e « •.

Graduate Diversity Program Mam % (510) 643-6010

327 Sproul Hall • UC Berkeley GRADUATE ^ grad.diversity@berkeley.edu
diversity.berkeley.edu/graduate/gdp
Berkeley, CA 94720-5900
IVERSITY
PROGRAM
b y Sheila O'Rourke, J.O,

PERSONAL STATEMENT GUIDE

The University of California at Berkeley is committed to excellence and equity in every facet of its mission. Teaching,
research, professional and public service contributions that promote diversity and equal opportunity are encouraged
and given recognition in graduate admissions and fellowships. Guidelines, such as those below, may be considered
when composing the personal statement for the UC Berkeley graduate application.

• Potential to bring to one's academic career the critical perspective that comes from a non-traditional educational
background or one's understanding of the experiences of groups historically under-represented in higher education;

• Demonstrated significant academic achievement by overcoming barriers such as economic, social, or educational
disadvantage;

• Communication skills and cross<ultural abilities to maximize effective collaboration with a diverse cross-section of
the academic community;

® Potential to contribute to higher education through understanding the barriers facing women, domestic minorities,
students with disabilities, and other members of groups underrepresented in higher education coreers, as evidenced
by life experiences and educational background. For example,

■ attendance at a minority serving institution;

■ ability to articulate the barriers facing women and minorities in science and engineering fields;

■ participation in higher education pipeline programs such as, UC Leads, Summer Research Opportunity
Program (SROP), or M cNair Scholars;

• Academic service advancing equitable access to higher education for women and racial minorities in fields where
they are underrepresented;

• Leadership experience among students from groups that have been historically underrepresented in higher
education;

• Research interests focusing on underserved populations and understanding issues of racial or gender inequalities.
For example,

■ research that addresses issues such as race, gender, diversity, and inclusion;

■ research that addresses health disparities, educational access and achievement, political engagement,
economic justice, social mobility, civil and human rights, and other questions of interest to historically
underrepresented groups;

■ artistic expression and cultural production that reflects culturally diverse communities or voices not well
represented in the arts and humanities. •S/
Graduate School
Personal Statements
The Career Exploration Center has interviewed various
professionalsinvolvedinthegraduateschooladmissions
process. These are among the suggestions they have
made regarding the content of graduate personal or
goal statements.
Academic Experience - Don’t be repetitive by describing
a project you described elsewhere. Write about what
you have learned from working with this project and
how this has piqued your interest in further research.
This may also be the place to mention any personal
qualities, which would make you a good researcher.
If you choose to do this, however, be sure to back up
those statements with specific examples documenting
your skills in these areas.
Research Interests - This is most appropriate for
people applying to a research program and not for fields
like law. Again, be as specific as possible and point out
how this particular program to which you are applying
for fits with your research interests.
E xtracurricular Experiences - This may be particularly
Important in business and law, where leadership
qualities are given priority. Again, don't just describe
experiences. Show how these experiences relate to
your goals and what they have taught you about your
skills in these areas-in other words, analyze these
experiences. Look for any experience which sets you
apart from the crowd: e.g., conducting a science project
in high school, editing the college newspaper, being an
officer of a student organization.
Career Goals - Indicate how you plan to use your
graduate training.
Graduate School Planning
You don’t need to have your life mapped out in detail,
but be able to delineate some general goals. Admissions
committees are interested in knowing that you have
thought about what you want to do with your life, and that
a graduate education fits in with these plans. Whenever
possible, point out how your goals are congruent with
the training you will receive in that particular program.
Personal Attributes, Situations - This is the place to
mention anything special about your background or
extenuating circumstances relative to your application,
such as reasons for a low GPA during a particular
semester, etc. The important thing is to explain them in
a non-defensive, non-apologetic manner.
A few more comments about your statements:
• Be aware that this is a sample of your writing skills.
Therefore, watch for grammatical errors, typos, poor
writing, etc.
• Graduate school committees are interested in
knowing more about you as a person, and whether
or not you fit the kind of advanced degree program
they offer.
• Be sure to answer the question they are asking.
Avoid canned answers.
• You can bring a typed draft of your personal
statement to the Career Exploration Center to
receive feedback.
• The Career Exploration Center library has resources
to assist you in your writing and provide samples
of personal statements for a variety of types' of
graduate programs.
WRITING THE PERSONAL STATEMENT
Rather than spending a lot of time anticipating and
responding to specific questions a committee might
ask, we will mainly focus on how to develop audience-
awareness as a writer and how this will engage
your readers. One thing you need to immediately
understand: Committee members look through
hundreds of statements during the admissions process.
Unfortunately, much of the writing brings on sleep.
Why is this? Aren’t the statements full of important
information, much of it potentially interesting? Maybe.
But information itself is not enough. We have human
appetites forsurprise, emotional connection, and sense
perception. When these appetites aren’t whetted, then
satisfied, by the writing, heads begin to droop.
Ways To Engage An Audience
Building a Connection - You need to establish
yourself as a credible, thoughtful person. It’s kind of
a social contract between the reader and the writer. If
you make claims that spark some degree of doubt in
the reader, you may have lost them for the rest of the
statement. Be honest. Most of the time, a careful reader
will sense when the writer is piling it on. You’ll find
you do your best writing when the subject is heartfelt.
You’ll also get the best reaction from the reader.
Challenging Expectations - A surprising opening
usually creates suspense. It does so by playing
against expectations and prompting the reader to raise
questions that presumably will be answered, not all
at once, but slowly over the course of the statement.
For example: “When I graduated from college, 1 ran
away with the carnival.” Who spends four years
studying to join the carnival? What does this have to
do with wanting to go to grad school? Obviously, you
are responsible for answering the questions raised
in the reader’s mind (the whetting of the appetite).
Unfortunately, if you aren’t aware what questions
you’re raising, you can’t possibly satisfy them.
Specific Language - One of the things we have in
common is, of course, our five senses. We grasp
the concrete better than the abstract. Most all good
statements use concrete particulars.
Economy - Committee members value brevity.
They’ve got a lot to read. Also, it tells them you
understand constraints, form. Make your statement
memorable, not lengthy. Don’t spend two pages
“exploring” what could be said in one. Get across
the same meaning without a lengthy prepositional
phrase. For example: “I worked for a dermatologist for
nothing fora long tim e" becomes “As an experienced
dermatology intern...”
Revising - Avoid the 10 most common mistakes below.
Have as many people proofread your statement as
possible, to more likely catch errors.
1. Errors and general sloppiness. This devalues
the statement because you didn’t care enough
to proof your work. They’ll assume that you’d
be as sloppy in your graduate work.
2. Anything like: “I have aiways wanted to be..."
3. All words and no action. You sound great on
paper, but give no details to back jt up.
4. Taking too many or too few risks in your
writing. Don’t be timid, but don’t go overboard.
5. Stating personal problems and whining.
6. Too long--indicates a lack of discipline.
7. Too short-indicates a lack of knowledge and/or
uncertainty of your future in graduate school.
8. Saying what you think they want to hear-this is
very dangerous. They will sense dishonesty, that
this not the real you. You lose credibility.
9. Avoiding questions.
10. Mixing up schools in your statement,
usually when applying to more than one school.
career exoioration center
f your future in focus
SAMPLE OPENING PARAGRAPHS

