Maria Theresa McKinney talks about making tough decisions and maximizing campus visits

Theresa McKinney, California native and master's student in the interdisciplinary program of survey research and methodology, credits her natural inquisitiveness and training during her years as an employee at a research center for how quickly she settled into Lincoln, Nebraska. "Granted, there are a lot of differences between here and the (San Francisco) Bay area, but it's easy to assume no one understands and that everyone in Nebraska was born and raised here. When you start asking questions, you'll find people are from all over. The people aren't that different than people any place else," Theresa says.

Her favorite question to start with is asking about someone's favorite place to eat before digging a little deeper. She has, however, noticed a difference in people's threshold for conversation between here and California. "Nebraskans are just more reserved. They're genuinely nice when telling me they don't want to answer my questions, which doesn't bother me. Their boundaries are just different," Theresa says.

Another observation from her inquisition is Nebraskans' approach to diversity. "The people you see in Nebraska may look different than those in California, but that doesn't mean they aren't engaged in our multicultural world. They have ideas about it but they just aren't as forward about it because they aren't wearing it on their skin or t-shirts," Theresa says. So she keeps asking questions, because now after she and her husband have developed a sense of place, she is ready to branch out and learn more.

Moving from California to Nebraska was just one of the transitions she worked through during the last few months. Her biggest adjustment, however, was going from employee to student. "It wasn't unpleasant but very different," says Theresa. She describes herself as in a "production mode" when working full time, but in graduate school she says, "It's all about a deeper level of thinking, not just turning out a product. Something I did for work now is just okay or adequate. I'm training to be an expert; it's a shift in perspective and approach to the work."

The decision to return to school came, Theresa says, when she was no longer able to contribute as much as she wanted to at work. "I had gaps in my knowledge. I looked around and thought if I want to be a decision maker, I need advanced training." Funding and time were two major factors in deciding to return to school as a full-time student versus part-time. Theresa and her husband don't have children, which also added flexibility to her decision. "Honestly, though," she says, "I was too impatient to wait five years, and the timing was right. We had a window and had to take the jump."

Theresa visited campus in April and had a tough decision to make about which school to attend. She remembers her first campus visit fondly, crediting research she completed online before she arrived, allowing her to ask more in-depth questions and to really get to know the department faculty and university. Two months later, she returned with her husband to Lincoln and they decided together it was the right fit. "Lincoln is an optimum place to do graduate school. The pace of life and cost of living were welcomed changes and relived some of the pressure of the West Coast." In fact, Theresa and her husband, who telecommutes for his job in San Francisco, bought a home during their visit in June. "We were excited because we could afford a house."

Like many people in the Midwest in late February, both Theresa and her husband are anxious for spring. "I'm surprised by how much more aware of the environment I am, but I'm ready for the farmer's market!"

Jon Allen, Ph.D. student in geosciences, talks about a graduate assistantship's lasting impression

Among the many important characteristics and skills it takes to be successful in graduate school, Maine native Jon Allen, Ph.D. student in geosciences, exhibits one quite distinctively — passion. Jon was already excited about geology through his international travel as an undergraduate and his research during his master's program reinforced his commitment to the discipline, but his passion truly flourished through his graduate teaching assistantships as a doctoral student.

During Jon's master's program, he funded his education through research assistantships. "The RAs allowed me to be very focused on my research and on getting done," says Jon. When Jon started his doctoral program, however, he moved to a graduate teaching assistantship. "I believe one role of Ph.D. students is shaping their departments. A TA makes me feel like I'm pulling more of my weight in the department and is a fun way to earn my keep," Jon says with a big smile.

In fact, the TA experience has done much more than that for Jon. "I've enjoyed it more than I thought I would, and I caution any Ph.D. student who considers not taking a TA," says Jon. He continues "A TA allows you to gain command of a subject, to really know your field, and forces you to communicate and explain your discipline at an introductory level." Jon does confess that he had to re-learn some things, because as doctoral student one can get extremely specialized. "But it helped keep my eye on the larger picture, what I had been spending the last years of my life devoted to, and how that fits into the larger picture... perspective."

The graduate teaching assistantship has made a big difference for Jon. It is helping him decide between careers in industry and academia. And although he hasn't yet decided between the two, he does believe he can make a difference for the students he teaches. He gets animated as he describes his frustration with the misperceptions of geology, "It's important, just like biology, chemistry, and physics. It impacts our daily lives."

