Victors in Grad School

Dr. Christopher Lewis

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Victors in Grad School explores what you can do to find success in your own graduate school journey no matter what you plan to do. Through experts and individual interviews you will be introduced to what it means to find success and tips on achieving success in graduate school.

5 DAYS AGO

How to Share Obstacles You've Overcome in Your Personal Statement (Without Sounding Clichéd)

There's a question I hear often from graduate applicants—and it usually comes with a long pause and a little uncertainty: "Should I talk about the obstacles I've overcome in my personal statement?" And then the follow-up question: "What if it sounds… cliché?" If you're asking that, I want you to know: you're already thinking like a strong writer. Because the truth is, many applicants do write about challenges in ways that feel generic or overly dramatic. And that can make an essay blur into the background—especially when admissions reviewers are reading dozens (or hundreds) of statements. But here's the good news: You can absolutely write about obstacles you've overcome in a way that feels authentic, powerful, and professional. In fact, when done well, it often becomes the most compelling part of the essay—not because it's dramatic, but because it shows the real qualities graduate programs value: resilience self-awareness maturity problem-solving growth So today, I'll show you how to present challenges you've faced without sounding cliché, without oversharing, and without turning your personal statement into a "sad story." Instead, you'll learn how to turn obstacles into narrative strength—while still clearly showing you're ready for graduate school. First: Yes, you can talk about obstacles (and sometimes you should) Let's begin by addressing the concern directly: You are allowed to talk about obstacles in a graduate school personal statement. Graduate programs understand that people don't arrive at graduate school with perfectly smooth paths. In fact, sometimes a challenge is what shapes a person into the kind of student and professional who thrives in graduate-level work. But there is one key principle to keep in mind: Your obstacle should not be the centerpiece. Your growth should be. This is where many essays go off track. Why some "obstacle essays" feel clichéd Let's talk honestly about what makes a challenge story land poorly. Obstacle stories often become clichés when they: rely on generic phrases focus too much on pain without reflection jump to a "happy ending" without showing the process make the reader do the work of connecting the dots sound like an inspirational movie trailer instead of a real person You've probably seen phrases like: "I learned that everything happens for a reason." "This challenge made me stronger than ever." "I never gave up on my dreams." "Through hard work and determination, I overcame…" None of these are inherently wrong—they're just vague. They don't show anything specific about you. Graduate programs don't need a motivational quote. They need clarity. They want to understand: what happened what you did what you learned how it changed you how it prepared you for graduate study The most important shift: Move from drama to meaning If you want to avoid clichés, here is the simplest and most powerful advice I can give: Don't write your obstacle story like a headline. Write it like a reflection. Instead of making the reader think: "Wow, that sounds hard." You want the reader to think: "This person learned something important, responded with maturity, and is ready for the next level." The heart of your obstacle story isn't the obstacle. It's the decisions you made and the growth you gained. What graduate programs want to see in an obstacle story When admissions reviewers read about a challenge, they're usually looking for signs of: coping and resilience responsibility and ownership problem-solving ability to seek help self-awareness and reflection forward movement readiness, not fragility This is important: The goal is not to convince them you've suffered. The goal is to show them you can succeed, even when life is difficult. The best structure to use: Situation, Action, Growth, Connection This framework is the simplest way to write about obstacles without sounding cliché. I call it: Situation Action Growth Connection Here's what that looks like. Situation Briefly describe what happened, with just enough context to understand the challenge. Keep this section short. You are not writing a memoir. Action What did you do in response? This is the most overlooked part of obstacle essays. Your response is what shows maturity. Growth What did you learn? Not a generic lesson—something specific that shows insight. Connection How does this connect to your goals and graduate readiness? This brings it back to admissions. What to include (and what to leave out) Let's make this practical. Include brief, relevant context your response and choices how you adapted skills you developed how it influenced your direction growth you can name clearly forward-facing mindset Leave out or minimize overly detailed personal information blame toward others long emotional descriptions medical or mental health specifics, unless necessary and handled carefully unresolved hardship presented as ongoing crisis anything that makes the program wonder if graduate study could overwhelm you You don't need to share everything to be authentic. You need to share what supports the narrative of readiness. How to avoid clichés: 6 strategies that work Here are some concrete ways to keep your writing fresh, real, and compelling. 1) Use specific details, not generic feelings Instead of "it was hard," explain what "hard" meant in real life. Example: managing full-time work while caring for a family member navigating housing instability during an academic term switching majors after realizing the first path wasn't aligned being the first in your family to understand the college system Specificity makes your story feel real—not cliché. 2) Focus on the process, not the moral Avoid ending with "I learned perseverance." Instead, show what perseverance looked like. Example: "I created a weekly schedule and met with my academic advisor twice a month to ensure I stayed on track." That's not cliché. That's concrete. 3) Avoid overly dramatic language You don't need words like: devastating shattered life-changing in every way darkest moment Sometimes those words are true, but they can read as exaggerated in an admissions context. Let the facts and reflection create the impact. 4) Show agency This is huge. Even if the obstacle was not your fault, your essay should highlight what you did next. Agency sounds like: "I sought support…" "I adjusted my approach…" "I learned how to…" "I created a plan to…" 5) Include one insight that's uniquely yours This is the moment where you sound like a real person, not an essay template. It might be: a realization a new perspective a shift in your values an understanding about your field Example: "That experience taught me that support systems aren't optional—they're essential. That insight is one reason I'm pursuing graduate study in counseling." 6) Bring it back to graduate readiness This is the "professional landing." Tell the reader why this experience prepares you for graduate-level work. Examples: stronger time management improved communication better boundary setting comfort asking for help and using resources ability to persist and problem-solve clearer purpose and direction Example paragraph: obstacle story without clichés Here's an example that follows the framework and stays professional: "During my junior year, I experienced a major disruption in my family responsibilities that required me to work increased hours while also supporting younger siblings at home. My academic performance was impacted during that semester, but it also forced me to develop skills I had not needed before. I created a structured weekly schedule, met regularly with instructors to stay aligned with expectations, and learned how to communicate early when challenges arose. Over time, I regained academic momentum and became more disciplined, organized, and intentional about how I used my time. That experience strengthened my confidence in my ability to manage demanding workloads—skills I know will be essential in graduate study." Notice what this does well: it gives context, but doesn't overshare it focuses on action it shows learning it ends with readiness That's the goal. What if your obstacle is connected to low grades or gaps? This is a common situation, and it can actually be a powerful narrative—if handled well. Here's how to do it: briefly acknowledge it explain context without excuses explain what changed point to evidence of improvement emphasize readiness now Graduate programs respect honesty and growth. They struggle with avoidance or blaming. Quick checklist before you submit Use this to test whether your obstacle story is helping your application. Is the obstacle described briefly, without overwhelming detail? Does the essay focus more on growth than hardship? Do I show what I did, not just what I felt? Is my reflection specific and meaningful? Does this story support my readiness for graduate study? Does my tone feel professional, grounded, and hopeful? If yes, you're in a great place. Final encouragement I'll end with this: Your obstacles do not disqualify you from graduate school. In many cases, they help explain the strength you bring into it. But the strongest personal statements do not ask the admissions committee to "feel sorry" for the applicant. They show something far more compelling: A person who has faced challenges, responded with purpose, learned with maturity, and is ready for what's next. And if you can tell that story with clarity and authenticity? You won't sound

11 min
13 APR

Can Your Letters of Recommendation Come From Outside of Academia?