The study of classical guitar never bores me, although most o f the work is highly technical. I
practice memorization, scales, and finger exercises to build a collection o f techniques for playing a
piece of music. At times, the work becomes tedious, and the knowledge seems useless to a certain
extent. But finally, when Fm well versed in the technological aspects o f the piece, after Fve memorized
the notes, accents, tempos, and fingerings, I just play the music. I enjoy the music: The combination
o f technology and art, the bridge between the outside world and myself.

* * * * *

W hile my co-w orkers s ta re d a t th e amazing s ig h t o f thousands o f blacklegged

k ittiw a k e s e xp lo d in g o f f th e c l i f f fa c e , I closed my eyes and lis te n e d , I had been
w orking in P rince W illia m Sound, A laska, fo r a number o f months and had n o tice d th a t
when a colony o f sea b ird s was flushed by a p re d a to r, th e y made a p a r t ic u la r descending
w arble v o c a liz a tio n . I f f a c t , in th e h e c tic l i f e o f a k ittiw a k e colony w ith up to
16,000 b ird s coming and g o in g , t h is d is t in c t c a ll seemed to be th e t r ig g e r f o r the o n ly
co o rd in a te d a c t i v i t y in which I ever saw them p a r tic ip a te . L a te r th a t a fte rn o o n , I
p ra c tic e d making th e “ flush c a l l ” u n t i l th e researchers w ith me were s ic k o f i t , then
clim bed onto th e co lo n y and d id my best im it a t io n . The thunder o f the e n tir e colony
l i f t i n g o f f , as o th e r b ird s picked up th e c a l l , cemented my lo n g -h e ld in te n tio n : I
want to work w ith sound. My purpose f o r un d e rta kin g d o c to ra l work in a co u stics and
anim al behavior is tw o fo ld . F ir s t , my p ro fe s s io n a l goal is to c o n trib u te to the
e x is tin g research on b io lo g ic a l systems, which use sound. Second, my personal goal is
to convey in -d e p th understanding and lo ve o f these systems to th e stud en ts I teach.

* * * * «

grdndtnotheT was th e firs tp o litic a l activist I knew. H e rfo rm ofrebellion was n o t hunger strikes
a t the C apitol; rather, she used song to voice her protests. Trained as an opera singer in the Ukraine, she
sang songs o f protest against the C om m unist regime. She h a d no higher education, b u t she understood
the dangers posed by the governments o f L e n in a n d S talin. She remembered the changes, both positive
a n d negative, brought a b o u t by the Bolshevik R evolution, a n d she sang the ^^underground *protest songs
w ritte n by artists who w o u ld la te r disappear, A ly clearest memories o f m y g ra n d m o th e r are o f her singing
in her kitchen in San A n to n io , seventy years after the revolution began. She sang in Russian, in Yiddish,
a n d in U kra in ia n , a n d she explained the songs to me~~their hidden p o litic a l meanings a n d the dangers
they h a d once posed f o r her.

career exploration center

your future in focus
ADDITIONAL RESOUCES

BOOKS

Available at the Career Exploration Center’s Resource Library, Jester A115:

Graduate Admissions Essays: Write Your Way into the Graduate School of Your Choice
Essays That Will Get You Into Medical School
Essays That Will Get You Into Law School
Essays That Will Get You Into Business School

Available at other UT libraries:

The Official Guide to U.S, Law School. Law Library Reference Section. Use in library only.
Medical School Admission Requirements, U.S. & Canada. PCL Stacks.
Barron’s Guide to Law Schools. E-book available through UT Austin’s online library catalog.

V^BSITES

www.gradschools.com a comprehensive site about graduate school and the application process
-

www.petersons.com provides admissions criteria for graduate and professional schools

-

www2.jobtrak.com/help_manuals/gradschool/essay.html an online handbook on applying to grad school. The

-

essay section offers tips on how to get started writing the essay, and explains why it is an important part of your
application.

www.utexas.edu/cola/lacs/pre-law_services download the Pre-Law Handbook from the UT-Liberal Arts Career
-

Services. Although geared to law school applicants, their practical tips on how to write a personal statement can be
applied to anyone seeking admission to a graduate program.

OTHER

The Career Exploration Center 471-1217 www.ufexas.edij/student/cec

Jester A ll5 A
Fall and Spring semester hours:
M-F 9 a.m. to 5 p.m,, extended hours on Tuesdays until 7 p.m. (10 a.m. to 4 p.m. in summer)

The Learning Center 471-3614 www.utexas.edu/student/utlc

Jester A332
M-F 9 a.m. to 5 p.m., all year round

The Undergraduate Writing Center 471-6222 www.uwc.fac.utexas.edu

Flawn Academic Center 211 (Remote Site, ECJ 9.236, 7 to 10 p.m.)
Fall and Spring semester hours: ^
M-Th 9 a.m. to 10 p.m.
Writer’s Advice Line: 475-VERB j.