It was an adviser's passion and excitement about graduate students and the discipline that convinced Jon to consider Nebraska — "the fly-over state," as his friends and family in the Northeast joked. "I met Chris Fielding, my adviser, at a GSA (Geological Society of America) conference, and he followed up our meeting with pictures of the field site and an invitation to visit," remembers Jon. Since then the relationship between student and mentor has grown into a collegial friendship and has been instrumental in Jon's success.

"Students are an investment. Successful and happy graduate students show there is communication, trust, and a nurturing environment," says Jon. Essentially it was these things that helped Jon decide to attend the University of Nebraska-Lincoln for his master's program three years ago, and again for his doctoral program in 2006.

Aziza Kibonge, Fulbright Scholar, says "preparation and expectations are keys to success"

Things didn't just fall into place for agricultural economics doctoral student Aziza Kibonge. "It took hard work and a lot of preparation to get here," Aziza recalls. Hundreds of miles from her closest family, Aziza, first year Ph.D. student from the Democratic Republic of Congo, talks about the challenges of an international student achieving her dream of studying in the United States.

As an undergraduate, Aziza studied economics at Protestant University of Congo and always knew she wanted to help her country grow and advance. "My country has a lot of work to do and they need people well-trained in economics," says Aziza. To be most valuable to her country, she knew she needed advanced education in a country other than her own. "When I began my search I focused on universities in Europe because in the Democratic Republic the official language is French. However, I wanted to go to the U.S., but the language barrier was the first obstacle and securing funding was the second. I didn't know how it would come together," says Aziza.

Later that year, the U.S. Embassy held an informational session about graduate education describing opportunities for scholarships, providing assistance with application materials, and most importantly, offering English classes to anyone who was interested. Aziza learned about the Fulbright scholarship program and set her sights on attending college in the U.S. "I knew that Fulbright scholarships were very competitive, so I used the resources available to me as much as possible," says Aziza.

Over the course of six months, Aziza prepared for the TOEFL exam. She took advantage of the resources at the library, the U.S. Embassy, and those provided by her professors. "The TOEFL materials were not available in English and I couldn't check them out, which made preparation quite challenging," recalls Aziza. To compensate, "I spent a lot of time in the library and took a lot of notes. But for students preparing applications today, I imagine there are more resources — so much is online now," she says. Aziza also created resources and opportunities to acquire valuable information by contacting other students from her country who already were in the States and asking them to review her application materials and to talk about their experiences.

It was close to a year after submitting her application to Fulbright that Aziza received notification she was a 2004 recipient of the Fulbright scholarship. Fulbright helped Aziza with college selection and visa processes and secured a site for an intensive English program. "I was very excited when they called to tell me I was accepted at the University of Nebraska-Lincoln for my master's work and that I would be going to Tucson, Arizona, for seven months of intensive English," says Aziza.

To prepare for the transition to the U.S., Aziza says she asked a lot of questions and contacted her department and International Affairs. "Everyone at the University was very helpful with accommodations, transportation, arrival and meeting people. The students from my country I had contacted for help with the application processes also provided good information about what to expect in the U.S."

Aziza knew life in the U.S. was going to be different than home, but first-hand accounts of people who succeeded helped. She left the Democratic Republic of Congo feeling very prepared. From her experiences, though, Aziza recommends attending orientations and being "patient, careful and cautious" when first arriving. "It's fun to learn about the culture, but you'll make some mistakes. There are just too many differences between cultures. But the university community is always helpful and the Lincoln community is, too, for the most part," says Aziza.

Aziza has been successful in her graduate school career. In December 2006, she earned her master's degree, and she started her Ph.D. program the following spring. Aziza has attended professional conferences, presented papers, and is very involved with the Cultural Ambassadors on campus, an organization that helps international students adjust to the expectations and culture of the United States. Aziza's final thoughts are applicable to all students, "Work hard. Find a studying environment and use all the resources accessible to you. When it's challenging, rely on family and professors for support."

Ph.D. student in Management, Ronda Smith, chronicles her path as a first-generation college student and seasoned practitioner to the Ph.D.

When Ronda Smith completed her mortgage application two years ago, the loan officer asked her how many years she had attended school. Her response was "most or twenty-seven." She smiles and says "Yes, it's a joke in my family that I've spent the majority of my life in school." After graduating with her bachelor's degree in business administration in 1995 from the University of Nebraska-Lincoln, Ronda can count only a few semesters during which she hasn't taken classes. Her coursework included French (to prepare for a position with Disney World Resorts in Paris), a statistical series (to train others how to interpret survey results), and many others which would help her not only advance in her career but also continue to figure out what she really wanted to do. "The problem was I was making good money and I enjoyed what I did, but I wanted more and I didn't know exactly what," Ronda says.

