he 029 622 author belcher, marcia j. title research …document resume. ed 400 773 he 029 622....
TRANSCRIPT
DOCUMENT RESUME
ED 400 773 HE 029 622
AUTHOR Belcher, Marcia J.TITLE A Survey of Current & Potential Graduate Students.
Research Report 96-04.INSTITUTION Boise State Univ., Idaho.PUB DATE Sep 96NOTE 65p.
PUB TYPE Statistical Data (110) ReportsResearch /Technical (143) Tests/EvaluationInstruments (160)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Ancillary School Services; College Choice; *Data
Collection; Educational Attitudes; *EnrollmentInfluences; *Graduate Students; Graduate Study;*Graduate Surveys; Higher Education; *InstitutionalEvaluation; Needs Assessment; Opinions;*Questionnaires; Research Reports; StudentMotivation; Student Needs; Student PersonnelServices; Student Surveys
IDENTIFIERS *Boise State University ID; Idaho
ABSTRACTThis study reports on the results of a survey of
current graduate students at Boise State University (BSU) in Idaho,seniors with good grade point averages, and individuals working inthe Boise area mainly in the areas of technology and education.Survey respondents (N=297) were asked what obstacles kept or had keptthem from enrolling in graduate school; which services they would ordid find most helpful to attract and retain them; reasons why theymight pursue a graduate degree; and general perceptions of BSU.Obstacles to graduate study identified were: finances, workschedules, and course availability. Desirable services cited byrespondents were: summer courses, graduate assistantships, coursesthrough distance learning, childcare, and graduate housing. Personal'satisfaction, career advancement, improved earnings, and requirementsof their job were reasons given for attending graduate school. Mostrespondents agreed that BSU has a quality faculty and a good academicreputation, but only about half agreed that BSU has modern labs andequipment or that there is good support for graduate programs.Findings also indicated that potential graduate students wereslightly younger than current graduate students, and that a vastmajority of graduate students will continue to enroll on a part-timebasis, scheduling courses between work and other commitments. Thesurvey and detailed responses are appended. (MAH)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
A SURVEy of CURRENT & POTENTiAl
GRAdUATE STUdENTS
RESEARCh REpORT 9 6-04
INSTITUTIONAL ASSESSMENT
. :
. .
: --------
U.S. DEPARTMENT OF EDUCATION:- Office of Educational Research and Improvement
EDUCONAL RESOURCES INFORMATIONCENTER (ERIC)
his document has been reproduced asreceived from the person or organizationoriginating
0 Minor changes have been made to improvereproduction Quality.
Points of view Of opinions stated in this decomentdo not necessarily represent official
OERI position or policy.
r2a"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
Marcia J. Belcher
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
INS0
VE S,_ BEST COPY AVAILk LE
I
A SURVEY Of CURRENT & POTENTiAl.
GRAdUATE STUdENTS
RESEARCh REPORT 9 6-04
by:
MARCIA J. BE[ChEiR
COORdINATOR
INSTiTUTiONAI. ASSESSMENT
WITIi TILE ASSISTANCE OF
IP 5 3 1 :
KEN ARMENT
MikE LOWE
TIM LOWE
LARRy MCGIIEE
SUNiTA RAINA
TRAViS SChOW
KEN WENgERT
BRUCE WilliAMS
BOISE STATE UNIVERSiTy
SEPTEMBER 1 9 9 6
I
I
A SURVEY of CURRENT ANd POTENTIAL. GRAdUATE STUdENTS
ABSTRACT
This study was undertaken at the request of the Enrollment Management Committee. As part of
the overall plan to manage enrollment at BSU over the next few yoars, the committee proposed
that the percentage of FTE from graduate credits move from 5% to 10% of the total. This study
reports on the results of a survey that asked current and potential graduate students what
obstacles kept them from enrolling in graduate school, which services they would find most
helpful to attract and retain them, reasons why they might pursue a graduate degree, and general
perceptions of BSU.
The survey was based on a sample of 300 current graduate students, 300 students who were
seniors with good GPAs, and 100 respondents working around Boise mainly in the areas of
technology and education. About half returned the survey.
ObSTACIES TO GRAdUATE Study:
The biggest obstacles, 65% of the respondents agreed, were finances and work schedules.
About half thought program or course availability was an obstacle.
The enrollment process and motivation were least likely to be viewed as obstacles. Only afourth agreed these were obstacles.
For current graduate students, work schedule and course availability were considered thebiggest impediments while finances were the biggest obstacle for potential graduate students.
DESIRABLE SERVICES:
The most desired service was summer courses; 68% agreed summer courses would make itmore likely for them to attend and complete graduate school.
About 55% thought graduate assistantships and courses through distance learning would bedesirable.
Childcare at BSU and graduate student housing were services that respondents were leastlikely to mention as helping their attendance. They were selected by 22% and 13% of therespondents respectively.
REASONS TO A1TENd GRAdUATE SCI-1001:
Most (90%) respondents thought a graduate degree would be personally satisfying. This wasthe most frequent reason given for attending graduate school.
Slightly over 80% thought graduate study was attractive because it could advance theircareer, while over 70% found it attractive because they would earn more.
Only about 20% thought it was attractive because their job required it.
PERCEPTIONS Of BSU:
Respondents were most likely to agree that BSU has quality faculty (63% agreement) and agood academic reputation (62% agreement).
Only about half agreed that BSU has modern labs and equipment or that there is goodsupport for the graduate programs.
When asked if BSU has a good academic reputation, potential graduate students were mostlikely to agree.
When asked if BSU has modern laboratories and equipment, current graduate students wereleast likely to agree.
Findings indicate that potential graduate students differ very little from current graduate students
except that they are slightly younger. It appears that a vast majority of graduate students will
continue to enroll on a part-time basis, sandwiching courses between work and other
commitments.
A SURVEY Of CURRENT ANd POTENTIAL GRAdUATE STUdENTS
As an institution that began as a junior college without land-grant or other federal status, BSU has
focused on the primary mission of undergraduate education. Graduate-level programs and
services have traditionally taken a backseat. Though master's degrees have been offered for 25
years, the enrollments have been small compared to the baccalaureate and vocational/technical
programs. As part of the current emphasis on enrollment management, however, graduate
enrollment is being studied with the goal of boosting enrollment at the graduate level from 5% of
total FTE to 10%.
A review of the literature turned up very little about recruitment and retention of graduate
students. To begin the process, therefore, it was decided that information was needed on who our
graduate and potential graduate students are, what obstacles they see to enrolling and staying in
graduate school, what things would attract them to BSU, and what their general perceptions are
of BSU as a graduate-level academic institution. The survey developed to gather this information
can be found in Appendix A.
Who WAs SuRvEyEd?
In order to obtain as broad a picture as possible, both current and prospective graduate students
were surveyed. Among current graduate students, all students with a graduate classification who
had active records in the spring of 1996 were selected. Of the 2,976 students who fit this
definition, a sample of 300 was drawn. After eliminating any students with addresses outside the
United States, the final sample was 297.
To survey potential graduate students, two approaches were used. First, we assumed that many
of the enrollments in graduate school came from those who completed their undergraduate work
here and had done well. Thus, all students who were classified as seniors with a grade point
average of 2.75 or better were selected as the sample population. From the 3,271 students who
met this definition, a sample of 300 was drawn. After eliminating foreign addresses, the final
sample was 299. This sample represented students who might possibly be continuing their
education at BSU soon at the graduate level.
We wanted to also include respondents who were not directly linked to BSU. Thus, graduate
students who were enrolled in a research course in the department of Instructional and
Performance Technology at BSU were asked to help. Besides reviewing the literature,
interviewing individuals with a perspective on the issue and developing initial items, the group
took 100 surveys and distributed them at their work sites and to friends. Most surveys were
distributed either at Micron or in the public school system. In this way, potential graduates who
did not currently have contact with BSU could be surveyed.
Of the 696 surveys distributed, 352 or 51% were returned. About 55 were from the group of 100
distributed by the class. Thus, 297 or about 50% of those sampled from BSU returned their
surveys.
About 30% of the returns were from students currently in graduate school; 104 students indicated
that they were currently enrolled in graduate programs, and 97 indicated they were in graduate
programs at BSU. They formed the basis of the "Current Graduate Student" group. Most of
these students were majoring in Business, Education, or Educational Technology/Instructional
and Performance Technology (see Table 1 for a listing of majors).
Of the 235 who said they were not in graduate school, 144 or 61% said they were interested in
graduate school. These students formed the group of "Potential Graduate Students." The
remaining respondents who indicated they were not interested in graduate school were placed in a
third group of "Uninterested Respondents."
Most respondents (60%) were female. There was some variability by gender in the three groups
but not enough to be statistically significant. The groups did, however, differ significantly in age.
About 36% of current graduate students were between 26 and 30 and an additional 31% were
2
between 31 and 40. Potential graduate students were younger while those who were not
interested in graduate school were more likely to be older (see Table 2).