If you're applying to graduate school, you've probably reached the part of the application that feels surprisingly stressful: Letters of recommendation. Not because you don't know anyone—most applicants do. But because the requirements often sound like they were written for one very specific kind of student: someone who graduated recently someone who still has professors who remember them someone currently working in an academic environment someone who has research experience and faculty mentors And if your path looks different than that—if you've been working full-time, changed careers, raised a family, served in the military, or simply graduated a while ago—you might be wondering: "Can my letters of recommendation come from outside of academia?" In other words: Can my supervisor write one? What about a colleague? A nonprofit director I volunteered with? A clinical supervisor? A mentor in my profession? If you've asked these questions, you're thinking smartly—and you're not alone. So today, I'm going to answer this clearly and thoroughly, from the perspective of someone who works in graduate admissions and supports applicants every day. By the end, you'll know: when non-academic letters are acceptable (and even preferred) who makes the strongest recommender outside academia when you should prioritize academic references how to choose recommenders strategically and how to request letters that actually help your application Let's jump in. The short answer: Yes—often they can In many cases, yes. Graduate programs understand that applicants come from diverse paths, and many strong graduate students are: professionals returning to school career changers adult learners military-connected students first-generation students parents or caregivers applicants who have been away from academia for several years And those applicants may not have recent professors who can write meaningful, detailed letters. Here's the important detail, though: The best recommendation letters are not about where the recommender works. They are about what the recommender can say about you. A strong letter—academic or professional—does the same job: it shows evidence of your readiness it highlights strengths that match graduate-level expectations it provides examples of how you work, learn, and contribute Why graduate programs ask for recommendation letters It helps to understand what these letters are supposed to accomplish. Graduate programs use letters of recommendation to answer questions like: Can this applicant succeed in graduate-level work? Are they dependable and responsible? Can they write, think, communicate, and problem-solve at a high level? Do they have the maturity for advanced study? Will they contribute positively to the program community? A good letter gives the committee a perspective they can't get from: grades resumes personal statements or test scores Recommendation letters are third-party credibility. They confirm that your application isn't just well-written—it's true. When letters from outside academia are absolutely appropriate Many graduate programs accept professional references without hesitation, especially when the applicant has been out of school for a while. Professional letters are often ideal if: you graduated more than 3 to 5 years ago you're applying to a professional or practice-based program you've gained substantial work experience in a relevant field your work responsibilities demonstrate advanced skills you have supervisors who can speak to your performance Examples of programs where professional letters are often strong: MBA and business programs education leadership programs social work counseling and clinical programs public health nursing and healthcare programs nonprofit management information technology, cybersecurity, and applied STEM fields MPA and public administration For these programs, real-world performance matters—and professional references can be incredibly persuasive. When academic letters are strongly preferred Now, there are some circumstances where academic letters are still the best choice. Programs often prefer academic references when: you are applying to a research-heavy graduate program you are applying to a PhD or thesis-based master's program the program requires evidence of academic writing and research skill you are applying directly from undergrad or have recent coursework the program explicitly states faculty references are required In these cases, the program wants letters that can specifically address: academic writing intellectual curiosity research potential critical thinking classroom contribution scholarly habits Academic letters can be hard to replace when the program is evaluating research readiness. The real key: choose recommenders who can provide specific examples Here's something I tell applicants all the time: A letter from a famous person who barely knows you is weak. A letter from a direct supervisor who truly knows your work is strong. Admissions committees care about detail. Strong letters include: how long the person has known you what role they worked with you in specific examples of your performance specific strengths connected to graduate work clear recommendation language Weak letters are vague and generic, filled with phrases like: "hard-working" "nice" "great attitude" "good communicator" Those aren't bad traits—but they don't prove readiness for graduate-level success. Who should I ask for a letter if I'm using non-academic references? Here are the best choices outside academia: direct supervisor or manager clinical supervisor or preceptor department lead who has evaluated your work project leader you reported to nonprofit executive you worked closely with internship supervisor mentor who oversaw your professional development When possible, choose someone who can speak to: how you learn how you handle complex tasks how you communicate professionally how you lead or collaborate how you manage responsibility Those are graduate success indicators. Who to avoid asking (if possible) Sometimes applicants choose recommenders based on title rather than content. Try to avoid: family friends or personal acquaintances religious leaders who only know you socially elected officials who met you once coworkers who don't supervise or evaluate you people who only know you casually These letters are often too general and don't carry the kind of credibility programs need. A practical recommendation: a "balanced set" often works best If the program requires 3 letters, one great strategy is balance. Examples of strong combinations: For a professional master's applicant: 2 professional references 1 academic reference if available For a recent graduate: 2 academic references 1 professional or internship supervisor For a research or doctoral applicant: 2 academic references (ideally research-related) 1 professional or academic reference with strong writing/research insight If you are applying to multiple programs, adjust your letter mix depending on each program's expectations. What if I don't have any academic references? This is very common. If you don't have academic recommenders, here's what to do. choose professional recommenders who can speak to writing, analysis, and learning select recommenders who have evaluated your work formally use your statement of purpose to reinforce academic readiness consider taking one course before applying to build an academic reference That last one can be powerful. Even one graduate-level course or professional certification program can give you a current instructor who can write a meaningful academic letter. How to ask for a letter that actually helps you The best letters happen when you support your recommender. When you request a letter, provide: the program name and degree the deadline the submission process your resume or CV your draft statement of purpose 3 bullet points of what you hope they can emphasize a reminder of projects or accomplishments you worked on together This makes it easier for them to write a detailed letter. And detailed letters matter. What should the letter highlight for graduate admissions? Here are graduate-level qualities that recommenders can address: intellectual curiosity and ability to learn quickly strong writing and communication analytical thinking and problem-solving reliability and follow-through leadership and collaboration professionalism and integrity ability to handle feedback and grow time management and workload readiness If your recommender can provide examples in even 2 to 3 of these areas, you are in strong shape. Quick checklist: Are my non-academic letters acceptable? Ask yourself: does the program allow professional letters? have I been away from school for several years? can my recommender speak to my skills with specific examples? does the recommender know my work well? do my letters support my program goals and readiness? If yes, you're good. Final encouragement Let me close with this. Graduate programs want strong students. And strong students come from many paths. If your best recommenders are outside academia, that does not weaken your application. In fact, for many programs—especially professional programs—letters from supervisors and workplace mentors can be some of the strongest letters we read. The key is not academic or non-academic. The key is: credibility specific examples and clear evidence you are ready for graduate-level work Choose recommenders who know you well, can speak in detail, an

13 min
6 APR

How to Include Specific Examples in Your Graduate School Essay (and Still Stay Within the Word Limit)