(Thanks to the Fine Arts Career Services for providing much of the information in this handout.)

career exploration center

I your future in focus
 W ritin g a W inning Personal S ta te m e n t
www.utexas.edu/student/utlc

For any student facing the task of applying to graduate or professional school, few
requirements are as agonizing as writing the personal statement. This essay gives the
admissions committee subjective information about the applicant and can be an essential
factor in the decision whether or not to admit a student. This handout will give you some
helpful guidelines for beginning this type of essay.

The personal statement for most professional and graduate school applications is one of two
types:

1. General comprehensive - This sort of question allows the maximum latitude for
personal expression. EX: "Please give us any information you feel may be relevant to the
decision process such as personal, leadership, or educational experiences."

2. Question prompted - These are very specific questions and offer less latitude for
response than the general question type. EX: "W hat qualities do you possess which
would be an attribute in a lawyer?

The first and most important step to follow is to read the question(s) carefully and
make every effort to understand and respond thoroughly.

Before you w rite, ask yourself the following questions. They will help you to decide what
should go into your statement.

1. What Is special or unique about your life th a t sets you apart from other
applicants?

2. When did you become interested in your field and what have you learned about it
and yourself that has furthered your interest?

3. How have you learned about this field?

4. How has work experience contributed to your personal growth?

5. What are your career goals?

6. Are there any academic discrepancies that you need to explain?

7. Have you had to overcome any unusual obstacles (economic, familial, physical,
etc.)?

8. What personal characteristics do you possess that would help you succeed in
your field or profession?

9. What skills (leadership, analytical, communication, etc.) do you possess?

10. What are the most compelling reasons you can give for the committee to be
interested in you?

UT Learning Center
Survive • Succeed • Excel
 W ritin g a W inning Personal S ta te m e n t
www.utexas.edu/student/utlc

When you w rite, remember to do the following:

1. Explain yourseif. Remember that the committees are looking for thoughtful,
persuasive explanations of career choices as well as statements that reveal the
applicant and add a dimension not availabie from other sources.

2. Be specific. Why would you make an exceptional lawyer, doctor, businessman

etc.? Be iogicai; use specific experience and factors.

3. Make yourself memorabie. Your essay shouid be fresh, lively, and articulate.

4. Concentrate on your opening paragraph. This is where you can capture the
reader's attention or lose It.

5. Type and proofread carefully! You want to come off as a professional.

6. Try to evaluate your essay from the readers' viewpoint. Consider what
they are looking for in an appiicant; how do you come across?

7. Have some one else read your essay such as a professor or Career
Center counselor. More than one perspective is a must.

Do not include....

1. High school accomplishments or experiences unless they are extraordinary or

pertinent.

2. Potentialiy controversiai subjects such as religion or politics.

3. Information otherwise available such as GPA.

Finally, don't try to guess what the admissions committee is looking for; don't write what
you think they w ant to hear, because they have heard it too many times before. This is an
obvious ploy admissions people can detect. One should also keep in mind that admissions
committees are looking for applicants who best fit their programs; therefore, be sure to
take the time to research the school and the program and mention how your particular
skills/background/character will enhance their program.

UT Learning Center
Survive • Succeed • Excel
 G ra d u a l Div*rtity Program (510) 643-6010
327 Spraul Hall • UC Berkeloy GRADUATE grad.diver*rtyOl>*rlcel«y.adu
CA 94720*5900 Avarsiry.barkalay.adu/gradwata/gdp
^ DIVERSITY
PROGRAM

by Carla Trujillo, Ph.D.

W riting the Statem ent o f Purpose

A) Things to Keep in Mind:

1. What the admissions committee reads between the lines: motivation, competence, intellectual passion, potential as a
graduate student/scholar.

2. Emphasize everything from a positive perspective and write in an active, not a passive, voice. Highlight upswing in
grades if applicable.

3. Demonstrate everything by example; don’t say you’re a persistent person, demonstrate it.

4. You don’t want to make excuses, but you can talk about the mistakes you’ve made as a learning experience.

5. If there is something important that happened (poverty, illness, family difficulties, excessive work, etc.) affecting your
grades state it, but write it affirmatively in a way demonstrating your perseverance.

6. Make sure everything is well written, edited, and linked with continuity and focus.

7. The essay should be 500-600 words (1 to IV 2 pages) single-space, typed, 12pt. font size.

B) Writing the Statement of Purpose:

Part 1: Introduction

Give a brief introduction to yourself. State what sparked your interest in pursuing graduate school, and what you wish to
study.

Part 2: Summarize what you did as an undergraduate

a) Important class you took or research project your participated in which stimulated your desire for graduate study.

b) Research you conducted: indicate with whom, type of project, your responsibilities, and the outcome. Did you present
the findings at a conference or submit for publication? (Each research project description should be a short paragraph.)

c) Work experience, especially if you had any kind of responsibility for testing, designing, or researching a product or
apparatus, or having direct experience pertinent to your future area of study.

Part 3: If you graduated and worked or interned prior to returning to grad school, indicate what you’ve been
doing: company, work/design team, responsibilities, what you learned. You can also indicate how this helped
you focus your graduate studies. If you took classes to strengthen your knowledge of a particular area, or
conducted post-graduation research or an independent study, write about it here.

Part 4: This is the most important part of the Statement of Purpose. Here you indicate what you want to study in
graduate school in greater detail. It should be a well developed paragraph. Note: the department you're applying
to should ideally have courses and faculty conducting research in the area you wish to study.

a) indicate your area of interest, state questions associated with the topic, and what you might be interested in studying.

b) Examine the department website for information about the professors and their research. Are there faculty whose
interests parallel yours? If so, indicate this, as it shows you have done your homework and are highly motivated.

c) End your statement in a positive and confident manner indicating a readiness and excitement for the challenges
ahead of you.
1
 Graduate School Checklist
Are YOU Ready?

