial aid and apply for fellowships, assistantships, and scholarships. Draft possible budgets based on fi nancial aid, cost of school, and cost of living.

November - December Order your offi cial transcript from the Registrar’s Offi ce (419-372-7423). Have your transcript sent directly to the schools in which you are

interested. Ask if the offi ce can send a transcript with your fall term grades in time to meet the program deadlines.

Finalize your application essays and your personal statement. Finish fi lling out applications and make sure that you have all of the admission requirements. Mail your applications. Even if the deadlines are later, it is a good idea to submit applications early. Continue to research sources of fi nancial aid and apply for fellowships, assistantships, and scholarships.

January - March Before the application deadlines, contact the schools you applied to; make sure they received your application and your fi le is complete. Contact the schools you applied to about the possibility of visiting. Finalize all paperwork for fi nancial aid. Fill out the FAFSA (Free Application for Federal Student Aid). Check with the schools you applied to

and fi nd out if additional information is required. Start scheduling and preparing for admission interviews. Write and send thank you letters to faculty members/supervisors who wrote recommendation letters for you.

April - May Discuss acceptances, rejections, and other career options with a faculty member or Career Center Consultant. Visit schools to which you have been accepted. Choose a school and notify the school/program of your acceptance. Notify other schools that accepted you of your decision so that they can admit students on their wait lists.

SENIOR YEAR TIMETABLE


TAKING A TRANSITIONAL YEAR

In Europe, taking a transitional year between high school and college or between college and graduate school is common practice. However, in the United States, only a minority of students who choose the transitional year option receive active support from faculty, counselors, and family members. This lack of understanding and support is due to a number of factors, including: Family members may not

understand a student’s desire to take a year off and may perceive a transitional year as “slacking off.” Faculty members and career

consultants may become worried if they meet with individuals who want to take a transitional year, but do not have any specifi c plans for what this year would entail and how their decision will impact their future educational and vocational goals. Career practitioners in the

United States are experienced in advising students who intend to pursue career or graduate school options, but may not be as experienced in advising students who want a “time out” before advancing their career or education (Green, 2006).

Keep in mind that taking a year off should not be a spur of the moment decision, but rather, a heavily researched and planned experience. Graduate school admission panels will question your reasoning for taking a year off—if you plan out your transitional year experience, you will be well-prepared to respond to their inquiries. You should be able to anticipate and answer the types of questions graduate school admissions representatives will have, including: What made you decide to pursue a transitional experience before applying to graduate school? How will your transitional experience make you a better graduate student? What have

you learned from your transitional experience? What obstacles did you face during your transitional year and how did you overcome them? By anticipating these types of questions, you will be better able to prepare yourself to communicate the true value of your transitional year experience, both in oral interviews and when writing your personal statement (Green, 2006). If you intend to take a transitional year, be sure to meet with trusted friends, family members, faculty, advisors, and Career Center Consultants to discuss the pros and cons of your plans as soon as possible.

Pros of Taking a Transitional Year

Before you make the decision to take a transitional year, be sure to weigh the pros and cons to see if this is the right option for you. Some of the pros associated with taking a year off may include: Gaining additional experience

that will help you enhance your resume and clarify your life, education, and career goals. Having unique experiences

(for example, volunteer work, international experience, or research opportunities) before entering graduate school or the conventional workforce. Giving back to society through

volunteer or service work. Establishing residency in a

different state to reduce your graduate school tuition costs. Studying for a graduate school or

professional school admissions test (GRE, LSAT, MCAT, etc.). Working to pay off your debt

and loans or to save up for graduate school. Traveling and/or working in

another city, state, or country (Green, 2006).

Cons of Taking a Transitional Year

Although there are many advantages to taking a transitional year, you must also consider the disadvantages of taking a “time out” in your education. Some of the cons

associated with taking a transitional year may include: Negative or unsupportive

reactions from your friends, family, advisors, and faculty. Limited access to Career Center

services and job search support after you leave BGSU. Diffi culty obtaining reference

letters and supporting materials for your graduate school applications without ready access to faculty members and BGSU resources. Possibility of having to pay

a fee to participate in some volunteer, service, or study-abroad opportunities. Lack of access to health

insurance after leaving BGSU may require you to purchase a private health insurance plan. Low or nonexistent

compensation for your transitional year experience (Green, 2006).



There are many factors that you will need to consider before making your decision, including: The size, quality, experience, and

educational background of the faculty. What programs and courses are

offered. The nature, size, location, and

reputation of the institution. The cost, requirements, and

deadlines of admission. What sources of fi nancial aid

are available and how many students actually receive aid. The job attainment and

achievements of the program or institution’s graduates. What resources (e.g., computers,

scientifi c laboratories, libraries) are offered to graduate students.

Minimizing the Disadvantages of a Transitional Year

Once you have weighed the pros and cons of taking a transitional year and decided to take a year off, there are several steps you should take to minimize the disadvantages of not going directly into graduate school after completing your bachelor’s degree. Use the Transitional Year Check Sheet on the right to make sure that you are taking the appropriate steps to minimize or perhaps even eliminate the disadvantages of taking a year off.

Transitional Year Check Sheet

Contact professors, advisors, and faculty members while you are still on campus to line up a few reference letter writers. Be sure to keep in contact with these individuals and keep them updated on what you are doing during your transitional year to ensure up- to-date letters of reference.

Visit the Career Center for a resume and cover letter critique. If you shape up your resume and cover letter while you are still on campus, you can easily tweak these documents later to include your transitional year experiences and to make them targeted to a specifi c graduate school or program.

Consider taking the appropriate graduate admissions exams while you are still on campus. After you leave BGSU it may become more diffi cult for you to fi nd the time, resources, and places to effectively study and prepare for the exams.

Research various short-term health insurance programs to locate a specifi c program that will be affordable and will meet your health care coverage needs during your transitional year.

Consider taking one or two graduate-level courses during your time off to improve your GPA, get a feel for what graduate school is like, and stay committed to your education.

Consider volunteering within your industry or fi eld if you are planning on taking a transitional year position outside of your fi eld of study. This will help build your resume and demonstrate your commitment and interest in your fi eld.

STRATEGIES FOR RESEARCHING A SCHOOL OR PROGRAM

In order to make an educated decision about which programs and institutions you want to apply to, you need to do your research and gather as much information as possible about your options. Use the following strategies to help narrow your choices: Schedule interviews with

alumni of the programs you are considering. Your interviews can be held in person, over the phone, or via email. Ask the alumni for their impressions of the program, how well the program prepared them for

work in their fi eld of study, problems they faced at the institution, and professors they liked or disliked and why. Refer to the “Questions to Ask When Choosing a Graduate School” section of this guide, located on page 17, for sample questions you may want to ask.

Visit each institution’s websiteto get the most up-to-date information available. Graduate school requirements, fees, deadlines, fi nancial aid opportunities, and course offerings change each year, and the most current information can be found on the institution’s website. You can also contact a graduate admissions representative at the institution

SELECTING A GRADUATE SCHOOL OR PROGRAMSELECTING A GRADUATE SCHOOL OR PROGRAMOne of the most diffi cult tasks you will face after making the decision to attend graduate

school is selecting the right school and program to help you meet your long-term goals.


Graduate School Rankings

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or program to request that program literature and application materials be sent to you via mail or email.

Meet with faculty membersand the graduate advisor of your undergraduate institution. These individuals usually have information (either from their own experiences or from their colleagues’ experiences) about programs at other institutions and may be able to recommend programs or put you in contact with a faculty member at another institution.

Reference Peterson’sguides, as well as other specialty guides, to gain information about schools and programs you are considering. Peterson’s guides are available in the Career Center Library, or can be purchased from local or web-based bookstores. They feature the latest facts and fi gures for U.S. graduate schools and programs, including tuition, enrollment, programs, and faculty (Asher, 2000).

Visit as many schools aspossible. If a visit to a graduate school with programs you

are interested in fi ts into your schedule and budget, go! Call ahead and make an appointment with the institution’s graduate advisor in your fi eld. While you are on campus, be sure to check out the institution’s facilities and resources and to talk to students (The Thomson Corporation & Peterson’s, 2005). Refer to the “Questions to Ask When Choosing a Graduate School” section of this guide, located on pages 17 and 18, for sample questions you may want to ask either during your interview or when speaking to current students.

A GRADUATE SCHOOL SELECTION FORMULA

After you have spent some time researching graduate schools and programs that interest you, use the following formula to help you decide to which programs to apply (Asher, 2000).1. Use the Graduate School

Rankings chart at the right to rank all of the programs that you have been investigating. List in rank order, the programs that are most appealing overall.


2. Review information that youhave gathered about each school you are considering. Use this information and the Graduate School Categories chart below to help you create a separate list in which you divide your schools into three categories: Safety Schools – schools

that you are almost positive you can get admitted to.

Maybe Schools – schools that you probably can get admitted to.