If you've ever tried to write a graduate school essay, you've probably experienced this exact moment: You're writing along… feeling good… and then you check the word count. And suddenly your heart sinks. Because you're either: 400 words over the limit or 200 words under the limit or right at the limit… but your essay feels vague and generic And the biggest source of frustration is usually this: "I know I need to include specific examples… but examples take up so many words." If that's where you are, I want to reassure you: You're not a bad writer. You're just experiencing what almost every graduate applicant experiences—because great examples are what make an essay strong, but word limits are what make essays feel impossible. So today, I'm going to show you how to do both: include specific examples (the kind admissions committees actually remember) and stay within the word limit Let's jump in. Why examples matter so much in a graduate school essay Let's start with the "why," because it's important. When admissions committees read essays, they're not only looking for good intentions. They're looking for evidence. Examples are evidence. Examples show: what you've done how you think how you solve problems what you've learned what you're ready for Without examples, an essay becomes a list of claims. And the problem with claims is that anyone can make them. For example: "I'm a leader." "I'm passionate about equity." "I'm committed to community impact." "I'm ready for graduate-level work." All of those statements might be true. But admissions committees are quietly asking: "Can you show me?" That's where examples matter. The core challenge: examples increase detail, and detail increases word count This is the tension you're feeling: Specific examples make your essay stronger But you only have 500–1,000 words (sometimes even less) So the goal isn't to remove examples. The goal is to learn how to write examples efficiently. Think of it like this: You don't need more examples. You need better examples. And you need to write them in a way that delivers maximum impact in minimum space. The golden rule: one strong example is better than three weak ones Many applicants go over the word limit because they try to squeeze in everything they've ever done. But a strong grad essay usually needs: 2 to 4 strong examples total That's it. Not 10. Not your full resume. A few examples, chosen intentionally and written clearly, will always outperform an essay full of scattered experiences. Choose examples that do double (or triple) duty This is one of the most powerful strategies. A great example should demonstrate more than one strength at once. Instead of choosing examples that only show one thing, choose examples that show: skill impact growth and alignment with your goals Here's what that looks like: Weak example choice: one example for leadership one example for research one example for community service one example for teamwork That becomes too much. Stronger approach: Choose one experience that includes multiple dimensions. Example: A capstone project might show: research skills collaboration communication problem-solving commitment to a population readiness for graduate study That's a high-value example. Use the 3-sentence example formula This is one of my favorite techniques for staying within the word limit. When you include an example, limit yourself to three sentences: what you did what you learned how it connects to your goals Here's a template: Sentence 1: I did ________ in ________ setting. Sentence 2: This taught me ________ or helped me develop ________. Sentence 3: This connects to my goal of ________ and prepares me for ________. Here's how that sounds in real writing: "During my internship in student support services, I helped launch a peer mentoring program for transfer students. Through this work, I strengthened my ability to design support structures, analyze engagement patterns, and communicate across diverse stakeholder groups. This experience shaped my goal of pursuing graduate study in higher education to build equitable student success initiatives grounded in data and community needs." That's three sentences. Clear. Specific. Connected. And most importantly, efficient. Replace long storytelling with "high-density" details This is how you keep examples specific without writing a novel. Instead of spending 8 sentences describing the background, use details that condense the story. For example: Instead of: "I was working at a nonprofit and we were trying to help community members and there were many challenges and I learned a lot…" Use: "In my role as program coordinator at a community nonprofit, I managed outreach initiatives supporting first-generation college students." That one sentence includes: role setting purpose population That's high-density detail. When applicants run out of words, it's often because they are writing low-density sentences—sentences that take a lot of space without delivering much information. Use numbers strategically (they add clarity without adding length) Numbers are one of the easiest ways to make an example more concrete without adding word count. Examples: "served 200 participants" "increased event attendance by 30%" "led a team of 6" "supported a caseload of 25 clients" "managed a $10,000 budget" "developed a training module used by 40 staff members" Numbers make an essay feel real. And they take very few words. Avoid the "resume dump" paragraph This is a common pattern: Applicants add one long paragraph listing everything they've done. It usually sounds like: "I completed X, and I also worked at Y, and I volunteered at Z, and I participated in A…" This is where word counts explode. Instead, use fewer examples—but go deeper with intent. Remember: Graduate programs would rather understand 2 key experiences well than read 12 experiences poorly. Combine sentences using "stacking" Stacking is when you combine related details into one well-built sentence. Example: Instead of: "I worked as a graduate assistant. I supported faculty. I developed workshop content. I helped students with planning." Try: "As a graduate assistant, I supported faculty-led initiatives while designing student workshops focused on academic planning, motivation, and professional development." Same information. Far fewer words. Cut filler phrases that cost words without adding meaning This is the easiest way to reduce word count quickly. Here are common filler phrases to remove: "I believe that" "I feel that" "It is important to note that" "Due to the fact that" "In order to" "This experience helped me to" "I was able to" Replace them with stronger verbs. Examples: "I believe that" becomes "I know" or nothing at all "in order to" becomes "to" "helped me to develop" becomes "developed" "I was able to lead" becomes "I led" This is how you keep meaning but reduce length. Use an intentional outline so you don't overwrite Most word limit problems happen before the writing even begins. Because the applicant writes without a map. Try this simple outline that helps you control length: 10% hook + motivation 30% preparation and key examples 40% goals + program fit 20% conclusion and future impact When you assign "space" to each section, you naturally stay within the limit. A simple editing strategy: subtract 10% without losing substance If your essay is too long, don't panic. Here's a process that works almost every time. First pass: delete filler and repeated phrases Second pass: replace long phrases with shorter ones Third pass: reduce each example to 3 sentences Fourth pass: cut your weakest example Most essays can lose 10% of word count without losing meaning at all. In fact, they usually get stronger. Quick checklist: am I using examples efficiently? Before you submit, ask: Did I include 2–4 strong examples (not 8–10)? Do my examples show impact, skills, and growth? Did I connect each example to my graduate goals? Are my examples written in 3 sentences or less? Did I use numbers where possible? Did I remove filler phrases? If yes, you're right where you need to be. Final encouragement If you're trying to write a powerful grad school essay under a word limit, here's what I want you to remember: The word limit isn't there to restrict you. It's there to reveal something important. Can you communicate with clarity? Can you choose what matters most? Can you tell a focused story? That ability is part of graduate school readiness. So don't aim for an essay that includes everything. Aim for an essay that includes what matters. A few strong examples, written efficiently, will always outperform a long essay full of scattered details.

