Are you over 18 and want to see adult content?
More Annotations
![A complete backup of z-lvt.blogspot.com](https://www.archivebay.com/archive2/55b521fa-c55a-4be7-ac4c-653378e97648.png)
A complete backup of z-lvt.blogspot.com
Are you over 18 and want to see adult content?
![A complete backup of coffeeandtin.tumblr.com](https://www.archivebay.com/archive2/060ddd4a-790c-43fe-9571-9145d17f3c3f.png)
A complete backup of coffeeandtin.tumblr.com
Are you over 18 and want to see adult content?
![A complete backup of galwaycitykarting.ie](https://www.archivebay.com/archive2/3d536e29-0b49-4fb5-aa3f-57dcfb286ccf.png)
A complete backup of galwaycitykarting.ie
Are you over 18 and want to see adult content?
![A complete backup of ipa-australiapolice.com.au](https://www.archivebay.com/archive2/80ea2907-f0fd-4603-a0d4-7050b990fd0a.png)
A complete backup of ipa-australiapolice.com.au
Are you over 18 and want to see adult content?
![A complete backup of tocksforsshopping.se](https://www.archivebay.com/archive2/064cc3cd-5c7b-4344-9164-77f6e7eabff0.png)
A complete backup of tocksforsshopping.se
Are you over 18 and want to see adult content?
![A complete backup of egons-labodega.de](https://www.archivebay.com/archive2/e639e794-5a92-4a06-95e7-a6db6ee2a0dc.png)
A complete backup of egons-labodega.de
Are you over 18 and want to see adult content?
![A complete backup of playsports365.com](https://www.archivebay.com/archive2/21071886-346f-4fee-a987-1d6ea0f3f72a.png)
A complete backup of playsports365.com
Are you over 18 and want to see adult content?
Favourite Annotations
![A complete backup of cinemateket-usf.no](https://www.archivebay.com/archive2/0a7bccc0-7733-470c-b75f-65987f5cf47a.png)
A complete backup of cinemateket-usf.no
Are you over 18 and want to see adult content?
![A complete backup of toysforapound.com](https://www.archivebay.com/archive2/e5d25d07-778f-42b4-ba0c-2d6a7c71214a.png)
A complete backup of toysforapound.com
Are you over 18 and want to see adult content?
![A complete backup of golden-mines.org](https://www.archivebay.com/archive2/4f008894-bec0-4c78-b85b-eb98a037eca0.png)
A complete backup of golden-mines.org
Are you over 18 and want to see adult content?
Text
is also another
GETTING EXPERIENCE IS ESSENTIAL PREPARATION FOR GRADUATE Most of the larger universities in the U.S. and Canada have co-operative education programs, which integrate academic study with paid work experience in occupational settings related to the student’s field of study. Co-op students take regular classes on a reduced schedule while they work at a real job and earn a wage. IMPROVE YOUR GRADUATE SCHOOL PROSPECTS WITH RELEVANT From the point of view of a prospective graduate advisor, applicants with relevant experience have a lower risk of failure than the ‘inexperienced’ by virtue of having already shown they can do things that will be required in graduate school. This can include many things, for example, professional skills like writing, public speaking RIGHT AND WRONG WAYS TO FIND A VOLUNTEER RESEARCH POSITION There are a lot of volunteer opportunities, but one must go about finding them in the proper way. Few, if any, professors will respond to an email sent to a group. There is no shortage of undergraduate students in our department who want to get involved in research, and professors provide opportunities to students who DAVE MUMBY'S MYGRADUATESCHOOL BLOG One topic that has received much less attention so far is the Graduate Record Exam (GRE), which is a required element for application to most accredited graduate programs in the U.S. and Canada. ABOUT DAVE G. MUMBY, PH.D. I am an professor at a major University in Montreal, Canada. I am an academic advisor for undergraduate Psychology students, as well as a graduate supervisor for Master's and Ph.D. students who share my interests in behavioural neuroscience. I have been on many selection committees in my department, and I am a regular contributor to FIVE MAIN COMPONENTS OF A GRADUATE SCHOOL APPLICATION Five Main Components of a Graduate School Application. Most graduate programs require applicants to submit the items described below by a certain deadline. Programs in some fields may require additional items, such as a curriculum vita, or a portfolio or dossier, but the five components described here are the most common. THINKING OF MOVING FROM THE U.S. TO CANADA FOR GRADUATE Posted on February 14, 2017. Canada has always been a good place to pursue a university education. Not only a baccalaureate, but also for graduate studies at the master’s or doctoral level. Now, more than ever, students across the U.S. are thinking about GETTING INTO GRAD SCHOOL WITHOUT TOP GRADES: ONE STUDENT’S My last post was aimed at explaining how grades come in to play in the selection process, and the main message was: You don’t need to have the top grades to get into grad school, because that’s not what the decision-makers care most about.To help prove my point, I have reproduced, below, an email message I received a few years ago from someone who had been an undergraduate in Psychology at GPA TO GET INTO CLINICAL PSYCHOLOGY GPA Has Little Influence on the Outcome of Most Applications to Graduate School in Psychology. Posted on March 7th, 2017 by Dave G. Mumby, Ph.D. One of the recurring themes on this blog is that . More. APPLICANT-EVALUATION FORMS: EVEN MORE IMPORTANT THAN THE Almost all graduate-school applications requires at least two letters of recommendation (aka reference letter) as well as an evaluation form that accompanies the letter. Today, I would like to discuss these evaluation forms. Typically, the form has a few questions about what the referee thinks of the applicant’s abilities and potential. Thereis also another
GETTING EXPERIENCE IS ESSENTIAL PREPARATION FOR GRADUATE Most of the larger universities in the U.S. and Canada have co-operative education programs, which integrate academic study with paid work experience in occupational settings related to the student’s field of study. Co-op students take regular classes on a reduced schedule while they work at a real job and earn a wage. IMPROVE YOUR GRADUATE SCHOOL PROSPECTS WITH RELEVANT From the point of view of a prospective graduate advisor, applicants with relevant experience have a lower risk of failure than the ‘inexperienced’ by virtue of having already shown they can do things that will be required in graduate school. This can include many things, for example, professional skills like writing, public speaking RIGHT AND WRONG WAYS TO FIND A VOLUNTEER RESEARCH POSITION There are a lot of volunteer opportunities, but one must go about finding them in the proper way. Few, if any, professors will respond to an email sent to a group. There is no shortage of undergraduate students in our department who want to get involved in research, and professors provide opportunities to students who ABOUT DAVE G. MUMBY, PH.D. I am an professor at a major University in Montreal, Canada. I am an academic advisor for undergraduate Psychology students, as well as a graduate supervisor for Master's and Ph.D. students who share my interests in behavioural neuroscience. I have been on many selection committees in my department, and I am a regular contributor to APPLICANT-EVALUATION FORMS: EVEN MORE IMPORTANT THAN THE Almost all graduate-school applications requires at least two letters of recommendation (aka reference letter) as well as an evaluation form that accompanies the letter. Today, I would like to discuss these evaluation forms. Typically, the form has a few questions about what the referee thinks of the applicant’s abilities and potential. Thereis also another
