FOCUS: Separation Anxiety

Graduate and professional students say their needs and desires play second fiddle to those of undergraduates Although the University boasts 12 highly ranked graduate and professional schools, it often focuses its attention on undergraduate education. At least that's what many graduate and professional school students charge, explaining that they feel like a secondary priority at the University. But Larry Moneta, associate vice provost for University Life, warned against grouping all graduate and professional students into a single category. The 10,000 graduate and professional students at the University comprise more than half of its total student population. But students say several factors validate the assertion that the administration is neglecting their needs. The most visible reason is the 21st Century Project, drafted by University trustees, University President Judith Rodin and Provost Stanley Chodorow, which makes undergraduate education a primary concern. "There's such a heavy focus on undergraduates because of the 21st Century plan," said Graduate and Professional Student Assembly Chairperson Victor Prince, a second-year Wharton graduate student. "The University needs to address more graduate student issues." Graduate students also face problems regarding the lack of space devoted to their needs on campus. Over the years, graduate and professional students have repeatedly urged the administration to allot a central place for them to congregate. The University has recognized this need, but has yet to act. "When it comes to giving us space, that's where we are second priority,"GAPSA Social Events Chairperson and second-year Social Work student Koli Banik said. Currently the fight centers around the Perelman Quadrangle, which has been labeled as an undergraduate student center. "We're trying with Perelman Quad to get space that's really dedicated to graduate students," said Engineering graduate student Edward Mazuchowski, who serves as Graduate Students Engineering Group president. Some graduate students also said that the majority of University services revolve around undergraduate students' schedules, thereby not accommodating graduate and professional students. "The hardest problem for Vet students is getting to Student Health and Student Financial Services," third-year Veterinary graduate student Meredith Weltner said. "We have classes from 8 a.m. to 5 p.m. and they open from 9 a.m. to 4:30 p.m." Fourth-year Medical student Jim Kallman shared similar sentiments, specifically focusing on Gimbel and Hutchinson gymnasiums. "The facilities are abysmal and the hours are ridiculous," he said. "And they're closed when undergraduates go on spring break." According to some, graduate students are particularly disregarded by the campus media. "Who controls visibility?" Moneta asked. "The University media system doesn't cover much of the graduate and professional student issues." The Graduate and Professional Student Assembly formerly published the Graduate Perspective, a graduate student newspaper, which discussed graduate and professional issues. The paper was discontinued three years ago. Despite these concerns, Vice Provost for Graduate Education Janice Madden disagreed with the claim. "They are training to be college professors, so they get a lot of attention from the faculty," she said. "They are second to no other group of students." Deans of the individual graduate schools also disagreed, saying they do not ignore the needs of their graduate or professional students. "I don't get a sense that our graduate students are second priority," Law School Dean Colin Diver said. "We make them our first priority." Since graduate students perform a large amount of research, School of Engineering and Applied Science Graduate Dean Dwight Jaggard said he found it hard to imagine that graduate students would be placed as a second priority. "Research is important here," he said. "And research funds the University. "Engineering doctoral students receive their degrees by creating knowledge, that is, doing research," Jaggard added. Some graduate and professional students said they viewed the undergraduates as secondary to them. "They're thrown into a large university with large classes where they can't find their professors during office hours," said Kallman, a Hill College House graduate fellow. "They're just left to fend for themselves." "Self-contained Entity" The feeling among graduate and professional students of neglect by administrators may also be attributed to the lack of interaction between the 12 schools. Although the opportunities to take classes, participate in collaborative efforts and socialize between the schools exist, many graduate and professional students do not utilize them. Besides health, financial and recreational services, the individual graduate schools are responsible for most of the graduate and professional students' needs and amenities. Wharton graduate students, for instance, can grab a drink after classes on Thursdays at the Wharton Pub while Veterinary students can exercise in their school's gym between classes. Both the Annenberg School for Communication and the Law School have their own libraries. "The Law School is a self-contained universe," Diver said. "When law students have problems, they don't look to the University at large, but to the Law School." Similar trends apply to other graduate and professional schools and departments as well. "We're sort of a self-contained entity," Wharton Vice Dean Bruce Allen said. "With a student body of 1,500, we have a critical mass to organize just about anything the students need." Most of the graduate and professional students have everything they need conveniently located within the one or two buildings their school occupies. But some schools are better furnished than others. "There is clearly a closer linkage to the home school," Moneta said. "Graduate and professional students expect much more from their schools." Graduate and professional students concentrating in entirely different academic curriculums also tend to isolate themselves from each other. In the School of Social Work, for example, students are on campus a mere two days of the week when classes are in session. They spend the remaining three days in field placements working in their specific areas of interest, leaving relatively little time for them to get involved in other activities. "Because of the rigid requirements of the School of Social Work, our students don't have much opportunities to take classes outside of the school," Social Work Dean Ira Schwartz said. Intensive academic programs are pervasive across the graduate and professional schools. "We keep them very busy with six courses per semester," Allen said. Wharton graduate students work in "learning teams" which require meeting outside of class to complete assignments, Allen added. In addition to diverse intellectual studies, some of the graduate and professional schools are physically separated. The Engineering and Veterinary Schools, for example, are situated at extreme ends of the campus. The physical distance between schools further increases the lack of interaction between graduate students. However, Vice Provost for University Life Valarie Swain-Cade McCoullum said she found the schools to be relatively close together. Taking Different Roads Probably the most significant reason for the limited interaction between graduate and professional students lies in the different directions their individual lives follow. Some have worked professionally for several years. Some are married. Others are still making the transition from undergraduate education. And some are even older than their professors. Graduate and professional students know what they want from their higher education and therefore do not have to explore the multitude of opportunities that the University has to offer. "Part of the idea is that they have been there and done that during their undergraduate years," Allen said. Second-year Graduate School of Education student Karlene Borrell said graduate students are "getting to another stage in our lives." "We have had the experience of being an undergrad," Borrell said. Resources for Improvement GAPSA is responsible for attempting to alleviate many of the problems that cause limited academic and social interaction within the graduate and professional community. "Graduate and professional education is more research- and work-oriented," Prince said. "You miss out on the social aspect which is more geared towards the undergraduates." From a new logo to improved social events and increased publicity, GAPSA has played an integral part in raising awareness and social involvement among the graduate and professional schools, according to Prince. GAPSA also represents graduate and professional students in bringing their concerns to the administration on such issues as safety for students residing off campus, financial aid, and minority affairs. Faculty and student leaders also provide some advice on how to maximize one's graduate and professional educational experience at the University. Jaggard tells his doctoral students to think broadly in terms of course work -- a move that might make them more attractive to future employers. "They need to consider the ever-changing needs of the government and private firms," he explained. Allen encourages graduate and professional students to take advantage of "our wonderfully rich research institution." Prince advises fellow graduate students to step outside of their own schools and meet new friends. "The future leading doctors or lawyers could be at here at Penn," he said. "Wouldn't it be great if you met them now?"

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