Theresa M. Duello, PhD

DirectorDiversity Initiatives

Associate ProfessorDepartment of Obstetrics and Gynecology

University of Wisconsin-Madison

Transitioning to Success in Grad School

Common problem 1 :

Avoiding professors

Common problem 2:

Using the first exam to decide whether you are studying correctly.

Common problem 2:

Using the first exam to decide whether you are studying correctly.

Common problem 3:

Not understanding that the best way to explain a C grade is to avoid it.

Common problem 3:

Not understanding that the best way to explain a C grade is to avoid it.

Just as college was not ‘Grade 13’, Graduate School will not be ‘Grade 17’.

Just as college was not ‘Grade 13’, Graduate School will not be ‘Grade 17’.

It will be different. There will be a cultural shift.

Some of the talents and skills needed to succeed are the same as in undergrad.

Some are different.

Still true -

1) Higher education is still not a 50:50 deal.

You can’t say “I’ll do my half”and gamble.

2) You still need a ‘safety net’ of at least three people.

Your ‘go to’ people.

A favorite profA mentorMaybe a grad school ‘translator’

2) You still need a ‘safety net’ of at least three people.

Your ‘go to’ people.

A favorite profA mentorMaybe a grad school ‘translator’

3) You still need to know how you learn best

and how to adapt to different teaching styles.

4) If you have special needs, you need to have them addressed at the beginning of each semester.

5) Talk to all of your professors.

Always!Always!

Always!Alway

5) Talk to all of your professors.

Always!Always!

Always!Alway

6) When you begin a new course, read the syllabus and understand what is expected.

6) When you begin a new course, read the syllabus and understand what is expected.

Do the ‘Objectives’ tell you what you will be taught

orwhat you are supposed to learn?

6. You still need to know the art of asking an incisive question.

6. You still need to know the art of asking an incisive question.

Student: Will the test be hard?  Professor: No.

Student: What is the role of a nuclear pore?Professor: Professor discusses the role of nuclear pores. 

Student: How does a ribosome attach to the endoplasmic reticulum?  Professor: Professor discusses attachment and the role

of the ribosome in channeling the newly synthesized protein into the lumen of the endoplasmic reticulum.

Student: How many microfilaments are there in the average cell? Professor: That is interesting, HOWEVER, that is more detail than you need to know. (The professor

then directs your attention away from that topic, because it's not important for this course.)

Broad

Intermediate

Fine detail

Ask a general question, get a general answer.

Ask a specific question, get a specific answer.

Ask a general question, get a general answer.

Ask a specific question, get a specific answer.

So what is different about graduate school?

Graduate students do not skip class.

(Or sleep through it.).

Graduate students do not skip class.

(Or sleep through it.).

In undergrad independence may have been highly rewarded,

but that is not how it necessarily works in grad school.

Now too much independence can be detrimental.

Learning is a group activity. Research is a group activity.

There are no rewards for going through graduate school on your own.

There are no rewards for going through graduate school on your own.

You have to re-examine and possibly readjust your expectations of individual educators . . . .

remembering that they are individuals, each with their own personalities.

(Yes, professors put their pants on one leg at a time!)

R. Audi, On the Ethics of Teaching and the Ideals of Learning, ACADEME, Sept-Oct, 1994.

Didactic model – ‘Listen to me.’

Friendship model – ‘Follow me’

Apprentice model – More toward developing skills than imparting information.

Collegial model – ‘Be my junior colleague.’

Interactions with Professors -

Authoritarian

Didactic model – ‘Listen to me.’ Proper version of relevant truths.

Apprentice model – ‘Follow me’ More toward developing skills than

imparting information.

R. Audi, On the Ethics of Teaching and the Ideals of Learning, ACADEME, Sept-Oct, 1994.

Egalitarian

Friendship model – BBF

Collegial model – ‘Be my junior colleague.’

R. Audi:

“The friendship model is very difficult for professors to realize without compromising their moral obligations to students.”

One more comment -

Know what responsibilities are associated with your type of graduate funding.

•  Scholarship• Fellowship• Teaching Assistantship (TA)• Research Assistantship (RA)

Just as college was not ‘Grade 13’, Graduate School will not be ‘Grade 17’.

It will be different. There will be a cultural shift.

YOU will change!

Dr. Duello in high school.Dr. Duello in high school.

Dr. Duello graduating with a BS degree.

Dr. Duello graduating with a BS degree.

. . . . four years . . . . !?

Tip: In the first few weeks, leave and return ‘home’.

You will feel more so like you ‘belong’.

Thank you very much for allowing me to present !

Theresa Duello, PhDtmduello@wisc.edu