Table 1
Graduate Major at BSU
Major Number Percentage
Education 21 25%
Business 15 18%
Education Technology/IPT 15 18%
History 6 7%
Exercise Physiology 4 -5%
Public Administration 4 5%
Counseling 3 4%
Interdisciplinary Studies 3 4%
Music 3 4%
Geology/Geophysics 2 2%
Social Work 2 2%
English 2 2%
Raptor Biology 1 1%
Nursing 11%
Engineering 1 1%
Communication 1 1%
Total 84 100%
Table 2
Age by Group Percentages
Age CurrentN i %
Interested
N I %
Not InterestedN j') / 0
Total
N i %
21-25 7 9% 33 26% 13 16% 53 18%
26-30 29 36% 28 22% 18 22% 75 26%
31-40 25 31% 33 26% 19 23% 77 27%
41 & Over 20 25% 34 27% 31 38% 85 29%
81 100% 128 100% 81 100% 290 100%.., = 16.6, p < .01
3
WhAT FACTORS Did RESpONdENTS SEE AS ObSTACIES TO COMpLETINCj A GRAdUATE DEgREE?
Family obligations, work schedule, finances, program/course availability, the enrollment process,
and motivation were all felt to be obstacles which could keep people from pursuing a graduate
degree. Respondents selected a "1" if they strongly agreed that each was an obstacle, "2" if they
agreed it was an obstacle, a "3" if they disagreed that it was an obstacle, a "4" if they strongly
disagreed, and a "5" if the factor was not applicable for them. Thus, the lower the number, the
more the factor was perceived as an obstacle. Table 3 displays the results.
Table 3Rating of Obstacles to Graduate Study
ObstacleMean Standard
DeviationN % Agreeing
Finances 2.26 1.22 321 65.4
Work Schedule 2.36 1.28 331 65.0
Program/course availability 2.50 1.30 320 51.6
Family Obligations 2.65 1.42 326 55.8
Enrollment Process 3.06 1.14 312 28.2
Motivation 3.17 1.14 312 26.6
Finances and work schedules were the two greatest obstacles perceived by the group, while
availability of courses or programs of study were in a more distant third place. About 65%
agreed finances and work schedule were obstacles while slightly more than half thought the
availability of courses or programs were. Table 4 summarizes the programs of study that the
potential graduate students were interested in. Many of the programs are already offered,
especially in Business, Education, and Technology, the top three vote-getters.
The only difference between current and potential graduate students was in the area of financing
their education, with potential graduate students seeing it as more of an obstacle than current
students. Figure 1 displays the comparative mean agreement ratings of the obstacles for current
and potential graduates. Note that for current graduate students, work schedule and course
4
Table 4Areas of Interest for Graduate Students
COLLEGE OF EDUCATION
General 23 32%
Special Education 3 4%
Early Childhood 6 8%
*Adult Education 4 6%*Vocational Education 2 3%
Physical Education 3 4%
Reading 5 7%
Curriculum & Instruction 1 1%
*Education Administration 3 4%
*Math 1 1%
Science 3 4%Elementary Education 2 3%
Bilingual Education 1 1%
Education Technology 4 6%Counseling 6 8%Athletic Administration/Training 3 4%
Other 1 1%
Subtotal 71 28%
TECHNOLOGY/COMPUTERSGeneral 3 17%
Production Management/MLS 2 11%
IPT 12 67%Network Consultant 1 6%
Subtotal
ARTS & SCIENCES
18 7%
Art 5 26%Graphic Design 1 5%
Music 2 11%
*Theatre/Drama 2 11%
Raptor Biology 3 16%*Physics 1 5%
Geology 3 16%
*Biochemistry 1 5%
*Foreign Language 1 5%19 7%
SOCIAL SCIENCES & PUBLIC AFFAIRSHistory 7 13%
Social Work 13 24%
Communication 4 7%*Sociology 2 4%
Public Administration 7 13%
*Law 5 9%*Psychology 10 19%*Criminal Justice 4 7%*Political Science 1 2%General 1 2%
CAdata\exceNbl^sur.xls
Subtotal 54 21%
COLLEGE OF BUSINESS
General 7 14%
MBA 14 28%
*Management 4 8%
*Marketing 6 12%
Accounting 5 10%
*International Business 2 4%
*Production Management 3 6%
*Human Resources Management 3 6%
*Small Business Administration 1 2%
*Economics 2 4%
CIS 2 4%*Finance 1 2%
Subtotal
HEALTH SCIENCE
50 20%
General 4 14%
*Nursing 7 24%
*Nutrition 3 10%
*Respiratory Care 13%
*Physical Therapy 1 3%
*Radiology 1 3%
*Occupational Therapy 13%
*Environmental Health 1 3%
*Occupational Health 13%
*Rehabilitation 2 7%*Medicine 3 10%
*Health Care Administration 13%
*Speech Pathology 1 3%
Health Policy 1 3%
*Toxicology 1 3%
Subtotal
OTHER
29 11%
*Administration 1 8%
*Forestry 2 15%
*National Resources 2 15%
*American Studies 1 8%
*Human Performance 1 8%
*Women's Studies 1 8%
*Engineering 3 23%
*Construction Management 1 8%
*Geography 1 8%
Subtotal
, .... .
*No current graduate program available
Percentages subject to rounding error
10
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II12
availability were considered the biggest impediments while finances were the biggest obstacle for
potential graduate students.
WliAT SERVICES WOUld MAKE IT MORE LikEly FOR STUdENTS TO ATTENd ANd COMPLETE GRAdUATE
School?
Using the same 1 -to -5 scale, respondents were asked to rate the following eight services
according to how much they agreed that the service would help them attend and complete
graduate school: child care at BSU, graduate assistantships, graduate student housing, career
advisement, internships with local employers, courses offered through distance learning, summer
courses, and programs in their areas of interest. Again, lower numbers indicate stronger
agreement.
The service rated most helpful was summer courses. This was followed by graduate assistantships
and courses offered through distance learning. Childcare and graduate student housing were last
in the ratings. See Table 5 for details.
Table 5
Ratings of Services that Could Help Attract and Retain Graduate Students
Service
Mean Standard
Deviation
N % Agreeing
Summer courses 2.24 1.24 314 68.2
Graduate Assistantships 2.62 1.44 322 55.6
Distance Learning Courses . 2.64 1.41 312 53.5
Internships with Employers 2.73 1.48 317 53.0
Career Advisement 2.81 1.39 317 48.9
Programs/courses 2.88 1.73 172 51.7
Childcare at BSU 3.82 1.45 323 22.0
Graduate Student Housing 3.88 1.22 314 13.1
7
13
In no instances were significant differences found between current graduate students and potential
graduate students on their ratings of each service. There were some differences, however, in the
order of the mean ratings the two groups gave for services. Current graduate students rated
"more summer courses" as the service they would like most, followed by courses through
distance learning and career advice. Potential graduate students also rated summer courses as the
service they would most like to see. This was followed, however, by graduate assistantships and
then courses through distance learning. See Figure 2 for details.
WhAT ATTRACTS STUdENTS TO GRAdUATE School?
Of all the reasons students might attend graduate school, the most important reason by far,
respondents said, was that they would find it personally satisfying. In order of importance, this
was followed by the reasons of career advancement and improved earnings. Respondents were
least likely to agree that they would pursue a graduate degree because of job requirements. See
Table 6 for details.
Table 6Ratings of Why a Graduate Degree would be Attractive
Mean StandardDeviation
N % Agreeing
Personally satisfying 1.65 0.95 323 90.1
Advance career 1.91 1.14 327 82.3
Earn more 2.16 1.27 330 72.7
Want career change 2.98 1.34 320 39.7
Job Requirement 3.50 1.26 315 21.6
As expected, there were differences between current and potential students on ratings of reasons
students might be attracted to graduate school. Potential graduate students were more likely to
consider increased earnings as a reason than current graduate students. The two groups also
differed from each other on wanting a career change as a reason with current graduate students
more strongly agreeing that this was a reason. Figure 3 shows the mean ratings for current and
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potential graduate students on the five reasons students might be attracted to graduate school.
The order was the same for both current and potential students.
WhAT ARE THE GENERAL PERCEPTIONS OF BSU?
In order to discover how respondents felt about BSU and whether this differed for those in or
considering graduate school compared to those not interested, respondents were asked to indicate
the extent of their agreement to four statements:
BSU has a good academic reputation.
BSU has quality faculty.
BSU has modern laboratories and equipment.
There is good support for graduate programs at BSU.
Respondents were most likely to agree that BSU has quality faculty with 63% agreeing. This was
followed by academic reputation (62% agreement), modern labs and equipment (55% agreement)
and support for graduate study (47% agreement). Results can be found in Table 7. Again, lower
means indicate more agreement with the statement.
Table 7Perceptions of BSU
Item:Mean Standard
DeviationN % Agreeing
BSU has quality faculty 2.16 0.76 329 62.6
BSU has good academic reputation 2.36 0.83 322 61.5
BSU has modern labs & equipment 2.69 1.14 326 55.2
Good support for graduate programs 2.81 1.07 316 46.5
Differences among the groups were found for two of the four statements (See Table 8). For
academic reputation, potential graduate students more strongly agreed that BSU has a good
academic reputation than either current graduate students or uninterested respondents. Current
11
19
graduate students were less likely to agree that BSU has modern laboratories and equipment than
either potential graduate students or uninterested respondents.
Table 8Significant Group Differences on Perceptions of BSU
ServiceGroup 1Current
Group 2Potential
Group 3 I
UninterestedSignificantDifference
Between
Good Academic Reputation 2.58 2.14 2.47 2 & 3
Modern Labs and Equipment 3.01 2.58 2.55 1 & 3, 1 & 2Note: Significance levels of .05 or better were used to test for statistical significance. One way ANOVA with follow-upcomparisons using Tukev's HSD were employed.