GETTING INTO GRADUATE SCHOOL WITH OR WITHOUT EXCELLENT Getting Into Graduate School With or Without Excellent Grades. Dave G Mumby, Ph.D. February 22, 2017 June 29, 2018 Getting experience for grad school, Getting into graduate school, Going beyond the basics for grad school applications, Grades and graduate school, graduate school, graduate school supervisor, what you need to apply to grad school. CONSULTING SERVICES: FREQUENTLY ASKED QUESTIONS The most popular questions I get from readers of this blog deal with students reaching out for advice on what career paths they should take and whether grad school is the best option for them. To address these questions properly, I need a genuine understanding of each student’s background, short- and intermediate-term goals, and long-term plans. IMPROVE YOUR GRADUATE SCHOOL PROSPECTS WITH RELEVANT Most students are generally aware that it can be helpful to get experience in research or fieldwork prior to applying to graduate school. But many underestimate just how important one’s experience can sometimes be when it comes to being accepted. For some programs, having the right experience is virtually a requirement! WHY IS THERE SO MUCH CONFLICTING ADVICE ABOUT APPLYING TO Understandably, many students search far and wide for advice and tips on how to best handle certain aspects of their graduate-school applications. But, while it may seem wise to seek advice from as many people and other relevant sources as possible, this quickly leads to a new problem: Among all the clearly valuable insights, there WHAT KINDS OF CAREER OPPORTUNITIES EXIST IN PSYCHOLOGY Each year in the U.S. and Canada, hundreds of thousands of new students enter college or university programs in Psychology. Within a few years, most of them earn a bachelor’s degree. Along the way, they take a lot of courses in different areas of psychology, and in research methods and statistics. They gain an appreciationTHE SHAM PH.D.
It may seem incredible, but the truth is, if you want a Ph.D. from an accredited university, you might not have to earn it the ‘old-fashioned’ way you know, the way people used to earn doctorate degrees from any respectable university -- by doing original research, making a contribution to knowledge, and demonstrating thatone
HOW TO ASK FOR A LETTER OF RECOMMENDATION This time of year, many students are arranging for letters of recommendation to support their grad-school applications. This typically involves approaching two or three professors to ask for this favor. There is nothing complicated about asking someone for a letterof recommendation
THINK TWICE ABOUT TRADING A FULL COURSE LOAD FOR HIGHER Think twice about trading a full course load for higher grades. Originally posted December 5, 2011 — My choice of topics to write about today was inspired by a conversation I had with a student during a recent academic advising session. She is a Psychology major, about halfway through her program. She said she hopes to go to graduateschool
MYGRADUATESCHOOL BLOG ADVICE ABOUT GETTING INTO GRADUATE SCHOOL AND BEING SUCCESSFUL ONCE INGRAD SCHOOL
MENU
* Is Graduate School Right For You? * Consulting Services: Frequently Asked Questions * MyGraduateSchool.com* Citing blog
* About Dave G. Mumby, Ph.D. * PROTECTED: PRE-CONSULTATION FORM – CONFIDENTIAL * From the Student’s PerspectiveSearch for:
HAZARDS OF GRADUATE SCHOOL SUCCESS Today I want to pass on some personal insight and advice for students who will be entering graduate school in the future, or who are alreadythere.
This isn’t advice on how to succeed in graduate school. You can ignore this advice and still develop a successful career. But if you take it to heart and keep it in mind in the future, it could have tremendously beneficial consequences for the kinds of relationships you have with peers and colleagues. I was fortunate to receive the same advice when I was in graduate school, many years ago. It came as a rather cryptic comment from my masters supervisor. At first I did not fully understand what he was trying to convey, but it became clear as time went by. I’ve thought about his words many times over the past 30 years, as I’ve witnessed the relevance of his advice playing out time after time. Before I tell you what he said, a bit of context is necessary… It was a few days before I would be moving to a different city and university to pursue a PhD in a different laboratory, and of course that meant with a different supervisor. I had enjoyed my time as a masters student and got along very well with my supervisor. He knew my main reason for moving was because I was interested in a different area of research than what I had been doing for my masters thesis. Moreover, instead of being the only graduate student in a small lab, like I had been during my masters, I would now be part of a larger research group, with several other graduate students working and training together under the supervision of a well-funded and somewhat well-known principal investigator (of course, this person would be my supervisor for the PhD). Within the same facility there were also a few other high-powered labs headed by prominent researchers. Frankly, my new destination was a more exciting research environment than the setting for my masters degree. My long-term goal was a career in research, so my masters supervisor knew the move would probably begood for me.
Coincidentally, my masters supervisor had recently visited the place and met my soon-to-be PhD supervisor. I think this encounter may have compelled him to give me the following advice. I’ll explain why later, after I tell you what he said. We were having lunch together. Following a lull in our conversation, during which he gazed into the distance, looking especially thoughtful – he turned to me and said: _“Dave, don’t become an asshole.” _ That’s all he said. Then he gazed ahead again, silent… Now, he didn’t say, “don’t _be_ an asshole”, which would have implied that he thought I was already one. That would have been devastating. He was clearly trying to convey a deeper message. I must have looked puzzled, so he went on to say something about there being a lot of successful researchers who are assholes. He tried to clarify with some examples of professors in our department who were widely renowned for their research and whom he did _NOT_ think were assholes. (You see, he was a classy guy, so he didn’t name anyone he thought was an asshole; but there was no doubt he could name a few if he had to). The professors he identified as good regular folks had been among his colleagues for many years, so he had come to know them fairly well. Of course, he had also learned which of his colleagues were despicable in one way or another, but he was respectful enough to avoid identifying them while making his point. It wasn’t necessary. And he wasn’t an asshole. I don’t recall exactly how the conversation ended, but I know I didn’t ask him at any point just _why_ he was telling me this. I was in my mid-twenties, so it was not news to me that some people are wonderful, while others are more or less contemptible. The real puzzle was just why he felt the need to bring it up. I assumed it had something to do with my upcoming move. But I didn’t understand how,exactly.