Reach Schools – schools that it would be a stretch, perhaps even a miracle, for you to get admitted to. 3. Now reference your Graduate

School Rankings chart, in which you ranked schools from most desirable to least desirable. Choose the fi rst two safety schools, the fi rst two maybe schools, and the fi rst two reach schools that appear in your chart. This leaves you with a list of six schools to apply to and a

Safety Schools Maybe Schools

GRADUATE SCHOOL CATEGORIES

statistically high probability of being admitted to at least one graduate school.

This formula works well for most non-medical school students. However, if you have any questions about this formula, be sure to discuss it with your faculty advisor or a Career Center Consultant. Medical school applicants, as well as others applying to highly competitive programs, should apply to six to fi fteen schools. In fact, the national average number of schools medical school applicants apply to is twelve (Asher, 2000).

QUESTIONS TO ASK WHEN CHOOSING A GRADUATE SCHOOL

An excellent way to gather information about a graduate program is to speak to current or past graduate students and faculty members and to ask questions during a campus visit or interview.

The lists on pages 17-18 provide some helpful questions to ask before making a decision about which graduate school and program to attend. Some of these questions can be answered by doing research online, while other questions may require that you interview faculty members, students, alumni, and graduate admissions representatives. Always remember to ask questions in a polite manner that conveys you are expecting to gain information; not in a suspicious manner that suggests you expect to uncover problem areas (Oudekerk & Bottoms, 2007).

Reach Schools



Faculty How many faculty members are in the department? How many faculty members are full-time and how many are part-time? How does the school defi ne a full graduate teaching load? How many full-time faculty members hold doctorates? What post-doctorate learning experiences have the faculty members had and when? What is the faculty’s commitment to professional activities? What have the faculty members published lately? What is the breakdown of the faculty according to age, gender, and race? Did the faculty earn degrees from a variety of institutions? What academic ranks do faculty members hold and how many members are tenured? How often can students see or speak with faculty members and advisors? How concerned are faculty members about student development? How involved are faculty members in program affairs?

Resources Does the program have any planned practical experiences? Where and doing what? What assistantships and scholarships are available and how likely are you to receive one? What is the estimated cost for tuition, general fees, books, and living expenses? What is the nature and breadth of research facilities and how are these facilities funded? What is the size of the library holdings in your fi eld? What laboratory and computer resources are available to you? What career services, counseling, medical, and housing facilities are available? What student support groups are available in the department? What community, social, cultural, academic, and entertainment resources are available?

Admission Which admissions qualifying tests are required? What are the admission policies of the program? What is the application deadline and fee? What is the average undergraduate GPA of students admitted to the program? What percentage of applicants was admitted in the last 12 months? Of the admitted students, what proportion of them dropped out on their own? How many students were dropped for academic reasons in the past year?

Curriculum What specifi c degrees does the school offer? Will the curriculum allow for tailoring degree plans to meet specifi c career goals? What areas of concentration does the school/program offer? What are the required courses in each program and how many electives are offered? What are the school/program’s mission statement and goals? What type of thesis, oral, and written comprehensive exam is required? What is the average length of time it takes to complete the degree? What are the program’s philosophical or theoretical principles? What values, attitudes, and knowledge are considered outcome goals for the program? How is student progress evaluated on cognitive and affective dimensions?

Student Body What are the career goals of currently enrolled students? What are the careers of graduates of the program? What is the size of enrollment in the school, the graduate school, and your department? How many students are full-time and how many students are part-time? What is the breakdown of the student population by geographical origin and undergraduate institution? What is the breakdown of the present student body according to age, gender, and race? How much time do students have to work on their own research? What is the academic ability of students upon entering the program? What are the achievements, knowledge, and skills of students upon degree completion? What do current students and graduates have to say about the program? How satisfi ed are current students and graduates with various aspects of the program?



QUESTIONS TO ASK WHEN CHOOSING PART-TIME PROGRAMS

Distance Learning (Online) ProgramsDistance learning programs also offer more fl exibility for students who have family or work

commitments while pursuing higher education. Online degrees often have just as much credibility to an employer as traditional programs and can oftentimes be earned without accruing as much debt as you would if you were to earn the same degree through a traditional, on-campus program. Online programs are not offered for all disciplines, and most programs require a short-term residency on campus to write exams in person or present and defend your thesis (Peterson’s 2008a). Here are some factors to think about when considering a distance learning graduate program:

What is the average length of time to degree completion for students enrolled in the distance learning program? How does this compare to the average length of time to degree completion for students enrolled in a traditional, on-campus program?

What sort of fi nancial aid, if any, is available for distance learning students?

Do professors work with distance learning students’ special needs?

Are current distance learning students available to discuss their experiences?

Are the course offerings in the distance learning program the same as in the full-time program? Do the same faculty members teach in the distance learning program as in the

full-time program?

How much time, if any, will you need to spend on campus taking exams or presenting your thesis?

How often will you need to commute to campus and how much will this commute cost you?

Are the admissions standards for distance learning and full-time programs the same? If the distance learning program has different admissions or faculty standards, investigate the program more carefully. It may not be up to the standards of the full-time program.

QUESTIONS TO ASK WHEN CHOOSING DISTANCE LEARNING (ONLINE) PROGRAMS

General What are the defi ned purposes of the program? How concerned is the school with student and faculty welfare? How is student progress evaluated? In what ways are students able to receive feedback about their progress and performance? What are the processes and policies regarding program leadership and decision-making? In what ways does the school help graduates with job search activities? What are the policies regarding advisement of students? How do students and faculty members interact with one another? What kinds of relationships does your program have with other graduate programs? Is there a formal process for representing graduate student concerns to the faculty of the department?

Part-Time Programs

Part-time graduate school programs can offer more fl exibility for students who have a family to take care of or students who choose to work while pursuing higher education. However, part-time programs sometimes come with many drawbacks. Because part-time programs can provide both benefi ts and disadvantages, it is important to do your research and fi nd a graduate school program that suits your career and lifestyle. Here are some factors to think about when considering a part-time graduate program:

Are night and weekend classes offered? Is the library open at night and on weekends? What are the evening and weekend hours? Are the campus computer centers and research laboratories open at night and on weekends? What are the night and weekend hours? What sort of fi nancial aid, if any, is available for part-time students? Do professors work with part-time students’ special needs? Are current part-time students available to discuss their experiences? Are the course offerings in the part-time program the same as in the full-time program? Do the same faculty members teach in the part-time program as in the full-time program? Do part-time students get the same priority as those in the full-time program when registering for courses? (Sometimes, full-time students

have an earlier registration, meaning some courses could be fi lled before part-time students are allowed to register). Are the admissions standards for part-time and full-time programs the same? If the part-time program has different admissions or faculty

standards, investigate the program more carefully. It may not be up to the standards of the full-time program.

B!G GUIDE TO GRADUATE SCHOOL 19B!G GUIDE TO GRADUATE SCHOOL 19

It is difficult to make generalizations about graduate admissions practices because each institution or program has its own set of procedures, requirements, and deadlines. However, there are a few standard requirements that apply to the admission processes of most graduate schools and programs (The Thomson Corporation & Peterson’s, 2005). For example, graduate schools in arts and sciences, education,

ADMISSION POLICIES & PROCEDURESADMISSION POLICIES & PROCEDURESFrom researching institutions and taking the GRE to fi lling out applications, the

admission process involves hard work and the coordination of many resources. The key to success is careful planning based on correct information.

and business generally expect applicants to possess an appropriate bachelor’s degree at the time of entrance.

For more information about standard graduate school admissions requirements, check out the list on the next page or take some time to explore www.kaptest.com. This site will provide you with almost everything you need to get started on a successful admissions process.

APPLICATION & FEES

Make sure that your application is neatly typed or written (preferably typed) and is mailed or electronically submitted before the deadline. If the schools you are applying to have rolling admission, you should apply as early as possible—applicants are reviewed as their applications are received. Even schools with a


regular admission process like to see applications submitted in advance of the deadline. Be sure to enclose all required fees, essays, and related

information. Double check to make sure that you have made your check out to the right department or offi ce and that you have signed your check.

The DOs & DON’Ts of the Graduate School Application Process

Use the following tips when fi lling out your graduate school applications to ensure that graduate admissions representatives receive your application on time and take you seriously as a candidate:

DO begin applying to programs that interest you at least one year before you plan to start the program.

DON’T put off fi lling out or sending your applications.

DO double-check deadlines for each university because they vary from one institution to another.

DO read the entire application and all directions carefully— be sure to fi ll out all sections of the application.

DON’T leave anything blank on your application. If you are unsure what information you are being asked to provide, contact a representative from the program’s admissions offi ce or ask an advisor, faculty member, or Career Center Consultant.

DON’T be unclear, vague, or incomplete with any of your answers.

DO be honest about your experiences, education, and qualifi cations.

