Students often fail to realize the variety of ways there are to get the experience they need for graduate or professional school, and there can be confusion about what types of experience are seen as relevant. Academic advisors are helpful sources of advice and direction, and anyone interested in applying to graduate school should speak to an academic advisor before getting into the application process. They should be able to explain how students in your field obtain relevant experience. They should also be able to tell you if there are classes you could take that require students to work on a research project for course credit, or whether there is an opportunity to do an independent study. Academic advisors might also be able to tell you what kinds of off-campus employment or volunteer opportunities exist in your locale, or they might be able to direct you to someone who can provide you with this type of information. Check out this article on what you can expect from your college career center.
Some professors hire students to work as research assistants and pay them from a research grant, but opportunities to work as a volunteer are far more abundant. An academic advisor might be able to tell you which faculty members in your department provide such opportunities. You can check departmental bulletin boards for help-wanted ads, but the best opportunities are seldom advertised, so you need to be proactive and ask professors directly whether they have an opportunity for you. Some professors never solicit students to help them with their research, but instead wait until volunteers come knocking at their door.
If you do get hired as a volunteer assistant to one of your professors, be willing to make a commitment and put in sufficient time and effort so that you will actually be of benefit to them and to their work. A mistake that some students make is to volunteer to help out for only a few hours each week, and in some such cases, once the time and effort required to train them is taken into account, the arrangement proves not to be beneficial to the person whom they were intending to help.
Summer can be an excellent time to find employment or volunteer opportunities as a professor’s assistant. For many professors, being free from having to deliver lectures and grade papers during the summer means they can spend more time on their research. This is when they are most in need of a student assistant to help get things done.
Work-study and co-op programs
Find out if your school runs a work-study program. These are usually government-sponsored programs designed to share the cost of employing students in relevant work, often with faculty members in certain departments who can provide such opportunities. Many work-study programs are intended only for financially needy students, so not everyone is eligible.
Most of the larger universities in the U.S. and Canada have co-operative education programs that integrate classroom studies with paid, real-life work experience in a degree-related field. Co-op students take regular classes on a reduced schedule while they work at a real job and earn a wage. Co-op program are primarily created as a way to get students the hands-on experience that will make them more employable once they graduate. Employers also like to use these programs as a way to recruit new young talent.
A prospective graduate advisor might also view positively the co-op experience of a graduate-school applicant. Compared to applicants who have only classroom experience in their field of interest, the co-op student may be assumed to have a better understanding of how things work in the “real world”, and better personal insight into whether or not this is the right career path for them. This can make them seem “less risky” from the point of view of graduate-school faculty members.
Most students who are serious about graduate school eventually realize the importance of getting some experience, the majority of them fail to take measures to get any until it is too late to take full advantage of the best opportunities. A good time to begin trying to find relevant work experience in your field is in the second semester of your sophomore year or during your junior year. One reason for looking for these opportunities as early as possible is that you might not end up with something immediately. Perhaps you wish to work as a volunteer research assistant in the laboratory of one of your professors, but when you ask her about it she regretfully tells you that her lab is already full and she really doesn’t have anything for you to do. She may suggest, however, that you come by and ask again at the end of the semester, or perhaps next year.
If you are already in your senior year and you realize that you still do not have any work experience or other practical experience in your field, you might still have time, but it is important that you immediately move this objective to the top of your priority list before it really does become too late. If you are determined to get into a good graduate program but you are a senior and lacking some of the kinds of experience discussed in this article, your best strategy may be to delay applying to graduate school until a year after you finish your undergraduate degree, and use the intervening time to get some of that experience needed.
It is now November, and if you are facing graduate-school applications deadlines anytime between mid-December and early February, it’s time to get serious about arranging for your letters of recommendation. As with the other components of a grad-school application, there are many pitfalls that must be avoided, and my goal with today’s post is to help you avoid some of them. The focus here will be on one key question: Who should be asked to provide a letter of recommendation?
