Graduate School

Whether you are a current student at Bowdoin or a graduate of the College, we encourage you to talk with an EOS faculty member about your interest in graduate school. Some of the things you might want to discuss include your goals for going to graduate school, when to go, choosing a program and advisor, and funding.
Alumni Profile of Isaiah Bolden, Class of 2015

Isaiah Bolden '15

Major(s): Earth and Oceanographic Science

Minor: Chemistry

Location: Atlanta, Georgia

Most memorable earth and oceanographic science class: Earth Climate History with Phillip Camill

"I'm really thankful that I majored in earth and oceanographic science because it's something I've always been interested in—both in terms of the science, and also communicating the science. As I keep going forward, I'm learning more about how to reach a lot of different kinds of people and bring more people into the fold."

What have you been up to since graduating from Bowdoin?

I'm originally from Nashville, which is very landlocked, but I needed to look at the ocean to understand climate variability. At Bowdoin, I really grabbed onto the question of how I could do research and how I could build a career around this whole concept of climate change ocean and biogeochemistry. I found out that coral reefs, which act as these plant-animal-rock hybrids that reflect climate change and house 25 percent of the planet's entire marine biodiversity, was a great lens for me to bring all my interests together. I ended up doing an independent study and my senior honors thesis with Professor Michèle LaVigne, whose primary focus was on paleoceanography, or the study of ancient oceans and climates. Both projects focused on me doing my own study of coral reefs from the Florida coast to try to reconstruct the ways that flooding has changed or not changed over the last few decades. It was really exciting, and I got to get a taste for what it's like to do exactly what Professor LaVigne did for her research.

As I was doing these projects, I figured out that I really wanted to keep doing this kind of stuff—both in graduate school, and for a career. When it was time for me to apply to graduate school, I leaned heavily on Professor LaVigne and her connections. She got me in contact with one of her former collaborators who had just started up a lab of his own at the University of Washington in Seattle. His research was about how calcium carbonate is built in seawater. I thought that it sounded really cool, and so I applied to the University of Washington PhD program in oceanography and started in the fall after I graduated.

During my PhD program, I worked on a lot of coral stuff—specifically how our coral reefs can reflect the changes in climate, and what chemical clues we can use and track in the ocean around coral reefs that give us nuanced information about which spots in the ocean are thriving, and which are not. With these clues, we can construct a modern timescale that gives us leading indicators of how and when reefs are becoming degraded—and how we can stop that degradation before it gets too far along that line.

After I finished my PhD, I was really interested taking the same tools and the same sort of forensic approach to biogeochemistry, and applying it to the environment. Since I worked on so much of the modern timescale, I thought that, for my postdoc, I'd want to return to getting an idea of how this stuff applies back to the ancient side of things. I ended up finding a really cool position to do a couple of years' worth of research on a topic of my choosing, at Vanderbilt University back in Nashville. It was a really cool opportunity for me ro move back at my hometown. so it's a really cool opportunity for me to move back to my hometown. In that process of coming home, I discovered that cities can change, too. My research focus at Vanderbilt was an opportunity for me to bring together my knowledge and passion for studying coral, and to apply it to something complementary: studying caves. Along with earning my PhD and conducting this research, I am also an assistant professor at Georgia Institute of Technology's School of Earth and Atmospheric Sciences.

Why earth and oceanographic science?

The "why," for me, is constantly evolving.

I came into Bowdoin knowing that I wanted to do something environmental. Growing up, I really liked spending time outdoors and by water in particular. My science of choice in high school was chemistry—I really enjoyed that you could use it to break down everything in the world into basic elemental building blocks, and see how those building blocks interact with each other, how they transfer into one another, and how they transform into one another. We're also able to use chemistry as clues of past "environmental crimes." I didn't have a word or a series of words to figure out what it was that I wanted to study, but I just knew that I liked those things about chemistry and being outside, and that if I could find the career that let me put those two together, that'd be really cool. At Bowdoin, I discovered that earth and oceanographic science was something that aligned with an interdisciplinary world view of how a lot of the geosciences actually work.

In Nashville, I noticed that the city didn't feel like they were armed to respond to climate change with any kind of tools that would prevent this from happening—let alone prevent it from happening to the same kinds of people all the time. I really liked the concept of using chemistry and the geosciences to generate really cool climate information on multiple time scales, but then I also am working on giving that information to populations that can do something with it to prepare them to be more resilient and adapt to those changes Collecting and interpreting data is pretty cool, but then you've got to apply that data to make a difference. I think that's something that geoscience is uniquely armed to do because it draws on math, chemistry, biology, physics—all of these things that people study independently—but it also hits on social science. 

Climate change needs to be thought of as a public health crisis. It needs to be thought of as something that disproportionately impacts, disadvantaged peoples around the world. There's a huge disconnect between who has the power and the resources to have their voices heard and get to the top of the pack, and the people who are actually being impacted. I want to use my research to bridge those two worlds together. I'm really thankful that I majored in earth and oceanographic science because it's something I've always been interested in—both in terms of the science, and also communicating the science. As I keep going forward, I'm learning more about how to reach a lot of different kinds of people and bring more people into the fold. A lot of people who look like me have been left out of these kinds of conversations, and I'm trying to use my research as a platform to let them know that they belong here, and that their voice, input, and perspective are incredibly valuable.