DON’T exaggerate or lie about your accomplishments, experiences, and qualifi cations.

DO fi ll out your own application to ensure accuracy of information.

DON’T have a friend or family member fi ll out your

application for you.

DO type or neatly print all information on the application.

DON’T use cursive or script if hand writing your application.

DO make a copy of each application and practice fi lling it out before completing the original application (when hand writing your application).

DON’T use correction fl uid when hand writing your application or any supporting materials.

DO ask a friend, family member, faculty member, advisor, Writing Center Consultant, or Career Center Consultant to review and proofread your application before mailing it.

DO keep a copy of all applications and forms you submit.

DO make sure that you are enclosing all paperwork, documents, and writing samples that are required for the application process.

DO follow up with the admissions offi ce two to three weeks after submitting your application to make sure the offi ce has received all required items (Peterson’s, 2008g).

TRANSCRIPT

Every graduate institution requires at least one undergraduate transcript in support of your application for admission. If you have attended more than one college or university, include copies of transcripts from each school to show all credits earned toward your degree. Because admissions procedures on the graduate level are often coordinated efforts between the offi ces of the Dean, the departments, and admissions, more than one copy of a transcript may be required. Requests for transcripts must be made in writing to the BGSU Registrar’s Offi ce and is a free service for all BGSU students and alumni.

ADMISSION TESTS

There are a number of different tests graduate schools use for admission, so it is very important to know exactly which test each school you are considering requires. Scores on these tests are used not only for admissions decisions, but also for fellowships, grants, and assistantships. Refer to Chapter 5—Overview of Admission Tests—located on page 26 of this guide, for more information about graduate school admission tests.

LETTERS OF REFERENCE

Letters of reference are typically required as part of the application procedure. Generally, letters are to be provided by members of the faculty or past employers who are in a position to assess your attitude and motivation for graduate study. It is important to choose reference writers who know you well and can attest to your abilities, accomplishments, and character.

Be sure to consider the following guidelines when asking a professor or past employer to write you a letter of reference:


Politely ask your professors oremployers if they are comfortable writing a letter of reference for you. If you receive a response that is less than enthusiastic, consider asking someone else to write you a letter of reference. Ask your professors or

employers what they would say about you in a letter of reference. It is often diffi cult to ask others for their honest opinion about your character, work ethic, and potential, but you will want to fi nd out what their opinion of you is before you have them write and send a letter of reference to your fi rst-choice graduate school. Allow your reference letter

writers two to six weeks to write and send your letter. Avoid asking your professors for

a letter of reference during the busy times of a semester, which include midterms, fi nals week, right before a new semester starts, or immediately after a semester ends. Stress the date when you’re

going to apply. Avoid speaking of the deadline, but do ask if your reference letter writer will be able to have your letter ready by the date when you expect to send in the remainder of your application materials. Check in with your reference

letter writers once a week to see if they have completed and mailed your letters. Be polite about it! Don’t forget to send each

reference letter writer a sincere thank you letter or card once he or she has written and mailed your letter (Asher, 2000).

You can enhance or supplement the writer’s knowledge of your ambitions by scheduling a brief meeting to discuss your goals and achievements. Take the following materials to your meeting: Your transcripts (the BGSU

registrar’s offi ce provides transcripts free of charge).

A copy of a paper or project thatillustrates some of your best work. A copy of your resume or

curriculum vita. A list of activities that you

have been involved in during your undergraduate education. A copy of your most recent

draft of your personal statement. All of the necessary forms your

reference letter writer will need to fi ll out. Stamped and addressed

envelopes for each of the forms or letters your reference letter writer will need to mail to the schools or programs you are applying to (Asher, 2000).

PERSONAL STATEMENT

Your personal statement (or statement of intent/statement of purpose) is your chance to speak for yourself and supply admissions committee members with information to support and supplement your application, transcript, and letters of reference. Be creative and informative and be sure to personalize your statement of purpose for each school to which you are applying. Make logical connections between aspects of the school or program and your own personal skills, abilities, and accomplishments. Admissions committee members will be reading your statement and examining how clearly you think, how well you have developed your plans for graduate school, and the degree to which your interests and strengths fi t in with those of the program to which you are applying. If you would like help brainstorming ideas for your personal statement, call the Writing Center at 419-372-2221 to make an appointment with an experienced writing consultant. For more information about your personal statement, as well as tips for writing your personal statement, refer to Chapter 6—Graduate School Essays—located on page 29 of this guide.

INTERVIEW

An interview may be required by the institution or the program to which you are applying. If the school does not require an interview, it would still be advantageous to schedule a time to meet with a faculty member or chair of the department. This will provide an opportunity for you to visit the campus to make sure that it is a good fi t for you. It is also a good time to fi nd out more about the school and program. Treat your graduate school interview as you would a job interview; dress professionally and be prepared to talk about your academic and career goals. Bring your professional portfolio (if you have one) or recent and applicable examples of your research, writing, or presentation skills, such as exemplary writing samples from your undergraduate education. Contact the Career Center at 419-372-2356 if you would like help preparing for your graduate school interview.

Tips for a Successful Graduate School Interview

Regardless of whether or not an interview is required for admission to the graduate program of your dreams, interviews provide an excellent opportunity for you to

paper oor prrojeect thahattome of yyouur bbestt woworkk. your resuumme oorvita. ivities thhat yoouinvolvedd inn duririnngg graduatee eeduducacaatitititionono .

your mosst rreceeentnttntur persoonalal s sstatatatetetetemementnt.ecessaryy f fororo msmsms yyy youuououourrrrretter writeter r wiwilll neeeed d

nd addresessedfor each oof thhe foformr sour refereencnce lettttereneed to maailil t o o ththeprograms yoyou u arare e

o (Asher, 20200000).


Think about what questionsyou want to ask the interviewer in advance. Be sure to ask questions that are important to you and that give the interviewer some insight into your priorities, personality, and interests. Don’t ask questions that can be easily answered by reading the school or program’s website or brochure. Dress appropriately and

professionally for your interview. If you have a suit that fi ts well and looks nice, wear it! If you don’t have a suit, dress in the most professional clothing you have, or consider investing in a suit. Present yourself positively—

be sure to talk about your strengths, skills, and interests— not your weaknesses and problems. If asked to discuss your weaknesses or problems you have encountered in the past, speak maturely of these issues and indicate how you are working towards improving your weaknesses and what you have learned from past problems. Be on time! Don’t keep

admission counselors waiting. Be sure to have everything you need for the interview prepared the night before (such as your resume, portfolio, and attire) and leave early in case you run into heavy traffi c (Peterson’s, 2008j). Read Chapter 5—Interviewing—

of the BGSU Career Center’s B!G Job Search Guide, located online at hire.bgsu.edu, for more information about how to prepare and dress for your interview.

SPECIAL ADMISSION REQUIREMENTS

Some schools or programs require a work sample or a portfolio. Review the application process information, and fi nd out

market yourself to the admissions representatives and create an favorable impression. Use the following tips to ensure that your graduate school interview is a success: Familiarize yourself with the

professors of the school and program you are applying to before your interview. Don’t be afraid to contact individual professors (via phone, email, or traditional mail) to get to know more about their research and to get your name out there. Research the graduate school

and program thoroughly before your interview so that you can ask and respond to questions appropriately and intelligently. Don’t go into the interview without background knowledge of the school and program! Write your personal statement

prior to your interview and be sure to read over your statement a few times before the interview so that it is fresh in your mind. Being able to articulate this information in writing and when speaking will help you comfortably respond to questions the interviewer may ask you about your goals and reasons for applying to graduate school. Prepare yourself just as if you

were preparing yourself for a job interview—be ready to discuss your short-term and long-term goals, research interests, and motivations for applying. Prepare to answer behavioral interview questions, or questions about your past behavior or performance that may indicate your future behavior or performance. Be able to answer in a way that demonstrates how you solve problems and articulate your ideas. Before your interview, practice describing specifi c situations that demonstrate how you performed on the job or accomplished specifi c results.


in advance if you will need samples of your work or a portfolio. Be sure to get started early if you are preparing a portfolio, as it will take a great deal of time and resources to create a neat, professional, and impressive portfolio. Consider meeting with your advisor to discuss the possibility of taking a portfolio development course if you anticipate needing a professional portfolio for the graduate school admission process.

Some institutions require that you have an undergraduate degree in the same subject as your intended graduate major. Review the program’s website or speak with a graduate advisor from the program

to be sure that you are meeting this and any other special admission requirement before applying to the program.

PLANNING & TRACKING YOUR APPLICATION PROCESSES

It is a good idea to prepare an activity log to keep track of the application processes for each institution you intend to apply to. Read over the literature or website for each program and break down the application steps into smaller assignments, such as registering for the GRE, taking the GRE, asking

a certain professor for a letter of reference, verifying that your professor mailed your letter of reference, writing your personal statement, ordering your transcripts, forwarding your GRE scores, mailing in your application and personal statement, verifying receipt of all of your application materials, and requesting an interview with a representative of the program to which you are applying. Use the Graduate School Application Activity Log below to list each of these smaller assignments (in the order in which they should be completed) and check off assignments as you complete them.