13 min
30 MAR

Overcoming Self-Doubt: Success Strategies from a CRNA Student's Perspective

Embarking on the journey of graduate school can feel both exhilarating and overwhelming. On this week's episode of the "Victors in Grad School" podcast, host Dr. Christopher Lewis sits down with Marissa Charles, a current student in the Nurse Anesthetist (CRNA) program at the University of Michigan Flint, to explore the heart, grit, and strategies needed to thrive in grad school. Marissa Charles shares a story that many prospective students will find deeply relatable. After completing her Bachelor's in Nursing and working for several years—including through the COVID-19 pandemic—she initially dismissed the idea of returning to school. "I always said I'd never be smart enough to be a CRNA," Marissa admits, pointing to the self-doubt that can plague even high-achievers. Her journey is a powerful testament to the idea that growth comes not just from academic readiness, but personal readiness. Sometimes, it's about timing and gaining confidence in oneself, rather than inherent capability. A central theme throughout the episode is the importance of mentorship and community. Marissa credits much of her success to the robust support network within her program. From the moment students are accepted, they're paired with mentors who guide them not just academically, but through the personal transitions essential to thriving in an intensive program. Extra-curricular opportunities, like mixers with students from other universities, further broaden the sense of camaraderie. Grad school is no easy path. Marissa emphasizes the necessity of balance, self-advocacy, and strong communication. She reflects on strategies for managing bumps in the road—whether it's an unexpected personal crisis or the all-too-familiar imposter syndrome. Her advice is universal: don't be afraid to reach out for help, and remember that setbacks are a normal part of the journey. Faculty, family, and peers are eager to support—you just have to take the first step. Whether you are considering grad school, in the midst of a program, or mentoring others, this episode offers inspiration and practical advice. Marissa's narrative proves that with determination, support, and clear priorities, pursuing an advanced degree is not only possible, but rewarding. Ready to find encouragement and actionable tips on your own grad school path? Tune in to this episode of "Victors in Grad School" and join a community invested in your success. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan Flint. So excited to have you back again this week. As always, we are on a journey together. I say it's a journey, and I know every week I say this, but it is so true that you are on a journey. You've made a decision. Dr. Christopher Lewis [00:00:32]: Whether you are just the very beginning and you're just starting to think about graduate school, or maybe you've applied, maybe you've gotten accepted, maybe you're in a graduate program. No matter where you are, this is a journey from start to end of that graduate degree, and there are things that you can do right now, today, to be able to find success sooner. And that's what this podcast is all about. I love meeting with you every week to be able to provide you some things to think about, some perspectives, some thoughts, and especially to bring you others that have gone before you that are either in graduate school now, they've gone to graduate school in the past, and they are excited to be able to share their own journey with you so that you can learn from it and maybe repeat some things, maybe not repeat some things, to be able to help you to make your journey as smooth as it can be. Today we got another great guest. Marissa Charles is with us, and Marissa is a student within the Nurse Anesthetist program at the University of Michigan Flint. Really excited to be able to talk to her and to learn more about her journey in and through graduate school. Marissa, thanks so much for being here today. Marissa Charles [00:01:45]: Thank you, it is my sincere pleasure. Dr. Christopher Lewis [00:01:47]: I am really excited to be able to have you here today, and I think first and foremost, I know you did your undergraduate work at the University of Michigan Flint. You got a bachelor's degree in nursing at the University of Michigan Flint, and then you went off, you went off, you worked and started in your career, and at some point you made the decision for that you wanted to continue that education. Bring me back to that point, that point in your life where you said, "It's time." Why was it the time to make that jump? And what made you decide to go all in? Marissa Charles [00:02:21]: 100%. So I graduated December of 2020, definitely a crazy time in the world. I became a nurse. I started working. I never said, "Go back to school, Dr. Lewis." I said I'd never go back. My bachelor's degree was enough. There's no way I'm doing it again. Marissa Charles [00:02:37]: I graduated when I was 23, so I was working for a few years and I always said I'd never be smart enough to be a CRNA. And looking back at that is like, it makes me laugh because it shows just how you grow as a person truly through life. Because here I am, it's 2026 now. Um, in 2023, I finally made that decision where, hold on, it's not that I wasn't smart enough, it just was that I wasn't ready. I was a new nurse. I was coming outta nursing school, COVID was happening. We were seeing the sickest patients ever during that time. It was scary. Marissa Charles [00:03:14]: And it's not that it wasn't smart enough, I just wasn't ready. So 3 years or 2, 2 and a half years into my nursing experience, I was looking around and I just felt as though I'm missing something, like something— I wanna do more. I want to advance my education. I feel as though I'm at a point in my clinical experience where I have truly become a clinician that was an expert within my critical care standards. So in 2023, I was like, I think it's time. I don't know what I wanna do yet, but it's something. And that's when I started looking at graduate programs around the state of Michigan, what was out there for nurses. There's a lot of different paths you can take. Marissa Charles [00:03:59]: You can become a nurse practitioner. There is— perfusion, there's PAs, there's a lot you can do in graduate programs right now. And CRNA, I still felt like I wasn't smart enough for. So it took me about another year. In 2024 is when I finally was like, why not bite the bullet? Why not go for the hard road of what this program is? Because with a hard road comes a lot of feeling super good about yourself and confident and getting the most out of your education. So I decided in 2024 that I would start applying. And this process takes a long time. It's 2020, I started fall of 2025. Marissa Charles [00:04:41]: So it does take a little bit of time to go from deciding you want to go back to school, getting your application in, getting an acceptance and starting. But here we are, you know, 2 years, January of '24 to January— February of 2026 to being in it. So that's a little bit of my story. Dr. Christopher Lewis [00:04:59]: And I, I've said that you are in the University of Michigan Flint's nurse anesthetist program, the CRNA program. Marissa Charles [00:05:07]: CRNA program. Dr. Christopher Lewis [00:05:08]: And as you said, you did some research, you looked around, and I know that there are other CRNA programs in the state of Michigan that you could have chosen, and outside of the state of Michigan as well. So talk to me about that and what made you decide to not only apply to the CRNA program at the University of Michigan Flint, but also that once you got that acceptance, that, that was the program that was right for you. Marissa Charles [00:05:33]: So, uh, there's 5 programs in Michigan, so you have a lot to choose from. And there's so many different reasons that you can look into different programs. Obviously I'm a little biased 'cause I spent my undergraduate program at the University of Michigan Flint. So I looked back and when I was in my undergraduate program, I was working alongside of anesthesia students. They were there with me during my undergrad. So I got to see a little bit of kind of what they did on a semi-day-to-day basis. But it really still wasn't a level playing field because it's been 4 or 5 years since I went to undergrad. I've been kind of all over the state of Michigan, but really the biggest thing that brought me back to Michigan, which is kind of what I love so much about my undergrad program, is truly the relationship that the faculty has with their students and how much importance we put on student-to-student relationships. Marissa Charles [00:06:27]: And I'm gonna mention mentor, mentor, mentor probably a million times in the next 20 minutes that we talk, but our program, even before you start, they offer webinars, open houses, opportunities for you to meet the faculty to get an idea of who they are because you're applying to be in the program. It's just as much backwards. They want the best of the best to be in a program. And so it's just as much as me choosing them as it is they're choosing us. So I really, really love that about our program is the relationships that we build and then just how much importance we put on building relationships, mentorships, and then wellness is super huge. So after literally you got your acceptance letter, and then right before we start the program, they pair you up with a mentor and start building that relationship on how can we help you get through this next 3 years. And here's this person that's doing the same thing you're doing, but they're a li