WITH TIME COMES CLARITY I didn’t think about it for a long time, but I never totally forgot about the weird advice: _Don’t become an asshole._ What was my previous graduate supervisor really trying to tell me? At some point – it was probably a couple of years into my PhD – it all startedto make sense.
I recalled that my previous supervisor had met my current supervisor not long before our lunchtime conversation. These two men had very different personalities. Luckily for me, both were very supportive and dedicated to their students, and both of them positively influenced my development as an academic researcher and scholar. But they were altogether different characters. My masters supervisor did not have a big-name reputation for his research, but he was an excellent scientist and a productive researcher. He was highly respected and well liked by people who knew him. He was friendly, but a serious and somewhat quiet man, free from vanity and pretentiousness. My PhD supervisor, on the other hand, was a jovial man with a tendency to be braggadocious, and the latter trait definitely annoyed some people. I personally got used to it, as I saw past that shortcoming and noticed his many good qualities. I liked him anyway, but other people would sort of roll their eyes when his name came up. He wanted very much to be respected and admired by his peers and colleagues, and he had many accomplishments to be proud of, but his ceaseless boasting about them was what most people would notice and remember about him. It wasn’t a good impression. So, was this where my masters supervisor’s strange advice had come from. Had he been warning me not to turn into the type of a-hole he believed my PhD supervisor typified? I can’t say for sure, but I decided a long time ago that this is probably what was going through his mind. Whatever the truth may be, this assumption has helped me to notice certain prevalent features of a typical graduate school environment can negatively influence a person’s character anddemeanour.
HAZARDS OF SUCCESS?
The way we interact with other people largely determines whether they will have a positive impression of us, a negative one, or a neutral one. We tend to like people who treat us fairly and with mutual respect. A few other traits help, too, like friendliness and benevolence, for example. But all of us know people who we do not consider likeable or admirable – such as, people who treat others unfairly or disrespectfully. We do not like those who demean us, who are arrogant or haughty. By most people’s standards, those who frequently and persistently display these traits are contemptible assholes. We perceive it as being partof their character.
Contemptible individuals can be found in all sectors of society, so should we expect the academic research world to be any different? I don’t think so. But the issue isn’t that people like this can be found in the halls of academia. The real point I want to make – and maybe this is what my masters supervisor was thinking – is that success in an academic research environment can _change_ some people, and when this occurs, the change is often for the worse. Success brings confidence, but in some people, confidence turns intoarrogance.
One thing that frustrates us about people who think too highly of themselves is their relative disrespect for others who they consider inferior (which is most of us). We hate their obvious disdain for our averageness, especially because we know they are really no better than us, and their personal successes are usually at least as much due to circumstances as to intrinsic individual greatness. Even when we recognize that someone really does possess great ability within some domain, we all know this is just a part of who they really are. Discovering that this person is also pompous ass tends to eliminate any respect we might have had for them based on their accomplishments. I suspect that most readers perceive, like I do, that there is a correlation between how much fame and success people achieve and how self-important and condescending they tend to behave. Of course, it’s not a perfect correlation, and many good men and women retain their best virtues despite an ascent to fame and recognition. Not everyone becomes an asshole, and no one changes that way on purpose. And yes, some are assholes long before they achieve success and notoriety. But there are also some who only become so after operating in an enabling environment or context for a while. I believe graduate school can be like this for many students, especially at the doctoral level. I’ve seen evidence of it many times. DON’T LET SUCCESS GO TO YOUR HEAD One typical pattern involves early-career notoriety, resulting from some important finding that comes out of their graduate or postdoctoral research and which generated a notable buzz within the community of researchers who study the same subject. For at least a short time, their work becomes widely known and followed by others. They might speak at important conferences, participate in symposia, or receive invitations to give lectures at universities or research institutes. They may become known, at least within their field of expertise, as a ‘rising star’. All the attention is very rewarding (for most people), and therefore readily accepted. Most people who experience this type of early-career notoriety will want to keep it going, but doing so can become the main motivational driving force for the remainder of many people’s academic or professional careers. Inevitably, most of the so-called rising stars (albeit not all of them) begin to believe their own hype. I’ve seen this pattern of events play out numerous times with bright young men and women during my long career. It also describes how the early stages of my own research career unfolded. So you could say, I’ve been there and donethat.
Having confidence because of your previous achievements is good, but letting the attention generated by those achievements go to your headis not.
I’ve tried to follow my masters supervisor’ sage advice throughout my career. I’m not the one to say how well I’ve done at it, but I can honestly say that I’ve tried. But today the advice isn’t for me. It’s for you, dear reader. In the long run, most people will ignore your professional achievements and base opinions of you on your personal demeanour and character. I hope you have success in graduate school and accomplish your career objectives. Along the way, remember where you came from, and don’t let praise and achievements spoil your character.——-
Advertisements
Report this ad
Report this ad
SHARE THIS:
* Click to share on Facebook (Opens in new window) * Click to share on Twitter (Opens in new window) * Click to share on Reddit (Opens in new window)* More
*
* Click to email this to a friend (Opens in new window) * Click to print (Opens in new window)*
*
LIKE THIS:
Like Loading... Posted in education issues,
graduate school supervisor,
surviving graduate school and tagged career planning, common
mistakes
,
education ,
grad school ,
grad school success
,
graduate school
, higher
education
,
personal characteristics,
Ph.D supervisor
,
psychology ,
research , work
relationships
on
July 12, 2019
by Dave G Mumby, Ph.D.. 2
Comments
HOW IMPORTANT IS THE GRE FOR GRADUATE SCHOOL? A recurring theme on this blog is that getting into graduate school requires more than just good undergraduate grades. This is true in all disciplines, and it’s true for one simple reason: While grades may be a reasonable indicator of someone’s academic abilities, success in graduate school requires much more than just strong academic abilities. We have explored several other key features of a successful graduate school application, such as how to get the most effective letters of recommendation, and how to craft a convincing personalstatement
,
and how to deal with interviews. We’ve
looked at some extra steps that can make all the difference, like targeting the right people and the right programs,
and contacting potential graduate advisors before applying.
