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Graduate School Quotes

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Graduate School Quotes

“I think there's just been this "thing" that's developed, this way that we have of talking about our music that alienates people. And I fall into that too! I learned that in graduate school. You just talk about your music in a specific way, and that separates people from you. But some composers like that. Schoenberg liked that. He wanted to feel that he was making music for an elite few. That's fine for him, but I want to set myself free from that sort of attitude.”

“Some friends of mine in the class ahead of me in college were auditioning for graduate school in New York, and then a few of them got into Juilliard, and it sort of opened my eyes. I didn't really know anything about it, but it opened my eyes to a possible next step after school, where I could just deepen my knowledge and also not be responsible for life and stay in school.”

“I have to throw in on a personal note that I didn't like history when I was in high school. I didn't study history when I was in college, none at all, and only started to do graduate study when my children were going to graduate school. What first intrigued me was this desire to understand my family and put it in the context of American history. That makes history so appealing and so central to what I am trying to do.”

“If my life is any example, the work that youth workers are doing is very, very important. It tends to get marginalized in the church or seen as less important than being a senior minister in a large, prosperous congregation; but I don't believe that for a minute. I think this is absolutely critical work in the life of the church; and I think my path in life would have been much different if it hadn't been for my youth minister, Burt Randle, and a series of campus ministers in both college and graduate school.”

“The whole intelectual culture has a filtering system, starts as a child in school. You're expected to accept certain beliefs, styles, behavioral patterns and so on. If you don't accept them, you are called maybe a behavioral problem, or something, and you're weeded out. Something like that goes on all the way through universities and graduate schools. There is an implicit system of filtering, which has the, it creates a strong tendency to impose conformism. Now, it's a tendency, so you do have exceptions, and sometimes the exceptions are quite striking.”

“People don't understand: I've always been busy. They think that, "Oh, he's too busy, blah blah blah...," but for me, this is how it's always been. I took 18 credits every semester of college, graduated in three years, took graduate school courses, played football and baseball my whole college career. I've never stopped, and that's where that phrase "No Time 2 Sleep" is always true. I get motivated by success, by winning, by being around great people.”

“I had in effect been thrown out of graduate school because I was a lousy graduate student, and I had to find a job, and I took the first job that came along. It happened to be a management trainee job in a life insurance company, and I just stayed. It was always, mainly, the idea was that I would support myself as a writer, and I knew I would have to have some sort of work, and it didn't make a whole lot of difference to me what it was. I mean, I could have been a paper hanger or something for that matter.”

“When I was in graduate school at MIT I was trying to think about how to develop software and systems for farmers and villagers in India. In the process of doing that, I realized that my reference point was internal to the laboratory, rather than in the communities that I was wanting to serve. I realized that I could no longer assume what a good technology looks like from inside the laboratory; instead, I had to be in the world with people. Not just designing for them but with them.”

“When I got out of college I worked for DC comics. I worked on staff there and I also freelanced for them for about a decade. I spent two years on staff as an editor right out of college. I'm from Los Angeles and I came back here after a couple of years in New York, to go to Graduate School at USC. I wasn't thinking specifically about animation although while I'd worked at DC.”

“I wanted to be a playwright in college. That's what I was interested in and that's what I was moving toward, and then I had the lucky accident of falling in love with film. I was 19 or 20 that I realized films are made by people. Shooting digitally became cheaper and better. You couldn't make something that looked like a Hollywood film, but you could make something through which you could work out ideas. I was acting, but I was also conceiving the plots and operating the camera when I wasn't onscreen. I got very unvain about film acting, and it became a sort of graduate school for me.”

“My path to poetry was slow and meandering. When I eventually found my way to graduate school at 29, making a life as a poet seemed like a bohemian fantasy. But maybe my zigzagging trajectory is just an excuse for tardiness, when fear is really the root of any reason I might give. My perfectionism and pace are certainly driven by fear that a poem is imperfect or incomplete. More significantly, my struggle to fully dedicate myself to poetry was a fear of failure.”

“There's still sexism in the world, so there's still sexism in publishing and in graduate school. But it is different. Now, it's more coded and harder to detect. It was more explicit when I was in school. There were no rules against male professors asking out female students. The reverse didn't happen since female professors were rare or nonexistent. Visiting writers came, 90% of them male, and some expected that a female student would materialize as his date for the visit.”

“I grew up in Memphis, Tennessee; I went to college in New Orleans before moving to New York City for graduate school. Both sets of my grandparents grew up in rural Mississippi and brought a lot of agrarian knowledge to Memphis, which is an urban center in the South. Both sets had amazing backyard gardens. My paternal grandfather, practically every inch of available space was green.”

“What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.”