C heck o ff the item s that you have successfully com pleted as o f today:

_____ Contemplated the decision to go to graduate school

_____ Made the decision to go to graduate school

_____ Evaluated your strengths and skills for graduate school

_____ Evaluated your career goals (post-grad school)

_____ ^ S e le c te d schools and programs in which to apply

_____ Reviewed graduate school applications and deadlines

_____ Investigated the GRE (dates, fees, location, etc.) - both the
General and Subject (if applicable) tests

____ Thought about letters of recommendation

____ Asked professors to write letters of recommendation

____ ' Developed a list of criteria to decide on which schools to attend

____ Investigated financial aid (Fellowships, Assistantships, loans)

____ Inquired with potential advisors at universities under consideration

____ Wrote a rough draft of personal statement

____ Had someone look over your personal statement

____ Finalized your personal statement

____ Ordered your transcript(s)

____ Taken the GRE (General and Subject)

^ Visited potential graduate schools

 Graduate Diversity Prc>9 ram (510) 643-6010
327 Sprout Hall • UC Berkeley GRADUATE grcMi.diverMtyOberkeley^u
Berkeley, CA 94720-5900 cBversity.berfc^ey.edu/^aduote/gdp
DIVERSITY
PROGRAM

by Carla Trujillo, Ph.D.

Strengthening Your Graduate Application
The following is a list of suggestions that will strengthen your application in the competitive field of graduate admissions.
1. Plan ahead
Research the colleges and universities where you would like to attend, focusing on the best programs that are the right
match pertinent to your academic interests and personal needs. Find out if any of the faculty are doing research in an
area that interests you. Double check the deadlines (most programs will not accept late applications). Some schools have
two deadlines; a fellowship deadline, which is earlier, and a later general application deadline. Make sure you apply
before the first deadline if you wish to be considered for university fellowships. Ideally, you want to obtain the right match
of the program, the university and faculty you wish to work with. In general, you should consider applying to at least 3
schools you believe would be a good match with your future goals.

2. Letters of Recommendation
For graduate study, letters of recommendation are extremely important. Letters from faculty are usually preferred by
admission committees since they believe only faculty can truly ascertain your intellectual and graduate student potential.
You need three letters of recommendation. Try to get all three from faculty with whom you’ve had an upper-division class,
or have done research with. If switching academic areas, try to get at least one, preferably two letters from your intended
area of study. Some graduate programs require related workyinternship experience, and you will need one or two letters
from these entities in addition to one or two from faculty.

Professors will invariably state your class grade in the letter, so use caution when choosing your evaluators. Approach the
faculty member and ask her/him if they are able to write a positive letter of recommendation for you. If they hesitate, say
they can only write a neutral letter, approach someone else.

Provide the evaluators with additional material such as copies of your transcript, resume, your statement of purpose, and
personal statement (which should provide pertinent personal history). This can strengthen the letter they write for you.
Make sure to give them all the proper recommendation forms, addresses, and deadlines. Ask them how they’d like to
proceed regarding sending out multiple letters. They may prefer an electronic submission format provided your university.

3. GRE
Note: The GRE changed its format starting August 1,2011. The test required for entrance into graduate school is the
general aptitude (Quantitative. Analytical, and Verbal) component of the GRE. The general GRE exam is offered
throughout the year on computer. It is strongly recommended that you take this test by October (at the latest) in order to
get test scores to the admissions committee on time. The test may be taken more than once, but only every 60 days. All
scores will be reported to admissions committees. Try not to take the test more than two times. It is recommended that
you study for the test and take timed practice exams ahead of time. You can buy GRE study guides and old exams at any
bookstore. Your GRE score will improve if you take the practice examinations in a timed format mimicking real testing
conditions. Order the software/practice tests from ETS to better prepare for the computer administered test. Go to
http://www.ets.ora/are/ to register for the GRE. Many students suggest taking the practice exam on the computer first as
It improves preparation for the actual test. Also consider taking a GRE Prep course. Don’t randomly guess answers. Make
calculated guesses that will narrow your choices. The Analytical portion of the GRE is in essay format. You will be asked
to write two essays on certain topics. Focus on an analytical response, and try to back up what you’re “arguing" with logic
and analysis. You will need to be focused and succinct. ^
The Quantitative section of the GRE is considered of greatest importance to admission committees in sciences and
engineering. The math section is now more challenging than the previous GRE designed to reflect the skills of competitive
graduate and business school programs. It is expected that scientists and engineers should do well on this section. For
students in the humanities, the verbal section is very important. For students in the social sciences, public health, and
education, all three sections are important. The GRE is 4.5 hours long, and the grade scale for the Verbal and Quant,
sections is 130-170 in 1 point increments. The Analytical writing section grade scale is 0-6 in .5 increments.

The GRE subject test is required by some departments, such as Math, English. Biology, Physics, and Psychology. Make
sure you check whether it’s required at the department you’re applying to. The subject test is paper based and only
offered three times per year. Those departments requiring the subject tests will weigh them far more heavily than the
general exam. Don’t let the GRE intimidate you. Studying ahead of time will prepare you well and reduce anxiety. Most
graduate programs take the exam results seriously, though this is slowly changing.

4. Your College GPA

The college GPA is a crucial component of the admissions process. A satisfactory scholastic average, usually a minimum
GPA of 3.0 is required by most departments for admission, though typically, the cut-off for many departments in top
schools is higher. (Exceptions can possibly occur depending on circumstances.) Many admissions committees will
consider upward trends in grades. However, the better your GPA, the better your chances of getting admitted. Try to
repeat courses with poor grades to improve your GPA. Careful attention should be made to any courses taken at the
undergraduate level which are pertinent to the area considered for graduate study. If you are admitted to a non-terminal
Master’s program you may be able to continue toward the Ph.D. pending you pass the preliminary examination and have
at least a 3.5 graduate GPA.

5. Research/Work Experience

During the academic year or summer, try to gain research experience in an independent study with a professor or a
summer research program. This will give you an edge in the admission process, provide you with insight about your own
future research interests, and augment your knowledge and research skills. Professors in all disciplines often regard
students as highly motivated when they partake in research as undergraduates. Try to participate in more than one
research experience.