One topic that has received much less attention so far is the _Graduate Record Exam_ (GRE), which is a required element for application to most accredited graduate programs in the U.S. and Canada. So, today I want to discuss the GRE and the role it plays. My main goal is to alleviate some of the anxiety and uncertainty that many students experience when it comes to the GRE, including those who are preparing to take the exam in the coming months, or who have already taken it and have unimpressive scores. During my career I have met countless people who were anxious as hell about preparing for and writing the GRE. I’ve met countless more who worried that their mediocre test scores would torpedo their chances of being admitted to a decent graduate program. Behind much of the anxiety has been a tendency to overestimate the importance of GRE scores in the evaluation and selection process. The GRE can have a role, but it is not nearly as significant as most people assume. If you are worried about the GRE, or concerned about your scores, let me help you put it all into clear perspective, so you can better manage the anxiety. I’m not going to suggest you ignore the GRE altogether, because if you haven’t already taken it, you will probably find it necessary or at least prudent to do so. HOW IMPORTANT _ARE_ THOSE GRE SCORES? The answer partly depends on the discipline of study. Generally speaking, the Quantitative Reasoning scores play a more significant role in evaluating applicants to PhD programs in the natural sciences, technology, engineering, and mathematics, than those applying to programs in the social sciences or humanities. If you’re applying to graduate programs in psychology, for example, your GRE scores will likely be among the _least_ heavily weighted factors in determining the fate of those applications (this is also true for the Verbal Reasoning score and the Analytical Writing score). On the other hand, if you’re applying to a program in geophysics, for example, your GRE scores might play a more important role in assessing your suitability for the program; still, even in such cases, those scores will be a relatively minor factor compared to other elements of yourapplication.
Okay, so then why is the GRE used at all? What can be ascertained about applicants from their GRE scores that can’t be discerned from their grades or some other element of the application? Well, just like a grade-point-average (GPA), the GRE scores provide an objective indicator of an applicant’s academic aptitudes. But unlike the GPA, the GRE scores can be used to compare applicants of different socio-educational backgrounds, regardless of which college or university they have attended. Unlike the undergraduate GPA, the GRE provides a measure of academic aptitude that is not influenced by the huge variation that exists in the grading standards and procedures of different courses, professors, departments, faculties, and schools. The rationale behind the use of the test is that everyone writes an equivalent test and all tests are scored the same way. Thus, the playing field is level for all participants. Anyone interested in knowing what the GRE is all about, how the tests are designed, and how scores might be used to evaluate graduate-school applicants, can find answers by exploring the _Guide to the Use of Scores _, published by ETS, the organization behind the development and administration of the GRE. The _Guide to the Use of Scores_ includes references to published studies that have demonstrated both the reliability and predictive validity of the GRE in various academic disciplines. Many studies have found a significant correlation between GRE scores and various measures of success in master’s or PhD programs, but some have failed to find similar evidence of a predictive relationship. Most studies have focused on specific fields of study, or on some broader group of related fields. It is important to keep in mind that the positive relationship between GRE and graduate-school performance — to the extent that it actually exists in a particular discipline — is demonstrated by a _post hoc _analysis involving people who were actually accepted into graduate programs. It is only a correlation, and it does not mean that getting higher GRE scores will make an individual more likely to experience greater success in graduate school. IGNORE THE IRRELEVANT STATISTICS A person can waste a lot of time reading about average GRE scores in different disciplines, which is a totally useless statistics for anyone applying to graduate school. Someone may try to tell you it’s important to know the average GRE scores of successful grad-school applicants in your discipline because it will help you set your own goals for the test. This is complete nonsense, because the average GRE scores of all those applicants will not help predict whether the scores of a particular applicant will help or hinder their chances of being admitted to any particular program. Knowing the average GRE scores for a discipline does not reveal what scores an applicant needs to be admitted to any particular program. Just like knowing that the average height for an NBA player is 6 feet 7 inches does not tell us how tall a person must be to play basketball in the NBA. The average GRE scores for those admitted to a specific program is not any more useful as an indicator of what is expected or required. If we are interested in what kind of GRE scores are _required,_ it makes more sense to look at the _range_ of the scores for those admitted to a program. We could say that the lowest GRE scores among those students who were eventually accepted to the program in a given year represents the minimum GRE scores that were necessary to get in. But that would still be an overestimation of the _necessary_ level for GRE scores, because most of those people would still have been accepted even if their GRE scores were even lower. The point is that people don’t normally get admitted to a graduate program on the basis of their GRE scores. Report this ad Report this ad PUTTING IT IN PERSPECTIVE Despite the ostensible merits of the GRE, there is considerable debate about its utility among those who are actually the intended users of GRE scores – namely, university professors. These are the people who decide which applicants are admitted to their graduate programs and which are rejected. If they don’t care as much about GRE scores as they do about the letters of recommendation, or the personal statement, or any other part of the application, then the impact of GRE scores will be minimal. Opinions vary, but most professors view the GRE as a somewhat dubious indicator, at best, in the assessment and selection of new graduate students. I have been involved in many discussions among university faculty members about the GRE over the past 25 years, and I do not recall ever hearing anyone claim they find GRE scores especially helpful. Some might use _very_ low GRE scores as a justification for eliminating an applicant from the competition, but otherwise they give little credence to GRE scores, whether those scores are mediocre orexceptionally high.