Both current and potential students rated quality faculty highest, then academic reputation. The
differences were in how strongly they agreed. See Figure 4 for further details.
OThER COMMENTS FROM RESpONdENTS
The end of the survey offered a place for respondents to make comments, and many of them
chose to do so. Most of the comments focused on what BSU needs. At the top of the list of
needs was a better selection of programs at the graduate level (mentioned in 15 responses). One
respondent noted, for example, that BSU needs to have a "wider selection in the master's
program for teachers." Another indicated that he/she was "presently taking [an] undergraduate
major because no graduate programs or even graduates courses [were available] in Theatre."
Other examples can be found by scanning the comments in Appendix B and looking at areas of
interest respondents noted.
Closely followed by comments about more programs were comments about the need for better
instruction. This theme occurred in 13 of the comments. One of the respondents wrote, "I found
some of the professors very negative. I had a difficult time finishing some courses because of
their attitude. It reflected in my grades in these classes." Another respondent wrote, "Faculty
needs to work collaboratively to create quality programs. Programs and courses need to cross
department lines through the university. Tenured faculty need to be accountable."
12
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Other needs were mentioned by much smaller numbers of respondents. Needs that were
mentioned by four or five respondents include better enrollment processes, better program
support, better record-keeping by the University (mainly from students who should not have
received the survey), and more flexibility in dealing with students and their needs.
Most of the remaining responses were related to personal problems or issues that respondents
had. The two most frequently mentioned issues were that family and/or financial obstacles did not
allow the respondent to pursue a graduate degree at this time and that there were no real
incentives for the respondent to pursue an additional degree. A full listing of the comments can be
found in Appendix B.
SUMMARY ANd CONCLUSIONS
The purpose of this study was to survey current and potential graduate students on the obstacles
they face, the services they want, the reasons they might have for attending graduate school, and
the perceptions of BSU that might influence their decision to begin or continue graduate study.
Respondents reported that the biggest obstacles that they needed to overcome in order to attend
and remain in graduate school were related to work and to finances. Potential graduate students
in particular were most likely to agree that finances were an obstacle. Current graduate students
worried more about getting courses and juggling their work schedule. Most of those who
indicated that lack of programs/courses in their area of interest was an obstacle named programs
that were already available (leading one to wonder how much of an obstacle it truly was). One
area, however, that respondents mentioned fairly frequently was the desirability to have graduate
degrees in the health sciences and social sciences; the particular area varied widely, however, from
respondent to respondent.
The top service that respondents thought would attract and retain them in graduate school was
the offering of more summer courses. The other areas in the top three were graduate
assistantships and courses/programs offered through distance learning. There were few
differences between current and potential graduate students in this area.
2314
Personal satisfaction was given as the main reason why someone would want a graduate degree.
For current enrollees, career change was another major reason. For potential graduate students,
the appeal of improved earnings was important. These differences could have been a function of
age as well as enrollment status, however, since current enrollees were somewhat older than the
potential enrollee group.
In general, findings indicate that potential graduate enrollees differ in very few ways from the
current graduate enrollees. One implication of this finding is that most graduate students will
continue to be part-time, fitting graduate courses into a full work schedule. They will continue to
want a more flexible and non-traditional course delivery system, such as one that provides courses
during the summer and through distance learning.
Any efforts to attract graduate students should emphasize the personal satisfaction that can be
derived from pursuing and obtaining a graduate degree. Two areas probably will need to be
addressed in order to significantly expand the graduate market. One is the issue of how to finance
a graduate education. The second is the perception of BSU as an graduate-level institution.
Only 55% agreed BSU has modern labs and equipment, and fewer than half the respondents
agreed that there is good support for graduate programs at BSU.
2415
AppENdix A
25
MEM 1111 III 1111111
MMEENEYAMMEMENAMME:-- no niak otLttde 41i1A lina--WOMMOM*00*OMMMOMOOMMOWWWMO
En= Are you currently enrolled in a graduate level program? 1 for No 2 for Yes
MO Rif yes, are you enrolled in graduate school at BSU? 1 for NO 2 for Yes Major
MIN If no, are you interested? 1 for NO 2 for Yes What area
On the following questions please use this scale:1 for Strongly Agree 2 for Agree 3 for Disagree 4 for Strongly Disagree 5 for Not Applicable
The following are obstacles to obtaining my graduate degree:Family obligations
Work schedule
Program/course availabilty
The enrollment process
Motivation
The following services would make it more likely for me to attend and complete graduate school:Child care at BSU
Graduate assistantships
Graduate student housing
Career advisement
Internships with local employers
Courses offered through distance learning
Summer courses
A program in my area of interest (Area of interest is
A graduate degree would be attractive to me because:
I would earn more
It would advance my career
My job requires it
I'd like to make a career change
It is personally satisfying
Please indicate your perceptions of BSU in the following areas:
.BSU has a good academic reputation
:BSU has quality faculty
:BSU has modern laboratories and equipment
There is good support for graduate programs at BSU
Gender: Please mark 1 for Male 2 for Female
Age: Please mark 1 for Under 21 2 for 21-25 3 for 26-30 4 for 31-40 5 for 41 and Over
dWhere did you complete your undergraduate degree?
........... 1 . I have not yet finished it 3 . University of Idaho---....._..ff:-- 2 .. Boise State University 4 ,. Idaho State University
MIN 5 - Other
:EsComments:
BEST COPY AVALABLE
(C)Copyright 1996 Boise
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ay-c
are,
Sum
mer
tim
e, I
'm n
ot v
ery
know
ledg
eabl
e of
BSU
Mas
ter's
prog
ram
rep
utat
ion.
Adm
inis
trat
ion
I at
tend
ed B
SU in
gra
duat
e st
udie
s an
d I
coul
d no
t eve
r fi
nd a
pat
h th
at f
elt g
ood.
I ju
stco
uldn
't fi
nd a
mas
ters
pro
gram
that
I w
ante
d.
Phys
. Edu
catio
nPe
pper
dine
Un.
Rea
ding
or
curr
icul
um
BSU
nee
ds to
hav
e a
wid
er s
elec
tion
in th
e m
aste
rs p
rogr
am f
ro te
ache
rs. M
ore
even
ing,
wee
kend
& s
umm
er p
rogr
ams
with
fun
ding
you
cou
ld w
ork
off!
I am
fin
ishi
ng m
y st
uden
t tea
chin
g th
is s
emes
ter
MB
AM
arke
ting
Edu
catio
nE
duca
tion
Bus
. Acc
ount
ing
Acc
ount
ing
BY
U
Man
agem
ent
Soci
al W
ork
I ha
ve b
een
thin
king
abo
ut g
oing
bac
k to
get
my
mas
ters
, but
I w
orry
abo
ut h
avin
g th
etim
e to
do
it.I
wor
k tw
o jo
bs a
s it
is.
Edu
catio
n
28B
ES
T C
OP
YA
VA
ILA
BLE
29
Maj
orW
hat A
rea
Ent
ered
.
Oth
er.
...
......
......
....
......
......
......
......
......
..
Coo
men
tti
Ed.
Adm
in..
Ed.
Adm
in.
Adm
inis
trat
ion
Ed.
. Adm
in.
Alb
erts
on C
ol.
Was
hing
ton
Stat
e
Ed.
Rea
ding
,Sc
ienc
eR
eadi
ng, s
cien
ce, a
rt
Edu
catio
n
B.S
.. C
om.
Cen
tral
Mic
h. U
ni,
Doc
tora
te f
rom
Mem
phis
Sta
te
I gr
adua
ted
two
year
s ag
o.
Inte
rnat
iona
l B.S
..W
hitm
an C
olle
geI
rece
ived
my
MB
A f
rom
BSU
in M
ay 1
994
MA
in e
duca
tion
Ear
ly C
hild
hood
Spec
. Ed.
Spec
. Ed.
, Voc
. Ed.
Tea
chin
gSo
me
teac
hers
in d
ept o
f ed
ucat
ion
have
nev
er ta
ught
in p
ublic
(el
em. ,
sec
onda
ry)
scho
ols
and
they
try
to te
ach
idea
s or
con
cept
s th
at a
re im
poss
ible
or
impr
actic
al in
the
aver
age
clas
sroo
m. T
hey
are
not i
n to
uch
with
rea
lty. T
hey
mak
e it
soun
d lik
e pu
blic
scho
ol te
ache
rs h
ave
larg
e bu
dget
s an
d on
ly 2
5 st
uden
ts. W
onde
rful
dre
am.
MB
A
Nur
sing
Cal
. Sta
teB
aker
sfie
ldI
have
my
grad
uate
deg
ree.
Gra
duat
ed la
st y
ear.
I am
cur
rent
ly p
ursu
ing
a se
cond
MS
at a
noth
er u
nive
rsity
.
Bus
ines
sFo
odT
ech.
/Nut
ritio
nU
Of
C, D
avis
Hea
lth S
cien
ce
Ed/
Rea
ding
U o
f D
elaw
are
Exe
rcis
e Ph
ys.
Res
p. C
are,
Hlth
.pr
omot
ion
I en
joy
BSU
, and
con
tinui
ng e
duca
tion,
I w
as r
ecen
tly a
ccep
ted
into
gra
duat
e ex
erci
seph
ysio
logy
. I h
ope
this
sur
vey
bene
fits
mys
elf
and
othe
rs R
ob D
eVim
sne
518-
62-1
663
Cen
tral
Was
hing
ton
Stat
e
Ear
ly C
hild
. Ed.
