Graduate School Student Experiences

1. Graduate School Student Experiences
Dr. Deo Chimba, PE
MATC Scholars Program
March 16, 2021 – April 9, 2021
University of Nebraska-Lincoln

2. OUTLINE
 Introduction
 Learning Objectives
 Learning Outcomes
 Session Presentation
 Conclusion

3. LEARNING OBJECTIVES
 Understand the mentality of graduate versus
undergraduate studies
 Working toward a Masters or PhD
 Challenges to anticipate in graduate school
 Networking with other students
 Determination of faculty expectations

4. MENTALITY OF GRADUATE VS. UNDERGRADUATE
Undergraduate coursework is a basic
educational foundation within a given program
of study following high school.
 The course work includes a general cluster
of knowledge that promotes a well rounded
education.
 The student is exposed to a variety of areas,
not just their chosen field of study.
Graduate coursework in most cases is very
specific and particular to one field of study.

5.  Graduate school differs from undergraduate college
in that much more of the force is on the student.
 In undergraduate programs, there are a lot of
courses that focuses only to students’ basic
foundation ideas and information.
 The purpose for undergraduate is to give students
enough of a basic background that they can wisely
shop for their discipline specialty they study.
 Graduate school asks students to feed themselves
though there is still coursework to help students
pick up facts and ideas that undergraduate
programs don't get in due to the four year time
constraints
MENTALITY OF GRADUATE VS. UNDERGRADUATE

6. Undergraduate coursework: Undergraduate allows
an individual to explore a variety of areas.
Graduate coursework: Individuals who wish to
pursue higher education in graduate studies need to
have a clear idea of just what it is exactly that they
want to study.
 The work load in graduate studies entails that an
individual works closely with a major professor and
also additional faculty members to properly design
the course studies.
 An individual may also become part of a lab group or
research team and must work closely with other
students on that team.
MENTALITY OF GRADUATE VS. UNDERGRADUATE

7. Undergraduate School: Undergrad school is exam-
based education.
Graduate School: Graduate school is training in
research.
 It is for people who love research, scholarship and
teaching.
 The eventual goal of many doctoral students is to
get a job as a college professor, or perhaps in
industrial or government research.
 More intensive relationships with faculty and other
students, and it makes considerably greater
demands on your personal identity.
MENTALITY OF GRADUATE VS. UNDERGRADUATE

8. Undergraduate Coursework: You acquire a
general identity such as Civil Engineer, etc.
Specific specialization such a Traffic Engineer
might come later after gaining experience
concentrating on specific work in the area.
Graduate School: You will acquire a particular
sort of professional identity immediately after
graduating such as Traffic Engineer, Structural
Engineer, etc.
You will become known as the person who
wrote a paper, who did research, who refuted
a theory, or who initiated a line of inquiry.
MENTALITY OF GRADUATE VS. UNDERGRADUATE

9. WORKING FOR MASTERS OR DOCTORATE
 Master’s Degree—mainly is designed to give a
solid education in a specialized field. Most master’s
candidates spend one to two years earning their
degree
 PhD Degree—are designed to give extensive
expertise in a specialized field. Usually (not always),
it is targeted towards training to pursue in academia
as a Professor or Researcher
 Both Masters and PhD can be attended by a student
as: (1) Full Time Graduate Program; (2) Part Time
Graduate Program; (3) Evening Graduate Program;
or (4) Online Graduate Program.

10. Master’s Degree—Most master’s candidates spend
one to two years earning their degree
1.Master’s students take courses to fulfill degree
requirements, just like undergraduate
2.However, the workload is heavier
3.At the beginning of the master’s program, you choose or
assigned a faculty member who will serve as your advisor
4.This advisor will help you develop an academic focus and
potential topics for your thesis or final project
WORKING FOR MASTERS OR DOCTORATE

11. 5.Then you decide on your research focus and complete your
master's thesis or final project.
6.If you show promise, you may be encouraged to continue toward a
PhD
7.Earning a master's degree may be an explicit requirement for
continuing on to the PhD
8.There are basically two kinds of Master's programs:
(a)coursework only and (b) with thesis requirement
9.But, if you plan to obtain a PhD then you should choose the thesis
option to develop your research skills.
10.In some cases students can register for a program that results in
a master's and a doctoral degree
WORKING FOR MASTERS OR DOCTORATE