This indifference to GRE scores has been growing within the academic research community in recent years. As an example, consider the Psychology department at Concordia University (Montréal), where I am a professor. Several years ago, we eliminated the requirement that applicants to our master’s and PhD programs had to submit GRE scores. Subsequently, the instructions to applicants have indicated that GRE scores are not required, but still recommended. Most applicants to our programs still submit their GRE scores, and there is no problem with that, but none of them _have to _submit those scores. Very recently we decided to make a further change to the instructions and remove the recommendation altogether, so applicants will no longer be encouraged to submit GRE scores. Why did we get rid of the GRE requirement? For the same reason that dozens of other Psychology graduate programs have made the same move: A majority of the faculty members in our department do not believe GRE scores are useful when it comes to discriminating between applicants who are likely to be good graduate students and those with less promise. Remember, most professors judge how “good” graduate students are by their research abilities and accomplishments, work ethic, and interpersonal and communication skills. GRE scores do not tell us anything about how someone measures up on those attributes. In contrast to the considerable research that has been done regarding the predictive validity of the GRE, very few studies have examined role of GRE scores in the evaluation process. In one study conducted a few years ago, 171 Canadian psychology professors were surveyed about their attitudes and opinions regarding the GRE tests, and how they use GRE scores in evaluating potential graduate students. The main finding was that major differences of opinion exist across psychology disciplines, departments, and faculty members, and as a result, there is very little consistency in terms of what consequences GRE scores have in determining the fate of individual applicants. When looking at the application requirements for different PhD programs, we find that a majority of programs REQUIRE all applicants to submit GRE scores, but many programs only RECOMMEND that applicants submit GRE scores. Importantly, this distinction is not an indicator of the relative weight given to GRE scores, so one should not assume that just because GRE scores are required, they play a major role in the evaluation process. This is seldom the case. I still advise students who are planning to apply to graduate school in Psychology to write the GRE General exam. Most will be applying to more than one program, and it is likely that at least one of those programs, if not most, will require GRE scores. But it’s not worth getting worried about. Preparing for the GRE is not very difficult or time consuming. And practically everything else plays a more significant role in the selection process.SHARE THIS:
* Click to share on Facebook (Opens in new window) * Click to share on Twitter (Opens in new window) * Click to share on Reddit (Opens in new window)* More
*
* Click to email this to a friend (Opens in new window) * Click to print (Opens in new window)*
*
LIKE THIS:
Like Loading... Posted in Getting into graduate school,
Going beyond the basics for grad school applications,
Grades and graduate school,
graduate school supervisor,
what you need to apply to grad school and tagged college application,
grad school ,
graduate record exam,
graduate school
, gre
, higher education
,
psychology on
March 20, 2019
by Dave G Mumby, Ph.D.. Leave a
comment
AVOIDING THE MOST DANGEROUS TRAP IN GRADUATE-SCHOOL _Posted on June 29th, 2018 by Dave G. Mumby, Ph.D. _ Were you recently accepted into grad-school? Are you fortunate enough to have been accepted by more than one program, and now find yourself having to make a choice? Maybe you decided in advance what you would do in this situation, or perhaps you now have a difficult choice among equally attractive options. Either way, you might be about to make a mistake that will throw your education and career plans completely off the rails. My aim today is to help you avoid that mistake. My advice will be relevant to anyone who applied to research-based master’s or doctoral programs; if you are starting a graduate program that lacks a research-thesis component, it will be less relevant. If you have an offer from only one program, much of the following commentary will still be relevant to your situation, because you have the option of declining that single offer and reapplying to different programs next year. Think that’s a ridiculous suggestion? Well, it might not make a lot of sense in many cases, but for some who turn down that offer of admission, they will be dodging a rathersubstantial bullet.
HIDDEN RISKS
While most people who go to graduate school see it as an essential step along some career path, it’s a mistake to assume that the only essential aspects include getting into a program that offers the degree you want, and working hard to earn it. If certain other conditions aren’t right, success will be difficult — maybe even impossible. Whether or not these essential conditions are in place may depend on which program you choose. But this is _not_ because of differences in the overall quality of the programs or schools. Most programs will look at least somewhat attractive as long as certain criteria are satisfied, but there are many reasons why one program might seem like a better option than another. It might be at a more prestigious school, or in a more interesting city. Maybe it’s closer to home. Perhaps the professor who would serve as the student’s advisor (a.k.a. _supervisor_) is a big name in the field. But, as sound as these reasons for a preference may _seem_, none of them are actually correlated with success in getting through a Ph.D. program, or with the overall quality of the graduate-school experience, or with establishing a rewarding career afterward. Still, most people decide which programs to apply to, and which offer of admission to accept, based on considerations like those I justmentioned.
Something else can be much more critical to having a positive and successful graduate-school experience – namely, the _quality_ and _style_ of support and guidance you receive from your graduate advisor. Many grad-school applicants fail to give this factor much consideration, and some overlook it completely. They essentially assume that any accomplished professor whose research interests match their own will be a suitable advisor. But matching research interests are only a starting point for finding the right advisor. If you don’t go beyond that level of analysis when choosing whether or not to apply to a particular program or to accept their offer of admission, you may be making a huge mistake, with disastrousconsequences.
THE CRITICAL ROLE OF THE ADVISOR/SUPERVISOR Your academic achievements as an undergraduate were primarily the result of your own hard work. In grad school, that won’t be enough. You will need a supportive graduate supervisor, or advisor (both terms are synonymous in this context, but I’ll just use one of them for the remainder of this commentary). Don’t underestimate how much this person can either negatively or positively affect your progress, your morale, and your ability to finish the program and launch a successfulcareer.
When accepting an offer of admission to most research-thesis-based master’s programs, or to a Ph.D. program, students are essentially agreeing that a particular faculty member will be their graduate advisor. Referring to this professor’s role as being that of an ‘advisor’ belies the reality of how directly he or she will influence the priorities and activities of the student. Their role will go far beyond overseeing the students’ work and giving advice. Students in research-based programs depend on their advisor for essential resources, as well as guidance and mentoring throughout graduate school. Prospective graduate students tend to underestimate how much their success will ultimately depend on the amount and quality of support they get from their advisor. In many cases, the dependence continues for some time beyond program completion, as the former advisor is a key source for letters of reference for job applications, academic and research awards, or research funding. While the majority of prospective grad students understand the importance of applying to programs in which potential advisors have research interests that match their own, very few give any consideration to the other important characteristics of a potential advisor. If one agrees to do graduate studies with a particular professor and things don’t go well, it is often difficult and sometimes even impossible to switch advisors, and doing so will almost certainly be a setback that affects how long it takes to finish the program. So, it’s absolutely critical that the original choice of graduate advisor is a good one. It’s a difficult mistake to reverseand recover from.
Not all professors provide their students with the support and mentoring they need, and serious problems can arise in the student-advisor relationship for various reasons, especially if there turns out to be a mismatch in terms of personality variables or expectations regarding the working relationship. There are many online forums where current and former students share their grad-school experiences, and where the majority of discussions revolve around terrible experiences involving the graduate advisor. A few years ago I wrote a commentary about a certain type of strained student-supervisorrelationship
,
and many people shared their similar stories in the comments section. Anywhere you find current or former graduate students discussing their experiences, it is evident that most of the negative ones involve their advisor. In fact, a recent study found that the most frequent reason people give for dropping out of a Ph.D. program is some type of conflict with their advisor. Think about this for a moment. More Ph.D. drop-out because they can’t bear to continue working with their advisor than for any other reason! In the U.S., close to 50% of doctoral students drop out before finishing. https://www.chronicle.com/article/PhD-Attrition-How-Much-Is/140045 And believe me, no matter how capable and determined you are to succeed, you could easily find yourself in the same situation if you end up with a lousy graduate advisor.Report this ad
Different professors have their own approaches to dealing with their grad students. Some are excellent at meeting their students’ needs, and they make indispensable contributions to their students’ successes. Some hinder their students’ success. The former types cannot be distinguished from the latter by the kinds of research they do, or by the size of their labs or research teams, by their personal fame, or by the prestige of the institutions that employ them. A program’s faculty webpages do not indicate who are the good, the not-so-good, and the bad graduate advisors. This means that many new grad students are basically walking into a trap. The bait is there on the program websites, where everything about a program and its faculty members is made to look appealing. The hidden risks become apparent only after the successful applicant begins the program, and by then it’s too late to make an easy escape. When students decide to reverse course and drop out of a program, the failure to complete can tend to hang over them for a long time, potentially hampering any attempts to get into an alternative program, not to mention the regret one can feel for having wasted so much time, money, and wishful thinking on the original plan. Understand this simple message: The reputation of the program or the school will not protect you from the perils or risk of ending up with a bad graduate advisor. The research profile of the potential advisor will not protect you. The only way to reduce the chances of this happening to you is to do your own research and find out what you can about a potential graduate advisor _before_ you accept an offer ofadmission.