I am
a te
ache
r an
d su
mm
er c
lass
es a
re m
ore
conv
enie
nt f
or m
e. M
any
cour
ses
I ha
vew
ante
d (a
nd n
eede
d) to
take
hav
e be
en o
ffer
ed in
the
sum
mer
, but
then
can
cele
d. T
his
has
been
inco
nven
ient
and
fru
stra
ting.
3031
Maj
orW
hat A
rea
Inte
rest
Oth
er...
......
......
.....
......
.....
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....
......
......
......
......
Com
men
ts
U o
f O
rego
n
Cur
. & I
nstr
.M
ath
Edu
catio
n
U o
f V
irgi
nia
U o
f N
evad
a
Edu
catio
nE
duca
tion
C o
f Id
aho
I st
arte
d a
grad
uate
cla
ss in
rea
ding
edu
catio
n. T
he m
ajor
ity o
f th
e st
uden
ts w
ere
rece
ntgr
adua
tes
that
wer
e no
t hir
ed f
or th
e cu
rren
t sch
ool y
ear.
The
req
uire
men
ts w
ere
such
that
I w
ould
hav
e ha
d to
spe
nd e
very
wee
kend
in th
e lib
rary
.I
did
not f
eel t
hat t
he c
lass
met
the
need
s of
wor
king
teac
hers
.
Geo
logy
The
re is
not
eno
ugh
supp
ort t
hrou
gh f
acul
ty o
r fi
nanc
ial s
uppo
rt in
the
BSU
Geo
scie
nces
Gra
duat
e Pr
ogra
m.
Eng
lish
Lit-
Wri
ting
U o
f L
a V
erne
(Cal
ifor
nia)
The
GR
E is
a s
tum
blin
g bl
ock
for
me.
I f
elt I
'd n
ever
be
able
to p
ass
the
mat
h pa
rtw
ante
d to
get
an
adva
nced
deg
ree
in E
nglis
h, h
ad a
n al
mos
t str
aigh
t A a
vera
ge in
unde
rgra
duat
e sc
hool
.
IPT
Sout
hern
Illi
nois
Cou
nsel
ing
MB
A
Inte
rdis
cipl
inar
yA
cou
nsel
ing
prog
ram
for
peo
ple
who
hav
e to
wor
kfo
r a
livin
g
The
pso
cial
wor
k an
d co
unse
ling
clas
ses
are
gran
d to
the
fina
ncia
lly e
lite
orth
ose
who
are
dep
ende
nt o
n so
meo
ne e
lse
to ta
ke c
are
of th
em. T
his
leav
es o
ut p
eopl
ew
ho m
ust w
ork
for
a liv
ing
in a
dditi
on w
e ca
n't t
ake
the
clas
ses
beca
use
we
are
not i
nth
e pr
ogra
m.
MB
A
Ed.
Tec
hnol
ogy
Com
pute
rs-
hard
war
e
MB
A o
r M
PAH
uman
Res
ourc
eM
gmt,
MB
A
Cur
rent
MB
A p
rogr
am h
as n
ot m
anag
emen
t cou
rses
, no
busi
ness
eth
ics
cour
ses.
Sam
epr
ofes
sors
teac
h gr
adua
te a
nd u
nder
grad
uate
cou
rses
- o
ffer
ing
no n
ew id
eas.
Sam
eco
urse
s, s
ame
book
s us
ed g
radu
ate
and
unde
rgra
duat
e.
MB
A, A
ccou
ntin
gPo
int L
oma
Nez
Col
lege
Soci
olog
y
MPA
Publ
ic A
dmin
..D
avid
son
Col
lege
3233
Maj
orW
hat A
rea.
Inte
reat
Oth
er..
......
...C
onam
ento
MB
AM
BA
Out
of
coun
try
Eng
lish
MA
in E
nglis
h
Mar
ketin
gM
arke
ting
Phy.
The
rapy
Phy.
The
rapy
Fam
ily N
urse
prac
titio
ner
Fam
ily N
urse
Prac
titio
ner
MB
A
Art
Phot
ogra
phy
Man
y of
the
adju
nct t
each
ing
staf
f sh
ould
be
hire
d on
as
perm
anen
t tea
cher
s.
Nur
sing
Nur
sing
Edu
catio
n -
Rea
ding
His
tory
I am
ret
ired
and
hav
e no
job
aspi
ratio
ns
Cam
eron
Sta
te U
n.L
awto
n, O
K
Fore
stry
or
wild
land
fire
I am
cur
rent
ly w
orki
ng f
or th
e fo
rest
ser
vice
in f
ires
, and
I w
ould
be
inte
rest
ed in
rela
ted
cour
sew
ork.
Rad
iolo
gy
Nur
sing
Edu
catio
n/E
arly
Chi
ldho
od a
lrea
dyof
fere
d
Ari
zona
Sta
teU
nive
rsity
I ha
d to
with
draw
fro
m th
e M
aste
rs in
Edu
catio
n pr
ogra
m b
ecau
se o
f fa
mily
& f
inan
cial
obst
acle
s. C
omm
utin
g w
as a
lso
a pr
oble
m. I
wou
ld h
ave
been
abl
e to
com
plet
e th
epr
ogra
m h
ad th
ings
bee
n of
fere
d in
Mt.
Hom
e. H
owev
er, i
t is
very
diff
icul
t to
over
com
e fa
mily
, fin
anci
al a
nd c
omm
utin
g pr
oble
ms
Law
Mar
ketin
g/G
ener
alB
usin
ess
3435
:0:::
:
`;;;;
Maj
orW
hat A
rea
'Mer
est
Oth
er.
....
,.....
......
......
......
.,....
......
......
......
.
Com
men
ts
Scho
ol C
ouns
elC
ouns
elin
gC
al. U
nive
rsity
@N
orth
ridg
eT
he p
rogr
am I
am
enr
olle
d, (
Mas
ters
for
Sch
ool c
ouns
elor
) w
ante
d pe
ople
fro
m a
vari
ety
of c
aree
r fi
elds
, but
the
prog
ram
is d
esig
ned
for
teac
hers
- 1
0-13
sum
mer
day
clas
s ar
e sc
hedu
led,
pro
babl
y 1/
4 of
the
21 s
tude
nts
wor
k in
the
scho
ols
and
have
sum
mer
s av
aila
ble
for
scho
ol. I
t is
diff
icul
t to
acco
mpl
ish
for
3/4
or 1
5 of
the
21st
uden
ts.
Eng
lish
BY
U
Voc
al P
edag
ogy
Nor
thw
est N
azar
ene
& P
acif
ic L
uthe
ran
Uni
vers
ity
MB
AM
BA
I w
ould
like
to g
et m
y M
BA
if a
com
pany
cou
ld p
ick
me
up a
nd f
inan
ce it
whi
le I
wor
kfo
r th
em.
Psyc
holo
gyPs
ycho
logy
Not
Sta
rted
I ha
ve a
deg
ree
in v
oc. t
ech.
and
it w
ould
be
a co
mpl
ete
care
er c
hang
e an
d I
wou
ld h
ave
to s
tart
ove
r.
Ed.
Tec
hIP
T
Psyc
holo
gyPs
ycho
logy
Occ
upat
iona
lT
hera
pyO
cc. T
hera
py
MB
A
Ed
Tec
h
Edu
catio
nE
duca
tion
Gra
phic
Des
ign
Publ
ic A
dmin
..B
SU w
ill n
ever
be
a to
p fl
ight
uni
vers
ity u
ntil
the
legi
slat
ure
quits
scr
ewin
g us
in f
avor
of U
OF
I. W
e ne
ed to
mov
e vo
-tec
h et
c. o
ut o
f th
e un
iver
sity
and
into
a c
omm
unity
colle
gefr
om B
SU in
fin
ding
a lo
catio
n.
Edu
catio
n C
&I
Tec
hnol
ogy
Ari
zona
Sta
te
MB
AW
ashi
ngto
n St
ate
Uni
vers
ity
3637
111
IP
Na
*W
hat A
rea
Inte
rest
Oth
erC
omm
ents
MB
AH
ealth
Car
e M
gt.
Duk
e U
nive
rsity
Whe
n as
ked
if o
ne h
ad th
e ch
oice
to a
ttend
BSU
or
a m
ore
high
ly r
egar
ded
Uni
vers
ity,
mos
t stu
dent
s no
te th
at if
fea
sibl
e, th
ey w
ould
go
else
whe
re, b
ut g
ener
ally
job,
fin
ance
s,fa
mily
, pre
clud
e th
at. B
SU s
houl
d do
mor
e pr
omot
ion
of a
cade
mic
sta
ndar
ds, r
esea
rch
activ
ities
, etc
. tha
t cou
ld im
prov
e its
imag
e.
Ed.
Tec
hG
oshe
n C
olle
geG
oshe
n, I
N
His
tory
Wom
en in
17t
hC
entu
ry M
exic
o
C/I
MB
AB
YU
Edu
catio
n-Sp
ec.
Ed/
Adm
in..
Env
ir. H
ealth
(Foo
d) q
ualit
yco
ntro
l
Ele
m. E
d.E
lem
. cou
nsel
ing
I am
not
enr
olle
d in
a g
radu
ate
leve
l pro
gram
as
I w
ill n
ot g
radu
ate
until
Fal
l 96?
Ath
letic
Tra
inin
g-E
xer.
