Problem
Jane has five coins totaling 35 cents. Each coin is either a penny, a nickel, a dime, or a quarter. After using two of the coins ...
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It looks the same. The stadium, the library, the bell tower, the professors, the classrooms, even the coffeeho
uses are all there. The university where you attend graduate school most likely appears to be very similar to your undergraduate institution.
But just as you can't judge a book by its cover, you can't judge a school by the edifice. Nearly everything about being a graduate student d
iffers from the undergraduate experience. Preparing for these differences will be a key to your success.
Level of Competition
One of the major distinctions between being an undergraduate and a graduate student is the level of competitio
n. Graduate schools are highly selective, and many programs accept less than ten percent of the applications they receive. This means only th
e best students with the highest grades and test scores get in. While you might have been at the top of your undergraduate class, as a gradua
te student you most likely find that you are merely average amongst a group of driven and intelligent peers. You will have to work harder to
excel in your new academic community.
Workload
The workload in graduate school is intense and demanding. You will be expected to read more, write more, talk
more frequently in class, and do more research than you did as an undergraduate. Fortunately, you can learn how to study with greater efficie
ncy, set priorities, and execute effective time management strategies.
Time
Simply put, graduate students are expected to do a great many tasks in a small amount of time. They often have
to read, teach, research, learn complicated new concepts, and write papers-simultaneously. What you may have been given a week to do as an u
ndergraduate, might only amount to a one or two day assignment as a graduate student. The ability to multitask and create realistic prioritie
s is essential.
Courses/Grades
Undergraduate courses are often graded on the standard "A, B, C, D, F" scale. Classes are usually large and so
metimes impersonal. The professor spends a good deal of class time lecturing to the students, who record notes and demonstrate their retentio
n of material on tests. The professor may use a curve or point system to allocate grade assignments. Graduate courses are conversely smaller
and more interactive. Students are expected to read vast amounts of theoretical text or research, contribute new ideas regarding the subject
matter, and become dynamic participants in classroom discussions. Grades are often distributed on an "A, B, C" basis. "A's and B's" are extre
mely common, while "C" grades generally mean the student will have to retake the course.
Advisors and Committees
As an undergraduate you may have had many department or school advisors available to you. In graduate school s
tudents are assigned a single major advisor. Students and their advisors are expected to work together, and form a close professional relatio
nship. Advisors offer advice on courses, research, projects, internships, and a variety of academic, and sometimes even personal, concerns re
lated to graduate school. Ultimately, an advisor will appear on your committees, review your papers, introduce you to individuals working in
your field, and if things go right--you may even publish together.
Demands
Graduate school prepares talented students to become professionals. As such, graduate students are treated lik
e junior colleagues. They are expected to act professionally and responsibly. They may teach undergraduate classes, attend conferences and me
etings, participate in research, and seek out practical experience in the field. Industrious students often work on research with senior facu
lty, and sometimes garner their names on publications. Graduate students are expected to simultaneously learn the ropes of the field and demo
nstrate that they are capable of teaching, researching, or making significant contributions.
Expectations
Above and Beyond What's Listed. There are requirements, and then there are expectations. Undergraduates have t
o complete university requirements, explicitly stated requisites such as course work and examinations. Graduate students have to both complet
e requirements and fulfill expectations that are not listed anywhere in the department literature. Talk with your advisor or a mentor and fin
d out exactly what your department and field expects of you. It is paramount to your success to direct your energies toward these tasks. They
may include things like teaching, publishing, or presenting papers at conferences.
Silent Evaluations
Professors are constantly trying to shape graduate students into the type of peers they would like to work wit
h in the future. Their interest in you as a student, their propensity to work with you, and their openness toward evaluating your work will a
ll bear subtle impressions of your ability to act like a future colleague. Essentially, they are the gatekeepers to your field. They will ult
imately decide whether they will allow you to enter and join their ranks.
Practical Experience Required
Many programs train graduate students to enter a given field by either requiring or encouraging them to gain p
ractical experience. Whether it comes in the form of a research fellowship or teaching a class, these experiences are a vital part of graduat
e school. They present students with the opportunity to network, demonstrate their abilities and knowledge, and enhance their chances at land
ing a job after they receive their degree. Demonstrating proficiency, aptitude, and competence in practical matters of your field is an excel
lent way to carve a niche for yourself after you graduate.
School Spirit
As an undergraduate you painted your face the colors of your school, played pranks on the rival university, jo
ined clubs and teams, and went to football, basketball, and hockey games. In graduate school, where there is little time to do anything but r
ead and sleep, students simply do not have the time to participate in leisure activities as they did as undergraduates. Also, graduate studen
ts tend to identify with their department and the individuals who comprise it more than with the university as a whole. As a result, departme
nt loyalty may strengthen, but school spirit tends to decline.
Social Life
Last but not least, the social life of a graduate student is worlds away from that of the undergraduate. No mo
re weekday parties, skipping classes, or writing papers at the last minute. Graduate school is hard work, and students approach it like a ful
l time job. There is always reading or writing to do- even after formal requirements have been completed. Although socializing does occur, fo
r example- department parties and student gatherings, the underlying tone of graduate school is serious. Those who succeed learn to focus wit
h eagle-like concentration. A schedule that balances work with social needs leads to professional success and personal satisfaction.
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