6. Statement of Purpose

The statement of purpose is one of the most important parts of the application process. It is from this essay that the
admissions committee will discern the seriousness of your intentions, your experience, and your motivation for graduate
school. Think of the statement of purpose as a composition with three different parts. The first is a brief paragraph
introducing yourself, the program you want to study, and your research focus. The second part should be a summary of
your college experiences. Briefly describe what brought about your interest in graduate study. Describe any research
experiences, clarifying who you worked with, your responsibilities, results, and if you published the findings or presented
them at a conference. Be as specific as possible, as it is professors in your discipline who are reading this statement. The
third and m ost important p a rt o f the essay discusses why you want to go to graduate school, what you wish to study and
ideally, one or two professors you'd like to work with. This should be a fully developed paragraph addressing an issue or
topic that hasn’t been done before, or expanding an undergraduate research project. Professors seek students who have
intellectual passion, scholarly potential, and serious intention about graduate study. Scholarly endeavors undertaken
beyond degree requirements will be positively noted by admissions and fellowships committees.

7. Personal Statement

Make sure you indicate any challenges, obstacles, work/family obligations you may have overcome. (We look at this as a
sign of perseverance.) Let us know if you’ve supported yourself through school, if you're a first generation college student,
took on a leadership position, tutored or mentored underrepresented students, or took advantage of unique opportunities.

8. Financial Support

Make sure you apply for graduate admission by the university’s fellowship deadline. This insures that you will be
considered for various university fellowships. Make sure you apply for any other private, national, or corporate based
fellowships for which you may qualify. You should also fill out the FAFSA to receive consideration for loans and other aid.
The NSF fellowship is awarded to students pursuing a Doctoral degree in science, engineering, and the social sciences
Students In the social sciences and humanities should check out the Javits and Ford fellowships (among many others).
For more information on other fellowships for which you might qualify, go to:
http://ww'w,grad.berkeley.edu/financial/fellowship,s_resources.shlml
9. Suggestions

If you need to submit a writing sample in your application, make sure it’s not only a great paper you’ve written, but one'
you’ve had someone check for grammar, content, etc.

If time permits, try to visit the campus before you apply in order to allow some of the faculty at that institution an
opportunity to get to know you while also enabling you to learn more about that university. Once you are admitted, visit the
campus if possible. Make sure to speak to current graduate students and ask them the positive aspects and challenges of
attending that particular university.

Be on time; be organized, prepared, and thorough. No application to any university will be processed unless all materials
are in. All application materials are usually available in September. Following these guidelines will strengthen your
application to Berkeley and any other graduate school you wish to attend. Good Luck!
 Groduota Drvarsity Program (510) 643-6010
327 SpreuI Holl • UC 3erk»l«y GRADUATE grad.divsrfity^Mrkeley.Mlu
BM^celey, CA 94720-5900 diveriity.berkeley.edu/groduate/gdp
DIVERSITY
PROGRAM

Is Graduate School For Me?

This information is adapted from materials available at UC Berkeley’s Career Center website ('http://career.berkelev.eduT
Additional information on admissions tests, the statement of purpose, and letters of recommendation may be obtained at
https://career.berkclev.edu/Grad/Grad.stm.

What is Graduate School?

Graduate school constitutes an advanced program of study focused on a particular academic discipline or a specific
profession. Traditionally, graduate school has been “academic” (centered on generating original research in a particular
discipline), but it may be “professional” (centered on imparting skills and knowledge to future professionals), or a
combination of both traditions.

Do you really want to be a graduate student?

• Are you willing to invest the time, energy, and money associated with going to graduate school? Have you thoroughly
investigated these costs?
• Are you prepared to spend the majority of the next 2-7 years studying while living in near poverty? .
• Can a single topic or narrow range of topics sustain your interest for the next 2-7 years?
• Do you need a break from school?
• Will career-related work experience help you get into graduate school?
• Are you comfortable initiating and carrying out independent research?

Why do you want to go to graduate school?

• Do you want to enter a profession that requires an advanced degree? (Have you researched career opportunities available
to undergraduates?)
• Do you want a higher salary? (Will a graduate degree really affect your salary?)
• Are you stalling on making a career decision? (Have you talked to a career counselor?)
• Are you applying to graduate school because “everyone else is doing it?” (The decision to attend graduate school is ideally
based on your own criteria, including how graduate education will fit in with your goals).
• Are you applying to graduate school because you feel like you have no career options? (Have you used all job search
methods? Have you talked to a career counselor?)
• Are you delaying entry into the work world? (Have you conducted career research or talked with a career counselor?)
• Do you know what your short and long term goals are and how a graduate degree can help you achieve them?

Gathering Information
• Talk to faculty on campus and at other institutions that teach in the field you plan to pursue; they often can provide you
with the best information that will help steer you in the direction of good programs.
• Since most universities have websites, the Internet is a great resource to find information quickly and easily. Some sites
will provide complete information, while others may tell you where to write to get additional information.
• Contact programs directly to get more detailed program information such as courses, professors, costs, financial aid and
application forms.
• At the Career Center Infolab, and the campus or local library, you will find books, brochures, catalogues, directories and
guides that list information on universities that grant graduate or professional degrees. One such guide is the Peterson’s
Guide to Graduate and Professional Programs, which contains both short and long descriptions of virtually all accredited
graduate programs.
• Conduct informational interviews with current graduate students, professionals, and faculty in the graduate programs you
are considering to gain insider information about programs.
• Read professional and academic journals related to your area of interest.

Decide Where to App\y-Factors to consider:

After researching your options, the next step is to decide where to apply. Here are some factors to consider when evaluating
programs:
• The Reputation of the Faculty: What are their academic degrees/credentials and research specialties? What is the
student/faculty ratio? Some faculty may have homepages that include some of the above information.
• The Quality of the Program: This is measured by many different factors, many of which are mentioned below. Talk to
several faculty members and graduate students in the field you are pursuing to get an informed view on the variety of
graduate programs available. You may choose to look at graduate school rankings to help you assess a program’s quality;
however, you need to realize that the rankings may be based on criteria that are different from your own and that many
scholars, deans, and advisors question the validity of such rankings.
• Financial Cost of the Program: What are the opportunities for fellowships, assistantships, or scholarships? What other
sources of financial aid are available?
• The Program Requirements you must satisfy to gain admittance into the program in terms of GPA test scores,
undergraduate coursework, and specific entrance examinations.
• Available Course Offerings: Are courses you need to fulfill degree requirements frequently offered? Will the course
offerings help you meet your professional or educational goals?
• Facilities: Consider the quality of on-site facilities such as libraries, computer labs, and research facilities.
• Employment: Where are graduates of the program working, and how much are they earning?
• Geographic Location: Will studying in a particular location help you meet personal or professional goals?
• Student Life: Consider the diversity of students, student organizations, housing, and campus support services.