Phy
siol
ogy
Ath
letic
Tra
inin
g
Psyc
h. C
ouns
el
Exe
rcis
e Sc
ienc
eSp
ort P
sych
olog
yA
s st
ated
abo
ve th
e fa
culty
that
is c
urre
ntly
at B
SU is
exc
eptio
nal
yet t
hey
seem
toha
ve a
littl
e to
o m
uch
to d
o (t
hey'
re o
verl
oade
d) T
he s
tude
nt e
nrol
lmen
t is
incr
easi
ng in
my
dept
. yet
the
facu
lty p
opul
atio
n re
mai
ns th
e sa
me?
Equ
ipm
ent
and
faci
litie
s se
emba
rely
ade
quat
e -
mor
e fu
ndin
g se
ems
to b
e al
loca
ted
else
whe
re?
For
exam
ple
I ha
vebe
en in
the
sam
e cl
ass
room
for
5 o
ut o
f 6
of m
y cl
asse
s. I
f m
ore
spac
e an
d fa
culty
wer
e av
aila
ble
then
mor
e an
d a
wid
er d
iver
sity
of
clas
ses
wou
ldal
so b
e av
aila
ble
for
the
stud
ents
. I f
eel t
his
wou
ld e
ncou
rage
mor
e 1
on I
inte
ract
ion
betw
een
the
stud
ent &
the
teac
her;
thus
enh
anci
ng th
e le
arni
ng e
xper
ienc
es o
f bo
th. O
vera
ll I
am s
atis
fied
with
the
prog
ram
and
the
curr
ent f
acul
ty.
Not
at B
SUFN
P or
Occ
. Hea
lthU
nder
grad
uate
s de
gree
s co
mpl
eted
at B
SU. S
ome
inst
ruct
ors
wer
e ex
celle
nt, s
ome
wer
e te
rrib
le. B
SU 's
rep
utat
ion
thro
ugho
ut th
e N
orth
wes
tis
ver
y w
eak
to p
oor.
The
NSG
dep
t. st
aff
is e
xtre
mel
y dy
sfun
ctio
nal a
nd m
ake
grad
uatio
n di
ffic
ult i
mpo
ssib
le.
The
y ar
e ou
t of
touc
h w
ith th
e re
al w
orld
and
abu
se th
eir
auth
ority
.
Edu
catio
nE
duca
tion
I w
ill c
ompl
ete
my
seco
nd b
ache
lor's
deg
ree
on M
ay 1
2, 1
996.
3839
Maj
orW
hat A
rea
inte
rest
Oth
erC
omm
ent'
Cri
min
alJu
stic
e/M
gt.
Cri
min
al J
ustic
e
Inte
r. B
usin
ess
T.A
. Und
ergr
adM
usic
al T
heat
.T
heat
/Mus
icPr
esen
tly ta
king
und
ergr
adua
te m
ajor
bec
ause
no
grad
uate
pro
gram
s or
eve
n gr
adua
teco
urse
s in
The
atre
. No
mus
ical
The
atre
opt
ion
in m
usic
dep
t. gr
adua
te p
rogr
am.
B.S
.. M
anag
emen
t
Und
ecid
edW
aste
Mgt
/Lea
nM
gmt.
Hlth
. med
icin
eH
ealth
Tea
chin
g
Pom
ona
Col
lege
Inte
r. S
tudi
esC
ouns
elin
g-Fa
mily
MSW
Prob
lem
s: M
inim
al g
radu
ate
degr
ees
(Mas
ter)
eve
n le
ss f
or P
hD. P
arki
ng f
or p
eopl
ew
ho w
ork
duri
ng th
e da
y an
d ta
ke e
arly
lunc
h fo
r an
a.m
. cla
ss; l
ight
ing
to w
alk
from
BSU
sta
dium
to e
d. b
uild
ing
at n
ight
. Min
imal
res
ourc
es a
t BSU
libr
ary.
Reg
istr
atio
n -
how
abo
ut p
re-r
egis
trat
ion
by F
AX
; pho
ne; d
o-it-
your
self
com
pute
r en
try?
U o
f A
rizo
na
Dea
f E
d. E
arly
Chi
ldho
odD
eaf
Ed
With
incl
usio
n so
pop
ular
, mor
e H
I st
uden
ts a
re in
cla
ssro
oms.
I w
ould
like
to h
elp
get
it st
arte
d in
Mer
idia
n -
I w
ould
hav
e to
leav
e th
e st
ate
to g
et c
ertif
ied.
Em
ory
Uni
v.A
tlant
a, G
A
Edu
catio
nO
rego
n St
ate
I ha
ven'
t bee
n in
the
grad
uate
pro
gram
ver
y lo
ng. S
o I
have
a li
mite
d ab
ility
to e
valu
ate
it.
Soci
al W
ork
At a
ge 6
7, I
fin
d fu
ll-tim
e at
tend
ance
phy
sica
lly a
nd e
mot
iona
lly s
tres
sful
.
MB
AT
his
surv
ey is
wor
ded
very
poo
rly.
Edu
catio
n
Edu
catio
nE
duca
tion-
Rea
ding
Hav
e yo
u co
nsid
ered
usi
ng a
foc
us g
roup
to o
btai
n m
ore
accu
rate
and
use
ful
info
rmat
ion
on th
is s
ubje
ct?
I th
ink
you
shou
ld.
Art
Art
4041
N)
Maj
orW
hat A
rea
litte
red
Oth
erC
ampm
ate
Edu
catio
nPs
ycho
logy
.
Edu
catio
nE
duca
tion
Not
sta
rted
Ele
m. E
d.
I'm 3
1/2
to 8
0 po
ints
and
hav
e a
priv
ate
busi
ness
to p
ursu
e. G
radu
ate
scho
ol h
as n
ova
lue
for
me.
Cri
min
al J
ustic
eC
rim
inal
Jus
tice
Edu
catio
n
Com
pute
r N
etw
ork
Con
sulta
nt
Not
at t
his
time
Bus
ines
sB
usin
ess
Eas
tern
Ore
gon
Stat
e
Edu
catio
n/M
gt.
MPA
Polit
ical
The
ory
Bei
ng a
sta
te e
mpl
oyee
, the
re is
no
ince
ntiv
e to
pur
sue
adva
nced
deg
rees
. The
sta
tedo
es n
ot p
rovi
de tu
ition
ass
ista
nce,
and
ther
e ar
e no
mon
etar
y or
ladd
er a
dvan
cem
ents
for
obta
inin
g ad
vanc
ed d
egre
es.
MPA
Publ
ic A
dmin
..L
ewis
/Cla
rk S
tate
Col
lege
Adu
lt E
duca
tion-
Inst
ruct
ing
Adu
lt E
d.N
orth
wes
t Naz
aren
e
Perf
orm
ance
tech
nolo
gy
Edu
catio
nA
dult
Ed.
Iow
a St
ate
Rap
tor
Bio
logy
Reh
abili
tatio
nR
ehab
ilita
tion
Edu
catio
n
Psyc
holo
gy
42
Maj
orW
hat A
rea
Ent
ered
Oth
erC
omm
ents
MB
AM
BA
Rap
tor
Bio
logy
Rap
tor
Bio
logy
Stat
e U
nive
rsity
of
New
Yor
k at
Fred
onia
I w
ould
love
to b
e a
grad
uate
stu
dent
at B
SU b
ut f
inan
ces
proh
ibit
it. M
ore
Ass
ista
ntsh
ip f
unds
wou
ld b
e a
grea
t way
for
BSU
to g
o to
t inc
reas
e its
gra
d pr
ogra
m.
I al
read
y ha
ve m
y gr
adua
te d
egre
e fr
om B
SU in
ear
ly c
hild
hood
edu
catio
n.
Nat
ural
Res
ourc
esT
his
surv
ey w
as h
ard
for
me
beca
use
I ha
ven'
t loo
ked
into
a g
radu
ate
prog
ram
yet
, so
Ire
ally
don
't kn
ow w
hat B
SU h
as to
off
er.
earl
y ch
ildho
oded
ucat
ion
Phys
ics
B.S
.. M
arke
ting
Mar
ketin
g
Pol.
Scie
nce
Mas
ters
I fo
und
som
e of
the
prof
esso
rs v
ery
nega
tive.
I ha
d a
diff
icul
t tim
e fi
nish
ing
som
eco
urse
s be
caus
e of
thei
r at
titud
e.It
ref
lect
ed in
my
grad
es in
thes
e cl
asse
s.
Soci
al W
ork
Bus
ines
s
MSW
Soci
al is
sues
Acc
ount
ing
Acc
ount
ing
Boo
k ar
ts
Ath
letic
Adm
in..
Ath
letic
Adm
in.
Eas
tern
Ore
gon
Stat
e
Geo
logy
/Env
iro
Geo
logy
/Env
iro
Uni
vers
ity o
f N
orth
Col
orad
o
IPT
IPT
BY
U
Ed.
Adm
inis
trat
ion
Cal
Pol
y Po
mon
aIt
sho
uld
be m
entio
ned
that
my
inte
ntio
n is
to tr
ansf
er to
the
Uni
vers
ity o
f Id
aho.
The
ir,
I ca
n re
ceiv
e m
y de
gree
in E
duca
tiona
l Adm
inis
trat
ion.