Choosing Programs and an Advisor

Consider why you want to go to graduate school. What do you hope to learn? What skills do you hope to gain and develop? What do you plan to do with your degree? Do you need a doctorate or a masters degree to accomplish your current career goals? Are you prepared for a multiyear commitment—typically two years for a master's degree, and five to six years for a PhD.

Read recent scientific literature to discover what topics are being studied. You might keep a list of people doing work that interests you and check out their websites. Abstracts from recent scientific conferences (e.g., AGU, ASLO, EGU, GSA) often represent active projects that a professor is working on. The NSF grants database lists funded projects and may provide insight into a professor’s current research.

Email prospective advisors to introduce yourself and your interests and inquire about whether they are taking new students. Be sure to say you are interested in the work of more than one faculty member at each university to which you apply. This is important for your graduate committee and when your advisor goes on sabbatical.

Consider attending a national or regional scientific conference (e.g., AGU, GSA, ASLO). Meetings provide a great opportunity to see what potential advisors are working on currently—as well as meet them and their graduate students.

Consider locations where you will want to live. Be sure to check out an area's housing, transportation, social and cultural options, and cost of living).

Considerations for Choosing an Advisor

  • Research topics and methods interest you
  • Evidence of high-quality research and successful graduate students
  • Reputation for being a supportive mentor
  • Has a mentoring approach that will work for you—ask current graduate students
  • Has a personality you think will work well for you
  • Evidence of students graduating in a reasonable amount of time
  • Willing to take you on 
  • Has current funding (and a track record of successful funding)
  • Has happy graduate students
  • Fosters a research group work environment you would like to join—ask current graduate students

Funding Your Graduate Studies

Most graduate students in EOS fields cover the expenses of their studies through one (or a combination) of the following: research assistant (RA) position, teaching assistant (TA) position, fellowship, and/or scholarship/award/grant.

Most incoming graduate students in science are offered a package that details the terms of their offer (tuition for X number of years; stipend for X number of years). Be sure you understand these terms.

Most incoming graduate students do not have their own fellowship or grant to pay for research. However, most advisors expect their students to write (or help write) proposals to fund their research.

Here are some links to graduate research fellowships and other grants:

Requesting Letters of Recommendation

Be sure to ask faculty who know you.

Give ample time to write the letter—at least a month, preferably longer.

Provide them with all the information they will need to write your letter, including:

  • your CV
  • your personal statement
  • why you want to pursue graduate work with this particular advisor
  • why you think you’re a good match for the program, topic, and/or advisor
  • if there is anything about your personal history or academic record that you would like your letter writer to provide context about
  • information about when letters are due and how they will be submitted
Follow up with your letter writers and include deadlines for letters in your message.

Writing Your Statement of Purpose

Many schools will have specific prompts for you to address in your personal statement/statement of purpose. Be certain that you address those questions and that you follow the length guidelines.

Although there are some variations in the prompts, many schools are looking for you to address the following:

  • What do you want to study/learn/do?
  • Why?
  • What experience do you have? Are you aware of what you’re getting yourself into? Do you have the grit to finish?
  • What do you want to do next? What are your career ambitions?

The best statements show that you have a clear, defined interest that derives from your prior experience or coursework and that you’re willing to do the hard work of graduate school. Pushing the boundaries of science is fun, rewarding, and challenging. Why are you motivated to do this? What interests you? Find a way to speak to this in a way that is genuine to you, your experience, and your aspirations.

Know what your goals are and what the department you are applying to is looking for, in terms of research interests and degrees to be completed.

Mention how the graduate program fits in with your broader career goals. This should be tailored to each program you apply to—there are components that you can use in all your statements, but a well-written statement won’t be a simple cut and paste.

Include specific examples from your academic career that demonstrate why you are a great candidate for research. Back up statements with specific examples of things you’ve done, experiences you’ve had, or projects you’ve completed. Remember: your statement of purpose is neither an autobiography nor a paragraph form of your CV. It is a chance to distinguish yourself and articulate reasons why you are a great candidate.

Committee members may read the first paragraph and then skim the rest of the application. Make sure you hook your audience early—stand out by being specific and authentic.

If you have done summer research or an honors thesis, briefly mention the conclusions and implications of your work. Identify transferable skills/experiences from research experiences in classes and from other jobs you’ve had.

Write in an active voice. Demonstrate by using concrete examples. For example, show your ability to persevere—don’t just say you are persistent. Describe a project in which you exceeded expectations as opposed to saying you are a strong student.

If there is a component of your academic record that you think needs explanation, explain it clearly and concisely, but focus on what you learned from the experience (don’t make excuses).

Proofread your statement. Read your draft out loud. Consider getting feedback from your advisor or others. Revise. Revise. Revise.

Additional Resources