What kinds of admissions tests are there?

Most graduate and professional schools require test scores for admission. The Graduate Record Exam (GRE) General and
Subject tests are required by many academic programs (Masters and Doctoral degrees). MBA programs usually require the
Graduate Management Admission Test (GMAT). Other tests are required in other fields such as the LSAT for law school, the
MCAT for medical school, the DAT for dentistry school, the OAT for optometry school, and the TEOFL English proficiency
test for international students.

Getting Started
One of the initial steps in applying to a graduate or professional school is to research application deadlines so that you can
develop a timeline of when to submit test scores, letters of recommendation, personal essays, etc. Below is a timeline to help
you in planning your application process:

Junior Year
• Begin researching available programs by talking to faculty/alumni/current students in the program, reviewing
grad school guides/directories, requesting promotional materials and visiting schools’ websites
• Start exploring financial aid resources
• Take a practice test
• Sign up for required standardized test
• Attend Career Center Graduate/Professional School Workshops
• Identify potential letter writers
• Order an unofficial transcript and check for and correct any discrepancies
• Take the required standardized test
Senior Year —Fall Semester
• Write the first draft of your statement of purpose
• Request your letters of recommendation from faculty
• Order official transcripts
• Write final draft of statement of purpose
Senior Year - Spring Semester
• Complete and mail your applications 'f
• Apply for aid available through program; assistantships, fellowships, scholarships, etc.
• Complete and submit financial aid applications
• Visit prospective campuses if possible, and talk to faculty/students to help you make your final decision
• Follow-up with schools to make sure your file is complete
• After receiving acceptance from the school of your choice, send in the required deposit, and contact other
schools and decline acceptances
• Write thank you notes to people who helped you
 Oroduota DivArcity Pragpom jt (510) 643-6010
3 2 7 Spraul H a l • tX .^^'S GRADUATE groci.cffvarMtyOb«rlc«l*y.*du
CA 94720-5900
DIVERSITY 4iv>r«ityA «rk«l»y.»du/graduota/^dp

PROGRAM

Useful Links for Undergraduate Research Programs

UC Berkeley Undergraduate Research Opportunities:

• http://research.berkeley.e(iu
• Berkeley Undergraduate Research Programs at a glance-
http://rescarch.berkeley.edu/ResProgMatrix.html
• GROUP Summer Research Apprenticeships, Townsend Center (Hum, Soc. Sci,)-
http://townsendccntcr.berkeley.edu/apprenticeshipgrant.shtml
• Haas Scholars Program-http;//research.berkeley.edu/haas_scholars/index.html
• Nanotechnology: Undergraduate Internship Program in Nanotechnology (COINS)-
http://susanb.physics.berkeley.cdu/coins/?page_id=27
• Physics Undergraduate Research Scholars Program-
http://research.berkeley.edu/othero^p^physicsunder.html
• SPUR: Sponsored Projects for U nder^r^uate Research (Natural Resources)-
http://nature.berkeley.edu/sitc/spur.php
• QB3 (summer) Undergraduate Biotech Internship Program-
http://qb3.berkeley.edu/qb3/intern.cfm
• SURF: Summer Undergraduate Research Fellowships (tx&S)-
http://research.berkeley.edu/surf/index.html
• URAP: Undergraduate Research Apprentice Program (Campus-wide)-
http://research.berkeley.edu/urap/index/php
• Undergraduate Research Opportunities Program (Engineering)-
http://www.eecs.berkeley.edu/Diversity/intel.html

UC Berkeley Summer Research Opportunities for Berkeley and Non-Berkelev Students:

• http://research.berkeley.edu/summer3.html
• Amgen Scholars Program- http://amgenschoIars.berkeIey.edu/
• Biology Fellows Program- http://bsp.berkeley.edu/bfp.html
• McNair Scholars Program -http://www-mcnair.berkeley.edu/
• Miller Scholars P ro g ram -http://www-miller.berkeley.edu/
• NSF Summer REU Program in Cell, Developmental, and Evolutionary Biology-
http://mcb.berkeley.edu/nsfreu/
• SROP- Summer Research Opportunities Program-
http://diversity.berkeley.edu/graduate/gdp/srop
• SUPERB-IT (for information technology students)-
http://www.eecs.berkeley.edu/Programs/ugrad/superb/supcrb.html
• UC LEADS- http://research.berkeley.edu/otheropps/UCLeads/UCLeads.html
• VIGRE Program (undergraduate research seminars and apprenticeships in statistics)-
http://stat-www.berkeley.edu/users/vigre/index.html
Other Summer Research Programs:
• UC Irvine-
http://www.grad.uci.edu/about-us/diversity/grad-prep-programs/non-uci-students/surf.html
• UC Davis- http://undergraduateresearch.ucdavis.edu/camp/
• UC Los Angeles- http://www.gdnet.ucla.edu/asis/srp/srpinto.htm
• UC San Diego- http://mstp.ucsd.edu/surf/Pages/default.aspx
• UC Santa Barbara: http://www.graddiv.ucsb.edu/diversityoutreach/
• University of Chicago-
http://bscd.uchicago.edu/content/research-experiences-undergraduates-fellowships
• University of Michigan- http://www.med.umich.edu/pibs/summerresearch.htm
• University of Pennsylvania- http://summeratpenn.upenn.edu/index.asp
• University of Washington- www.washington.edu/research/urp/summer/index.html
• U N C-Chapel Hill- www.unc.edu/depts/murap/
• UT-Austin- https://www.utexas.edu/ugs/our/srsp
• Cal-Tech: www.surf.caltech.edu
• Cornell University-
http://www.gradschool.comell.edu/academics/research-and-scholarship/summer-research-
program s-undergraduates
• Georgia Tech-
http://www.undergradresearch.gatech.edu/students/research-opportunities/summer-
opportunities/
• Kansas State University- www.k-state.edu/grad/surop/surop.html
• Northwestern University-
http ://www.tgs.northwestem.edu/studentlife/multiculturaloffice/research/
• Stanford University- http://ssrp.stanford.edu/
• Yale University- http://www.yale.edu/graduateschool/diversity/forms/surf.pdf
• American Psychological Assn Summer Institute-
http://www.apa.org/science/resources/ssf/index.aspx
• National Science Foundation- Research Experiences for Undergraduates (sciences and
social sciences)- http://www.nsf.gov/crssprgm/reu/index.jsp
• UCSF Summer Research Training Program -
http://graduate.ucsf.edu/content/summer-research-opportunities
• UCSF UC LEADS Program - http://graduate.ucsf edu/content/uc-leads
• Summer Opportunities for Minority Undergraduate Students-
http://www.doorsofopportunity.org/
 Stanford University / School o f Engineering
Engineering Diversity Programs; Graduate Recruitment
Dr- Noe Lozano: noe@stanford.edu
Stanford University and EDP Sites
Online Application Form:
Bechtel International Center
Engineering Diversity Programs
Financing Graduate Study
Information for International Applicants
Stanford Center for Professional Development
Stanford Graduate Admissions Information
Stanford Housing & Dining Services
Stanford University Registrar
Stanford University Visitor Information
Aeronautics/Astronautics
Bioengineering
Chemical Engineering_____
Civil and Environmental Engineering
Computer Science_______
Electrical Engineering_____
Management Science and Engineering
Materials Science and Engineering
Mechanical Engineering
Sc^ientiflc Computing/Comp Mathematics
^ U W Engineering Dissertation Award
Asia/Pacific Scholars Program
AT&T Lab Fellowship Program
EPA Star Fellowships
Ford Foundation Fellowships
GEM Minority Student Fellowships
IBM Ph.D. Fellowship Program
MAP Sustainable Energy Fellowship
National Academy of Engineering
Link Foundation Energy Fellowship______
NASA Grad Student Researchers Program
National Science Foundation__________
Office of Naval Research Grad Fellowships
^n d ia National Laboratories Grad Program
SRC Fellowship Program
Manford Graduate Fellowship Program
NDSEG Fellowship Program
The Hertz Foundation
The National Physical Science Consortium
Us Department of Energy Fellowships
V^hitaj^cr International Fellowshii
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Graduate Admissions
http://aa.stantord.edu/admissions/indexphp
http://biocni;inecring.stanforrierin/pH ,,.»u..n/,.^„(„;„„. h ,„ ,
hifn*//r hr*mf> ____
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Fellowships Sites
http://www.aauw.org/leam/fcllo\vs direetnry/
http.//fsi. Stan ford.edu/fcllowshijW
littp.//www.rcsearch.att.com/intcmships?fbid=A YWdNNR46C
http://cD a.gov/ncer/fellnw/
http://sitcs.nationalacademies.org/pga/fordfellnwshipg/
http://www.gcmfcllowship.org/gem-fcllowship
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hltp://sitcs.nationaiacadcmics.org/pga/fcllowships/
http://www.binghamion.edu/link-foundation/
https.7/tcllowships.nasaprs.com/gsrp/nav/
^tp://www.nsfgov/fiinding/pgm
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http://w'ww.src.org/studcnt-ccnter/fe|lowshin/
http://sgf.staiiford.edu/
http://ndscg.asec.org/
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http7/W'WW.n p S C .o r g /A n n h e n n tg /A nrkli/^or>»c/e...li_______l ; _ z>_ i ..
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hltp://encrgv,gov/student-Drograms-and-inicrnships__________
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 G
Selected Nnlioiial Undergraduate Student Summer Research Programs
Stanford School of Engineering. Dr. Lozano
Stanford Summer Undergraduate Research-External Students: I
SURF’S goal is to encourage students to get involved in research with faculty mentors early in their careers. Students work with a
I
faculty member as part of his or her group, for an entire summer, with the goal of producing an identifiable research result.
Students get on-campus room and board, as well as a stipend. All underrepresented diversity students who are undergraduate
students are eligible to compete for SURF. But strict priority will be given to declared undergraduate majors. Both Stanford and
external undergraduates are eligible to apply. Contact Dr. Lozano:
i Stanford Summer Undergraduate Research for Stanford SoE undergraduates:
The goal of the engineering departments along with the Vice-Provost of Undergraduate Education (VPUE) is to increase the 1
opportunities for undergraduate students in science, technology, engineering, mathematics (STEM). Undergraduate students
participating in research receive a stipend for 10 weeks over the summer to work with a faculty mentor and other students
(undergraduate or graduate) to produce an identifiable research result. Students can apply through their own departments or contact
Dr. Noe Lozano, noc
AA http://aa.stanford.edu I
BioE http://bioengineering.stanford.edu I
ChemE http://cheme/index.html
http://w^w.stanford.edu/~aboehm/vpue_2010.html
I
CEE I
cs http://curis.stanford.edu/
EE https://ccnet.stanford.edu/reu/ i
MatSci http://mse.stanford.edu/current/vpue.html I
MS&E http://www.stanford.edu/dept/MSandE/cgi-bin/index.php
me.stanford.edu
I
ME
EDP-all Dept.s soe.stanford.edu
I
1
VPUE Genera! Contact vpue-research@stanford.edu
[i

Stanford is proud to be a Leadership Ailiaiice pajtncr and joins SR EIP in Its ullbl'ls l«7encourage students from groups
1 traditionally underrepresented in the sciences, social sciences, and humanities, to consider research careers in academia, business,
1
a or the public sector. SR-EIP for underrepresented and underserved students offers undergraduates the opportunity to work for eight i
to ten weeks under the guidance of a faculty mentor at a Leadership Alliance participating partner, or a corporate sponsor. i
Deadline: February 1.
1
The Stanford Summer Research Program in Biomedical Sciences (SSRP): :mii: sm p-siaiiloi I
m §
i The Stanford Summer Research Program in Biomedical Sciences is a fully funded, eight week, residential internship program. It
offers undergraduates from across the country that want to prepare for and enter Ph.D. programs in the biomedical sciences a
unique opportunity for advanced research experience within a world-class university. This fully funded, eight-week, residential 1
internship program combines a rigorous research opportunity with comprehensive mentoring. Deadline: February 1. i
i
Stanford Linear Accelerator Center (SLAC) Undergraduate Internships i
. L i k . - . ( . I n ! ( ■: ( ) . i l i i i <, i l i i ' • i i h . l i l m l
i
1 This program offers 20 to 25 students an eight week paid internship at the Stanford Linear Accelerator Center (SLAC) in Menlo
Park, California. Students conduct research with a scientist or engineer on a project related to the laboratory’s research program.
Students also participate in a program of scientific lectures and tours to local Silicon Valley high-tech industry. Free housing on
Stanford campus, transportation, and a stipend are offered to selected students. Deadline February 1.