Activity

Example: Ask Dr. Smith for a letter of reference.

Done ?

aActual Due Date

February 1

My Target Date

September 1

GRADUATE SCHOOL APPLICATION ACTIVITY LOG

Institution

UCLA


ADMISSIONS TIPS FOR STUDENTS OF DIVERSE BACKGROUNDS

Most universities offer additional services, resources, and accommodations for students of diverse backgrounds, such as minority students, international students, students with disabilities, and students from the Lesbian, Gay, Bisexual, and Transgender community (LGBT). By conducting online research, calling or visiting various institutions, and speaking with current and former students, faculty, and staff, you can discover what resources, services, and programs are offered at each institution for students of diverse backgrounds.

Minority Students

When applying to graduate programs, it is important for minority students to assess the campus culture at all of the graduate schools under consideration. You can get a good idea of how important diversity is to a university by investigating its recruitment programs and resources aimed at minority student success (The Thompson Corporation & Peterson’s, 2005). Specifi c concerns about a graduate school or program can be addressed by asking questions of current students, faculty members, and alumni of the program. Use the questions below to guide your investigation of the campus culture and resources for minority students: Does the institution recruit

minorities for its graduate programs? If so, how? Are minorities represented in

the institution’s brochures, literature, and website? What campus resources

and programs exist to help minority students locate housing, jobs, and counseling services? What fi nancial aid is available

to members of underrepresented groups?

How many minority students arecurrently enrolled in the institution’s graduate programs? How many minority students

have graduated from the program you are considering? Are there opportunities for

you to work with diverse faculty members whose research interests match yours?

Students With Disabilities

The Americans with Disabilities Act requires that all educational institutions provide students with learning, physical, and/or cognitive disabilities equal access to their programs, services, facilities, and resources. If you have a disability, you have the right to request and receive accommodations that will enable you to participate in and benefi t from the programs, services, activities, and resources offered by a graduate school or program (American Education Services, 2009). Be sure to research, contact, and visit all schools under consideration in order to fi nd out as much information as possible about the services and resources available for students with disabilities. Use the questions below to guide your investigation of the disability services available at each school you are considering: Does the institution have a

disability services offi ce or liaison to assist students with accommodations? What campus resources and

programs exist to help students with disabilities locate housing, jobs, and counseling services? What fi nancial aid is available to

students with disabilities? How many students with

disabilities are currently enrolled in the institution’s graduate programs? What do these students have to

say about the institution’s disability services? How many students with

disabilities have graduated from the program you are considering?

Are the buildings and campushousing units accessible to students with physical disabilities? What types of educational and

support services are available for students with learning disabilities? What technologies does the

school have to assist students with disabilities?

International Students

International students will want to assess the diversity and campus culture at all of the graduate schools or programs under consideration. The types of resources and services for international students vary by institution, and you will need to fi nd the school that is the best match for you, based not only on graduate programs offered, but also on services available to assist international students. Use the following questions to guide your investigation of the services for international students available at each school you are considering:


Does the institution recruitinternational students for its graduate programs? If so, how? Are international students

represented in the institution’s brochures, literature, and website? Does the institution hire international

professors and instructors? What are the academic disciplines of these professors and instructors? What campus resources and

programs exist to help international students locate housing, jobs, and counseling services? What fi nancial aid is available to

international students? How many international students

are currently enrolled in the institution’s graduate programs? How many international students

have graduated from the program you are considering? What international programs,

support groups, and clubs are offered by the schools you are considering?

International students who intend to apply to graduate schools in the United States should be aware of additional requirements that most institutions have for international students. For example, international students must take the Test of English as a Foreign Language exam (TOEFL) to evaluate their level of English profi ciency before applying to graduate schools in the United States. This exam is a computer-based test, which is available year-round (by appointment), and consists of four sections: listening, reading, structure, and writing. Be sure to register for and take this exam early, so that you will have a chance to retake the test and improve your score at a later date, if necessary.

International students are also required to submit a certifi cate of support, which attests to the applicant’s fi nancial resources, and to have health insurance coverage. Most universities offer affordable health insurance to their students, and you may want to look into this option. One fi nal reminder, some graduate programs in the United States have a limited number of spaces for international students, so be sure to apply early to ensure that you are considered for one of these spots (The Thompson Corporation & Peterson’s, 2005).

LGBT Students

LGBT applicants to graduate programs can face many of the same academic and social hurdles as applicants from racial or ethnic minority groups. It is important to note that it is the applicant’s choice whether or not to disclose sexual orientation during the application process—no applicant should feel forced to disclose or forced to remain silent about their sexual orientation (Norcross, Sayette, & Mayne, 2009). Most universities offer resources, clubs, support groups, and programs specifi cally geared towards the LGBT student

community, and with a little research you can determine which schools and programs are the right fi t for you. Use the questions below to guide your investigation of the [atmosphere of inclusion] LGBT community at each school you are considering: How many current faculty

members are openly lesbian/gay, or heterosexual allies? Does an overall sensitivity to

diversity issues exist on campus? What is the geographic location

of the school? Is it located in a conservative, rural area? What is the size of the

institution? How liberal is the institution? Is there a LGBT student union? Are there specifi c housing

options or policies for LGBT couples? Is there a coordinator or offi ce

specifi cally for LGBT community members?

COMMON REASONS WHY GRADUATE SCHOOL APPLICATIONS ARE REJECTED

Graduate school admissions panels often have to reject applicants. There are various reasons why graduate school applicants are rejected, including: Inappropriate undergraduate

curriculum for the program. Poor grades or lack of academic

prerequisites. Low admissions test scores. Weak, ineffective, or missing

recommendation letters. Missed application deadlines. Incomplete application or fi le. Not competitive within the pool

of current applicants. Research interests that don’t

match those of the faculty.

By planning ahead, applying early, and doing the research before you apply, you should be able to avoid most of these pitfalls.


There are many books, computer programs, courses, and practice tests that can help you prepare for admission tests. These resources can be found at the Jerome Library, the BGSU Bookstore, or on the web.

If you are not sure what tests the programs you are applying to require, contact a graduate advisor from the program or browse the program’s website to clarify the admission test requirements. Then, use the descriptions below, as well as

OVERVIEW OVERVIEW OFOF

ADMISSION ADMISSION TESTSTESTS

Time spent becoming familiar with the format of an admission exam can greatly improve your test-taking confi dence and scores.

books, computer programs, courses, practice tests, and the resources listed in Chapter 9—Helpful Websites—located on page 39 of this guide to prepare for the test.

GRADUATE RECORD EXAM (GRE)

This general test is used for admission into most graduate programs. The GRE is a computerized

test, which adjusts the questions based on your performance. Each right or wrong answer has a direct effect on the next question that you will be asked. The GRE consists of three sections: verbal (30 questions, 30-minute time limit), quantitative (28 questions, 45-minute time limit), and analytical writing (75-minute time limit). The verbal section tests reading comprehension and vocabulary, while the quantitative covers algebra, geometry,


arithmetic, and data analysis. The analytical writing portion of the exam tests your reasoning abilities and is split into two separate essays: analysis of an issue (45-minute time limit) and analysis of an argument (30-minute time limit). In addition to the general test, there are subject tests that assess your ability within a particular subject area (e.g., biochemistry, economics, education, history, psychology). Some schools may require a subject test, while for others the subject test is optional or not necessary at all (Kaplan, Inc., 2009b).

GRADUATE MANAGEMENT ADMISSION TEST (GMAT)

This test is offered solely via computer and assesses verbal, qualitative, and analytical writing abilities. The GMAT is an adaptive test that adapts to your performance and each right or wrong answer has a direct effect on the next question that you will be asked. The test consists of 78 multiple choice questions as well as two 30-minute essays and generally takes fi ve hours to complete (Kaplan, Inc., 2009a).

MILLER ANALOGIES TEST (MAT)

This exam tests reasoning ability through 100 analogies (most of which are verbal analogies, but be prepared to answer a few quantitative analogies as well) to be completed in 50 minutes or less. The MAT is offered in both a paper-based and computer-based version. This test is occasionally used in place of the GRE, especially when admissions committees want to test an applicant’s English fl uency, general knowledge, and ability to recognize relationships between ideas (Kaplan, Inc., 2009d).

LAW SCHOOL ADMISSION TEST (LSAT)

This test is specifi cally for students applying to law school and tests critical reading, analytical thinking, and logical reasoning skills. The test is composed of six 35-minute sections (Logical Reasoning Section I, Logical Reasoning Section II, Logic Games Section, Reading Comprehension Section, Experimental Section, and a Writing Sample) and is administered on paper (Kaplan, Inc., 2009c).

