147 Grad students enrolled in spring A seldom seen group of people on campus were the graduate students. Often graduate students lived off campus, and they were not required to attend chapel. Many of their classes were at night, making their schedules different from most students'. Some were married, some had children, and some had full-time jobs. Others were single, but were full-time students. Sixty percent of the graduate students left school to work for a few years after receiving their undergraduate degrees, later returning to pursue a master's degree. The other 40 percent simply continued school for another year or two after receiving their undergraduate degrees. All were required to apply to the graduate program, to give references, and to have an undergraduate grade point average of 2.5 in order to be accepted. One hundred thirty-five graduate education students and 12 graduate accounting students made up the graduate school program in the spring. Master's degrees in education were offered in the areas of elementary education, elementary administration, reading and secondary education, which included an emphasis in many academic areas. A Master's in Accounting required 32 credit hours of graduate classes. A Master's in Accounting required 32 credit hours of graduate classes for those with an undergraduate degree in accounting, and a maximum of 81 credit hours for those with an undergraduate degree in another area. Half-tuition scholarships were available in both areas, and were given "generously," said Dr. Wyatt Jones, director of the Graduate Studies of Education. Graduate assistantships were more competitive because fewer were offered. These assistantships paid full tuition and required 12 hours of work each week. Some education graduate assistants taught labs, worked in the Curriculum Lab or Learning Assistance Center, or did secretarial work. Accounting graduate assistants helped in labs and with grading papers. In explaining the difference between graduate work and undergraduate work, Ken Turley, who was pursuing a M.S.E. with an emphasis in physical education, said, "It's easier because you're more disciplined. It's more work, but you're willing to do it because it's what you want. There is more personal involvement with the teachers because some of the classes were smaller. The 600-level classes were different because you had to discipline yourself to do the work." Alan Mashburn, pursuing a M.S. in Accounting, said, "Graduate school required more discipline. Just getting by was not acceptable. You had to do well. When you're in classes with undergraduate students, they knew you were a graduate, and there was peer pressure to do better." Kate Chastain, pursuing a M.Ed. with an emphasis in reading, said, " Graduate school was more intense and faster paced. The expectations were high and quality work was expected. The teachers treated you as an adult and expected you to respect the classes. It was a challenge - one of the biggest challenges I've ever faced." Doug Black, pursuing a M.Ed. in elementary administration, said, "It was easier because I had more time on my hands. I had to adjust to having my days open and my nights taken up with classes, and learn to study during the day." Kindra Willingham, pursuing a M.S.E. in special education, said "It was more research, more papers to write, and more time in the library. I had to read my textbooks and spend more time studying." Cathy Spivey, pursuing a M.Ed. with an emphasis in reading, said, "In graduate school you're treated like you're older, not like a child. You were given a chance to be as mature as you were, whatever that may have been. You were able to think a little deeper instead of just spitting out facts. It seemed based on theory and philosophy a little more, which was something I preferred. I liked to know the 'why' behind things, and not just the things themselves." Why did these students decide to go to graduate school? Turley received his undergraduate degree from Colorado State University. After becoming a Christian he decided to come to Harding for a Christian education, and as a graduate assistant while at Harding he got a lot of valuable teaching experience. Mashburn was not tired of school and wanted a master's degree, so he decided to keep going until he finished. Willingham got an opportunity to work at the Child Development Lab and received some experience while working on her degree. And Spivey said, "I wanted a little more expertise in the area of reading, and Mrs. Peck and Mrs. Watson had been role models and an inspiration to me on the undergraduate level in this area." - Tracey Turner GRADUATES. Graduate students, Tracey Turner and Lorene Pagcaliwagan, pose for a photo in the Heritage lobby. There were 147 graduate students on campus during the spring semester. Photo by Jeff Montgomery. Graduates 211
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