College or university professors who know the student well are nearly always the most appropriate sources for letters of recommendation to support a graduate-school application. If an application requires three letters of recommendation, then it is usually best if all three letters are from professors. There are exceptions in some fields, however, and all applicants should make sure they know what is normal in their field of study. For example, someone applying to a master’s program in counseling psychology or social work should have a letter from someone who has supervised his or her volunteer work in some type of support or helping capacity. Also, some programs have special expectations when it comes to the sources for letters of recommendation, so it’s important to carefully read all instructions. For example, some clinical psychology programs ask for at least one letter from a source like that which I just described, but many do not; if they don’t specify, then all of the letters should come from professors.
The source of a letter (i.e., the “referee”) can influence it’s effectiveness in at least two ways: First, referees are expected to indicate in their letters the capacity in which they have known the student, and they should be able to demonstrate that they know the student well enough, and in an appropriate capacity, that would enable them to evaluate him or her on several relevant dimensions. A professor who taught a student in a junior-level course would be expected to have little insight into his or her true potential, whereas a professor for a senior-level course, who gave the student a very good grade for substantial written work, or for oral presentations, might be a better judge. If the student is in an Honors program with a thesis requirement, the thesis supervisor or the director of the Honors program should be in the best position to provide a comprehensive evaluation
A mistake many people make is to assume they need letters from someone who can testify that they are very smart and capable of very good academic performance. Transcripts and standardized test scores already serve that purpose, and letters of recommendation need to evaluate the applicant on dimensions that are actually more relevant to success in graduate school than a person’s scholarly abilities.
Another factor that can influence the effectiveness of a letter of recommendation is the credibility of the referee, which is related to several different factors. As already mentioned, your referees will probably be asked to indicate how long they have known you. If they have only known you for a few months, some people will assume that they probably don’t know you very well. The referee’s credibility is also related to how much academic experience he or she has; that is, how long this person has been around, and therefore, how much experience he or she has at assessing the potential of students for success in grad school. All else being equal, professors with several years of experience are generally viewed as being more highly referees. Compared to a junior faculty member who has been a professor for only a year or two, senior faculty members will have more experience writing letters of recommendation, and therefore, they may do a better job of it (although there is no guarantee of this).
Be careful not to assume too much about someone’s relevant experience from the amount of gray hair they possess. Age alone is not a reliable a predictor of how much relevant experience a potential referee has at evaluating potential graduate students and writing letters of recommendation.
It’s possible to make reasonable inferences, however, from considering a professor’s academic rank, because this is influenced, at least in part, by how long someone has been employed at a particular institution. Some colleges and universities hire part-time faculty to teach undergraduate courses on a temporary contractual basis; they may, or may not, be given the rank of adjunct professor. Regardless of how experienced (or old) a teacher for one of your introductory-level courses appears, it’s important to keep in mind that your letters for grad school should be written by people who have experience at supervising their own graduate students, and who are, therefore, more likely to know what should be in it. Full-time professors who teach and conduct research are the most likely to have the right types of experience.
Newly-hired, full-time faculty members usually have the rank of assistant professor. After a few years, most are promoted to associate professor; this promotion may be accompanied by granting of tenure. Promotion to (full) professor usually comes after several more years of strong research, teaching, and service. One can assume that an associate professor or full professor has a significant amount of experience at writing letters of recommendation for grad-school applicants.
The academic rank of a referee, while important, is still secondary to what that person has to say about you. Accordingly, the professor who knows you best will usually be your most important referee, even if that person is a junior faculty member or even a part-time instructor. One exception to this is if you are applying to a research-oriented graduate program — university and college teachers who are not active researchers are not be the best referees for evaluating your research potential.
There are obviously many important things to consider when deciding whom to ask for a letter of recommendation, beyond just a potential referee’s credibility. You have to ask people who know the right things about you! Here are some of the dimensions on which you should expect to be evaluated:
ability to work with others
ability to work alone
communication skills (both oral and written)
dedication and persistence
Now that you know what kinds of things are discussed in a letter of recommendation for graduate school, do you feel confident that you can get the letters of recommendation you need? Anyone out there have a question about selecting potential referees?