But lately, all of her education and experiences have started to make sense. "It seems they all were preparing me for this — for the Ph.D. program and to consider a career in academia." That makes it all sound way too easy, when in reality it involved a lot of faith and taking risks. Maybe we should start at the beginning...

Ronda, a first generation college graduate, comes from a family of entrepreneurs. Her mother and father used rental property income to send Ronda and her brother to college. "I never understood the sacrifices they made until I began funding my own graduate education and I had to get creative," says Ronda. Ronda, an entrepreneur, too, remembers making flyers and stuffing envelopes for her dad's car shows, selling the most boxes of Girl Scout cookies, and other small ventures that made business a natural choice for a career. At 18 she was awarded a $1,000 scholarship from the Center for Entrepreneurship which allowed her to join a sorority and get involved in extra-curricular activities. At 21 she left college for nine months to run a tee shirt imprinting business for which she had worked in high school. During this time, Ronda managed 15 employees, developed policies, and built training programs. "It was basically a very intense internship where I got great hands-on experience."

With all of her extra-curricular activities also came other sacrifices. "I have to admit, it took five and half years to graduate and my GPA wasn't that great; but I was very busy and had a lot of experiences that helped me in my career," says Ronda. After graduation, Ronda took a position with Walt Disney World Resorts and found unique ways of advancing through a human resources development program called Crossroads to Leadership. Ronda began with textile services. "Okay, it was laundry. Not the most glamorous but I was involved with high-level task forces, able to work with people from a lot of different cultures, all which shaped my career path." Ronda administered the global Walt Disney World Cast Excellence Survey for her area. She trained managers to use the statistical results to facilitate feedback and planning sessions. And then it hit her, "I was doing research and I liked it."

When Disney offered voluntary severance packages in efforts to downsize in 2001, Ronda decided it was the opportunity she had been waiting for, to have cash on hand that would enable her to go back to school full-time for a master's degree. "It was risky and my parents didn't understand why I was leaving a great job at a great company," says Ronda. But she packed her things and headed cross country back home to Nebraska where she began looking for a master's program.

Ronda knew what it was like preparing graduate school applications packets because she had applied to multiple MBA programs during her senior year in college in hopes of starting a program in the fall. "I can't even imagine what it would have been like if I had gotten into the MBA programs I had applied to right out of undergraduate," says Rhonda. She admits, "I wasn't quite sure what I wanted to do and that was probably reflective in my application materials."

When it came to applying this time around, Ronda took a new approach. Instead of simply requesting letters of recommendation, she met with faculty and asked, "Do you support me going to graduate school?" She provided each with a substantial packet of information including what the program was looking for and her supporting documentation. "I was much more mature about the process. I had to know why I wanted the continuing education in the first place, so that the idea could be reflected in all of my materials," says Ronda.

In fall 2002, Ronda accepted an offer to join the industrial/organizational psychology program at the University of Nebraska-Omaha. But four years later and after leaving a start-up business, Ronda still had that "itch" and was getting frustrated at her job prospects. Then she received a phone call that would change her career path. "These relationships were over ten years old, but I had kept in touch. Still, I was very surprised when I got the phone call." Ronda was approached by former faculty mentors in the College of Business Administration and asked to consider teaching an entrepreneurship course and applying to the doctoral program. "It was a quick decision. School was going to start in a mere four weeks. It was another leap of faith."

Rhonda admits until that summer she had not considered being faculty. "I was nervous. All of my education was focused on practice and I was unsure about making that switch, but I also saw the opportunity." Because the doctorate is a research-based degree and Ronda had been focusing on practice, she had to spend time reflecting on what she wanted to learn, what she wanted to do, and what she wanted to research — and most importantly, why. "Honestly, I'm still figuring this out but I'm taking advantage of programs like Preparing Future Faculty, which has been very helpful in my development."

Ronda started her doctoral program last year at the age of 34. "I think what is important is how much you grow and change as a part of this process. My path hasn't been a traditional one. Most times I'm either ahead of the pack or behind. I ask a lot of questions and get involved to be sure I know the ins and outs, but it's always a learning process," says Ronda. Her final thoughts, "Sometimes you just need a direction; and with a little faith, good education, training, networking, and mentoring, eventually it will all come together. Ask questions and you'll find your own answers." It has been a unique path, one that depended significantly upon support from mentors and family, and, most critically, upon Ronda's belief in herself.

