THE BASICS OF WHAT YOU NEED& WHAT WILL SET YOU APARTApplying to Graduate School
WHO HAS TALKED TOTHEIR STUDENTS ABOUTGRADUATE SCHOOL?WHAT DID YOU SAY?
ActivityPartner up!Each person must talk about their feelings,aspirations, and hesitations about graduate schoolfor one minute straightMust maintain eye contactPerson listening cannot react (no laughing, gaspingor making any faces!)Person listening will repeat what their partner saidback to them.Then switch!
Why do people go to grad school? Greater earning power Advance your career Career change Enhance your education Get communityrecognition Get researchopportunities Upgrade your education Find teachingopportunities Profession of choicerequirements Work on advancedprojects Access to advancedequipment and tools Higher potential forfuture promotion Not being stuck behind adesk Employer incentives Because you want to Realization of interest
Why do people not go to graduate school?Highly competitiveRelationship strainsStressfulMight take 2–7 yearsof your lifeExtra cost ofeducationGraduating with alarge debtReturn on investmentmight be slowLimited jobopportunitiesUndesirable joblocalesToo qualifiedNo guarantee ofhigher salary
Convinced grad school is for you? Masters in Ed. (MEd) Masters in Social Work (MSW) Masters in BusinessAdministration (MBA) Masters in Public Health(MPH) Masters in Fine Arts (MFA Masters in Family Therapy(MFT) Juris Doctor (JD)Doctor of Medicine (MD)Master of Science inNursing (MSN)Doctor of Philosophy(PhD)Masters in PublicAdministration (MPA)Masters in Public Policy(MPP)
Components of an ApplicationTranscriptsGREs or other standardized testsLetters of RecommendationAdmission EssayInterview
TranscriptsWho are you as a student / work ethicTake into account difficulty of classes, schoolContact Registrar (2 week turnaround)School is considering: Your overall GPA Grades in your major subject area Grades in higher-level courses, particularly in last 2 years of school Patterns of improvement
Standardized Tests (GRE)Computer-based (paper-based is option)(overhauled in August 2011)1. Verbal section- 130-170, in 1-point increments ~30mins2. Quantitative section- 130-170, in 1-point increments ~35mins3. Analytical writing section- scale of 0-6, in half-pointincrements4. Issue task5. Argument task6. Experimental section
Analytical Writing scoreWriting % Below6 995.5 965 874.5 724 483.5 293 112.5 42 11.5 11 10.5 1Have an awareness of thedegree to which your programmight emphasize theanalytical writing score
About the writing sectionMeasures the degree to which the test-taker,regardless of their field of study could understandthe task and easily respond to itThe task elicited the kind of complex thinking andpersuasive writing that university faculty considerimportant in graduate schoolThe response was VARIED in content and in the waythe writer developed their ideas
1. As people rely more and more on technology to solve problems, theability of humans to think for themselves will surely deteriorate.Write a response in which you discuss the extent to which you agree ordisagree with the statement and explain your reasoning for the positionyou take. In developing and supporting your position, you shouldconsider ways in which the statement might or might not hold true andexplain how these considerations shape your position.2. A nation should require all of its students to study the same nationalcurriculum until they enter college.Write a response in which you discuss the extent to which you agree ordisagree with the recommendation and explain your reasoning for theposition you take. In developing and supporting your position, describespecific circumstances in which adopting the recommendation wouldor would not be advantageous and explain how these examples shapeyour position.
Letter of RecommendationsWho to ask?Faculty membersAdministratorsInternship/co-operative education supervisorsEmployers* Beware of the “star search” fallacy
The persons you ask to write yourrecommendation letters should
Personal StatementsYour opportunity to sell yourself in the application processTell a storyBe specific, have a sense of directionFind an angleConcentrate on your opening paragraphTell what you knowDont include some subjectsDo some research, if neededWrite well and correctlyAvoid clichésEdit, Edit, Edit
InterviewTHE INTERVIEW WILL PERMIT THE SCHOOL TO DETERMINE:1. If your personal attributes are as appealing as youracademic record (this goes, of course, for a studentwho is already academically acceptable), and if yourpersonal attributes will enable you to overcome anydeficiency that may appear;2. If your personal attributes will place you in theoverall acceptable range (if you are borderline);3. If you are considered to have some obviousacademic or physical deficiency, whether you havethe personal attributes to overcome the deficiency.
THE INTERVIEW WILL PERMIT YOU TO:1. Have an opportunity to sell yourself by projectingas favorable an image as possible, and thusovercoming any deficiencies in your record;2. Familiarize yourself with the campus, its facilities,and with the members of its student body;3. Obtain first hand answers to questions about theschool that may not yet have been answered.
What is the Interviewer Looking for? Communication skills: Can you express your ideas clearly and intelligently? Motivation: Do you have goals for yourself and do you seem interested inthe program? Maturity: Are you responsible enough to be successful in the field? Interests: What educational, social, and cultural interests do you have? Emotional Stability: Do you maintain composure under pressure? Intellectual potential: Have you demonstrated superior intellectualability?