27 min
23 MAR

From Dropout to Doctorate: Dr. Rita Fields' Inspiring Educational Journey

Navigating graduate school isn't a straight line—it's a journey full of turns, challenges, and unexpected lessons. In the latest episode of "Victors in Grad School," host Dr. Christopher Lewis sits down with Dr. Rita Fields, a lecturer at the University of Michigan Flint's School of Management, to explore her unconventional, inspiring path through higher education. Whether you're already on your grad school journey, considering taking the leap, or supporting someone who is, this episode is brimming with honesty and actionable wisdom you won't want to miss. Dr. Rita Fields candidly shares her beginnings as a high school dropout who returned to education, ultimately building a career in human resources and pushing herself to the highest academic levels—including earning a doctorate while juggling executive work and family life. One major theme is perseverance: She discusses the powerful role self-motivation and setting clear boundaries played in her success, especially when life threw unexpected hurdles in her way. A key takeaway from the episode is the stark contrast between undergraduate, master's, and doctoral studies. Dr. Fields describes graduate school as "straight broth with no water added"—a deep, immersive experience that requires true engagement with your chosen field. Whereas undergraduate education is about finishing what you start and getting well-rounded, graduate studies demand critical analysis and, at the doctoral level, becoming the expert who can teach the topic. Another highlight is the discussion about burnout and self-doubt. Dr. Fields is refreshingly honest about reaching points where she questioned her ability to go on, and even considered quitting. The key, she says, is being kind to yourself, setting and honoring boundaries, building a support system, and remembering that challenges and stress are inherent in all meaningful pursuits. Finally, Dr. Fields offers clear advice: take graduate education seriously, resist the urge to just "check the box," and prioritize real learning over simply accumulating credentials. Understand your limits, be honest with yourself about your capacity, and remember—it's okay if your path takes a little longer. Ready for candid insights, practical tips, and a big dose of inspiration? Listen to the full episode to hear Dr. Rita Fields' journey and discover how you, too, can chart your own successful grad school path—even when it gets tough. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and Dr. Christopher Lewis [00:00:06]: experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan Flint. Really excited to have you back again this week. As always, every week we are on a journey together. It's really important that you know that this is not a— always a— going to be a linear path. It may be a little bit circuitous. You may end up coming and going and getting different types of educational experiences along the way. Dr. Christopher Lewis [00:00:36]: But hopefully you've done that work to be able to know what your goal is, and you find ways to be able to hit those benchmarks along the way to be able to help you to keep moving toward the goals that you have set for yourself. Every week I love being able to introduce you to new people with different experiences that have all had their own experiences in graduate school, And they're here to share that experience with you so that you can build some tools for your toolbox to help you in that journey that you're on. Today we got another great guest. Dr. Rita Fields is with us today. And Dr. Fields is a lecturer for— at the University of Michigan Flint. That basically means she's been teaching classes for a bit and she teaches a number of different areas within our School of Management. Dr. Christopher Lewis [00:01:26]: And I'm really excited to be able to have her here to be able to talk to you about her experiences to have her here on the show this week. Dr. Fields, thanks so much for being here. Dr. Rita Fields [00:01:38]: You're so welcome. Thank you for having me. Dr. Christopher Lewis [00:01:40]: I am really excited to be able to have you here and to talk about your own journey. And I know I love starting the show with an opportunity to turn the clock back in time. I know that you did your bachelor's degree down at Marygrove College in Detroit, and I know that at that time you got a Bachelor of Arts in English and Psychology. And then you went out, you got some experience, and along the way, at some point during that time that you were working, getting different experiences, you made a decision. You made a decision that you were going to go back to school and get a graduate degree. Take me back to that point. And what made it the right time, the right place for you to say, now I'm going to go back, I'm going to get that next part of my education? And, and take me back and talk to me about that. Dr. Christopher Lewis [00:02:29]: Yeah, so that's interesting. I don't know if I've ever thought about that time isolated in the way that you just described. But when I decided to go back for my master's degree, I had a son who was 8, maybe? Somewhere along there? When I got my undergrad degree, he turned 5. And so it was about a couple years later-ish. And I had decided that I really appreciated and loved my undergraduate education at Marygrove, absolutely adored it, and that perhaps I should further myself to open more opportunities up for myself and to learn how far I could advance. At that point, I was already within my chosen field of human resources, and so I decided to go back to school to get a master's in human resources. And I was really grateful to do it. I'd read a lot about the program. Dr. Christopher Lewis [00:03:30]: I understood that there was— and, and came to confirm for myself that there's a huge difference between graduate school and undergrad. So I was really excited to embark on that journey. And it was a— it was good timing for me when I decided to go back. Dr. Christopher Lewis [00:03:47]: Now, I know you just said that you loved your experience as an undergrad, so that probably played into why you decided to get that master's degree at Marygrove College. Were there any other mitigating factors when you were looking at whether you wanted to go back to Marygrove, which is where you ended up deciding to go, or if you were considering other schools? And if so, what were you looking for in a program that you ultimately then decided on attending? Dr. Christopher Lewis [00:04:13]: So yes, I did decide to stay at Marygrove, and I, I'll be honest, it was really nice. To contemplate getting that advanced degree in an environment that I was always really— always— I was already really comfortable with. So that was a huge selling point for me, that I understood the campus, I understood the way things worked, I knew the services that were available. Because I did have a young child at the time, I also knew that I had the ability to have childcare services if I had evening classes. So there were lots of elements of the campus that were very attractive to me. In terms of the degree program itself, I really wanted a rigorous program that allowed me to delve deeper into the wide expanse of knowledge that is human resources. Human resources is a very broad field, and so I wanted to make sure that I had a program that exposed me to people who were in the field, who were diverse and who would allow me to further my own professional life in such a way that the, the learning of the material would complement my practical application day to day. So I was really fortunate in that way. Dr. Christopher Lewis [00:05:39]: Now, down the road, you finished that degree and then you went and worked some more. You got some other experiences and down the road you said, I'm still not done, I'm going to keep going back. And this time I want to go and get a terminal degree. And I guess bring me back to that point. What was going on in your career? What was going through your head as you were saying to yourself, I'm not done, I want to continue and I want to keep pushing myself forward in this way? Dr. Christopher Lewis [00:06:05]: So when I decided to go back for my doctorate, I was well into my career at that time. I was an executive actually, and I worked at Henry Ford Health System., and I was about to accept a position to open on the operational team to open their, their new hospital, which was Henry Ford West Bloomfield Hospital. So this was a couple— about a year or so before I went into that process. And I have to tell you, this might sound weird, but the reason I decided to go on to get my doctorate is because I just wanted to see what I could do intellectually. I, I'll bet you don't know this, I was a high school dropout. And so I was someone who— I left school the first day of my 12th grade year and I had a very tumultuous experience, but eventually I went back to school and I learned how incredibly important it was for me to maximize my learning potential and that, that helped me to deal with things that happened in my life that I didn't have any control over. But if I could figure out a way to understand it, if I could figure out a way to wrap my mind around how to procedurally advance in my career and to really delve deeply into what the possibilities were in my mind. I know that might sound weird or super nerdy or both, but that's really what initially made me think about it. Dr. Christopher Lewis [00:07:40]: I did take quite a bit of time trying to determine the type of program that I would go into. I knew I did not want a PhD. I know that's— I'm going to get some smoke about that, but I did not wan

