YOUR SENIOR YEAR STARTS WHEN YOU ENTER COLLEGE
the coming fall semester. The students should be sure to mention something about the professor’s research to show that the students know what the pro- gram involves and demonstrate interest. It is imperative that the students have actually looked up a recent publication from that professor and read it through – more publications would be better – and actually have an interest in the work that is being done.
Upon learning that the professor will be taking on students in the coming year, the prospective graduate student should continue the conversation, sending the professor additional information about the student’s work, research, interests and so forth. The student, however, should not be a pest and continually pep- per the professor with emails. If possible, the student should arrange a visit to the campus to meet the professor face-to- face. A better suggestion is to go to the Geological Society of America’s annual convention, especially if the student has done research. This is a great venue in which to present results as well as investigate graduate opportunities. This is the main meeting to which graduate schools go to recruit for students, and there are usually fifty or more graduate schools represented. Many times stu- dents attend GSA and find universities that had not even come into their radar and end up getting great graduate posi- tions at these schools.
Now that students have found pro- spective advisers and programs, the student needs to narrow the possible graduate schools down to about five – one “sure thing” – a good school that is almost 100% sure to accept the student with full funding; three universities that are great fits and would be very positive for the stu- dent, but the funding is not necessarily a given; and – finally – a long shot (in the perspective of the reality of the student’s accomplishments, etc.). This would be a university that the student really likes but does not think is possible. Again, this needs to be in context of the student’s achievements. If the student has a GPA of 3.1, performed poorly in physics and calculus and never touched a research project, it is impossible to imagine that student being accepted into an astro- physics program at Brown University, for example. Choosing Brown University as that student’s long shot is just a waste of an application fee.
Along with these tasks, students need to carefully time their taking of the Graduate Record Examination (GRE).
Ideally, students would take the exam and have good scores completed by early November. In order to achieve this, stu- dents should make time to study for the test. As the GRE generally tests logic and skills, many students who disregard studying will end up with poorer scores as a result. It is not so much studying content for the test as practicing taking the test. A solid month of diligent prac- tice will positively affect the resulting grade. Students could simply take the exam several times, but with the fee for the test currently set at $160, that gets costly fast. There are many online practice tests and websites – using them is free.
Last, but not least in the discussion of graduate school, is approaching under- graduate faculty to ask if they would be willing to write letters of recommenda- tion. This should be done in early Fall, well before any application packets are being put together so that the professors have time to prepare thoughtful letters, know what to expect, and so that they can plan accordingly. When students have finally decided on the universities to which they will be applying, they should make a list of the school, address, to whom letters should be directed, whether the letters need to be sent separately or with the application packet and – most importantly – the due dates. The sooner this list can be provided to the students’ professors the better. Three letters of recommendation typically are requested. Students should also ask a fourth professor if they would be willing to write a letter on the students’ behalf as
well. While all things should go smoothly with adequate preparation, it is always a good idea to have a backup plan should one of the first three references be unable to write a letter by the due date.
In addition to setting the gears in motion to get employed or to get into graduate school is the need to get into a field camp if a student has not already attended one. A capstone experience for many undergraduate geology degrees, field camps are becoming fewer in num- ber and thus competition is increasing for getting accepted into a camp. These are not inexpensive, so the lower cost ones fill up fast. It used to be that you could wait until March and still find a great camp – now, a fair few are already full by November, and it is almost impossible to get into ANY camp after February. The upshot is, along with all the other tasks that need to be done in the fall of the students’ senior year, investi- gating and getting into a field camp for the following summer is also necessary.
All of these things can be accom- plished with time management and forethought, especially if the student is aware that these things need to be done. Good luck with your futures!!
Diane has degrees in geology as well as English and fine arts, having profi- ciency in rocks as well as watercolors and 17th century authors. Diane’s geological interests range from investigations into paleotectonism (Penn/Perm of the Rocky Mtn region), geomorphological evolution (mid IL region) and outreach/education
Geoscience Online Learning Initiative (GOLI) - AGI/AIPG
You, as an AIPG Member, are invited and encouraged to submit a pre- sentation to be given online for the Geoscience Online Learning Initiative (GOLI). AGI and AIPG have teamed up to build a portfolio of online learning opportunities to help support the professional development of prospective and early-career geoscientists as well as addressing topics of interest to the broader geoscience profession. GOLI courses support both synchronous and asynchro- nous online learning, and count toward continuing education units (CEUs).
A $200 stipend and 10% share of registration fees are provided to the presenters (details on presenters guide).
If you are interested please read the GOLI - AGI/AIPG Presenters Guide and Guidelines and Suggestions for Webinar Presentations on the AIPG National website (
www.aipg.org).
AIPG, 303-412-6205
www.aipg.org
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