Ph.D. student in school psychology Jeff Babl talks from experience about the importance of fit within a program

"Everything happens for a reason" — a common mantra used to describe, to understand and sometimes just to make sense of life's experiences. Jeff Babl, Ph.D. student in school psychology, is a believer in that axiom, and he'll be the first to tell you he has no regrets about the events that led him back home to Nebraska. "Sure," says Jeff, "looking back I probably missed the signs that my first choice in graduate programs wasn't right for me, but I was excited to move away and to try something new."

Jeff's journey to graduate school began when he was an undergraduate at the University of Nebraska-Lincoln in secondary social sciences education. After taking a course in psychology expecting only to fulfill secondary interest requirements for his bachelor's degree, he realized he enjoyed the critical thinking, analysis and even the statistics of the discipline. The concepts were appealing enough that when he completed a practicum at a local high school where he met a school psychologist, he started thinking long term. "I began thinking 'what next' because I knew I really liked bridging my interests of education and psychology into a career."

Jeff started his exploration by looking at his home institution for answers and more information about career options. "I spent time talking to faculty in the Department of Educational Psychology and asking about good graduate programs." During the following semester while student teaching in a psychology classroom, Jeff researched programs and began completing applications. "I knew Nebraska had a great program so I applied here, but in my mind it was kind of my 'back up plan'."

After attending multiple on-campus interviews and receiving several letters of offer, Jeff made his decision to decline Nebraska's offer of admission and join a program at another institution in the Midwest. "It was a very good program, but a few months into the semester, I realized I had made a mistake," says Jeff. It wasn't that it was a bad experience — or that he had a fiancé waiting back home, or even an assistantship offering more money — that had him questioning his decision. "I just realized that there are a lot of approaches and perspectives in school psychology and my research interests were a better fit with a faculty who interpret school psychology broadly, beyond academics," Jeff says.

"I decided I wanted to come back to Nebraska." First, though, Jeff had to reapply, attend the on-campus interview, and wait for his letter of offer to arrive in the mail. And when it did, Jeff was very excited to come home. He finished out the year at the other institution and when he returned to Nebraska was pleasantly surprised to find he was not behind his peers in either coursework or thesis research.

"School psychology programs admit a small cohort each year so I was a little worried about jumping into the second-year group, but it was a smooth transition. Both students and faculty respected me and expected me to add to discussions," recalls Jeff. During 2006-2007 (Jeff's second "first year" in graduate school), he accomplished a lot, including receiving his master's degree. He has given three presentations and participated in two poster sessions at the national APA Conference in San Francisco; begun work in conjunction with his faculty advisor on an international, cross-culture study of the effects of bullying; and has helped publish the 17th edition of the Mental Measurements Yearbook during his assistantship in the Buros Institute on campus.

While Jeff is optimistic about his future and continued journey in graduate education, for today, he can't help but smile and say "It's good to be home." To be somewhere that he knows, without a doubt, is right for him.

Mechanical engineer Amy Lehman looks forward to even bigger successes as she completes her master's degree and begins the Ph.D.

Success in research and graduate education is many times measured in small increments, if not by inches, then centimeters or millimeters. Often it is even difficult to explain to family and friends who are not familiar with a particular discipline what our successes look like. It can be a struggle to put it all in plain words. For mechanical engineering graduate student, Amy Lehman, however, the opposite is just the case.

After graduating from UNL in 2003 with a bachelor's in mechanical engineering, Amy took a position in production and later in sales with a large manufacturer. And while her time in industry was short (she returned to UNL in January 2006), Amy says it "helped me to be more aware of what I'm doing, to see the market value and to be able to contribute more." Amy values being a key contributor in her research team and plans to make even bigger contributions to society — which is how she got into the UNL graduate program in the first place.

In late 2005, after being with her brother through his numerous treatments at the Nebraska Medical Center for a rare form of cancer, and watching hundreds of families come through the hospital doors, Amy knew there had to be more she could do more to help. This thought, combined with a childhood notion of becoming a doctor, inspired Amy to quit her full-time job and return to school. She considered medical school and explored other options, then finally called Dr. Shane Farritor, a professor she remembered from her undergrad program. As they were talking, Dr. Farritor told her about his research on a miniature robots used for minimally invasive surgery.

Only a few months later Amy had joined his lab and was participating in meetings with colleagues at the Nebraska Medical Center and contributing to the development of robots. "It's medicine from the engineering perspective," Amy says. Amy and her lab partners design, test and collaborate with surgeons to create a product that could "dramatically influence the future of minimally invasive surgery." Just this summer they tested the robot on a pig and have returned to the lab to continue the improvements.