32 min
16 MAR

Navigating Graduate School: Lessons from Steven Foster's Educational Journey

Are you considering taking the next big step in your educational journey? Whether you're just starting to think about graduate school or already knee-deep in your studies, the latest episode of "Victors in Grad School" is packed with insights you won't want to miss. In this episode, Dr. Christopher Lewis sits down with Steven Foster, Director of Financial Aid at the University of Michigan Flint, to discuss what it truly takes to thrive in graduate school. Their lively conversation weaves through Steven's personal journey—from earning his bachelor's in English Language and Literature, jumping straight into the workforce, and then making the pivotal decision to return for his master's in Educational Leadership at Wayne State University. One major theme is the importance of having a clear motivation for pursuing graduate studies. As Steven Foster shares, his return to school was sparked by an early realization that additional credentials would be crucial for career advancement and personal growth. This combination of upward and social mobility, practical experience, and a passion for educational outreach shaped his path and success (02:16). Discipline, curiosity, and organization are highlighted as the bedrock skills for anyone navigating graduate school. Steven Foster emphasizes that being disciplined and staying organized are essential, especially when juggling work and academic responsibilities (06:45). He notes, "Being disciplined, being curious, being open… those skill sets are extremely important in your journey." Another key takeaway is the role of community and support systems. Graduate school can be overwhelming, and imposter syndrome is a common stumbling block. Steven Foster candidly discusses how self-awareness, open communication, and fostering connections with peers and mentors can provide the reassurance and encouragement needed to push through challenging moments (10:30). Listeners will find practical advice throughout, from evaluating graduate programs and career prospects to leveraging faculty relationships and embracing opportunities for professional and personal development. Steven Foster encourages prospective students to research institutions thoroughly and think beyond just degree requirements—consider how the experience can open doors to consulting, teaching, volunteering, and more (17:03). If you're seeking inspiration, reassurance, or actionable tips for your graduate school journey, this episode is for you. Tune in and let Steven Foster and Dr. Christopher Lewis guide you through the path to graduate school success—because your journey is uniquely yours, and with the right tools and mindset, you can be victorious too! Click here to listen and start your journey to grad school success today! TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan Flint. Really excited to have you back again this week. As always, we are on a journey together, and I call it a journey because it truly is a journey. You are on a unique journey, something that you are going to be going through, whether you're at the very beginning and just starting to think about graduate school, or maybe you've applied, maybe, maybe you've been accepted. You could be in any of these places, you could even be in graduate school. But throughout all of this, you are on a journey. Dr. Christopher Lewis [00:00:44]: And through this journey, there are things that you can do to be able to help you to be successful along the way. And that's why this show exists. Every week I love being able to bring you different pieces of advice, different thoughts, different perspectives, and also different people that have gone before you to be able to give you some perspectives on their own experience going through graduate school. This week we got another great guest. Stephen Foster is with us, and Stephen is the Director of Financial Aid at the University of Michigan Flint. And I'm really excited to be able to have him here to tell you about his own experiences going through graduate school. And to welcome him to the show. Stephen, thanks so much for being here. Steven Foster [00:01:24]: Thank you, Kris, for having me. Dr. Christopher Lewis [00:01:25]: I am really excited to be able to have you. And one of the first things that I love doing is turning the clock back in time, and I want to go back a little ways because I know you did your undergraduate work, and after you went through that experience and got that Bachelor of Arts in English Language and Literature, you went off and got a job. You went off and worked, and you jumped into the world of financial aid. Steven Foster [00:01:49]: I did. Dr. Christopher Lewis [00:01:50]: And you never looked back. But one of One of the things that I want to do is ask you about this point in time, because there was a point in time that you were working, you're out there, but at some point you had this inkling that you needed to go back. You wanted to continue. You had to scratch that itch for going back and getting more education. And I guess bring me back to that point and what made you decide that that was the right time, the right place? Steven Foster [00:02:16]: You know, thank you, Kris, and I'm excited to be here just to share some of my experiences. And I did receive my undergrad from University of Michigan, graduated with my master's in educational leadership from Wayne State University. And what really inspired the additional need for education is I knew that at one point in my career I was going to need it for that upward mobility, that social mobility, and having the credential, right, makes it a little bit easier, right, to give you the practical hands-on experience, to give you the theoretical aspect side, educational leadership research, to give you the technical pieces that you need to be a, a successful administrator and leader. So I knew that early on in my career because I actually started my graduate program and my graduate work about 2 to 3 semesters out from my undergrad after graduating. So I knew, I just knew early on that, hey, I need this credential, I'm going to need this credential along the way to help me to advance. And so I went to work during the day, and as soon as I was done at work during the day, I would go right into classes in the evening. And I guess early on it helped me because I still had some level of discipline as a student from my undergraduate experience. So I think that helped me a little bit along. Steven Foster [00:03:49]: The way in order to help me to, to push through to my master's to completion. Dr. Christopher Lewis [00:03:54]: Now, I know you did your master's degree at Wayne State University and you got a Master of Education in Educational Leadership and Administration, and there are a lot of programs that are in the Master of Ed space and you chose Wayne State. So bring me back to that point. And when you were thinking about looking at, you know, pers— all the different prospective universities, what made you decide on Wayne State University? What made it stand out? And talk to me about that process for yourself. Steven Foster [00:04:23]: Yes. So I was looking at several programs and I really wanted to go into education. I wanted to go back in— I wanted to go in a K-12 setting. So I actually was looking at master's for teacher certification programs and I was looking at the University of Michigan. I also was looking at the University of North Carolina Chapel Hill. I looked at Michigan State University and ultimately landed at Wayne State University for actually selfish reasons. It was a tremendous benefit called, uh, educational benefit, and it kind of altered my plans from, uh, going into the classroom and really finding my passion in the higher education side of, of education where I could affect change, where I could help students— be that bridge and bridge that gap to students to promote higher education and to promote education from a different lens, um, besides going into the classroom. So that's what kind of detoured me. Steven Foster [00:05:29]: It was actually the benefit of getting my degree paid for, but also I really got a passion for educating students how to think about college affordability, how to think about college finance, and how to plan for college, how to be successful in college and looking at higher ed. From the outreach side of things and being a bridge and being a spokesperson about the many benefits of receiving a higher education degree can bring to students and their families. Dr. Christopher Lewis [00:06:02]: Now, going from undergrad to grad, you said that it had been a few terms out from when you graduated to when you started. And when you go into a graduate program, there definitely is a transition because it's a different way of being taught, a different— level of expectations by faculty members and a different level of expectation on yourself for what you're trying to achieve. So talk to me about those transitions. And as you transitioned into graduate school and through graduate school, what did you have to do to be able to set yourself up for success? And what did you add to— have to do to be able to maintain that success throughout the graduate school journey? Steven Foster [00:06:45]: The biggest thing, or the number one thing that comes to my mind, is being disciplined. Being disciplined, being curious, being, being open. Because when you go undergrad or grad, I think grad is, uh, of course, higher thought processes. It's a lot of reading, it's a lot of theory, it's a lot of hands-on practice. So a combination of all of that, but being disci