Ori
gina
lly, m
y in
tent
ion
was
tore
ceiv
e a
Mas
ters
in E
duca
tion
at B
SU, b
ut I
cha
nged
my
care
er o
bjec
tives
. UO
FI's
prog
ram
will
allo
w m
e to
rea
ch m
y ob
ject
ives
.
Ed.
Tec
hnol
ogy
Ed.
Tec
hnol
ogy
Eas
tern
Ore
gon
Stat
e C
olle
ge
Maj
orT
hat A
rea
......
...
Inte
rest
Oth
erC
omm
ents
Edu
catio
nL
awC
alif
. Uni
vers
ity
Edu
catio
nM
aste
rs in
Ear
lyC
hild
hood
IPT
USC
Ed.
Tec
h
Bio
chem
istr
yB
ioch
emis
try
Dra
ma
Mar
ketin
gM
arke
ting
CSU
Los
Ang
eles
Ear
ly C
hild
hood
Dev
elop
men
tW
este
rn I
llino
isU
nive
rsity
I ha
ve c
ompl
eted
my
grad
uate
deg
ree
requ
irem
ents
. Que
stio
ns n
o lo
nger
app
ly.
Exe
rcis
e &
Spo
rts
Stud
ies
Phys
. Ed.
BY
UB
eing
a g
radu
ate
assi
stan
t I w
as r
equi
red
to w
ork
on c
ampu
s. O
ften
fre
e pa
rkin
g w
asei
ther
ver
y lim
ited
or n
on-e
xist
ent.
Free
par
king
or
disc
ount
par
king
pas
ses
wou
ld h
ave
been
ext
rem
ely
help
ful.
I ha
ve lo
ved
my
grad
uate
pro
gram
at B
SU. I
t has
bee
n on
e of
the
high
light
of
my
life.
Inte
r. D
is. S
tudi
esA
m. S
tudi
es, M
ath
to P
hD.
I w
ould
like
to s
ee: M
ore
reco
gniti
on f
or th
e M
A/M
S in
terd
isci
plin
ary
stud
ies
prog
ram
(fin
anci
al to
oth
erw
ise)
. A P
hD p
rogr
am in
inte
rdis
. stu
dies
. Inc
reas
ed o
ppor
tuni
ties
for
Gra
duat
e st
uden
ts to
co-
teac
h w
ith th
eir
prof
esso
rs, a
nd r
esea
rch
and
wor
k in
thei
rch
osen
fie
lds
of s
tudy
.
IPT
Hum
an P
erfo
rman
ceN
Y R
egen
tsI
am a
dis
tant
lear
ner
and
will
like
ly s
tay
this
way
. Nee
d to
get
this
sur
vey
out q
uick
er if
you
wan
t it b
ack
in 3
day
s.
Scho
ol C
ouns
elin
g
His
tory
Wal
la W
alla
Col
lege
I m
ay n
ot b
e th
e be
st r
epre
sent
ativ
e of
oth
er g
radu
ate
stud
ents
sin
ce I
'm n
ot p
ursu
ing
agr
adua
te d
egre
e ri
ght n
ow, a
nd a
m n
ot e
ven
sure
I'll
con
tinue
in th
at p
artic
ular
fie
ld.
The
enr
ollm
ent i
s al
way
s a
big
hass
le a
nd lo
ts o
f re
d ta
pe. W
hy is
no
actio
n ta
ken
whe
nst
uden
ts in
dica
te th
ere
are
seri
ous
prob
lem
s w
ith a
pro
fess
or?
MSW
Gam
afic
hoU
nive
rsity
(B
razi
l)
Ex.
Sci
ence
Car
diac
Reh
ab/N
utri
tion
Seat
tle U
nive
rsity
AP
47
Maj
orW
hat A
rea
Inte
rest
Oth
erC
omm
ents
Soci
al W
ork
Clin
ical
SW
Col
lege
of
Idah
oT
he r
eally
goo
d pr
ofes
sors
are
few
in th
e so
cial
wor
k pr
ogra
m (
Mas
ters
Lev
el).
The
prog
ram
nee
ds to
bec
ome
mor
e di
vers
ifie
d an
d ga
in m
ore
expe
rtis
e in
the
child
/fam
ilycl
inic
al a
reas
. Mos
t of
the
SW p
rofe
ssor
s la
ck in
thei
r ab
ility
to te
ach
(exc
eptio
n,M
arth
a W
ilson
)
Edu
catio
nE
duca
tion
Doc
. Ed
or W
omen
Stud
ies
Wom
en S
tudi
esC
entr
al W
ashi
ngto
n
Bus
ines
s/M
ktg.
Mus
icG
eorg
e M
ason
Uni
vers
ity
Fore
stry
Wild
life
Avi
an-O
wls
Step
hen
F. A
ustin
,N
acog
doch
es, T
X
IPT
Indi
ana
Uni
vers
ity
Geo
logi
cal
Info
rmat
ion
Syst
ems
GIS
Cou
nsel
ing
Psyc
holo
gy
Edu
catio
nM
y si
tuat
ion
may
be
a lit
tle d
iffe
rent
. Sin
ce I
fin
ishe
d m
y el
emen
tary
ed.
deg
ree
I ha
vebe
en a
ble
to s
tay
at h
ome
with
my
daug
hter
whi
le m
y hu
sban
d w
orks
and
goe
s to
grad
uate
sch
ool.
I w
ould
like
to ta
ke g
radu
ate
clas
ses
to f
ulfi
ll m
y te
ache
r ce
rtif
icat
e,bu
t we
can'
t aff
ord
the
time
or tu
ition
.
Tea
cher
Cer
tific
ate
Nut
ritio
n
Adu
lt E
duca
tion
Edu
catio
n(B
iling
ual)
Tea
chin
g E
SL
His
tory
Am
. Wes
t His
tory
His
tory
Mili
tary
His
tory
U.S
.R
egen
ts C
olle
geI
thin
g B
SU is
doi
ng/o
ffer
s a
grea
t pro
gram
in h
isto
ry. D
ista
nce
lear
ning
gra
duat
esco
urse
s in
all
prog
ram
s ar
e th
e co
min
g th
ing.
BSU
wou
ld b
e gr
eat i
f yo
u of
fere
d a
grad
uate
s pr
ogra
m in
mili
tary
his
tory
or
stud
ies.
Inst
r. &
Per
f.T
echn
olog
yW
estm
inst
er C
olle
ge
4849
Maj
orW
hat A
rea
Inst
. Tec
hnol
ogy
Inte
rest
...
......
......
......
......
......
....
Oth
er...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.....
......
......
.
Com
men
ts
Inst
. Tec
hnol
ogy
Way
ne S
tate
Uni
vers
ity D
etro
it,M
I
Com
./Pub
. Rel
atio
nsC
om./P
ub. R
elat
ions
Edu
catio
nR
eadi
ng o
r M
ath
Edu
catio
n
I am
ver
y m
otiv
ated
to g
et a
mas
ters
deg
ree.
I h
ave
ben
told
I n
eed-
to te
ach
for
a fe
wye
ars
so I
won
't be
ove
r qu
alif
ied
and
over
pai
d. I
at l
east
wan
t to
Star
t tea
chin
g an
dea
rnin
g $
to p
ay f
or s
choo
l. A
lso
I'll h
ave
a be
tter
idea
of
whe
re I
wan
t to
spec
ializ
e.Su
mm
er c
lass
es a
re h
elpf
ul f
or te
ache
rs.
I ha
ven'
t loo
ked
into
the
grad
uate
pro
gram
yet.
Edu
catio
n
Edu
catio
n
Publ
ic A
ffai
rs
Sm. B
us. A
dmin
..
ED
D E
duc.
Cog
nate
Sch
ool
Cha
nge
Ore
gon
Stat
e, U
n. o
fW
ashi
ngto
nFa
culty
nee
ds to
wor
k co
llabo
rativ
ely
to c
reat
e qu
ality
pro
gram
s. P
rogr
ams
& c
ours
esne
ed to
cro
ss d
epar
tmen
t lin
es th
roug
h th
e un
iver
sity
. Ten
ured
fac
ulty
nee
d to
be
acco
unta
ble.
IPT
IPT
Geo
rge
Fox
Col
lege
,N
ewbe
rg, O
RI
was
out
of
tow
n w
hen
this
cam
e. I
hop
e it'
s no
t too
late
.
Mgm
t. In
fo. S
yste
ms
San
Jose
Sta
te
Med
icin
ePh
ys. A
sst.
I do
n't e
xpec
t BSU
to g
et a
med
ical
sch
ool,
but h
ave
som
e m
ore
heal
th r
elat
ed f
ield
sw
ould
be
nice
. BSU
has
som
e ne
at te
ache
rs a
nd s
ome
pret
ty a
wfu
l one
s to
o--n
eed
tore
-eva
luat
e te
nure
sys
tem
.
MB
A
Sp. E
d.Sp
. Ed.
Uni
vers
ity o
f C
A,
Riv
ersi
de
Mas
ter
of S
cien
ce in
Ed.
Tec
h.T
echn
olog
y
UC
Dav
is, C
A
Soci
al W
ork/
Cou
nsel
ing
50B
ES
T C
OP
Y A
VA
ILA
BLE
5
Maj
orW
hat A
rea
=E
nter
edO
ther
Cer
nmer
tte
Was
hing
ton
Bou
lder
Co.