UC Berkeley Undergraduate Research Experience «>’ i

li 11| i . u \s .c' ccs.ln'l .L illi I’t dl ; I a in s iij^i .id mi i>i i i) Ml Dc r h . l Ut ul

1
SUPERB: UC Berkeley’s SUPERB-CSIS: "Summer Undergraduate Program in Engineering Research at Berkeley. Superb targets
i high-potential juniors who have a strong interest in graduate study, and who are either socio-economically disadvantaged, low-
income, first-generation college students, or have very limited access to undergraduate research in their undergraduate institution.
Elisa Lewis, SUPERB Program Coordinator c!i-j u ' aoi .
Deadline for both programs February 1.

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Q

UC Berkeley Undergraduate Research Experience

1 1,(1. :Ii , I. i '; - . . ! I.:. I I ■■ ' !iJ_**N i U' IHUI 5-i

COINS:The Center of Integrated Nanomechanical Systems (COINS) at UC Berkeley is sponsors a summer research program for
US Citizens and Permanent residents interested in Nanoscience (primarily from the following majors: EECS, Mechanical
Engineering, Bioengineering, Materials Science Engineering, Chemical Engineering, Chemistry, Physics)
Work with a world renowned faculty member and a graduate student mentor on such research areas as energy scavenging, sensing,
electronics & wireless, and mobility. The program will provide a $4,000 stipend, room and board, travel arrangements (up to $500)
and GRE prep course & graduate school advising. Meltem Erol, ...... ; or 510-643-7380

Caltech M U R F and SURF UNDERGRADUATE RESEARCH FELLOWSHIPS

[g
The MURF program aims to increase the participation of underrepresented students (such as African American, Hispanic, and
Native American, females who are underrepresented in their discipline, and first-generation college students) in science and I
engineering Ph.D. or M.D./Ph.D. programs and to make Caltech's programs more visible to students not traditionally exposed to 1
Caltech. Students must be current sophomores through non-graduating seniors and must be U.S. citizens or U.S. permanent
residents. A minimum GPA of 3.0 is required. MURF students will receive a $6000 award for the ten-week program. Carol Casey,
I
i
Associate Director, Student-Faculty Programs, (626) 395-2887 . - ■-.. Deadline: January 13.
i
Broad Institute: M IT and Harvard Summer Research ■im l. -. 'J u - m ill m e t D ld j^ l a hi til i
i
i
MIT and Harvard engineers and scientists use genomic information to study human evolution, population and disease genetics,
cellular networks, and the biology and evolution of pathogens. The research draws on students and scientists from a wide variety i
of backgrounds, including: , Computer Science, Engineering, Computational Biology, Chemistry, Physics, Mathematics,
Biochemistry, Molecular Biology, and Genetics. SRPG is designed for underrepresented minority undergraduate students with an
interest in biomedical research. Students will spend the summer in a laboratory at the Broad Institute, where they will perform 1
original scientific research. The program also features components to support both academic and scientific growth, including
scientific seminars, a journal club, and workshops on scientific writing, graduate admission, and fellowships. Applicants must also i
be US citizens or permanent residents and underrepresented minorities (African Americans, Hispanic Americans, Native I
Americans (including Alaska Natives), or natives of the Pacific US Territories). Participants provided with a 9 week stipend of 1
^ $4000. Housing and travel also covered. Eboney Smith, _ ________ : — i
National Science Foundation (NSF_REU): ui 11-: f >- jii um i cu ^i;iii.hlml 1
1
The NSF- Research Experiences for Undergraduates (REU) program is a program for students interested in identifying research 1
opportunities and for faculty interested in obtaining support for undergraduate research students through either an REU
Supplement or REU national Site proposal. Each student is associated with a specific research project, where he/she works closely
1
with the faculty and other researchers. Students are granted stipends and, in many cases, assistance with housing and travel. 1
Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. 1
Deadline: June 4 i
(NASA-USRP)Undergraduate Student Research Program liiin: usi d. u m :i.vdu
I
1
NASA’s USRP program offers undergraduates mentored internships at their various NASA Centers and research facilities. The i
program exposes and prepares students to work in science, technology, engineering, and math (STEM) career fields by allowing
1^ them to work on projects with real life applications which possibly may be seen on future space missions. Students are chosen by
1
^ NASA mentors based on their applications and their academic experience in STEM fields. These paid internships range from 10
(summer) to 15 (fall/spring) consecutive weeks and are available fall, spring, and summer. Deadline: March 26. 1
i Amgen Scholars: Im p : u w w .a n i^c iiM .h o la rs .c u ch u .^ .-in o u ra in -u iiiv c r> i< ic >
I
i
Amgen Scholars is a program to increase undergraduate participation in scientific research. Each participant is granted financial
I
assistance and paired with a mentor at their host university. At Stanford, the eight week internship pairs students with a lab mentor i
M and professor to help shape an individualized research project. Participants receive additional mentoring from other faculty and
administrative leaders, along with a chance to experience northern California. The aim of Stanford’s Amgen Scholar’s program is
to recruit, develop, and retain undergraduates with potential to excel in scientific research, biomedical research, and academia.
There are multiple host campuses in both the U.S. and Europe, which are listed on the site. To apply for the program, visit the site
and apply directly through the host campus’ website. The program is open to sophomores with at least 3 semester/4 quarters,
juniors, and seniors who will be returning to their undergraduate studies in fall. Deadline varies by campus. i
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