RED FLAGS
You might be wondering… Are incompetent or abusive graduate advisors really so common that it’s worth worrying about? To understand why they are, in fact, very common, it’s important to realize that most colleges and universities have no checks or balances to ensure that professors provide their graduate students with satisfactory guidance, support, training, and mentoring. There are _no_ formal quality-control mechanisms designed to safeguard students against mediocre or incompetent advisors. Tenured university professors are not held accountable for incompetent or irresponsible supervision of their graduate students, because boundless academic freedom basically means they can deal with their students however they want, and it’s no one else’s business. Some professors turn out to be excellent graduate advisors, while others are so awful they actually have a negative influence on their students’ progress. The ones who are good or excellent take pride in this aspect of their occupation as a professor, and they actually care about their students; the lousy advisors are usually professors who take pride in different aspects of their job, but care little about the long-term success of theirstudents.
(Before I go further, I must make clear my belief that in a substantial proportion of dysfunctional graduate student-advisor relationships, some or most of the blame rests with the student, or at least both parties. But in the present commentary I am writing from a student’s perspective, as the readers of this blog are typically students. I do not want to give the impression that when the relationship turns south, it’s somehow the fault of the advisor. It’s not true all the time, but it sure is true much of the time). Fortunately, there are some things you can do to get insight into a professor’s style of supervision without having to experience it first-hand. These steps should be taken before accepting an offer of admission. I’ll give some suggestions below. But first, just what makes for a “good” or “bad” advisor? Not surprisingly, there are different ways an advisor might be sub-par or even terrible. There are also a few clues to watch for, however, and although they aren’t foolproof and perfectly reliable predictors of a poor student-advisor relationship, they do seem to account for a substantial proportion of those that turn sour at some point. Good advisors mentor their graduate students and guide their acquisition of professional skills and networking opportunities with colleagues in academia and beyond. They help their students learn how to organize their ideas and communicate them effectively, both orally and in writing. They provide moral support during difficult moments, constructive criticism, and thoughtful and useful feedback. They teach the ‘tricks of the trade’ and they give good advice on how to navigate various obstacles. They are often influential in helping their former students in the early stages of their careers, by continuing to informally mentor them and providing letters of recommendation for job applications and the like. Ideally, your advisor should be someone you can get along with on an interpersonal level, as you may need to communicate frequently about matters related to your research or other activities. It’s not necessary to like everything about the person, or even to like them at all, but a strong dislike will risk making every interaction you have with them unpleasant. Before long, you will dread every meeting, and your motivation to follow their directives and advice are likely to diminish, thus setting the stage for a few miserable years of grudgingly going along with the wishes of someone you feel no desire to help, but whose support you need to complete the program. It’s even more important that you can live with your advisor’s expectations regarding the working relationship. Remember why professors supervise graduate students in the first place. They do it because they need the help of graduate students to do their research. Some professors might have additional motivation for supervising grad students, but most do it primarily to benefit their own research program. (If you think you were accepted into a graduate program because someone decided you _deserved_ it more than other applicants, you are most likely wrong. Selecting graduate students _does not_ involve determining who deserves to be in the program. You can read more about how the selection process works in one of my previousposts).
Watch out for professors who treat their graduate students more like research _employees_ than like genuine students or trainees. They do not help their students in the long run because they only care about managing their own careers and reputations, and they don’t give a damn about their students’ needs. They make the very worst mentors, and they tend to have unreasonable expectations regarding how much time their students spend “working” on their research. Some are real tyrants, going so far as to try controlling aspects of their graduate students’ personal lives. Report this ad Report this ad It’s so important to understand that having a big-name researcher for a graduate advisor is no guarantee that things will go well for you, either during or following graduate school. Some researchers become highly-accomplished and well-known through the hard work of their students, but they seldom give those students the credit they deserve. When a professor’s research reputation is what lures a great number of students to seek her or him as their graduate advisor, it can be just like that baited-trap analogy again. Don’t fool yourself into thinking it will give you some great career advantage later on if your graduate advisor is well-known in your field. In fact, it can be hard to get noticed for your own original contributions when you are working in the shadows of a luminary. Co-authorship on published papers is not enough. You need an advisor who will take advantage of opportunities to actively promote _you_, and to bring your abilities and contributions to the attention of others – an advisor who cares about the development of _your _reputation. Many professors are too self-centered to operate this way on a consistent or sustained basis. The suggestion here is not that you should avoid professors who are highly regarded for doing brilliant work, but rather that you should not let this factor alone influence your decision about whether to seek them as a graduate advisor. Keep focused on what is really important to _your_ ultimate success, which includes having a dependable and supportive advisor who will be there to help you achieve your learning and training objectives, and who will continue to help you in the early stages of post-doctoral career development,if necessary.
