By: Jordyn Salerno, SAA 2020
I entered my undergraduate experience heart-set on pursuing a degree in education. I wanted to be a teacher since I was five years old and couldn’t imagine doing anything else. In my second year at Central Michigan University I began to feel energized by my out of classroom experiences and bogged down by the rules around curriculum in k-12 education preparation, from there the rest is history. I decided my third year of undergrad to change my major to communication and knew I would be applying for student affairs/higher education graduate programs. Committing to student affairs as my journey allowed me to have ample time to prepare for the graduate school search and to really think through what I wanted out of a graduate program. Four years later, here I am about to graduate with my master’s degree in Student Affairs Administration from Michigan State University with a Graduate Assistantship with the Dean of Students Office specifically working in student conduct. Going straight into a student affairs program after undergrad had both its challenges and opportunities and I have learned some useful lessons along the way in making the transition to graduate level coursework at a research-intensive university and in a graduate assistantship.

When I attended Spartan Preview Days (SPD), I remember being so intimidated by all of the amazing things my colleagues who worked before going to graduate school had done. It is hard not to feel comparisons when you are surrounded by such talented, smart beyond their years, cohort members. One piece of advice that I received from my SPD buddy before I attended SPD that allowed me to feel more confident was that I needed to remember the hard work I had put in as an undergrad to be where I was and to not discount those experience as relevant to graduate schools and assistantship providers. That piece of advice has stuck with me throughout my graduate program to remember my capabilities, and that even though I am young I have a lot to give.
Some of my greatest challenges in transition to graduate school as a “straight out of undergrad-er” have been keeping up the stamina for school, navigating the rigor of coursework, and the new college experience. After 4 years of undergrad, at the end of my graduate experience I will have done 6 straight years of college and over 200 credit hours. A feat in itself, it makes my academic brain very tired at times. Finding ways to keep up the stamina and energy for school has been a challenge that I was not prepared for. Taking this challenge head on has allowed me to find the things that give me energy to do the schoolwork, like my passion areas in student affairs and reminding myself why I wanted to attend graduate school in the first place. Additionally, the rigor of coursework through readings, assignments, and discussions was a big transition. It took me the first few months to really find my voice in the classroom and in my papers and I realized that needing that time was okay. Having fellow cohort members to discuss difficult readings with and consulting my advisor and other faculty members on assignments and my participation in class was extremely helpful in gaining the confidence to navigate the rigor that comes with a graduate program. If you are admitted to a graduate program straight out of undergrad there is a good chance you were a part of absolutely everything under the sun on campus, I know that was the case for me. With a 20 hour a week assistantship, 10 credit hours a semester, and practicum (internship) experiences, being over involved is just not possible or expected in graduate school. Graduate school is about being deeply involved in a few things instead of semi-involved in a lot of things and that is something I have had to learn along the way in order to succeed in my studies and my work.
The biggest opportunity I have noticed in coming to graduate school straight out of undergrad has been in relatability and rapport building with the students I work with. In my assistantship I meet with students who have been accused of violating university policy and I am expected to have open, honest conversation with them about mistakes made and learning moments big enough to bring them to the student conduct process. Being closer in age to the students I meet with and disclosing that information in meetings, has allowed me to feel more comfortable engaging in conversation with them and in voicing empathy and understanding (when appropriate) to what they are experiencing. The stamina for school that I discussed above can be both a challenge and an opportunity. Coming straight from undergrad there is not much time to get used to life without school so the transition back into classes and homework can feel very normal. Not to say the classes themselves aren’t challenging, I have just found the idea of “doing school” is a little easier.
The beauty of a cohort model of folks who range in age and experiences is that we all learn from each other every day. I have never felt discounted because of never working professionally. Although there were challenges and opportunities that came with going to graduate school right after undergrad for me, I acknowledge my experience is not the singular experience of all. If you are thinking about coming straight to graduate school from undergrad, you can do it! Know there are people to support you and to help you work through the challenges and opportunities that may come and that you have the skills necessary to succeed. Good luck, I am rooting for you!