Choosing the Right Grad Program

Easley: A prospective graduate student should look for a program with strong customer service. From admissions to graduations, ideal graduate programs should be prepared and able to answer questions, make themselves available outside of the classroom and provide key academic resources to meet learning needs as they occur. When changing careers and engaging in learning in a new area, the initial learning curve may be steep and then additional academic resources will be needed. Moreover, even adult learners need advisement and mentorship.

Primavera: When students ask me about applying to a graduate program, I tell them that the first factor to consider is the school’s geographical location. Do they have to stay at home? How far away would they consider moving if they found a program that interests them? I encourage them to think about including quality programs that offer what they might want in a graduate program. Some students can't move for family and practical reasons, others have not considered studying in another place. In my experience, students from New York often find it difficult to consider programs out of the local area. My colleagues in other states tell me that they have the same issue with students in their programs.

For those who can move, I suggest they consider all possible alternatives including foreign programs. In considering a graduate program, one must consider the programs that offer the degrees and programs that are of interest to the student. I encourage students to take advantage of the material they can find on the Internet. Taking time to research schools that might be of interest is essential. Some disciplines have specific sources that will help in doing the research. For example, the American Psychological Association publishes a very extensive book that describes all of the important features of all psychology graduate programs in the country.

Thomas: When selecting a graduate school, it’s important to consider what your end-goal is and what degree will get you there. Graduate school is an investment in yourself—you will advance your career or allow for a career change and have a greater earning capacity. With that in mind, consider delivery models, faculty, and cost when searching for a graduate program.

As an adult, you are juggling much more than you probably did as an undergraduate student. What is going to work best for you? Can you go full-time or part-time? Does the program offer online, hybrid or face-to-face models? How long does it take to graduate? Are the classes weekends or weekdays? Knowing your bandwidth and preferred method on instruction can help narrow down your options.

It’s important to familiarize yourself with the faculty within your program of interest. What industry and/or research experience do they have? What are their academic specialties? What type of advising and mentorship is offered? Compared to your undergraduate program, most graduate programs are small in nature so should be accessible and willing to mentor you.

Cost is always an important factor. Graduate scholarships are not as common as undergraduate scholarships but graduate financial aid is not based on income, credit score, or need like it is for undergraduate programs. Remember, value should always be a factor when considering the monetary cost.

Easley: Each graduate school provides a unique advantage, depending on the needs of the potential student. The overall academic quality of the program to meet a student’s professional and personal learning goals is an essential consideration. While national rankings are important, they do not tell the whole story. Certain employers seek graduates of particular institutions that are based on the alignment between program quality and their institutional needs.

Primavera: Factors students should consider when looking at graduate programs include:

• Are the programs offered by the colleges or universities well regarded? The answer to this question can be found by having discussions with professionals who work in that field. The student can talk to their professors and others who they might know who work in the profession of interest.
• How will they pay for the program? For example, do the programs of interest offer financial support? Full-time graduate work is often possible only if scholarships and/or assistantships are available. Making a proposed budget for the expenses the student can anticipate will help in deciding what financial support the student will need and where they can get that support. Discussions with financial aid personnel at the potential colleges or universities will often be helpful. This can be done, in-person, by phone and/or email.
• Does the program offer exactly what the student wants? Will it provide the qualifications to work in the field they are interested in? If the student is pursuing a degree that leads to professional licensure or certification, they must make sure that it will qualify for that licensure or certification in the place they plan to live after they complete their degree.
• If the student is going to consider a program that requires them to move, what housing and other living arrangements are available? Does the school offer dorms to graduate students? Is there a meal plan available? What is available to support quality of life while they are a student? Discussions with students currently attending will help in providing answers to these questions.

Easley: When weighing several graduate programs against another, students should consider overall program quality and cost, the availability of financial aid or grants (if needed), accessibility and flexibility of course offerings to meet scheduling needs, and ultimately, if it fits the student’s personal and professional learning goals.