12. PhD (Doctoral) Degree—Most of PhD programs often offer full
scholarships and a living stipend
1. Most candidates spend three to six years earning this degree
2. In the first two to three years of a PhD program, you take
courses to satisfy your degree requirements and gain a
broad knowledge of the field
3. You then choose an advisor, find an area that will lead to a
promising dissertation topic write a dissertation proposal,
and you develop a working relationship with other professors
4. A PhD student is usually required to present a written
dissertation proposal to their research committee and
defend it in an oral exam
WORKING FOR MASTERS OR DOCTORATE

13. 5. Most doctoral students also work as teaching assistants and
some work as research assistants
6. At the end of the 2nd or 3rd year, PhD students complete a
thesis, take comprehensive exams or both
7. The thesis & exams demonstrate your qualification to
continue with doctoral work
8. After comprehensive exam and defending the proposal, you
focus on your dissertation, which is supposed to contribute to
knowledge in your field.
9. When you’ve finally finished, you are required to present
and defend your work before a faculty committee.
WORKING FOR MASTERS OR DOCTORATE

14. CHALLENGES TO ANTICIPATE
Academic Thoroughness
As a graduate student, you must be sufficiently
engaged so that you will have the desire to learn, to
be prepared, and to treat the experience with as
much dedication as you would be expected to apply
as a professional.
Academic thoroughness can be considered under
three separate concepts
1. Quantity–the amount of work students are
expected to do
2. Quality–the extent to which students are
expected to be brilliant, creative, insightful, and
the like
3. Consistency—continuous excellence.

15. Time management—There is never enough time for serious
student
1. How to keep yourself relaxed when you're overloaded with
courses, research, teaching, and a life?
2. Try using time management techniques to get organized
3. Don't let your thesis/dissertation writing and preparation
time drag you down
Attaining a balance: Attending classes, studying, working a
part-time, participating in extracurricular activities, and finding
time for friends, family and yourself can be a hard for graduate
students to balance
Postponing: Sometimes your thesis or dissertation can drag you
down. Research suggests that students often postpone studies
when they perceive the thesis or dissertation as an overwhelming
task.
CHALLENGES TO ANTICIPATE

16. Intellectual Challenges: The bar at graduate school is higher
than it has ever been before and the mental acrobatics
required of you will be challenging to say the least.
Emotional Challenges: Graduate school will take a long time.
Once you've achieved candidacy, the research and writing will
consume you.
Tests of Character: Graduate school tests not only your
knowledge and skill for your subject but also your
determination and perseverance.
Commitment: Sometimes it might require you to study and
research during scheduled breaks unlike in undergraduate
studies where there are relieved in winter, spring, summer, and
fall breaks off .
CHALLENGES TO ANTICIPATE

17. Research: Research in graduate school represents a
focused, personal research effort where you take the
lead on your own, unique project. Your adviser is not
going to hold your hands and tell you what to do every
step of the way.
Stubbornness: Nobody finishes graduate school
without being tenacious. Stubbornness means sticking
with things even when you get depressed or when
things aren't going well. You will encounter unexpected
problems and obstacles that can add months or years
to the graduate project. It's very easy to become
depressed and unmotivated about going on.
CHALLENGES TO ANTICIPATE

18. Flexibility: Flexibility means taking advantage
of opportunities and synergies, working around
problems, and being willing to change plans as
required. You must be flexible in your
approach and research program
Interpersonal skills: Success in graduate
school depends a great deal upon your ability
to build and maintain interpersonal
relationships with your adviser, your
committee, your research and support staff
and your fellow students.
CHALLENGES TO ANTICIPATE

19. DETERMINATION OF FACULTY EXPECTATIONS
• In most cases, graduate student progress is guided and
evaluated by an advisor and a graduate committee.
• These individuals give direction and support for the
appropriate developmental and learning goals of graduate
students
• The advisor and the graduate committee also have the
obligation of evaluating a graduate student's academic
performance
• The graduate student, the advisor, and the graduate
committee constitute the basic core of graduate education
• It is the quality, scope, and extent of interaction in this group
that determine the significance of the graduate experience

20. Expectation of the advisor from the graduate student
• Maintain a good relationship with your graduate advisor is
imperative to good practices
• If your advisor pays you for the research or TA, try to focus
finishing the piece of work than counting number of hours you
worked (impress him)
• Advisor may certainly have connections inside and outside the
institution that could prove invaluable
• Graduate student should behave in a professional way in all
interactions with the advisor
• Ask you advisor before you register for elective courses
DETERMINATION OF FACULTY EXPECTATIONS

21. Slide design © 2009, Mid-America Transportation Center. All rights reserved.
Dr. Deo Chimba, PE
Associate Professor
Tennessee State University
Department of Civil & Architectural Engineering
3500 John Merritt Blvd.
Nashville, TN 37209
dchimba@Tnstate.edu
CREDITS