People who graduate are more resilient financially, and they weather economic downturns better than people who don't graduate. And, throughout their lives, people who graduate are more likely to be economically secure, more likely to be healthy, and more likely to live longer. Face it: A college degree puts a lot in your corner.
I entered Princeton University as a graduate student in 1959, when the Department of Mathematics was housed in the old Fine Hall. This legendary facility was marvellous in stimulating interaction among the graduate students and between the graduate students and the faculty. The faculty offered few formal courses, and essentially none of them were at the beginning graduate level. Instead the students were expected to learn the necessary background material by reading books and papers and by organising seminars among themselves. It was a stimulating environment but not an easy one for a student like me, who had come with only a spotty background. Fortunately I had an excellent group of classmates, and in retrospect I think the "Princeton method" of that period was quite effective.
Phillip A. Griffiths
There was a golden period that I look back upon with great regret, in which the cheapest of experimental animals were medical students. Graduate students were even better. In the old days, if you offered a graduate student a thiamine-deficient diet, he gladly went on it, for that was the only way he could eat. Science is getting to be more and more difficult.
A graduate student who is still learning courses is not really taking a maximum advantage of a research university's offerings. He should already be finished with course-taking, as he would then be able to shape his own taste about what is a good subject for research work in the graduate school.
The thing that's depressing is teaching graduate students today and discovering that they don't know simple elemental facts of grammar. They really do not know how to scan a line; they've never been taught to scan a line. Many of them don't know the difference between 'lie' and 'lay,' let alone 'its' and 'it's.' And they're in graduate school!
John Shook's experience shows just how important problemsolving is at Toyota - it comes before any other job skill for the graduate intake. When I joined Toyota in Toyota City (where for a time I was the only American) in late 1983, every newly hired college graduate employee began learning his job by being coached [...]
Towards the end of the military service, I had to make what I assume has been the most important decision in my career: to start a residency in clinical medicine, in surgery, which was my favorite choice, or to enroll into graduate school and start a career in scientific research. It was clear to me that I was heading for graduate school.
The Dream Act . . . will allow them to go to college in all 50 states. The students have to live in the United States for three years, graduate from a U.S. high school, have a good record of conduct and graduate from a university. When they get a degree they will be allowed to live in the United States.
In 2005, a man diagnosed with multiple myeloma asked me if he would be alive to watch his daughter graduate from high school in a few months. In 2009, bound to a wheelchair, he watched his daughter graduate from college. The wheelchair had nothing to do with his cancer. The man had fallen down while coaching his youngest son's baseball team.
I left school my senior year to do a play at the Alley Theatre in Houston, Texas. Then while I was doing a play, I auditioned for Juilliard. I got in over the summer, and they told me, 'You have to graduate high school to come here. You don't need the SATs, but you do need to graduate high school.' I finished over the summer through correspondence.
Not long after the book came out I found myself being driven to a meeting by a professor of electrical engineering in the graduate school I of MIT. He said that after reading the book he realized that his graduate students were using on him, and had used for the ten years and more he had been teaching there, all the evasive strategies I described in the book - mumble, guess-and-look, take a wild guess and see what happens, get the teacher to answer his own questions, etc. But as I later realized, these are the games that all humans play when others are sitting in judgment on them.
The obsessive focus on a college degree has served neither taxpayers nor students well. Only 35 percent of students starting a four-year degree program will graduate within four years, and less than 60 percent will graduate within six years. Students who haven't graduated within six years probably never will.
What do you have in mind after you graduate?" What I always thought I had in mind was getting some big scholarship to graduate school or a grant to study all over Europe, and then I thought I'd be a professor and write books of poems or write books of poems and be an editor of some sort. Usually I had these plans on the tip of my tongue. "I don't really know," I heard myself say. I felt a deep shock, hearing myself say that, because the minute I said it, I knew it was true.