Ele
c. E
ngin
eeri
ng
Alr
eady
rec
eive
d m
y m
aste
rs d
egre
e at
ano
ther
sch
ool
Law
Law
I am
ver
y di
sapp
oint
ed th
at B
SU's
rec
ord
keep
ing
depa
rtm
ent i
s no
r m
ore
orga
nize
dth
an it
is.
I am
som
ewha
t off
ende
d th
at y
our
initi
al le
tter
refe
rred
to m
e as
a g
radu
atin
gse
nior
, whe
n in
fac
t I g
radu
ated
alm
ost t
hree
yea
rs a
go. T
hat d
oes
not m
ake
me
prou
dto
say
that
I r
ecei
ved
my
unde
rgra
de d
egre
e fr
om B
oise
Sta
te U
nive
rsity
!!
Edu
catio
n(E
lem
)I'm
not
sur
e w
hat g
ood
this
sur
vey
will
do
as I
'm ju
st b
egin
ning
my
Cou
rse
stud
ies
inel
em. e
d. a
nd a
t thi
s tim
e am
not
eve
n cl
ose
to c
onsi
deri
ng g
radu
ates
sch
ool.
Soci
al W
ork
Uni
vers
ity o
fV
irgi
nia
Soci
al w
ork,
pub
liche
alth
heal
th c
are
adm
inis
trat
ion
Will
amet
teU
nive
rsity
I liv
e in
Tw
in F
alls
, and
am
fru
stra
ted
that
the
only
gra
duat
e pr
ogra
m a
vaila
ble
loca
llyar
e M
aste
rs in
Nur
sing
and
Edu
catio
n th
ru I
SU. I
wou
ld r
eally
app
reci
ate
a w
ide
arra
yof
gra
duat
es p
rogr
ams
and
cour
ses
thro
ugh
sate
llite
tran
smis
sion
s. A
lso
wou
ld li
keav
aila
bilit
y of
mor
e sh
ort p
rogr
ams
like
insu
ranc
e, in
vest
men
ts a
pplic
able
to e
nhan
cing
care
er o
ppor
tuni
ties.
Pres
ently
no
Nur
sing
NA
- d
on't
offe
rN
ursi
ng
Tec
h.C
omm
unic
atio
nsT
ech.
Cor
n..
BY
U
Ed.
Tec
h.
Unc
erta
in
MPA
MA
Edu
catio
nSe
e C
omm
ents
Bel
ow
As
a te
ache
r I
take
man
y w
orks
hops
and
cou
rses
whi
ch I
can
not u
se to
war
ds o
n M
A.
In a
dditi
on w
e of
ten
crea
te c
urri
cula
and
pro
gram
s w
hich
req
uire
as
man
y ho
urs
as th
eco
urse
wor
k to
war
ds a
n M
A. I
wou
ld li
ke to
be
able
to n
egot
iate
som
e of
my
requ
irem
ents
- n
ot a
ll, b
ut s
ome.
Add
ition
al \d
ocum
enta
tion
mig
ht b
e ne
cess
ary,
but
itse
ems
if s
omeo
ne c
an g
et a
n ho
nora
ry d
egre
e, th
at th
ere
mig
ht b
e a
way
to b
e m
ore
flex
ible
on
som
e re
quir
emen
ts f
or a
n ea
rned
deg
ree.
Peg
gy H
urd
345-
6767
law
IPT
IPT
We
need
mor
e Ph
D o
ptio
ns in
t he
valle
y ar
ea.
spee
ch p
atho
logy
53
IP
....
.....
....
.....
...M
ajor
......
......
......
.....
_....
......
....
....
.....
....
....
Wha
t Are
a...
......
......
......
....
......
...
..
.
Inte
rest
......
....
...
......
..
.....
....
.....
..
Oth
er...
......
......
......
......
......
....
..
....
...
..
...
Com
men
ts...
......
.....
......
......
......
.....
......
......
......
......
.....
......
......
......
......
......
......
......
......
......
.....
.....
......
...
Eng
inee
ring
Civ
il E
ng.
ed. t
ech.
Uni
v. o
f U
tah
Com
mun
icat
ion
Com
mun
icat
ion
Com
mun
icat
ion
Col
lege
of
Idah
oI
was
enr
olle
d in
the
Gra
duat
e co
rn..
prog
ram
, but
was
dis
appo
inte
d by
the
rath
er d
rab
and
impe
rson
al n
atur
e of
the
scho
ol. N
o on
e se
emed
"in
to"
the
prog
ram
. I'm
hea
ded
som
ewhe
re e
lse.
Alr
eady
gra
duat
edIP
T p
rogr
am
Hea
lth P
olic
y/re
sear
ch
Cen
tral
MO
Sta
teI
wou
ld li
ke to
com
men
t tha
t whe
n I
had
to c
all t
o th
e gr
adua
tes
adm
issi
ons
offi
ce I
was
very
dis
plea
sed
with
my
expe
rien
ce. I
had
to r
epea
t my
ques
tion
5-6
times
bec
ause
the
pers
on I
was
spe
akin
g w
ith n
ever
list
ened
to th
e co
mpl
ete
ques
tion
I as
king
but
resp
ondi
ng to
wha
t he
(a m
ale)
thou
ght I
was
ask
ing.
I k
now
1/2
list
enin
g oc
curr
edbe
caus
e hi
s re
spon
se w
as c
orre
ct if
you
onl
y lis
tene
d to
par
t of
the
ques
tion,
but
he
neve
r re
spon
ded
to th
e re
leva
nt p
art.
Plea
se ta
ke m
y co
mm
ents
to h
eart
, bec
ause
if I
had
been
giv
en b
ette
r at
tent
ion
my
20 m
inut
e ph
one
call
wou
ld h
ave
only
take
n 5
min
utes
. Thi
s dr
amat
ical
ly a
ffec
ted
my
impr
essi
on a
nd o
pini
on o
f th
e sc
hool
.I
wou
ldno
t atte
nd B
SU b
ecau
se o
f th
e tr
eatm
ent I
was
giv
en -
trea
ted
as th
ough
I h
ad 0
inte
llige
nce.
Con
stru
ctio
n M
gt.
Eng
lish
USC
EC
EE
arly
Chi
ldho
odU
S N
aval
Aca
dem
y
Bus
ines
sB
usin
ess
CSU
UB
MB
AU
of
Ore
gon
I ne
ed c
ouns
elin
g re
: tra
nsfe
rrin
g cr
edits
& G
PA
Acc
ount
ing
USC
I am
not
a s
tude
nt o
f B
oise
Sta
te, I
hav
e ap
plie
d an
d be
en a
ccep
ted
in th
e pa
st.
MPA
Eco
nom
ics
."
Soci
olog
ySo
ciol
ogy
Med
Tec
h/M
edic
ine
Scie
nce/
Med
.
Soci
al S
cien
ces
Soci
al S
cien
ces
5455
Maj
orW
hat A
rea
Titt
ered
Oth
erC
omm
ents
Ed.
Ken
t Sta
teI'v
e al
read
y gr
adua
ted
UC
LA
Ath
letic
Adm
in..
MIS
MIS
Hum
anR
esou
rce/
Law
MB
A
Edu
catio
n &
Eng
lish
Seco
ndar
y
Nur
se P
ract
ition
eror
Ane
sthe
sia
Bus
ines
sB
usin
ess
Int.
Stud
ies
Env
ion.
Geo
logy
Edu
catio
nI
com
plet
ed m
y m
aste
r's d
egre
e in
199
2 so
thes
e qu
estio
ns d
o no
t app
ly to
me
now
.
Edu
catio
n A
rtA
rtL
ewis
& C
lark
Col
lege
, Por
tland
I th
ink
thes
e ne
eds
to b
e m
uch
mor
e co
mm
unic
atio
n be
twee
n th
e ad
min
istr
atio
nad
viso
rs a
nd th
e ar
t pro
fess
ors.
The
MA
in e
duca
tion,
Art
pro
gram
nee
ds to
be
orga
nize
d be
tter.
Als
o, is
ther
e en
ough
spa
ce f
or a
gra
duat
es p
rogr
am th
ere?
Per
haps
ane
w b
uild
ing
is in
ord
er.
Publ
ic A
dmin
..Pu
blic
Adm
in..
BSU
is th
e m
ost e
xpen
sive
I'v
e ev
er a
ttend
ed.
I di
slik
e in
stru
ctor
s fo
rcin
g st
uden
ts to
shar
e ha
ndou
ts. S
eem
s to
me
the
scho
ol s
houl
d be
abl
e to
ens
ure
adeq
uate
num
ber
ofco
pies
(ha
ndou
ts)
are
avai
labl
e fo
r st
uden
ts.
Sony
I d
idn'
t get
this
bac
k so
oner
. A g
radu
ate
prog
ram
doe
sn't
appe
al to
me
sim
ply
beca
use
scho
ol is
not
one
of
my
favo
rite
thin
gs. I
f I
ente
red
a gr
adua
te p
rogr
am, i
tw
ould
be
only
bec
ause
it w
as n
eces
sary
for
my
care
er.
MB
AB
uckn
ell U
nive
rsity
Enr
ollm
ent i
s a
gian
t has
sle
from
Pay
ette
.
