Graduate Education
The American Experience

Graduate study in the United States is usually comprised of long hours of work, deferred pleasures, and a series of opportunities which help to fashion a future career, either as an academic or as an 'applied academic' - one who works outside the university environment, whilst using the training they received in the course of post-baccalaureate study.

Because of the serious investment of time and resources, both intellectual and economic, it is important that the potential graduate student carefully selects the programs to which they wish to apply. Once accepted, however, the graduate student's life will be configured by certain factors, which are usually constant from one university to another. Below is a brief illustration of what the international student studying in the United States will experience.

Graduate study and the life of the mind
Generally, most programs are composed of three levels of achievement: classroom and/or fieldwork courses; examinations; and master's thesis/doctoral dissertation. Classwork is usually comprised of three to five courses during each semester, depending on the assigned programs in a department. The aim of the coursework is to assist the student in broadening their understanding of the field, as well as allowing them to experience various styles of teaching from their professors.

The semesters devoted to coursework are also occasions during which the student can sharpen their analytical and critical skills, as well as delve more deeply into the literature of the particular field or its subspecialty. During this period, a student needs to become 'self-starting', taking the initiative in researching areas without faculty class requirements. In other words, a student must begin to read broadly, scan and read journal articles pertinent to your field of interest, and begin to look at topics which may generate articles, and eventually their future dissertation. Reading for the sake of class preparation may have been enough on the undergraduate level, but not so for graduate school. Breadth and depth of knowledge are two prerequisites for a successful course of study.

Many college or university graduates will readily admit that comprehensive examinations were far from their most pleasant memories of graduate school. Frequently, part of a department's comprehensive exam schedule is devoted to field exams, requiring knowledge about the major issues, debates, figures, and concerns of the departmental field, whereas major/minor examinations question the student about the particulars of their sub-specialties. Preparation for these exams really begins on the first day of your first class in graduate school. Syllabi and lists of books and references become major tools by which students can prepare for the comps. Most graduate students hold on to most of their books and notes until they finish their studies at a college - and many retain them even afterwards. The challenge to students is to filter out the 'gold' from the 'dross', and to use their notes, references, and syllabi/lists effectively in preparing for the comprehensives.

Examinations may be written, or a combination of written and oral tests. Requirements for languages (especially German and French) may also be satisfied with written or oral exams. In all cases, it is suggested that a student facing the comps solicits information from other students experienced in taking them, concerning suggestions and strategies. Also, the formation of peer groups for study and socialization may lessen the tension of taking the field exams.

The Dissertation
Early in the doctoral program, a student may wish to approach a preferred professor about the possibility of mentoring the dissertation. Besides the professor's expertise, it is recommended that the student choose a mentor in whom full confidence can be expressed, and who will be both challenging and supportive throughout the process. The graduate student must always be aware that the writing of the dissertation is a solo work, which entails a great deal of time alone from friends and family. The research and study which goes into the dissertation are commitments to sacrifice and dedication. No matter who the mentor is, the student must remember that work done on the dissertation is an original piece of research, and it must be able to stand on its own. Your oral defence of the thesis is more than just the completion of a doctoral requirement. It is the moment during which a student asserts their place in the academic profession, and demonstrates that the completed work is worthy of respect.

The successful conclusion of the dissertation and its defence is both exhausting and exhilarating - many doctoral recipients liken the process to a woman's childbirth, including the experience by some of emptiness or even depression once 'the great work' is done. In any event, the event is a rite of passage for the former graduate student, as they are now looked upon as a peer in the profession.

Afterwards…
Once the academic work is completed, the field of possibilities can be wide. Professional positions in teaching may be limited, depending on the geographical location as one is searching for a job. It is always advisable to look whilst still in the program, but alternatives to teaching should also be researched. Your mentor, graduate advisor, and the placement service of your school may help you discover alternatives, until the position that you desire emerges. But as so many doctoral recipients have discovered, doors should never be shut on any opportunity until you have explored the possibilities inherent in the position. A sense of realism, as well as imagination, flexibility, and good humour become keys to reaching that point.

Author:
Craig W. Pilant, PhD
Assistant Dean, GSAS
Fordham University, New York