MEDICAL COLLEGE ADMISSION TEST (MCAT)

The MCAT is a computer-based, multiple choice exam that measures problem-solving skills, critical thinking abilities, verbal reasoning, knowledge of physical and biological sciences, and writing ability. The test consists primarily of reading passages followed by multiple-choice questions, which you are given three hours and twenty minutes to complete, as well as a writing sample, which you are given an hour to complete (Kaplan, Inc., 2009e).

OTHER TESTS

While the graduate admissions tests described above are the exams that are used most often, there may be other exams required for admittance to the graduate school or program of your choice. Be sure to check the admission requirements of all the schools you are applying to and make sure that you are registering for the right admission exams. After you fi nd out what exams you need to take, visit http://www.kaptest.com/ for more information about graduate admissions exams, as well as web-based practice tests and information about Kaplan’s test prep courses.

TEST PREPARATION

After you determine which standardized tests are required for the graduate schools and programs you are considering, you will need to pick a date and testing location and register for the exam. However, you shouldn’t just pick a date at random, there’s a strategy to determining the best time to take (or retake) your graduate school entrance exam. Use the following tips to help you pick a good time to take your admissions test: Give yourself time to prepare.

Standardized tests measure the same skills in the same way every time you take them. There’s no point in wasting money on the registration fee to take the test if you haven’t had time to prepare and you aren’t ready to do your best. Instead, take a practice test (versions of which are available for most admission tests at http://www.kaptest.com) without having to pay the registration fee. Before you register, take a look at your schedule and be honest about how much time you’ll have to commit to studying and preparing for the test. Then, pick a date far enough in advance that you will have adequate time to prepare. Give yourself enough time

to report your scores before admission deadlines. Most admission offi ces will not look at your application until it is 100% complete—which means you must have reported the appropriate standardized test scores to the schools in advance of their individual admission deadlines. If you register to take your admission test the spring before you intend to complete your undergraduate degree and apply to graduate school, you will certainly have enough time to report your scores before admission deadlines pass.


Have a backup test date inmind. Keep in mind that things do go wrong. On your test day, you might get sick, a family emergency might occur, your car might break down, or you might just be having a bad day in general. Circumstances such as these hold the potential to lower your test scores and make your scores poor predictors of your aptitude. If you register to take the test early enough and you have a bad day on your test date, you will still have another chance to retake the test and improve your score (Peterson’s, 2008e).

Know the Test Structure & Directions

Before you can begin to study for your admissions test, you must familiarize yourself with the test structure and directions. What skills and abilities will be tested? What types of questions (reasoning, logic, quantitative, qualitative) will be asked? How much time do you have to take the test, and how much time should you spend on each question? Be sure to take a couple of practice tests so that you will have the opportunity to thoroughly read the directions and familiarize yourself with the structure of the test before your actual testing date (Peterson’s 2008e).

Study for the Test

Now that you have registered to take your admission test and familiarized yourself with the test structure and directions, it is time to study for the exam! There are many resources out there to help you study and prepare for the exam. You should check into a variety of study methods and decide what works best for you. Keep in mind that many graduate school admission exams are frequently revised or restructured, so be sure that your study materials are the most recent

versions. For example, while the library might be a great place for you to fi nd study guides and books, some older versions may not have been removed from circulation yet. Try out a few of the following resources to see what helps you the most: Campus-based freebies. The

Career Center, the Counseling Center, the Writing Center, and the Jerome Library all offer free resources (study guides, brochures, and books) that will help you to prepare for your graduate school admissions exams. Test prep manuals. Most

local and major bookstores (BGSU Bookstore, Barnes & Noble, Amazon.com, and others) dedicate entire shelves to standardized test preparation. If you opt to purchase a test prep manual, be sure to fi nd one that offers lessons and timed practice tests. Computer software. Although

test prep computer programs generally cost more than study manuals and books, you may fi nd them more practical and useful as they offer interactive lessons and practice tests. If you decide to purchase test prep software, make sure you fi nd a program that includes full-length practice tests with detailed explanations of answers.

Web-based freebies. If youare interested in the interactivity of test prep computer software, but don’t have the extra cash to invest in a program, you may want to look online for free web-based resources. Various websites offer practice tests, sample questions, useful hints, and updated information about standardized test content. Check out Chapter 9—Helpful Websites—located on page 39, for more information about where to look for these resources. Web-based courses and

resources. Several websites offer online courses and study materials for a small fee. Many of these online test prep options offer immediate feedback, a detailed analysis of your weaknesses, and suggestions for how to study and improve your standardized test-taking abilities. Live commercial coaching

classes. Companies exist that dedicate a great deal of time and effort to test preparation, such as Kaplan (http://www.kaplan.com). Although commercial coaching classes are the most expensive method of test preparation, they do provide additional benefi ts, such as assistance from an experienced test prep coach and the option to take practice tests in a setting that resembles the real test environment (Peterson’s, 2008f).


The application essay (also known as a “statement of purpose” or “personal statement”) has two basic purposes. First, the essay is used as an indicator of your writing ability. Second, personal statements provide an opportunity for you to articulate your goals and reasons for applying to graduate school in your particular area of study.

The essay is your opportunity to create a more detailed, human portrait of yourself and the assets you could bring to a graduate program beyond your test scores and undergraduate transcripts.

Essay topics and requirements vary by graduate school or program. Writing an excellent essay entails examining the essay question carefully and tailoring your essay to the question. Generally, schools will ask you to articulate why you should be admitted to their particular program, so writing a “one-size-fi ts-all” essay is not the correct approach. The key to writing your essay is to match your abilities and goals specifi cally to the individual program. This entails researching the program and knowing your own goals, strengths, and skills. Be sure to begin writing your graduate school admission essays early, because creating a solid, polished admission essay often takes longer than expected.

GRADUATE GRADUATE SCHOOL SCHOOL ESSAYSESSAYS

Knowing Yourself & Your Goals

Before writing an admissions essay, take the time to assess your personal characteristics, skills, experiences, achievements, and goals. Which characteristics and skills set you apart from other students applying for admission? How can your experiences and achievements translate into successful completion of graduate school? How will attending graduate school enable you to reach your goals? Be sure to give concrete examples if you list personal characteristics and skills (e.g., motivated, critical thinker). Give specifi c, detailed examples of past experiences that illustrate those characteristics and skills. Use the Goal Development chart, located on page 5, and the Assessment of Characteristics & Skills chart below to help you brainstorm ideas before you begin writing your personal statement.

Characteristic or skill

Example: I have excellent time management skills.

ASSESSMENT OF CHARACTERISTICS & SKILLS

How does this characteristic or skill set me apart from

other applicants?

I can handle multiple projects at once, without falling behind and without performing sub-par work.

Past experiences and achievements that illustrate

this characteristic or skill

When I enrolled in my undergraduate institution, I worked two jobs while taking a full course load each semester and still maintained a 4.0 GPA.

How do these experiences and achievements translate into successful completion

of graduate school?

I am capable of managing my time so that I successfully complete all of my assistantship duties without falling behind in my coursework.

What institutions or programs would be best

for me based on this characteristic or skill?

Texas A&M University has already offered me an assistantship; New York University has a very time-consuming, yet prestigious, MBA program.


When writing your personal statement, be sure to portray yourself in a good light: create a true and accurate representation of yourself that is appealing and motivating. Start out with a unique introduction and be sure to answer all questions that are being asked of you. Pick a theme or thesis for your essay that will help guide you and keep you on track.

ARTICULATING WHY YOU’RE A GOOD CANDIDATE FOR THE PROGRAM

The other half of writing an excellent essay is matching your clearly defi ned goals and abilities to the program to which you are applying. Check out the school’s website and call or write to an admissions counselor to learn more about the specifi cs of the program and the research interests of the faculty. Then, review the information you wrote in the Goal Development chart (page 5) and the Assessment of Characteristics & Skills chart (page 29) to help you link your personal characteristics, skills, experiences, achievements, and goals to the mission of the university and program. Use your personal statement to explain to members of the admissions committee why you would be an excellent asset to their school. Always provide examples to back up your abilities and skills, and make sure that you are not simply summarizing your resume or giving lists of information without adequate support.

REVIEWING & EDITING ADMISSION ESSAYS

After you have drafted your personal statement, be sure to have at least one other person carefully review your essay and proofread it! Ask a trusted advisor, professor, faculty member, Writing

Center Consultant, Career Center Consultant, graduate assistant, friend, or family member to look over your personal statement and provide you with honest feedback. With a little preparation and self-assessment, writing your graduate school essays does not have to be overly stressful.

PERSONAL STATEMENT MISTAKES TO AVOID

Your personal statement provides admissions counselors with an initial insight into who you are, as a person, as a student, and as an emerging professional. Make sure you start writing your personal statement early so you have plenty of time to draft, revise, and proofread your document and ensure that it is an accurate portrayal of you. Avoid the following common mistakes to ensure that you make a good fi rst impression on admissions counselors: Failing to eradicate errors.