Primavera: Once a student has a list of potential graduate programs, I suggest they contact the programs they have interest in and, if possible, schedule a visit to see that program up close. If they are able to visit the programs of interest, they should try to talk to their professor in charge of admissions (not the admissions office). It is also a wise idea to ask that professor to introduce them to some of the students currently attending the programs. It is wise to speak to a number of students who are at different stages of the program (first year, second year, etc.). This will give the student a good idea of what the student experience is in that program. If a student can't visit the programs of interest, they might consider an email or phone conversation with those who do admissions (again, not the admissions office) and ask if they can speak or correspond with current students.

Once a student has gathered as much information as they can, I suggest they make a comparative chart that might help them in making their choice. This chart can contain all of the factors I have mentioned above.

Thomas: While you may think campus visits are only for high school students, prospective graduate students can get clarity on which program is right by visiting the university. Schedule an appointment to speak with the department chair, faculty, or academic advisor. You can even ask if you could sit in on a class.

Easley: When choosing a graduate degree program, considering name recognition, in the absence of affordability, accessibility, overall quality and available student services, would not be the best idea. Unfortunately, families do not always plan sufficiently for graduate funding. Graduate study, at the expense of growing debt, can be offset by a myriad of grants available from private and public organizations. Employers may even provide financial assistance in the form of tuition reimbursement.

Primavera: It is not wise to choose a program because it is convenient. Some students attend a graduate program at the college or university at which they got their bachelor's degree, even if that program does not meet their needs. This is not to say that attending a graduate program at your bachelor's institution is always a bad idea, but making that choice based on familiarity or convenience is not a wise idea. Choosing a program purely based on practical considerations will often result in settling for a less than optimal choice.

Not all programs require full-time attendance and therefore some students will often choose to work full-time or part-time when they attend a graduate school. Even if the student attends a graduate program full-time, they may need to work in order to provide the resources they need. It is critical that students who plan to work think about how they will try to balance the demands of work, graduate school, and their personal lives. Even if a student doesn't plan to work while attending a graduate program, they should consider how they will balance all aspects of their lives while being able to give their time and effort to being successful in their graduate studies.

Thomas: Graduate school should not be the “next step” after you complete your undergraduate degree unless you have a clear direction on where you are headed. Don’t use graduate school to buy time to enter the workforce. It could be a costly mistake!

Because financial aid works differently (not based on income, credit score, or need) at the graduate level than at the undergraduate, some students are unwise in using more financial aid than needed. Be wise when you take out loans and only take what you need. A graduate degree should prep you for the next career advancement, not burden you with debt.

Easley: Graduate certificates are an ideal way to increase someone’s learning in a particular area in less time than it would take for a full degree program. For professional areas that require ongoing retooling and training, adding a graduate certificate is ideal. Many institutions may consider accepting a certificate’s earned credits towards their masters' degrees.

Primavera: Certificate programs are generally only valuable if they provide a qualification for a specific job. Most graduate degrees are designed to provide someone who already has basic credentials with some special skill or knowledge. Certificates are valuable for that purpose but not as substitute for a graduate degree.

Thomas: The benefits of graduate certificate programs as opposed to an entire degree depend on the industry and personal goals. Often graduate certificate courses are included in a degree program so if you reconsider, those certificate classes can count towards the degree program.

Easley: As someone who has pursued several graduate programs through my career, I strongly recommend the consideration of overall lifestyle and an individual’s commitment to graduate study. Timing is important. Be prepared to meet the demands of graduate study as it requires one to prioritize her/his schedule, secure day-to-day childcare, adjust family and familiar relations and reorganize other responsibilities in order to sufficiently meet multiple demands of a full academic, professional and personal life. A future student should also cultivate a strong support network to help navigate these demands. The ultimate aim is success in every aspect of life including academically, professionally and personally.

Primavera: I always tell students that choosing a graduate program is like going on a date, not making a marriage. No matter how one plans or researches, actually attending the program is the only real way to know if you have made the right choice. I tell students not to be afraid to leave a program if it turns out they believe they made the wrong choice once they get there. This may be difficult, but one must remember that an education sets the pattern of your career. I am not suggesting that students jump from program to program when things get tough but that they not consider choosing a graduate program as an irrevocable choice.