For Amy's contributions on this project and her successes in her research, she was awarded the National Science Foundation Graduate Research Fellowship, a $30,000 award, in addition to $10,500 for research expenses and travel to conferences. Amy's successes continue to multiply as she has published articles in journals, presented at national conferences, and submitted three applications for patents. "My relationship with my adviser has been instrumental in my success. His ideas are innovative, it's a rewarding challenge to find ways to implement them" Amy says.

One other experience that stands out is working in the lab this summer with Abby, a McNair scholar. "When she first arrived, I gave her a stack of journal articles to read; now I will overhear her talking to someone about something I am not even familiar with yet," says Amy. Mentoring an undergraduate has helped Amy learn to explain processes and teach someone how to complete them. "It makes me consider my own reasoning to make sure I give the best advice I can. It's a good experience."

As Amy finishes her master's degree and begins to work toward a Ph.D., she reflects on her recent successes and her leap of faith. "My husband and I had just purchased a house and a new car and weren't planning on a reduction in income. But he has always been supportive and actually gives me the most honest opinions about my ideas. I didn't do all this alone." The environment in the lab and at UNL, key relationships and experiences, and faith and motivation all contributed to Amy's success in advancing her discipline.

By taking a few risks and engaging in honest conversation, Aleksandra Stein, Hawaii native, survived her first year of graduate school as a doctoral student in mathematics. "It wasn't easy to go into the grad chair's office and request to take courses in dance, French or Spanish. I am a mathematician and I'm committed to my work, but I knew my commitment was going to be questioned," Aleksandra says.

Through good preparation, knowing herself and what she needed to be successful, and planning answers to tough questions, she was able to go into the conversation with a good case. She specifically talked about how courses in outside areas would help her stay focused and motivated and not get burned out. She emphasized the importance in meeting students in other disciplines and especially connecting, engaging and fulfilling her passion for culture. "I needed it," Aleksandra says.

At first, it didn't go over well with the graduate chair, but after she finished pleading her case, the chair said he understood and could see it made sense for her. "My advisers were willing to take a risk on me and that's why I picked UNL. The department was different. They were supportive and flexible." Rules about taking courses in outside departments exist to help students make progress in their program of study and to not delay graduation. But Aleksandra's graduate chair recognized there were times to make exceptions. And while Aleksandra admits it wasn't easy keeping up with an undergraduate French class, the professors understood and were accommodating in most situations.

When Aleksandra reflects on the last nine months, the peaks and valleys of the first year are vivid. "First you get here and you are meeting people, getting organized and are excited to be on your own and in your program. Then it hits you — the commitment you've made! The winter sets in and it's cold and the work gets harder. And finally spring comes. It's a beginning, a sense of renewal and the end is in sight. You look back and think wow, look at what I have accomplished in a year." She goes on to say, "You just have to keep in mind the big goal. It will be life changing," but adds "sometimes you need little goals to feel accomplished, to check something off your list. It will all add up but sometimes it's an accomplishment to just get to class on time."

For this Hawaii native, Lincoln and UNL are feeling like home. "People are really nice and friendly, the city is a great value, and there are great restaurants and a variety of things to do. When it is nice out you can walk everywhere and the city of Omaha isn't far away either." But after being away from home for several years, Aleksandra wanted to spend the summer in Hawaii. "I made it happen. I found a distance reading course online that I could take to not get behind the other first year students and I was able to make it work." During the summer, Aleksandra will be lecturing calculus 1 at the University of Hawaii and assisting in a geometry course at a local high school. Aleksandra's takeaway: "Be self-confident. Go for what you want and don't be afraid to ask. And create some fun to make it though the hard days."

Tanya Gladney, a doctoral candidate in sociology from Mississippi, laughs when reflecting on her last four years at UNL and says, "I came single and am leaving single!" She quickly adds, though, "It was all by choice. I came here to study and do my work. I had social avenues through church and my department, but I was primarily interested in completing my degree." Tanya's focus is not unlike that of other graduate students, but may be slightly more intense because she resigned from her job of eleven years with State Capitol Police in Jackson, Mississippi, to attend graduate school full time.

Tanya's research interests are race and ethnicity, and crime and deviance, with a particular focus on urban neighborhoods. She found great research, resources and a supportive environment in the sociology doctoral program at UNL. The resources and support she was attracted to when she started considering UNL did not disappoint. One program in particular, UNL's Preparing Future Faculty (PFF), was significant in helping her accomplish her goals and land her dream job for next fall.