There is no excuse for careless errors in spelling, grammar, and mechanics within your admissions essays. If you begin drafting your essays in advance of the deadline, you should have plenty of time to proofread and correct errors. Even a single error could cause you to be perceived as careless, disorganized, or not serious about your application.

Using generalities. Avoid usingunoriginal generalities, such as “I learned the value of hard work” or “I learned that teamwork is important,” as these types of statements are overused and will not differenciate you from the other applicants. Instead, use specifi c examples and detailed explanations of your skills, abilities, and work ethic. Summarizing your resume.

Other portions of your application will provide admissions counselors with an overview of your general background and experience. Do not simply repeat this general information in your personal statement. Make sure that your statement is more future-oriented than past-oriented. Use past experiences to build a vision of your future by noting how these experiences support your goals and plans for the future. Discussing sensitive or

inappropriate topics. While it is okay to express your values and opinions, avoid preaching and soap boxing, as these tactics may make you come across as fanatical or too extreme. Keep in mind that strong political and religious views are not appropriate topics to include on personal statements. Using cuteness or gimmicks.

Don’t base your personal statement’s style on gimmicks, cuteness, or cleverness. These writing styles do not come across as professional to admissions counselors. Providing irrelevant details.

Omit any irrelevant details, wordy writing, or repetitive information and statements. Being more direct and to the point will show admissions counselors that you are focused and that you are able to weed out irrelevant details from pertinent ones (Peterson’s, 2008k).


The best place to seek fi nancial aid information is the fi nancial aid offi ces at the schools you are considering. Ask about federal and state aid programs, private foundation scholarships, the fi nancial aid program of the university or graduate program, fellowships, grants, internships, and assistantships. Use this chapter to investigate ways to fund your graduate education.

ARE YOU AN INDEPENDENT STUDENT?

Even though the age of 18 tends to signify “independence” from

FINANCING FINANCING GRADUATE GRADUATE SCHOOLSCHOOL

When seeking fi nancial aid for graduate study, start early and explore every option. In some cases, you will not have to pay for tuition at all.

your parents, federal fi nancial aid programs defi ne independency in a different way. In order to qualify for federal fi nancial aid as an independent student, you must meet at least one of the following criteria:

Have a dependent.

Be a veteran.

Be married.

Be at least 24 years old.

Be an orphan or legal ward of the court.

Have obtained a bachelor’s degree (Peterson’s, 2008c).

WAYS TO FUND GRADUATE SCHOOL

There is an abundance of fi nancial aid resources available to those who wish to pursue a graduate degree—you just have to know where to look for them and how to apply. The following are essential principles to keep in mind when looking for and applying for fi nancial aid: Your application and supporting

materials must be submitted well in advance of the application deadline date. It would be wise for you to make inquiries


regarding admission and fi nancial aid a year in advance of the intended date of enrollment. A prerequisite for a successful

application for fi nancial assistance is careful reading of the application form coupled with a scrupulous effort to provide all of the requested information. If you receive two or more

awards, examine their actual cash value to be sure that you understand what you would receive in each case. Some fellowships have a very small face value, but carry additional benefi ts such as tuition and fees. If your stipend is not enough to

carry you through the year, look into options for borrowing money. Loans are granted to students by the federal government and fi nancial institutions. Compare the different interest rates and terms of repayment before committing yourself to any loan.

Be sure to explore the various types of graduate school funding outlined in this chapter to determine what types of aid you may qualify to receive. Start early and apply for as many different types of aid available to ensure that you don’t rack up unnecessary debt while earning your degree.

FAFSA

If you are applying for federal student aid, you must complete the Free Application for Federal Student Aid (FAFSA). This application can be completed and mailed in or completed online at http://www.fafsa.ed.gov. After you submit your FAFSA, you will receive a Student Aid Report, which details how much federal fi nancial aid you qualify for. Be sure to fi ll out and submit your FAFSA as early as possible, as funds are limited (The Thomson Corporation & Peterson’s, 2005).

Federal Loans

After you fi ll out your FAFSA, you will fi nd out whether or not you qualify for federal student loans. Two common types of federal loans for graduate students are the Stafford loan and the GradPlus loan. Stafford loans allow you to borrow approximately $20,500 a year. GradPlus loans help graduate students fi ll in the gaps when all other forms of fi nancial aid have been exhausted (Peterson’s, 2008i).

Fellowships & Grants

Fellowships and grants provide money (you don’t have to repay) to help cover the costs of earning an advanced degree, such as tuition, housing, books, food, and other expenses. Fellowships vary widely by graduate programs and are awarded for a variety of reasons. To locate fellowships and grants, be sure to research organizations and companies that promote research and advanced study within your fi eld (Peterson’s, 2008b).

Scholarships

Oftentimes, you can fi nd scholarships that you qualify for either through the school to which you are applying or through other organizations and companies. It is a good idea to not only check for scholarships at each institution you apply to, but also to register for scholarships that you fi nd online (on scholarship database sites such as

FastWeb, http://www.fastweb.com) or through professional organizations within your fi eld.

Teaching, Research, & Counseling Assistantships

Assistantships are one of the most common ways to fi nance a graduate degree. Some schools or programs can offer assistantships to the majority of graduate students who teach courses, conduct research, or serve as advisors. Assistantships either pay for your education or reduce your tuition in exchange for working for the university as a graduate instructor, researcher, or advisor. The type of work, number of hours, and amount of fi nancial aid associated with an assistantship varies from school to school, so be sure to look into the unique assistantship opportunities that exist at each institution (Peterson’s, 2008b).

Private Loans

Private loans can be obtained through fi nancial institutions, such as banks and credit unions, and can help you fi nance your education. However, be sure to thoroughly research private loans before signing the note—many private loans have higher interest rates than federal loans and may not give you the same benefi ts as a federal loan, such as deferred payments while you are enrolled in a graduate program (Peterson’s, 2008i).

Other Sources of Aid & Income

Your graduate education can also be fi nanced through administrative internships, Federal Work Study, a personal savings account, the GI Bill, or a part-time job. Most graduate admissions counselors do not recommend that you hold a full-time or part-time job while attending graduate school, especially if you have an assistantship that occupies a large portion of your time. However, there are certain circumstances in which you may be able to balance work, school, and your personal life. Ultimately, you must decide what you can or cannot handle.


*

MAKING THE GRADUATE SCHOOL TRANSITIONMAKING THE GRADUATE SCHOOL TRANSITIONGraduate school is not simply an extension of your undergraduate experience.

Graduate school is a unique experience that helps to socialize you—the next generation of educators, doctors, lawyers, social workers, and other professionals (Rapp & Golde, 2008). Therefore, you should be aware of the differences between undergraduate and graduate education, as well as the transitions that will take place as you progress from an undergraduate student to a graduate student.



This chapter is designed to get you thinking about the crucial transition from a student to a professional via your graduate education.

BALANCING WORK, FAMILY, EDUCATION, & SOCIAL LIFE

As you begin your transition into graduate school, you will notice that graduate studies place intense demands on your personal life. At times, it may be a struggle for you to balance your work, family, education, and social life. The following tips can help you a balance competing demands so that you don’t get “burned out” early on in your graduate education: Keep in touch with your

professional contacts. Be sure to keep in contact with undergraduate professors, advisors, and counselors with whom you have developed close relationships. These professionals can not only provide letters of recommendation, but may also be able to offer crucial moral support throughout your most diffi cult academic times. Determine your workload at

the beginning of each semester. Speak with your professors and current graduate students about how much time you will need to dedicate outside of class each week to

reading, researching, writing, and studying. Then, add 20-30% more time to the estimates you receive, as a safety factor. Establish a form of reliable

transportation. Having your own vehicle can greatly reduce the amount of time you spend waiting for transportation and in transit to your institution. However, if you do not have your own vehicle, be sure to establish a reliable means of transportation prior to the start of school, whether it means fi nding housing close enough to walk to campus or investing in a bus pass. Determine a budget. Be aware

of how much fi nancial aid you are being rewarded, as well as when you will receive your aid. Create a budget that delineates how much you can afford to spend on housing, transportation, food, basic necessities, clothing and personal care items, entertainment, and other expenses. Stick closely to your budget to ensure that you do not wind up running short on funds. Get your priorities straight.

Being a graduate student does not mean sacrifi cing all forms of entertainment. However, as a general rule, be sure to work fi rst and play later—ensuring that you will have time to complete all of your graduate school commitments.