5657
111
Maj
orW
hat A
rea
litte
red
Oth
erC
omm
enta
Hum
an R
esou
rces
My
expe
rien
ce a
s a
BSU
stu
dent
was
not
that
goo
d. T
he c
olle
ge o
f bu
sine
ss a
dvis
ing
proc
ess
is v
ery
poor
, the
reg
istr
ars
offi
ce is
slo
w in
pro
cess
ing
tran
scri
pts,
I w
as f
orce
dto
take
the
sam
e pr
ofes
sor
for
3 di
ffer
ent c
lass
es d
ue to
no
othe
r ch
oice
s, a
nd th
esc
hool
s jo
b pl
acem
ent p
rogr
am is
alm
ost n
on-e
xist
ent,
whi
le ta
lkin
g w
ith a
HR
per
son
wor
king
for
one
of
the
maj
or c
orps
. in
Boi
se, I
lear
ned
the
com
pany
doe
s no
t rec
ruit
from
BSU
.
Edu
catio
n
Gra
duat
e th
is M
ay in
ele
men
. ed
so th
is s
urve
y do
esn'
t rea
lly a
pply
to m
e.
Und
ecla
red/
MB
AE
nvir
on. M
BA
Uni
vers
ity o
fV
erm
ont
Why
no
GM
AT
PC
EP
for
the
June
Exa
m?
Boi
se's
rep
utat
ion
is g
ood
in I
daho
. MB
Apr
ogra
m is
not
per
ceiv
ed a
s ve
ry r
eput
able
in o
ther
are
as.
I am
dis
hear
tene
d th
at y
ouha
ve to
be
enro
lled
as a
n M
BA
stu
dent
to ta
ke M
BA
cla
sses
. Why
can
't 1
take
an
MB
Aco
urse
bef
ore
I ap
ply
and
am a
ccep
ted
to th
e pr
ogra
m??
Har
vard
Ext
ensi
on S
choo
l,B
osto
n C
olle
ge, a
ll le
t stu
dent
s do
this
.
MB
AM
BA
BSU
has
a s
tron
g bu
sine
ss s
choo
l, bu
t the
y ne
ed to
dev
elop
a s
tron
g an
d re
puta
ble
engi
neer
ing
prog
ram
Inst
. Per
il T
ech.
CIS
IPT
Mul
ti-M
edia
and
Inte
rnet
Un.
of
Was
hing
ton
Man
y of
my
inte
rest
s ha
ve o
nly
been
add
ress
ed th
roug
h se
lf-s
tudy
. I h
ave
foun
dac
adem
ic d
epar
tmen
ts r
esis
tant
to c
reat
ivity
and
dyn
amic
inte
rdis
cipl
inar
y st
udy.
Not
an e
nlig
hten
ed v
iew
! It
suc
ks a
nd is
dis
appo
intin
g. N
eed
mor
e fl
exib
ility
.
Med
ical
doc
tor
Med
ical
I ha
ve p
icke
d m
y m
ajor
to h
elp
othe
rs "
pers
onal
ly s
atis
fyin
g" th
e ch
emis
try
depa
rtm
ent
is th
e be
st f
or it
s re
sour
cefu
lnes
s w
ith li
ttle
or p
oor
equi
pmen
t. T
he f
acul
ty a
lso
goes
beyo
nd s
choo
l to
help
peo
ple
(i.e
., D
r. B
anks
, Dr.
Lam
m ,
Dr.
Sta
rk a
nd D
r. M
erce
r)
Ed.
Tec
hE
d. T
ech.
I ha
ve h
ad a
gre
at e
xper
ienc
e w
ith C
arol
yn T
hors
en m
y ad
viso
r, a
nd I
adm
ire
her.
I
have
not
enj
oyed
cla
sses
taug
ht b
y gr
adua
te a
ssis
tant
s.I
took
my
last
gra
duat
es le
vel
clas
s in
the
sum
mer
of
1994
.
Tec
h co
mm
.H
obar
t Col
lege
Bio
logy
His
tory
His
tory
I w
ould
like
to s
ee B
SU r
an m
ore
like
an e
ffic
ient
bus
ines
s th
at c
ater
s to
its
cust
omer
s(t
he s
tude
nts)
fir
st a
nd f
orem
ost.
I fi
nd B
SU to
be
lack
ing
in "
cust
omer
" se
rvic
e
SW
5859
Maj
orW
hat A
rea
inte
rest
Oth
erC
omm
ents
,
Edu
catio
nC
hapm
an U
niv.
Hav
ing
com
plet
ed a
gra
duat
e de
gree
at a
noth
er in
stitu
tion.
I do
n't b
elie
ve y
ou h
ave
ave
ry r
igor
ous
prog
ram
. I w
ould
n't c
hoos
e to
do
a gr
adua
te p
rogr
am h
ere
for
that
reas
on. T
he r
easo
n I
am e
nrol
led
is a
s a
vehi
cle
to c
ertif
icat
ion,
you
r gr
adua
te p
rogr
amof
fers
mor
e ri
gor
than
you
r un
derg
radu
ate.
rapt
or b
iolo
gySU
NY
at F
redo
nia
I w
ould
sin
cere
ly li
ke to
com
plet
e m
y gr
adua
te d
egre
e at
BSU
. If
grad
uate
ass
ista
ntsh
ips
had
been
ava
ilabl
e I
wou
ld h
ave
been
abl
e to
enr
oll 2
or
3 ye
ars
ago.
Publ
ic A
ffai
rsU
of
Uta
h
SWSW
Bus
/Mar
ketin
gM
arke
t/Adv
er.
Civ
il E
ngin
.C
ivil
Eng
in.
Eco
nom
ics
Eco
nom
ics
PE
Eng
lish
Geo
phys
ics
Geo
phys
ics
prog
ram
doe
s no
t hav
e a
good
rep
utat
ion
with
res
pect
to a
dvis
ing/
care
erco
nsul
tatio
n. V
ery
rese
arch
-ori
ente
d, n
ot s
tude
nt-o
rien
ted.
Cal
. Sta
te-F
ulle
rton
Bus
ines
s
Acc
ount
ing
Cri
min
al J
uven
ileJu
stic
eH
umbo
ldt S
tate
Uni
vers
ity
Edu
catio
nE
duca
tion
I am
onl
y 6
cred
its a
way
fro
m a
Mas
ters
in R
eadi
ng a
nd r
eadi
ng s
peci
alis
t add
ed to
my
cert
ific
atio
n in
teac
her
educ
atio
n.
His
tory
Lat
in A
mer
ican
Stud
ies
Span
ish
Fore
ign
Lan
guag
e
Edu
catio
n
Mus
ic P
edag
ogy
Bs.
Adm
in.
MB
A
606.
IP cr.
Maj
orW
hat A
rea
Inte
rest
....
..
Oth
erC
omm
ents
Pain
t./D
raw
ing
Art
I am
hop
ing
to s
ee th
e M
FA p
rogr
am to
beg
in a
t BSU
so
that
I c
an d
o gr
adua
te w
ork
here
inst
ead
of a
ttend
ing
anot
her
scho
ol.
Psyc
holo
gyI
am in
a g
radu
ates
, Ph.
D. p
rogr
am a
t U o
f M
onta
na, I
ans
wer
ed th
ese
ques
tions
bas
edon
that
.
MPA
Eng
lish
Eng
lish
Mat
h Se
cond
ary
Ed.
Soci
al W
ork
Lic
ense
d C
linic
alSW
-L
CSW
Mar
yvill
e C
olle
ge,
Ten
ness
ee
Eng
lish
Col
l. of
Ida
ho
Don
't re
ally
like
sur
veys
Ear
ly C
hild
hood
Eve
ning
cla
sses
onc
e pe
r w
eek
and
som
e fi
nanc
ial a
ssis
tanc
e ar
e m
ost a
ppea
ling.
Tha
nk y
ou.
I ha
ve g
aine
d m
y gr
adua
te d
egre
e in
Spr
ing
of 1
995
Cri
min
al J
ustic
eC
rim
inal
Jus
tice
Indi
ana
U o
fPe
nnsy
lvan
ia12
/95
Gra
duat
ion
- M
BA
Ph.D
. Psy
chol
ogy
Clin
ical
psy
chol
ogy
MB
A-C
IS
Cou
nsel
ing/
Bs.
Cou
nsel
ing/
Bs.
Hea
lth S
cien
ces
Nat
ural
Res
ourc
eM
ange
men
t
Nat
ural
Res
ourc
eM
ange
men
t &N
utri
tiona
l Sci
ence
Sinc
e 4
year
deg
rees
are
no
long
er th
e "t
icke
t" to
a g
ood
care
er m
any
stud
ents
are
head
ing
to g
radu
ate
scho
ol. B
SU w
ould
kee
p m
ore
peop
le in
thei
r U
nive
rsity
if m
ore
grad
uate
cou
rses
wer
e of
fere
d.
Bus
ines
s/G
eogr
aphy
Bus
ines
s/G
eogr
aphy
Eas
tern
Ore
gon
Stat
e C
olle
ge
Psyc
holo
gyPs
ycho
logy
SW
Wes
tern
Was
hing
ton
Uni
vers
ity
MB
AFi
nanc
e
6263
IP
Maj
orW
hat A
rea
Inte
rest
Oth
er
IPT
IPT
Wes
tern
Was
hing
ton
Uni
vers
ity
Tox
icol
ogy
Ber
ry C
olle
geR
ome,
Geo
rgia
Com
men
ts
I.
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement (OERI)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE(Specific Document)
DOCUMENT IDENTIFICATION:
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Title:A Survey of Current & Potential Graduate StudentsResearch Report 96-04
Author(s): Marcia J. Belcher
Corporate Source: Publication Date:
September 1996
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