20 min
9 MAR

Overcoming Obstacles: Lessons in Resilience from John Ambrose

Are you thinking about going to graduate school, or already on the journey and searching for motivation? The latest episode of Victors in Grad School offers both inspiration and practical advice. Host Dr. Christopher Lewis sits down with John Ambrose, Vice Chancellor for Enrollment Management at the University of Michigan Flint. Through vulnerability and candor, John Ambrose unpacks his non-linear path to academic and professional achievement, and why graduate school was transformative for him. A recurring theme throughout the episode is resilience. As a first-generation student, John Ambrose openly discusses the difficulty of navigating higher education "without the right mentoring and information," sharing a raw moment of feeling "trapped" after changing majors and needing additional years to finish his undergraduate degree (02:23). Despite setbacks and personal loss, including the passing of his father during his freshman year, John Ambrose pressed on, motivated to create meaning and success for himself. The transition into graduate school wasn't easy. John Ambrose recounts taking a pay cut to accept a job that would fund his master's, balancing the demands of work, school, and family – at times, facing weekends packed with study and few breaks (09:41, 22:36). For anyone hesitating to return to school later in life, his advice is honest: "It's not that you can't do it, but what are the adjustments that I need to make?... What is this going to mean for your family?" (21:13). Preparation and honest communication with one's support network are crucial. Another highlight is John Ambrose's perspective change from undergraduate to graduate studies. He describes the graduate experience as "fun," especially the value of discussion-based learning and the satisfaction of intellectual exchange (10:18). He notes that beyond credentials, graduate school is about personal development and acquiring soft skills—listening, confidence, grit, and the ability to articulate your experiences. "[Graduate school] is an opportunity to develop yourself and to provide opportunities for you to become a different type of version of yourself," he reflects (24:29). This episode isn't just for prospective students—it's for anyone seeking to find meaning in growth, overcome setbacks, and make purposeful choices about the next stage in life. Tune in to hear an inspiring journey that proves success isn't always linear—and graduate school can be about so much more than a degree. Listen to the full episode and let John Ambrose's journey empower your own. TRANSCRIPT John Ambrose [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan Flint. Really excited to have you back again this week. And as always, every week, we're on a journey together. I say it every week, but it is so true that the— that what you're doing right now as you are preparing to think about— either think about graduate school, apply to graduate school, go through graduate school— it is a journey. And that journey might take you a year to get into graduate school, it might take you 2 years, 3 years, who knows. No matter where you are on this path, there are things that you can do right now to help you to be successful ultimately in the journey that you're on. Dr. Christopher Lewis [00:00:50]: And that's why this show exists. This show exists to help you to find some tools for your toolbox to help you to be able to to find success sooner. We do that many times through opportunities for you to meet others that have gone before you, that have gone to graduate school, have been successful in graduate school, and they can share that experience with you. And today we've got another great guest with us. I'm really excited to be able to have John Ambrose with us. And John is the new Vice Chancellor for Enrollment Management at the University of Michigan Flint. And I'm really excited to have him here to be able to share with you his journey in going through graduate school and how that's led him to here at University of Michigan Flint. John, thanks so much for being here today. John Ambrose [00:01:33]: Dr. Lewis, thank you for having me. Dr. Christopher Lewis [00:01:35]: It is my pleasure. Really excited to have you here today. And I am going to start this interview with an opportunity to go back in time. I know you did your undergraduate work at Western Michigan University and then— yes, go Broncos! We both have that connection that we're both Broncos and I guess I wanna go back in time to that point when you were at Western, and then after Western, you went off, you worked for a while, and at some point, some point in that work experience, you made a choice, you made a decision that you were going to continue your education and continue your education in a completely different area than what you did as an undergraduate student. So bring me back to that point when you were having that inkling in your mind, and what made you decide that that was the right time —to go to graduate school? John Ambrose [00:02:23]: Oh, man. Uh, days in Kalamazoo were an amazing time for me. That was an opportunity where I like to say I, I was reared in Detroit, but I was trained in Kalamazoo. In terms of adulting, as the young people use, uh, that term today, it took me 6 and a half years to get my 4-year degree from Western Michigan, mostly because I changed my major, but I only changed it once. And I was required to almost go back from square one. Uh, very few of the credits that I had earned prior to were allowed in my new major. And so it, it was a difficult decision, but as a first-generation student, then you're doing your best to negotiate and navigate, and all the information you're getting is not necessarily accurate. So I just found myself having to make an adult decision in the moment. John Ambrose [00:03:14]: So I remember very vividly going out and sitting on the curb and crying. And I got myself together after I cried about it. And it was, you know, it was almost like I felt like a sit— like I had just been sentenced to 4 more years of jail. And not that I hated it, but it just— I felt trapped, to be honest, if I'm being honest about the emotions that I felt. But I was like, okay, you're— this is it. I mean, this is what I have to do. And I had gotten myself into that position primarily because a little bit of it was academics, A lot of it was just the lack of mentoring that I had and the lack of sharing and feeling like I was the only one. But those are the types of things that first-generation students will face at moments in their educational journey. John Ambrose [00:03:58]: But stood up, dropped my face off, went to the bathroom, washed it, and came back and signed up and said, okay, let's do it. So I did my 4 years, and at that point I thought, I'm never coming back to college again. But I was so focused on my career that when I got ready to graduate, I don't already done in, in excess of 12 different internships all over the place, trying to really find myself. Everything from internships within my major to legal and social work and outside, you name just, you know, I did just about any job there was to do on the campus and worked in all the buildings, I think, except two by the time I graduated. But it was an opportunity, like I said, to really mature and grow. And eventually I did gain mentors across the campus. And so But it was just a different type of experience and one that I cherished really very dearly and hold close to my heart because I lost my dad my first semester freshman year. And he was a bit of my muse for going to college. John Ambrose [00:05:01]: So when he passed away, I really wasn't sure because I'd never done anything for myself. Uh, everything I did was to please him and to make him happy. And, you know, you, you wanted to get that stamp of approval from your dad or— and your mom. But my dad was larger than life in my eyes at that time. And also it was, it was a bit of learning, learning to want things for myself. So fast forward, I graduate, I work in the printing industry for a few years, actually more than a few, but I changed companies probably about 3 times and each one, uh, more progressively until the last one that was a bit more entrepreneurial. Found myself leaving there after the smaller mom-and-pop shop with the entrepreneurship piece and I started selling life insurance. And I got a call one day to find out if I was interested in joining Marygrove College. John Ambrose [00:05:49]: And so the decision was, after they made me an offer, that I would go and earn my master's degree in education. And so when I got to the point of— I think it was, you got to do 6 months. So after my 6-month probation period in the, the start of the career, I started the program. And so I had my master's degree in education. And the Sister Servants of the Immaculate Heart of Mary there who ran Marygrove College— and I knew very little about the college when I, I started to work there. But that was the primary reason for going. So I got this wonderful lesson about the history of Detroit, but it was also my first foray into Catholic school education and kind of the mission of the Catholic Church as well as that particular sect for these— by the Sister Servants of the Immaculate Heart of Mary. And I mean, they were a gritty group of sisters and they did not take any, any stuff from any man or any woman for that matter. John Ambrose [00:06:47]: And I mean, just the history of being the— in Detroit and how they became— went from being all-female to co-ed in the '60s. So it was quite the journey. And later to find out that my older siste

27 min
2 MAR

How to Ensure Your Graduate School Application Tells a Clear Story About You (and Your Goals)

