Reflections on Life as a Graudate Student... …And Some Ways to Make the Most of It Marcy P. Driscoll Department Chair; Educational Research I went to graduate school because I couldn't imagine what someone would hire me to do with a bachelor's degree in psychology. Because my interests were (and are) broad, I applied to graduate programs ranging from cognitive psychology to education to human factors engineering. I chose to enroll in an educational psychology program for two simple reasons: they offered me an assistantship, and I had already met and liked the faculty member whose grant I would be working on in my first year. One essential difference distinguishes the program I attended from the Instructional Systems program at FSU that has implications for life as a graduate student. My program focused first, last, and always on research. This meant that although I earned a master's degree, it was not considered a terminal degree but rather something you did en route to the doctorate. And because I was expected to work on a research project every semester (either a faculty member's or my own), I never took more than two subject matter courses at a time - EVER. I took 9 or 12 hours every semester, yes, but 3-6 of those were supervised research. Finally, because everything I did at school focused on research, I looked for opportunities off campus to get experience as a practitioner. Theory was all well and good, but it was in practice that I wanted to make a difference. Over the years, I've had occasion to reflect on the graduate school experiences that I would wish for everyone. Some of my advice is aimed clearly at doctoral students, but some of it is just as appropriate for master's students. It's what you learn, not what you earn. Your grades are not as important as you think they are. Really. Out in the job world, people care about what you can do and how well you can do it, not what grade you earned in a particular course or what GPA you graduated with. This is not to suggest you should completely forget about grades. Master's students do have to meet a minimum standard to go on to doctoral study, and everyone must meet a minimum standard to remain in good academic standing. However, focusing on learning is far more productive and satisfying than worrying about grades. I graduated with two expired incompletes on my record (which I'm quite sure did not do good things to my overall GPA), but I learned what I wanted from those courses and, in fact, found one of them very valuable over time. So just remember, the words all faculty members hate most to hear are: "What do I have to do to get an A?" It's what you learn, not what you earn - part 2. For many people, being a graduate student means running up student loans, driving old cars, eating at McDonald's, and putting off major purchases. None of us likes being poor, and the transition is particularly difficult for those coming back to school after working as a professional and earning decent wages. But try to avoid letting economic factors determine your path through the program. Enroll full-time instead of a course or two per semester, take 3 classes instead of 4, work 20 hours instead of 40 - even if it results in some fiscal hardship. I am incredulous when students tell me they are taking 4 or 5 courses at a time. With that academic load, working part-time, and perhaps taking care of a family, when is there time to think? Savor the experience instead of rushing through it. It never hurts to take a course outside the department or college. We asked our alumnae a few years ago what kinds of things they didn't learn in the program but now wished they'd had. Many commented that a course in the business school would have been helpful in preparing them to better understand the context in which they were now working. Other useful courses can be found in the School of Information Studies and the College of Communication. Doctoral students might consider courses in psychology or philosophy. My major professor questioned my selection of courses from time to time but he always encouraged me to go ahead. I may have prolonged my program slightly but the perspectives gained outside my department were invaluable. Never miss a good opportunity. Create them if you have to. Learning occurs through all kinds of avenues in graduate school, not just your classes and assignments. My major professor insisted that I attend the annual conference of our professional association (so what if I survived on peanut butter and jelly for weeks after), and I made friends and contacts there that have been part of my life ever since. I served on a search committee where I learned a lot about how to write a good resume and what to do in an interview. I attended dissertation defenses, including one where the committee deliberated for more than an hour about the candidate's fate. But having been there, I knew why they took so long and learned something about how to prepare for my own defense. I took part in an informal, weekly seminar organized by a student and attended by a small group of faculty and students interested in the same topic. It was a wonderful opportunity to exchange ideas and observe faculty interacting with each other. Finally, I spent one semester having breakfast once a week with a faculty member with whom I never took a class. She was the only woman professor in my program, one of few in my department, and I wanted to hear her perspective on what it's like to be a woman in the field. A little help from your peers can go a long way. Working on your dissertation is a lonely process and a mostly self-directed one. I continued to take a course each semester simply to have contact with other students and maintain a sensible schedule. But the stresses of writing a dissertation are not the same as doing assignments for a class, and so I finally sought out other people who were at the same stage as me. We formed loosely organized dinner groups and met weekly for potluck. While the social part of the dinners was fun, the valuable part was having a sounding board for expressing ideas, concerns, and fears. You find out that your experience is not unique. And when you get stuck, you've got people who can help you overcome the problem. A life outside graduate school is worth keeping. As much as I liked my fellow students and enjoyed my classes, I didn't want to talk about psychology ALL the time. So I did other things and with other people outside of school. Many of you know that I am an avid sailor and, to this day, talking about school topics is banned aboard my boat. There is always a great temptation among colleagues to talk about what occupies us during the week, but the people whom I have most admired over the years and looked to as role models are conversant on many topics. Like many things, what you get out of graduate school depends largely on what you put into it. But this is a strong department with an excellent faculty, talented students, and dedicated alumnae, and we stand ready to help you make the most of the time you are here.