Define time boundaries forstudying and reading. Be sure to set aside quiet time each day to study and read. Inform family and friends of your study times, and respectfully ask them not to call you, drop in on you, or disturb you within these timeframes. Find the best place for you to

study. Some students study best in the privacy of their own home, apartment, or bedroom, while other students find it easier to study on campus, in a library or student union. Try studying in a variety of settings to find the setting that works best for you. Coordinate your schedule so that you’ll have enough alone time in your preferred study space each week. Eat right and sleep well. Don’t

expect to keep up with your busy and stressful schedule if you aren’t taking care of your body. Be sure to eat nutritious meals, get enough sleep each night, and limit how often you depend on fast food for breakfast, lunch, or dinner. Exercise, meditate, and/

or pray. Exercising, meditating, and praying can help reduce your stress levels, calm your nerves, and keep you physically and emotionally fi t. Be sure to reserve some time each week to take care of your mind, body, and soul (Peterson’s, 2008a).



MINORITY STUDENTS & TRANSITIONS TO GRADUATE STUDY

Institutions are ethically and morally responsible for providing a supportive environment for graduate students who are from minority groups—a supportive environment that will stimulate their growth as scholars, orient them to the culture of the institution, and assist them in achieving their goal of obtaining a graduate degree (Simpson, 2008). One of the ways in which institutions create a supportive environment for minority students is by examining the challenges that exist for minority students, as well as the factors that contribute to their adjustment to graduate study. Transitional programs and services can help minority students overcome these challenges and can facilitate their transition into graduate study.

If you are a minority student, you may want to familiarize yourself with the types of transitional services your institution offers. Before the start of your fi rst semester of graduate school, fi nd out about available transitional services and programs. This way, you will know where to go for help when academic or personal challenges arise. If you plan on taking graduate courses at BGSU, be sure to contact the Project Search Offi ce at 419-372-0343.

Project Search is a support service that assists in the recruitment, admissions, matriculation, graduation, and placement of multi-ethnic graduate students at BGSU.

Challenges Faced by Minority Students

There are a few common challenges that affect fi rst-year graduate students from minority groups as they make the transition into graduate school. These challenges include: Academic integration.

Academic integration is “the development of a strong affi liation with the college academic environment both in the classroom and outside of class. Includes interactions with faculty, academic staff, and peers” (Nora, p. 235, 1993). Your personal degree of academic integration is highly infl uenced by classroom experiences, satisfaction with the graduate program and institutional environment, and interactions with and attitude of faculty members and peers (Simpson, 2008). If you are having diffi culty integrating into the academic culture and environment of your graduate program, be sure to contact a trusted advisor or faculty member, or your institution’s counseling center to help you address this challenge.

Social integration. Socialintegration consists of the informal, out-of-classroom experiences that determine a student’s personal and social success within the university community. By becoming socially integrated within the university community, your comfort level with your environment will increase. However, if you fi nd that you are struggling to become socially integrated and involved with activities outside of the classroom, this lack of integration and involvement may interfere with your ability to adjust to your new environment and ultimately, to stick with your graduate program (Simpson, 2008). If you are unaware of what social programs exist or unsure to become involved in student organizations, graduate discussion groups, research projects, and other professional development opportunities, speak to a Student Affairs advisor, a faculty member in your department, or your peers to fi nd out what opportunities exist and how you can get involved. Feelings of marginalization

and isolation. Marginalization and isolation can be a major issue for minority students, especially those attending predominantly white schools where it may be intimidating to


INTERNATIONAL STUDENTS & TRANSITIONS TO GRADUATE STUDY

International students may face some additional transitional challenges during their fi rst year of graduate school depending on how long they have been living or studying in the United States and how different their home country’s cultural norms are from those of the U.S. International students must adjust to both the institution’s culture and American educational system. Oftentimes, they also face the challenge of overcoming these differences in a foreign language. One of the ways in which institutions create an environment that is conducive to learning for international students is by examining the adjustment challenges that they face, and then developing transitional programs and services to address adjustment issues.

If you are an international student, you may want to familiarize yourself with the transitional services and programs your institution offers to help international students ease into their fi rst semester of graduate school. By learning about these programs ahead of time, you will be better prepared to overcome transition issues and your adjustment to graduate study will be much smoother.

Challenges Faced by International Students

There are a few common challenges that affect fi rst-year international graduate students as they make the transition into graduate study. These challenges include: English profi ciency.

Oftentimes, for international students, English is not their fi rst language. Graduate students’ success in their

be the lone student or one of only a few minority students in each classroom (Simpson, 2008). To help avoid or overcome these feelings, be sure to build a support network of peers and faculty members at the institution who are also from minority groups. It will be easier to make the transition into graduate school if you have a support group that can relate to your experiences as a minority on campus. Cultural stereotyping and

discrimination. Damaging stereotypes that may exist about minority populations

can infl uence the ways in which minority graduate students are perceived by faculty members and peers within the academic environment (Simpson, 2008). If you fi nd that faculty members or peers are expressing doubt about your intellectual capacity, devaluing your research interests and skills, or treating you as inferior, be sure to report these behaviors to your institution’s multicultural center or offi ce of equal opportunity. These organizations can help you to resolve these issues and combat cultural stereotyping and discrimination.



program greatly depends on their English language profi ciency (reading, writing, and speaking), as well as their discipline-specifi c language skills (Andrade, 2008). If you are a non-native English speaking student, you may want to look into the services and programs your institution provides to help you improve your English speaking, reading, and writing skills. Most institutions offer mentor programs that link international students with native-English speakers. These programs help the international students learn and practice English with an individual who is fl uent in the English language. Cultural adjustments to

American academic life. Many international students come from countries where the educational system is based primarily on lectures. Students go to class and listen to their professors give lectures on the course topic. Students are not expected or encouraged to engage in a discussion of the topic or to express their views and opinions. However, within the American educational system, courses are more interactive, and students are invited to contribute with comments, questions, or answers to questions presented by the professor (Andrade, 2008). If this style of learning is new to you, you may feel hesitant at fi rst to jump in and offer suggestions and answers, or to pose questions and comments. You may want to meet with your professors at the beginning of your fi rst semester to discuss each instructor’s expectations for classroom participation. As the weeks go by and you become more comfortable with the professor and within

the classroom, it should become easier for you to participate in class discussions, to offer your opinions and comments, and to ask questions. Cultural adjustments to

American social life. Culture and language barriers may have an effect on the ability of international students to establish a social support system within the United States. It is oftentimes hard to fi nd a balance between respecting and practicing one’s own culture and participating in the cultural practices of the host country, America (Andrade, 2008).

To help ease your transition into American social life, you may want to join one or two student organizations, become involved in graduate student government, or participate in graduate student discussion groups. This will bring you into contact with other graduate students who have similar interests, making it easier for you to connect and socialize. Be sure to contact your institution’s campus activities offi ce, or browse the institution’s website, to identify social clubs and academic organizations that maybe of interest to you.



TRANSITIONAL PROGRAMS & SERVICES FOR FIRST-YEAR STUDENTS

Today, most universities offer transitional programs and initiatives for fi rst-year graduate students to help promote student success and higher retention and graduation rates. At some universities these programs are required, while at other universities these programs are optional. These programs generally include the following elements: A welcome and orientation

to the campus and university community, including walking tours and an overview of resources available to graduate students. Workshops specifi cally tailored

to international students, minority students, students with graduate assistantships, and students with specifi c majors or research interests. Workshops or programs

on fi nancial planning, stress management, study habits, and other pertinent topics. A welcome event for new students

and their families, which may or may not include a reception and dinner. Mentoring programs that linkfi rst-year graduate students with continuing students, advisors, and faculty members. Discipline-specifi c or program-

specifi c advising programs, such as career planning or personal counseling, which are designed to address the unique needs of graduate students. Self-assessment tools that

allow students to monitor and understand their transition experience (Sims, 2008).

GradSTEP: An Overview of BGSU’s Graduate School Transitional Program

BGSU offers the Graduate Student Enhancement Program (GradSTEP), a transitional program for fi rst-year graduate students, to help students enhance their personal skills and

professional development. GradSTEP was founded in 1973 when BGSU received a grant from the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) to develop a training program that would prepare graduate assistants for teaching assignments. Today, the program has evolved to include not only instructor training workshops, but also to provide information about BGSU programs, resources, and services available to graduate students; to put resource guides in the hands of graduate students; to provide hands-on technology training; and to address graduate students’ transitional concerns, such as time management, money management, and stress management.

GradSTEP is divided into two main programs: the August Program and the Ongoing Program. The August Program, also known as GradSTEP Week, is held the week before the start of fall semester classes. GradSTEP Week consists of nearly 100 workshops and sessions that cover teaching strategies, research resources for graduate students, hands-on technology and software training, personal development resources, and professional development opportunities. The Ongoing Program is designed to meet the needs of students who are unable to attend or unable to fi nish the August Program and consists of similar workshops and sessions offered throughout the year to meet the transitional needs of BGSU graduate students.