If you're applying to graduate school, you've probably heard this advice before: "Make your application stand out." And if you're like most applicants, your first thought might be: Okay… but how? Because when you look at what a graduate application requires—your personal statement, your resume, your recommendations, your writing sample, maybe even an interview—it can start to feel like a big pile of documents that don't automatically "connect." You may even be thinking: "How do I pull all of this together?" "How do I make sure I'm not just listing accomplishments?" "How do I explain my journey without oversharing?" "What if my path hasn't been perfectly linear?" Let me reassure you right from the start: A clear narrative doesn't require a perfect background. It requires intentional storytelling. And the best graduate applications don't just show that you can do graduate-level work… They show who you are, what shaped you, what matters to you, and what you want to build next. Today, I'm going to walk you through exactly how to do that. Why narrative matters in a graduate school application Admissions committees read a lot of applications. And I mean a LOT. Many applicants have: strong GPAs relevant work experience volunteer involvement leadership roles certifications awards So what makes one applicant memorable over another? Often, it's this: Clarity. A strong applicant helps the committee quickly answer three questions: Who is this person? Why graduate school—and why now? Where are they going, and how will this program help them get there? If your application clearly answers those three questions, your narrative will shine—even if you don't have the "perfect" resume. A key mindset shift: you're not just applying—you're introducing yourself Here's something I tell students all the time: Your application is not a transaction. It's a story. It's not: "Here are my documents. Please accept me." It's: "Here's who I am. Here's what I care about. Here's how I've prepared. Here's where I want to go. And here's why your program is the bridge between my present and my future." When you approach your graduate school application like a narrative, everything becomes easier to organize and write—especially your personal statement. Step 1: Find your "through line" (the story that connects everything) The biggest reason applications feel scattered is because applicants try to include everything. But you don't need to include everything. You need to include what supports your through line. A through line is a simple idea that connects your experiences like a string connecting beads. It might be: a passion (equity in education, mental health advocacy, community-based research) a professional goal (becoming a clinician, moving into leadership, transitioning careers) a lived experience that shaped your direction a problem you want to solve Ask yourself: "What's the theme that runs through my experiences?" And if you're thinking, I don't have a theme—I've done all kinds of things… That's okay. Most people have. Your through line doesn't have to be obvious at first. It often sounds like: "I've always been drawn to helping people make sense of complex systems." "I want to bridge the gap between access and opportunity." "I'm motivated by the belief that small interventions can create big outcomes." "I keep finding myself working at the intersection of people and problem-solving." Your job is to identify what has consistently pulled you forward. Step 2: Use the "Past → Present → Future" structure This is one of the simplest and strongest storytelling frameworks for graduate admissions. It works in personal statements. It works in interviews. It works in letters of intent. Here it is: Past: What shaped you? What experiences, moments, or observations sparked your interest? Present: What are you doing now? What have you learned, built, studied, or contributed that shows readiness? Future: Where are you going? What goals do you have—and how does this program help you reach them? If your application materials align with this structure, the admissions committee will feel confident recommending you. Step 3: Turn your experiences into meaning—not just a list Here's a common mistake: Applicants list experiences like they're writing a résumé in paragraph form. Example: "I completed a degree in psychology. I worked as a research assistant. I volunteered with a nonprofit. I also completed training in crisis intervention." That's not bad—but it's incomplete. What's missing? Meaning. Instead, you want to show what your experiences taught you and how they shaped your goals. Try this approach: What did I do? What did I learn? How did it shape what I want next? Example upgrade: "Through my work as a research assistant studying youth anxiety, I saw how often early intervention is limited by access and stigma. That experience pushed me toward crisis intervention training and strengthened my commitment to pursuing clinical practice focused on adolescents." See the difference? Graduate programs don't just want to know what you've done. They want to know what you've become because of it. Step 4: Be specific about your goals (without boxing yourself in) Another common challenge: applicants worry they have to have everything figured out. Let me say this clearly: You do not need to have a 10-year plan mapped out. But you do need to show that your goals are thoughtful, realistic, and connected to the program. Weak goal: "I want to advance my career and make a difference." Strong goal: "I want to develop the clinical assessment and intervention skills needed to support adolescents navigating anxiety and trauma, with the long-term goal of working in community mental health settings." Strong goal (leadership): "I want to move into higher education leadership roles focused on student success initiatives, using data-informed advising strategies to close equity gaps in persistence and completion." Specific doesn't mean rigid. Specific means you've done the work to understand your direction. Step 5: Connect your goals directly to the program you're applying to This is where applications rise or fall. Admissions committees can immediately tell the difference between: an application copied and pasted for multiple schools and an application written with intention for their program The key is to connect your story to their resources. Look at: curriculum concentrations internship/clinical placements research labs faculty expertise student organizations capstone projects community partnerships Then, write sentences like: "The emphasis on ___ aligns with my interest in ___." "I'm particularly drawn to the course ___ because it supports my goal of ___." "I'm excited by the opportunity to work with faculty whose research includes ___." This is not flattery. This is alignment. Step 6: Make sure every part of your application supports the same narrative Here's the secret that many applicants don't realize: Admissions committees aren't only reading your personal statement. They're reading your whole application to see if it tells one cohesive story. Your application should "agree" with itself: Your resume should support what you claim in your personal statement Your recommendations should reinforce your strengths and readiness Your writing sample should match your academic potential Your goals should match the program you selected You don't want contradictions like: personal statement says you want research, but resume shows no research involvement goals say "clinical practice," but nothing shows people-facing experience statement says you're passionate about X but never explains where it came from You want the committee to feel: "Yes. This makes sense. This applicant is ready." Step 7: Use a "signature sentence" to make your narrative memorable Want a simple way to stand out? Create one sentence that captures your story. Something like: "I'm pursuing graduate study to bridge mental health support and community access for youth." "My goal is to develop the leadership and data skills needed to build equitable student success systems." "I'm committed to using evidence-based practice to improve outcomes for underserved populations." Then weave that idea throughout your application materials. It becomes your anchor. Your north star. And it makes your narrative easy to remember. A quick checklist: Does your application tell a clear story? Before you submit, ask yourself: Can someone summarize my story in 2–3 sentences after reading my materials? Do my experiences clearly connect to my goals? Does my application explain why graduate school now? Did I clearly explain why this program is the right fit? Does my tone sound confident, grounded, and genuine? If yes, you're in an excellent position. One final encouragement If you're worried that your story isn't impressive enough, I want you to hear this: Graduate admissions committees aren't looking for perfect people. They're looking for: purpose readiness alignment growth potential And the clearest narrative isn't built from having the most impressive resume. It's built from knowing: who you are, what matters to you, and what you're building toward. And if you can communicate that clearly? You will stand out. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Welcome back to Victors in Grad School. I'm yo

12 min

Victors in Grad School explores what you can do to find success in your own graduate school journey no matter what you plan to do. Through experts and individual interviews you will be introduced to what it means to find success and tips on achieving success in graduate school.

Creator

Dr. Christopher Lewis
Years Active

2022 - 2026
Episodes

193
Rating

Clean
Copyright

© 2024
Show Website

Victors in Grad School