The PFF program involves two components: a for-credit course and mentoring. The PFF class was helpful to Tanya in preparing a strong curriculum vitae, cover letter, teaching portfolio and teaching and research statements. "The most valuable discussions were those about the three areas in academia: research, teaching and service and the importance of this order and how it differs at different types of colleges and universities." Tanya's mentor was a faculty member at the University of Nebraska at Omaha. They met monthly and Tanya was able to shadow experienced faculty at an urban campus, observe undergraduate sociology classes, and met with new faculty members. She observed what it would be like to be a new faculty member, managing classes and working on tenure. "My experiences at UNO helped me to think more critically about what type of position I wanted when I finished my degree."

All of Tanya's preparation paid off when she secured a faculty position in the department of sociology and criminal justice at the University of St. Thomas in St. Paul, Minnesota. Because of her unique background on the police force, Tanya also will be serving as the director of the law enforcement program. "The job posting was a perfect fit and I liked the mission of a Jesuit institution. Of course, now that I've landed my dream job, I have to finish my dissertation. Luckily, this is great motivation."

Although while at UNL, Tanya was not very involved with groups on campus, she did connect with faculty and other graduate students. "They helped with the transition from Mississippi and establishing additional networks in Lincoln," Tanya says, but recommends that graduate students find a way to get involved in the community and campus organizations. Still, one of Tanya's favorite pastimes while a student was catching a movie by herself on Friday nights at the Ross or Douglas Theatre, and indulging in buttery popcorn. "I'll be taking full advantage of the Rec Center at the University of St. Thomas and getting back in shape," Tanya laughs.

Willie Hughes knew at age 15 that he was destined to do great things in the field of science. It started in seventh grade when he realized he really enjoyed and excelled in math and science. Then he watched the 1995 movie Outbreak staring Dustin Hoffman and Rene Russo and became interested in viruses. After doing some research and discovering that a large number of people in his own community and the world were affected by viruses and mutations of viruses, like those that lead to sexually transmitted diseases, Willie decided to become a viral epidemiologist.

While an undergraduate at Stetson University in DeLand, Florida, Willie studied molecular biology. "Although the technology and facilities were underfunded and not very up-to-date at Stetson, the theory was there and I got great preparation for a Ph.D. program," Willie said. Because he was already focused in his research interests, narrowing down programs to which to apply was not as difficult as making the decision of where to attend. "The most important factor was the opportunity to study multiple viral systems, in particular retroviruses. The financial package was second, and location third," Willie said. In the end, Nebraska offered the whole package—the best opportunities for research and facilities, best financial package including a National Institutes of Health fellowship, and a good Midwest location. Meeting with current graduate students and faculty and seeing the facilities and community during his campus visit also gave Willie the confidence that Nebraska was the best place to do his doctoral work.

Although the cold temperatures of February in Nebraska may have given any Floridian a shock, Willie says, "I just wear more clothes and I'm planning to try ice skating." The weather is usually a small point of contention when the majority of any graduate student's time is spent on research and work. During the fall semester, Willie rotated among three labs in preparation before choosing one to join in the spring. "It was a big decision, like picking your supervisory committee. Each [lab] has its own dynamics and formalities. Older students helped give me insight and I called my mentor from Stetson to talk over the options before I decided." After choosing which lab to complete his doctoral work in the Nebraska Virology Center, Willie is getting settled and learning about other opportunities on campus. For example, he attended Black Love Night, a jazz and poetry reading program hosted by the Black Graduate Student Association and is participating in a grant writing workshop offered by the Office of Research.

Other things like basketball at the Campus Recreation Center, his hobby of working on cars, and reading (about science) keep Willie busy, too. As the first in his family to earn a bachelor's degree, the first to continue on to graduate school and the youngest member of a large family, leaving home was not easy, but Willie says, "I talk to my family, my nieces and nephews as much as I can and I'll get back for spring break and holidays. This is really just the beginning of my travels."

When Justin Okimi came from Canada to Nebraska to begin his MBA program this spring, the transition to the United States was not difficult. He had been in the U.S. for the last five years completing his bachelor's degree in English and mathematics at Union College, a church-affiliated undergraduate institution in Lincoln. But that college was smaller than UNL — a lot smaller — and his challenge now was to make the adjustment to a much larger, public research institution. "It feels big," says Justin, "but my experience has been good so far."

Justin found particularly helpful both the international student orientation the Friday before classes began and the MBA orientation offered by the College of Business. International Affairs was able to help him navigate the university, giving him a tour of the campus, teaching him about available resources and advising him on a number of little but critical things, like purchasing a parking pass and figuring out where to park. Justin says, however, "In all honesty, I was still a little disoriented and had to just get out and do some exploring on my own." Justin used his free time walking around the campus, asking for tours of buildings like the Campus Recreation Center, and spending time in the Union.

