My Graduate School Admission Essay

I plan to finish my studies leading to my certification as elementary ESL teacher at June 2018. After that, the plan is to get a job during the days and to study a master’s degree during the nights. I am eager to begin working, I do not see myself studying full time more time beyond the necessary. I am currently requesting admission to the graduate program of the Faculty of Education at the University of Puerto Rico, Río Piedras campus. I am interested in studying a master in Differentiated Education. I think it is a good combination with the ESL certification and with my interest in personal-formation based learning. I want to study at UPRRP because they have a very good institutional support system for the reasonable accommodations.

In order to request admission to that program they require a few things: completing the admission’s form with two recommendation letters, the EXADEP or the GRE (the graduate admissions test), a bachelor’s degree, a minimum of 3.00 undergraduate GPA (that is proved by sending two transcripts) and an admission’s essay.

I began the admission’s process with the two recommendation letters. I requested a recommendation letter to my pre-practicum teacher and another one to my practicum supervisor professor in December, so that part was easy to complete.

What about doing the EXAPEP or the GRE? I could do the GRE in English but I chose to do the EXADEP in Spanish for the simply reason that it was cheaper than the GRE and I needed no reasonable accommodation for doing the EXADEP (it did not had any handwritten part or any written part that needs extra time to complete). These are my EXADEP scores:


Considering that the graduate program I am requesting to be admitted does not require a minimum score (some graduate programs in the same faculty and in the UPR require an EXADEP minimum score of 500), 667 is a very good score, specially the English score, where I got a 75. The maximum score per part is 80. I expected a lower score in math and analytic reasoning not because a lack of analytical reasoning but because I have not studied math since high school and I could not pay a review for taking this test, as I did for the PCMAS (the teacher certification test). It was my lower score indeed, but it was higher than the expected score if I considered my circumstances with maths (I had never liked math a lot and I had never been good at them neither).

The undergraduate GPA of my Humanities bachelor’s degree was 2.90 when I graduated, but that was before taking all my ESL teacher certification classes, where I have got all A’s except for one B in a Humanities literature class (that profesor was too memory-based, his assessment was based in asking very small details of our readings in a multiple-choice test, without any discussion of the literature work; that’s why I got a B in an elective class). With all the A’s I got in the ESL teacher certification program, surely that GPA got above 3.00, so I had no problems with that requirement neither. I sent my two transcripts without hesitation. Although I have not checker exactly where my GPA is, I assume that it is above the 3.00 minimum GPA. I will request a student transcript and check that out soon.

Finally, I needed to write an admissions essay. This part delayed the completion of my graduate school admissions forms during weeks, since the lasts weeks of December to be more exact. I had an idea of what things I wanted to write, but the instruction of doing it in only 500 words requires time and patience from my part, because I tend to use a lot of words and integrate many diverse ideas when I write essays. I finally chose which ideas and details I wanted to include and completed my essay a few days ago, using exactly 500 words. I focused it on my research interests, my professional interests and on personal perspectives pertinent to the studies I wanted to pursue.

My graduate admissions essay is this one (in Spanish):

¿Por qué me interesa completar una maestría en educación diferenciada e investigar el cómo aplicar el Project Based Learning (PBL) en la educación diferenciada? Hay al menos tres razones: una personal, una académica y una profesional.

La razón personal para querer investigar la aplicación del PBL en la educación diferencida es que yo misma soy una estudiante excepcional. De hecho, soy twice-exceptional: tengo ADD y también soy gifted (Mi IQ es de 140). Sé en carne propia las dificultades que puede confrontar un estudiante excepcional a la hora de aprender: el aburrimiento feroz ante un trabajo que no requiera aplicar, la profunda impotencia por no poder hacer las cosas como los demás, la gran frustración que provoca confrontar el que un maestro piense que eres “bruta” el mero hecho de no ser aprender según su método… Todo esto lo he vivido en carne propia. Estoy determinada a encontrar métodos que ayuden a la población excepcional a aprender de manera más integractiva. El concepto de “educación integractiva” me lo inventé yo. El término “integractivo” une los vocablos “integración”, “acción” y “realización”. Esas tres palabras me parecen fundamentales para estudiar la educación diferenciada de tal forma que abarque la totalidad de la formación personal. La formación personal es importante para mí porque pienso que lo que más caracteriza a la educación diferenciada es que necesariamente se aplica a la persona, cosa que debería ser una meta para toda educación, no solo la diferenciada.

La razón académica, intrínsecamente unida a la razón personal, para querer investigar la aplicación del PBL en la educación diferenciada es que es un tema que necesita ser investigado. Al buscar respecto al tema solo encontré, y con mucho esfuerzo, dos artículos en inglés. No hay un solo libro en Amazon respecto al tema. Así pues, este tema es uno en el que puedo hacer una aportación académica relevante. Si bien es cierto que hay muy pocas referencias de este tema en las bases de datos disponibles en la biblioteca de la UPR, hay algunos artículos que pueden dar luz respecto a cómo conseguir más referencias en otras bases de datos. Además, la maestría de educación especial provee la oportunidad de hacer un action research, pues tiene una práctica integrada, por lo que hay otros medios para investigar el tema.

Finalmente, la razón profesional para querer estudiar este tema es que actualmente el PBL se está aplicando con muchísima más asiduidad en Puerto Rico. Como maestra me interesa dominar el PBL para poder aplicarlo oportunamente en mi salón de clase cuando me toque impartir clases. Aunque mi certificación docente actual sea en inglés elemental, al aprender a aplicar el PBL en la educación diferenciada también aprenderé a aplicarlo como maestra de inglés, por lo que estudiarlo en mis estudios universitarios graduados será de muchísimo provecho en mi quehacer profesional. Así pues, al estudiar este tema no solo podría hacer una aportación académica relevante en el campo de la educación diferenciada, sino también en el campo de la educación puertorriqueña.

I had no space to mention that I also have dysgraphia and problems with handwritting (I thought about leaving the IQ part out, so I could have space to mention the dysgraphia, but usually persons ask themselves what I mean when I describe myself as “gifted”, so I left the IQ information there because is the shorter way, although not my favorite way, to describe what I mean when I use the word “gifted”) or to make reference of this blog to look for further information about me. It had a small but clearly visible typo too, in the beginning of the second paragraph (I saw that typo when I copy-pasted the essay here).

Once I completed this essay my admission’s form was ready to be sent to the graduate admission’s department. I completed the whole graduate admission’s form a few days ago.

Let’s see what happens with this admission request, and let’s keep growing!

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