SOME WANT TO DELIVER, BUT CAN’T Most university professors care sincerely about their graduate students’ research and professional development, and they have the best intentions when undertaking a commitment to supervise, support, and guide the research and professional development of a particular student. This is generally true even among those who are well-known and highly-accomplished. Many fail to deliver on this commitment, however, simply because they are too busy with _other_ commitments. Some professors are ambitious people with a lot going on, and they are busy all the time. Some travel a lot and are often out of town at a conference, or somewhere delivering an invited lecture. Even when they are in town, individual students get very little of their attention. Professors who are inaccessible to their students can be hard to spot in advance because they are often people who genuinely want to help their students, so they can _seem_ like good mentors. Some of them _could_ be, if only they had enough time for their students. BIGGER IS USUALLY NOT BETTER Many professors are the principal investigators (PIs) of large research teams, which tend to be composed of students at different levels or stages of training, including, for example, sophomores and juniors working as volunteer research assistants, senior undergraduates working on their honours thesis, master’s and doctoral students, and perhaps postdoctoral research associates. Sometimes a group such as this will work very well together, and all or most of the people in the lab will get along just fine. The more-experienced people help the less-experienced, which provides a great training environment for everyone involved. Sometimes, however, the PI is a professor with a seriously inflated sense of self-importance, and this is evident in the way the roles of various lab members are laid out, and in who gets the PI’s attention. For example, the professor may give a decent amount of his time to the research associates, post-doctoral fellows, and senior Ph.D. students, but less so to the new Ph.D. students or the master’s students, and hardly ever meets with the undergraduate thesis students. The graduate students deal with the volunteer research assistants, so the professor won’t have to bother with them. Members in this type of group seldom work together in harmony, and are more likely to be competitive rather than cooperative. If you are someone who prefers to work on a team where everyone is a bit more equal, understand that there _are_ PIs out there who work with their students that way. But you need to know how to spot them, and distinguish them from the rest. They are more likely to have a modest-sized research team, with no more graduate students and postdoctoral associates than can be counted on the fingers of one hand. Of course, just as bigger does not mean better when it comes to the relationship between the size of a professor’s research team and the quality of training received by graduate-student members of the team, it’s also true that smaller does not guarantee things are better for the students. Some professors have only one or a few graduate students but they still suck as advisors. The point I’m trying to make is that those who oversee the research activities of a large number of students and trainees are more _likely_ to suck at graduate supervision, so a large research team is actually a red flag. Unfortunately, many ambitious research students mistakenly infer that the opposite is true. They assume that someone with a large research team must have a lot of research funding and that their work gets a lot of attention, which is usually true, but they further assume this must be good for the students who are on that team, which is often_not_ true.
GATHERING INFORMATION TO WEIGH YOUR PROSPECTS A personal visit is the best way to get insight to what it would be like to have a particular professor as a graduate supervisor. This is easy to do if they aren’t too far away from where you live, and of course this visit should be made before even applying to a program. Meeting a professor face-to-face might go a long way in helping you determine whether the two of you are compatible. It might not always be possible to show-up in person if the school is far away, but today that should not stop you from some sort of face-to-face, using Skypefor example.
Meeting a person can help you decide how much you like them, but how do you find out other important things about your potential graduate advisors, like their mentoring and management styles? Ask those who know best – namely, their current and former graduate students. If you do make a personal visit, you should give at least as much attention to arranging to meet with graduate students as you do to meeting the faculty members in whom you are interested. Graduate students will be the best source of information about what it is like to be in the program and to work with particular professors, and most students will be willing to answer your questions and eager to steer you clear of a bad choice, at least to whatever extent they can be helpful. If they smile and speak positively about having a particular professor as graduate supervisor, then that’s a very good sign. If they seem to be hesitating and carefully choosing their words, and generally sounding unenthusiastic about a professor, this may a bad sign. You may have to use your intuition. But, if grad students refer to their advisor as “the boss”, this is a triple red-flag warning that this professor is probably one of those who treat grad students like research employees. Avoid, avoid, avoid! Report this ad Report this ad A single visit and a few emails might not be enough to discover the more important aspects of someone’s personality, or how they deal with their grad students. But some extra sleuthing might help you find answers to some important general questions: Has a significant proportion of this person’s previous students either quit the program without finishing, or changed advisors part way through? What have been the career outcomes for their previous students? Ask their _former_ graduate students. There is a good chance you’ll find one or more who are willing to discuss their experiences. If you can’t figure out who they are from information available on a professor’s webpages, another approach that works is to look for co-authors on the professor’s previously published work, as many of them are likely to be current or former graduate students. This can usually be confirmed or disconfirmed through a bit of additional detective work, so you can find out where their former students are now, and perhaps a way to contact them. Why go so far as to contact someone’s former grad students? For one thing, they may be more frank with you than current students, especially compared to students who are still at an early stage of their program, and who may have limited experience. Former grad student may know about episodes that occurred in the distant past than do the current students. Don’t be bashful about contacting these people by email, and asking if they would please take a phone call from you. Offer them your number so they can call you instead, in case they prefer not to give out their number. Of course, not everyone will reply to your request for a bit of help, but you might be surprised by how many people are willing to help you and give you a few minutes of their time to share some of their experiences. Of course, the likelihood of getting a positive response will depend on whether you make the request in a tactful and polite manner. Make clear that you want to talk briefly with them because you understand the important role your advisor will play in determining what you get out of graduate school, and you would therefore appreciate hearing about any insights they might have. DON’T GET SWAYED BY A FEW THOUSAND DOLLARS Some programs and individual faculty members use monetary incentives to help recruit graduate students, or to convince the most promising research students to accept their offer of admission. Accepting one offer over another for the sake of a few thousand dollars can end up costing a lot more in the long run than a student bargains for at the outset. One might end up with a bit more money for a couple of years during graduate school, but this won’t protect from the consequences of having an ineffective graduate advisor. And if the student-advisor relationship turns toxic, more money won’t make things tolerable. But there is another, less-obvious risk when it comes to monetary incentives used as recruitment tools: The professors who are most likely to use this tactic are also the most likely to treat their graduate students as _labworkers_, rather than as trainees. _Do you have questions or comments about anything mentioned in this article? Please consider sharing them in the comment section. I will try to answer any appropriate questions. Alternatively, if you are interested in communicating directly with me to receive personalized guidance and advice on any aspect of your educational or career planning, you might consider using my consultation services.
We can cover a lot of ground in 30 minutes!_SHARE THIS:
* Click to share on Facebook (Opens in new window) * Click to share on Twitter (Opens in new window) * Click to share on Reddit (Opens in new window)* More
*
* Click to email this to a friend (Opens in new window) * Click to print (Opens in new window)*
*
LIKE THIS:
Like Loading... Posted in Getting into graduate schoolon June 29, 2018
by Dave G Mumby, Ph.D.. 5
Comments
POST NAVIGATION
← Older posts
Older posts
PERSONALIZED CAREER SERVICES ARE AVAILABLE TO YOU Book a 30 minute appointment with me to talk about any aspect of your career or educational objectives LEARN MORE ABOUT CONSULTING SERVICES WITH DR. MUMBYVideo Player
https://youtu.be/kULZKbNYwB800:00
00:00
00:00
Use Up/Down Arrow keys to increase or decrease volume. OUR MOST VIEWED POSTS*
How Important is the GRE for Graduate School?*
Letters of Recommendation for Graduate School: Who Are the BestSources?