Making friends and meeting people, much easier and requiring little effort at a smaller school, was a different experience as a graduate student at a larger school. Also, starting course work in spring semester rather than during the traditional fall semester presented challenges. "Everyone assumes you have been here since August. Unless I asked questions, people didn't explain the NCard, WAM, Blackboard, and other campus lingo," Justin says. Because graduate education is set up to be more of an individual learning experience and fellow students tend to have more demands on their time, like work and family obligations, Justin found that uncovering answers took some work. Luckily, the other "spring-starters" Justin met at the MBA orientation have become sources of information and more than friendly faces.

As for the transition to the U.S. five years earlier, Justin comments, "The U.S. was a close neighbor and it wasn't too overwhelming, but I wasn't prepared to become a visible minority. I felt welcomed but I just became more culturally aware." When talking specifically about the Midwest he refers to people and approachability. He says, "People might seem less approachable than in Canada, but [here] I ride the bus with my professors in the morning. And I think it is more that the professors might not want to be called approachable, but they definitely are."

In five weeks, Justin has become much more familiar, comfortable and even knowledgeable about UNL. He is currently employed as a graduate assistant in the Office of Research and Graduate Studies, helping the recruitment team give tours to prospective students and sharing his transition experiences with students who may face similar challenges in adjusting to new places, new people and new ways of doing things.

"I wouldn't describe myself as interesting or even outgoing, but when it comes to my work, I guess I am." And in John's experience in applying to graduate programs, highlighting the uniqueness of his work and showing the outgoing side of his personality were important to getting admitted to UNL and to his success as an artist.

John Carrasco III, a first-year master of fine arts student, is a sculptor from Texas. While working on the support staff in a nationally known architecture firm in New England, he acquired an appreciation for aesthetics and for truly quality work. It was during that time he decided to return to school and finish his bachelor of fine arts degree. From there he knew he wanted to pursue graduate education. He applied to five graduate programs last spring and received verbal offers from all of them less than two weeks after submitting his application materials. "I was very fortunate," says John. Still, he describes the time he waited for letters of offer as a "distracting anxiety." What was it about his applications that resulted in such an outstanding response?

In John's view, his results can be explained by "good photos of my work and those that are representative of me — and I took a class about how to write a cover letter and present a portfolio." Indeed, preparation is important, but the only way to let the admissions committee know who you are and why you belong in a program is to communicate clearly and grab their attention with your application materials. John did just that and, while he tends to be an introvert, has discovered he can be extraverted when necessary. His work has been accepted in over a dozen exhibitions, received numerous awards and most recently has been displayed at local galleries. "If I wasn't a little outgoing, none of this would have happened. I am not normally outgoing, I literally have to put on a game face and walk into galleries and show them my work — try to be interesting!"

It's working. He will show his sculpture "The Frail" at the Hand Crafted Juried Exhibition in North Carolina in December. And it comes as no surprise that John will be fully funded for his trip next month. "I even got a little more outgoing and asked my department chair for travel money." In the end, John says, "this is all good practice for bigger venues, bigger projects and more people to recognize my work."

Given that the majority of John's time each week is spent teaching, taking classes, or working in the studio, it's easy to see why he might relish those slow, but rare, moments of life outside school and work that he calls boring. But listen to John describe his first semester: "UNL has been a great experience. I'm teaching an introductory sculpture class. I have my own studio space, materials are easily accessible, and the faculty and students have made a big difference. It's all very exciting and motivating." Pretty lively stuff for a guy who thinks he's boring.

How many students can say they were awarded a travel grant to attend a professional conference at which there was "beer everywhere" — especially in the paper and poster sessions? That's how second-year master's student in Biological Systems Engineering, Katrina Christiansen, describes her latest professional conference, the 2006 World Grain Summit in San Francisco. UNL awarded Katrina a travel grant in addition to a two-year research assistantship and a one-year fellowship to help offset the costs of being in graduate school.

In fact, Katrina isn't shy about discussing the economics of being a talented student in engineering who chooses to attend graduate school rather than take a job in industry. "We are talking about a $13,000 stipend compared to offers of $45,000 or more right out of my bachelor's degree," says Katrina. She goes on to say, however, that during her senior year she knew that advanced education was for her. In spring 2005, Dr. Curtis Weller, Katrina's current advisor, gave a presentation during one of her classes about drought resistance and yields. "It was something economical, valuable to the community. I knew I wanted to do more research."

After graduating with her B.S. in biological systems engineering from UNL in May 2005, she began graduate work the following summer. On November 28, Katrina will defend her master's thesis, "Parameters Affecting Lipid Extraction from Grain Sorghum," and will graduate with her master's degree in December — a timeline of less than two years. With a job secured in plant/process engineering starting the first of the year, Katrina is looking forward to the "invaluable" experience of working in industry.