Students enrolled in the August Program are required to attend training sessions, workshops, and departmental programming from 8:00 a.m. – 5:00 p.m. Monday through Thursday of GradSTEP Week. Each day, students start off by meeting with their Department Leader to address any questions or concerns they may have. Students then attend two or three morning GradSTEP sessions and workshops and meet with their Department Leader again in the afternoon. This structure gives the Department Leader time to fi nd answers and identify resources to address the students’ questions and concerns and to provide department-specifi c training for their students. Each year, approximately 500 new and continuing graduate students participate in the GradSTEP August Program.

All graduate students, staff, and faculty members are invited to participate in GradSTEP workshops and sessions. All graduate students who receive an assistantship or stipend from the university are required to complete 12 hours of GradSTEP professional development sessions and workshops. There are no fees for participating in GradSTEP, and all participants who complete 12 hours of GradSTEP workshops receive two hours of academic credit. If you are considering applying for a graduate program at BGSU and you have questions about the GradSTEP program, contact the GradSTEP Director at 419-372-7714.


GENERAL GRADUATE SCHOOL RESEARCH

GradSchools: A Comprehensive Source of Graduate School Informationhttp://www.gradschools.com

Graduate School Profi leshttp://www.gradprofi les.com

Graduate School Searchhttp://www.gradview.com

Peterson’s Guide http://www.petersons.com

Princeton Review http://www.princetonreview.com/home.asp

GRADUATE SCHOOL ADMISSIONS RESEARCH

About.com: Grad Schoolhttp://gradschool.about.com

Accepted.com: Graduate School Admissionshttp://www.accepted.com/grad/default.aspx

Graduate School Admissionhttp://www.graduateschooladmission.com

Kaplan Admissionshttp://www.kaplan.com

GRADUATE SCHOOL TEST PREP RESEARCH

Academic Infohttp://www.academicinfo.net/studentprepgre.html

Educational Testing Servicehttp://www.ets.org

Kaplan Test Prephttp://www.kaptest.com

Study Guide Zonehttp://www.studyguidezone.com

Teach Yourself the GREhttp://www.west.net/~stewart/gre

Test Prep Review: Free Practice Testshttp://www.testprepreview.com

HELPFUL WEBSITESHELPFUL WEBSITESApplying to graduate school requires

a great deal of research into various institutions and programs, application procedures, and test preparation. Use the following websites to guide your graduate school research.

American Education Services (2009). Students with disabilities go to college. Retrieved March 27, 2009 from EducationPlanner.org website: http://www.petersons.com/ education_planner/selecting_article.asp?sponsor=2859&articleName=Students_with_Disabilities

Andrade, M. S. (2008). International graduate students: Adjusting to study in the United States. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the fi rst year (Monograph No. 50, pp. 9-26). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Asher, D. (2000). Graduate admission essays: Write your way into the graduate school of your choice. Berkeley, CA: Ten Speed Press.

Bureau of Labor Statistics. (2009). [Data chart showing 2008 annual average earnings and unemployment rates for persons age 25 and over]. Employment projections: Education pays. Retrieved August 4, 2009, from http://www.bls.gov/emp/emptab7.htm

Committee on Institutional Cooperation (CIC). (2005). Applying to graduate school: Tips, timeline, and tools of the trade. Retrieved October 19, 2009, from Committee on Institutional Cooperation website: http://www.cic.net/Libraries/Diversity/ GradSchoolGuide.sfl b

Green, M. E. (2006). Detour ahead: Taking a gap year after graduation. NACE Journal, 66(3), 27-31.

Kaplan, Inc. (2009a). Learn about the GMAT. Retrieved December 12, 2008 from Kaptest.com website: http://www.kaptest.com/Business/GMAT/Learn_About_the_ GMAT/BU_news.html?cid=128076

Kaplan, Inc. (2009b). Learn about the GRE. Retrieved December 12, 2008 from Kaptest.com website: http://www.kaptest.com/Graduate/GRE/Learn-about-the-GRE/ GR_gre_testoverview.html?cid=127727

REFERENCES


B!G GUIDE TO GRADUATE SCHOOL40 B!G GUIDE TO GRADUATE SCHOOL40

Kaplan, Inc. (2009c). Learn about the LSAT. Retrieved December 12, 2008 from Kaptest.com website: http://www.kaptest.com/Law/LSAT/Learn_About_the_LSAT/LS_lsat_ testoverview.html?cid=128216

Kaplan, Inc. (2009d). Learn about the MAT. Retrieved December 12, 2008 from Kaptest.com website: http://www.kaptest.com/Graduate/MAT/Learn-about-the-MAT/ GR_mat_matoverview.html?cid=128163

Kaplan, Inc. (2009e). Learn about the MCAT. Retrieved December 12, 2008 from Kaptest.com website: http://www.kaptest.com/Pre-Med/MCAT/Learn-About-the-MCAT/ Learn/PM_mcat_testoverview.html?cid=128298

Kulla, B. (2008). Are you ready for graduate school? Retrieved December 12, 2008, from Admissions.com website: http://www.admissions.com/news/ready_for_ graduate_school

Kuther, T. (2008a). Timetable for applying to graduate school. Retrieved October 19, 2008, from About.com website: http://gradschool.about.com/cs/ overviewtimetable/a/timetable.htm

Kuther, T. (2008b). What is graduate school like? Retrieved October 19, 2008, from About.com website: http://gradschool.about.com/cs/transitions/a/like.htm

Nora, A. (1993). “Two-year colleges and minority students’ educational aspirations: Help or hindrance?” Higher education: Handbook of theory and research (Vol. 9) 212-247.

Norcross, J. C., Sayette, M. A., & Mayne, T. J. (2009). Insider’s guide to graduate programs in clinical and counseling psychology. New York, NY: The Guilford Press.

Oudekerk, B. A. & Bottoms B. L. (2007). Applying to graduate school: The interview process. The Observer, 20, 20-22.

Peterson’s (2008a). A guide for potential grad students: Should you go to grad school? Retrieved November 25, 2008 from Peterson’s website: http://www.petersons. com/common/article.asp?id=3749&sponsor=1&path=gr.gs.advice

Peterson’s (2008b). All about fellowships and assistantships. Retrieved November 25, 2008, from Peterson’s website: http://www.petersons.com/common/article. asp?id=460&path= gr.pfs.advice&sponsor=1

Peterson’s (2008c). Am I an independent student? Retrieved November 25, 2008, from Peterson’s website: http://www.petersons.com/common/article. asp?id=978&path=gr.pfs.advice&sponsor=1

Peterson’s (2008d). Getting your master’s degree. Retrieved November 25, 2008, from Peterson’s website: http://www.petersons.com/common/article. asp?id=843&path=gr.gs.advice&sponsor=1

Peterson’s (2008e). Master standardized tests. Retrieved November 25, 2008, from Peterson’s website: http://www.petersons.com/common/article. asp?id=1461&path=gr.pft.advice&sponsor=1

Peterson’s (2008f). Test prep: So much to choose from. Retrieved November 25, 2008 from Peterson’s website: http://www.petersons.com/common/article. asp?id=1855&path=gr.pft.advice&sponsor=1

Peterson’s (2008g). The dos and don’ts of applying to grad school. Retrieved November 25, 2008, from Peterson’s website: http://www.petersons.com/common/article. asp?id=1419&path=gr.gs.advice&sponsor=1

Peterson’s (2008h). The grad school decision: Basic considerations. Retrieved November 25, 2008 from Peterson’s website: http://www.petersons.com/common/article. asp?id= 506&path=gr.gs.advice&sponsor=1

Peterson’s (2008i). Things to consider before taking out a Stafford loan as a graduate student.. Retrieved November 20, 2008 from Peterson’s website: http://www. petersons.com/ common/article.asp?id=1464&path=gr.pfs.advice&sponsor=1

Peterson’s (2008j). Tips for a great grad school interview. Retrieved November 20, 2008 from Peterson’s website: http://www.petersons.com/common/article. asp?id=1427&path=gr.gs.advice&sponser=1

Peterson’s (2008k). Top personal statement mistakes. Retrieved November 25, 2008 from Peterson’s website: http://www.petersons.com/common/article. asp?id=1009&path=gr.fas.advice&sponsor=1

Peterson’s (2008l). When should I take (or retake) my test? Retrieved November 25, 2008 from Peterson’s website: http://www.petersons.com/common/article. asp?id=516&path=gr.pft.advice&sponsor=1

Rapp, K. & Golde, C. M. (2008). Transitions in context: An overview of U.S. graduate education. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the fi rst year (Monograph No. 50, pp. 9-26). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Simpson, M. T. (2008). Graduate students of color: Unique challenges. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the fi rst year (Monograph No. 50, pp. 9-26). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

Sims, L. B. (2008). An expanded perspective on the graduate transition: Strategies for supporting students from application to completion of the fi rst year. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the fi rst year (Monograph No. 50, pp. 9-26). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.

The Thomson Corporation & Peterson’s. (2005). Peterson’s graduate schools in the U.S. (5th ed.). Canada: Peterson’s, a division of Thomson Learning, Inc.


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