*
Right and Wrong Ways To Find A Volunteer Research Position*
Are you applying to too many graduate programs?*
Thinking of Moving From the U.S. to Canada for Graduate School? This is What You Need to Know*
Choosing a Graduate School? You Need to Know About Accreditation WHAT’S YOUR STRATEGY FOR GETTING IN? Visit Our Website For More Resources: MyGraduateSchool.com NEED HELP GETTING INTO GRAD SCHOOL? THIS IS THE BOOK FOR YOU!Applying to
graduate school is like no other application process. It is no wonder that so many college and university students are mystified by how itall works.
This updated and expanded 2nd edition of Graduate School: Winning Strategies for Getting In is the most complete advice and guidance book for students like you, who are thinking about graduate school. It explains how life as a graduate student differs from that of an undergraduate student, and how to make the most important decisions, including whether graduate school is the right path for you, how to choose a graduate school and program, and how to select a supervisor. You will also find lots of advice about all the extra steps that you can take to greatly improve the likelihood that you will be accepted into a graduate program. Most of these ideas and strategies never even occur to most students, but those who do use them are almost alwayssuccessful.
Whatever your field of study may be this eBook covers the commonalities across most disciplines, making it relevant to most prospective graduate students. So let’s get started! " data-medium-file="https://mygraduateschool.files.wordpress.com/2011/07/ebook-graduate-school.jpg?w=226" data-large-file="https://mygraduateschool.files.wordpress.com/2011/07/ebook-graduate-school.jpg?w=443"> Winning Strategies For Getting In. Order it at Amazon NowOUR RECENT POSTS
* Hazards of Graduate School SuccessJuly 12, 2019
* How Important is the GRE for Graduate School?March 20, 2019
* Avoiding the Most Dangerous Trap in Graduate-SchoolJune 29, 2018
* Why Is There So Much Conflicting Advice About Applying toGraduate School?
November 3, 2017
* Want Help With Your Applications to Grad School? I Wish You HadCome Sooner
August 15, 2017
FOLLOW BLOG VIA EMAIL Join 2,903 other followersFollow
MYGRADSCHOOL ON TWITTER * RT @CBCMontreal : Greta Thunberg: "I'm very excited to be here and it's going to be very much fun to once again stand together, people from… 1 month ago * Several schools to cancel classes for climate protest drawing activist Greta Thunberg | CBC News cbc.ca/news/canada/mo…1 month ago
Follow @MyGradSchoolCATEGORIES
* career planning
* education
* education issues
* educational resources * Financing graduate school * Getting experience for grad school * Getting into graduate school * Going beyond the basics for grad school applications * Grades and graduate school* graduate school
* graduate school supervisor * Graduate School Workshops* guest blogger
* letters of recommendation* Med School
* personal statements * summer preparations for grad school * surviving graduate school* Uncategorized
* what you need to apply to grad school SEARCH FOR GRAD SCHOOL ADVICESearch for:
TAGS
advice about graduate school. getting the right advice applied psychology careers applying to grad school applying to grad school with poor grades applying to graduate school asking for letters of recommendation career opportunities in Psychology career paths in psychologycareer planning
career
planning in psychologycareers careers
in psychology
choosing a university for undergraduate studies choosing the right graduate schoolcollege application
common mistakes
compensating for poor grades components of a winning graduate school essay contacting potential supervisorsDave Mumby
education
education blog
financing
graduate school
getting a good letter from supervisor GPA grades and gradschool
grades and graduate school applicationsgrad school
grad school advice
grad
school application
grad school applications grad school in Psychologygraduate school
graduate
supervisors
higher education
how
much does grad school cost? how to choose the right university how to volunteer in a lab job opportunities for psychologistsletter of intent
letters
of recommendation
letters of recommendation for graduate school Macleans ranking list Masters in Psychology mistakes applying to grad school mistakes to avoid when applying to grad schoolmygradschool
MyGraduateSchool
not
enough to be smart
personal characteristics personal statement for grad school personal statements for grad schoolPh.D. Ph.D. in
Psychology
preparing a personal statement for grad schoolpsychology
psychology career blogspsychology careers
ranking lists
referees
reference
letters
research
research experience
scholarships
scholarships for graduate school statement of purpose types of jobs offered in bachelor's degree psychology volunteering for grad schoolvolunteer positions
what's relevant experience for grad school what careers can i get into with a degree in psychology? what is graduate school? what to do with a PhD in psychology when to start preparing for grad schoolwork relationships
TRANSLATE THIS PAGE
Select
LanguageAfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese(Simplified)Chinese
(Traditional)CorsicanCroatianCzechDanishDutchEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKoreanKurdish (Kurmanji)KyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTeluguThaiTurkishUkrainianUrduUzbekVietnameseWelshXhosaYiddishYorubaZuluPoweredby Translate
ARCHIVES
* July 2019
* March 2019
* June 2018
* November 2017
* August 2017
* March 2017
* February 2017
* January 2017
* December 2016
* November 2016
* August 2016
* July 2016
* June 2016
* May 2016
* March 2016
* February 2016
* January 2016
* September 2015
* July 2015
* January 2013
* December 2012
* November 2012
* October 2012
* September 2012
* August 2012
* July 2012
* June 2012
* March 2012
* February 2012
* November 2011
* September 2011
* August 2011
* June 2011
* May 2011
* March 2011
* February 2011
* December 2010
* November 2010
* October 2010
* September 2010
* July 2010
* November 2009
* October 2009
Advertisements
Report this ad
IF YOU ARE THINKING OF GRAD SCHOOL AND YOU FIND THIS BLOG USEFUL THEN YOU SHOULD CONSIDER DR. MUMBY’S PERSONALIZED CONSULTING SERVICES He offers 30 – 60 minutes appointments over phone or Skype. He can answer all your questions, provide actionable advice, and help you make key decisions about how to prepare, how and where to apply, and how to improve the odds that your applications will be successful. Send an email to protopress@mygraduateschool.com and our blog administrator- Sarah Brown Tesolin – will contact you within 48 hours to schedule an appointment with Dr. Mumby Create a free website or blog at WordPress.com.Post to
Cancel
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use. To find out more, including how to control cookies, see here: CookiePolicy
* Follow
*
* myGraduateSchool Blog* Customize
* Follow
* Sign up
* Log in
* Report this content * Manage subscriptions* Collapse this bar
%d bloggers like this: Send to Email Address Your Name Your Email AddressCancel
Post was not sent - check your email addresses! Email check failed, please try again Sorry, your blog cannot share posts by email.Report this ad
ORIGINAL TEXT
Contribute a better translation -------------------------Details
Copyright © 2024 ArchiveBay.com. All rights reserved. Terms of Use | Privacy Policy | DMCA | 2021 | Feedback | Advertising | RSS 2.0