And money? Offers for a talented engineer with a master's degree started just a little under $60,000, with a signing bonus. "Don't worry," Katrina laughs, "my advisor told me — and I know — don't get a lifestyle when working because I am planning to come back and do a Ph.D." Katrina became convinced that she loves to teach after serving as a TA for the Introduction to Biological Systems Engineering course last fall. She plans to eventually pursue a Ph.D. and become a professor of engineering. "I just want my students to know how lucky they will be to have a female professor. My department has been great, great staff and professors, real role models."

In less than two years, Katrina has been a research and teaching assistant, received a fellowship, conducted her own research, written a thesis, landed a great position in industry, and has been assured of her life goals. Next year she'll be busy planning a wedding and, of course, getting the industry experience she needs for the next phase in the life of a talented engineer.

Christine Stewart-Nuñez can describe her experience as a doctoral student at UNL in one word, and not just because she is an English major. "It was unbelievable," Christine says. "The faculty is amazing. I was able to create an individualized program of study, had a supervisory committee that supported me, and I could negotiate my coursework in my collateral field to complement my study of literature."

While Christine mostly talks about her experience in the English department and her collateral field, women's and gender studies, she is also quick to praise UNL and the community of Lincoln. "In general, UNL offers professional development, training in cross-disciplines and I felt welcomed. And the city of Lincoln is a great place to be a graduate student in, enough to do when you need a break, but not too much distraction that you won't ever get finished," she jokes.

But back to being ABD, All But Dissertation. This period of time can usually be very stressful for students as they struggle to finish their research, prepare for their defense, and embark on their job search, all while maintaining funding. For Christine, however, the time has been a little less stressful due to a large fellowship. Stewart-Nuñez was one of three students to receive the UNL Presidential Fellowship of $16,500, which provides a stipend for students to study during their last year of the doctorate. The award has allowed Christine to focus on her research, submit articles for publication, and look for a position in academia without the crunch of teaching classes. It's not that Christine does not enjoy teaching, as she has taught over 8 sections of English courses at UNL, but the award has given her a unique opportunity.

In fact, Christine's second publication, a chapbook titled Unbound & Branded, is due out in November. This ekphrastic series (ekphrasis is a word of Greek origin that means the literary representation of visual art) was inspired by a forty-page portfolio of artists responding to pop-culture icon Kate Moss in the September 2003 issue of W Magazine. Additionally, she published, The Love of Unreal Things which features poems based on the life of Caterina Benincasa, better known as Catherine of Siena, a fourteenth-century Italian visionary and saint renowned for her wise counsel and rhetorical expertise. Other successes and highlights during her last several years at UNL include working as an assistant to Poet Laureate Ted Kooser on the project "American Life in Poetry," being a reader for the Prairie Schooner, and starting a family with husband, Juan Abel. "Being a mom has enriched my life, and my (supervisory) committee was very supportive, but I'm glad I waited until I was ABD." With all of her accomplishments, unique experiences, and growth as a scholar it is easy to understand why she chose the word unbelievable.

Meet Mario Callegaro, a student from Italy who plans to be the first Ph.D. graduate from UNL's interdisciplinary Survey Research and Methodology program (SRAM). The unique SRAM program was created through a private-sector partnership with Gallup Research Center. In fact, degree programs in the field of survey research and methodology are relatively new; only two other universities in the United States have similar doctoral programs. Upon graduation in December of 2006, Mario plans to pursue a career in the United States either in academia, most likely teaching research methods and design and data collection, or in the private sector at a large survey research company.

Listing all of Mario's accomplishments during his tenure at UNL would be lengthy, but one in particular he will never forget. This summer, at the American Statistical Association's Presidential Awards ceremony, Mario accepted the Edward C. Bryant Scholarship for Outstanding Graduate Student in Survey Statistics. The research scholarship is the association's highest award and has been given to only one student each year since 1996. Previous recipients have attended America's elite universities and top statistics programs.

Mario says, "UNL is a good environment for research. Our professors always encouraged us to work on our research ideas and present papers at conferences." In the SRAM program, students meet every other week in a program called Pro-Seminar, short for professional seminar. Here students practice upcoming presentations for conferences, discuss topics and exchange ideas. Guest speakers are frequent, as well, some national, others from graduate studies and even past master's students. "UNL feels like a small university, well organized and very efficient. New students can feel safe here." Mario completed his bachelor's degree in sociology at the University of Trento, Italy, and his MS in survey research and methodology at UNL.