Students looking into non-theological graduate programs find it helpful to investigate admissions requirements beforehand, as these may vary widely depending on the field of study. Christian universities offer a number of master's degrees, infused with the purpose of serving God and furthering the gospel.

"We strive to ensure that all of our students are not only academically prepared," says Brad Kissell, vice president of enrollment and marketing at Crown College in Minnesota, "but also equipped with an understanding of God's work in the world, the self-understanding to recognize the uniqueness of their abilities, and the foundations necessary to be an effective minister of the gospel, regardless of profession."

In general, graduate schools ask applicants for academic transcripts, references/recommendations, a personal statement, and a writing sample. Applicants may also need to submit a resume and scores from the Graduate Record Examination or Miller Analogies Test, or to participate in an interview. In some cases, undergraduate credits in the field of study or related disciplines are also necessary. Counseling programs, for example, typically require prior coursework in psychology.

Music programs, such as those offered by Houghton College's Greatbatch School of Music, demand their own criteria. "Our process involves a live audition, an interview with the Graduate Studies Committee, and an examination of written material," says Ben King, director of Greatbatch. "In addition, a strong academic bent is useful: the academic dimension of graduate music studies is taken quite seriously here. But perhaps most important is a growing faith-walk that seeks to integrate pilgrimage and profession." Houghton also offers master's degrees in Literacy Education (M.Ed.) and a brand-new M.A. in Theological Studies.

Admissions counselors also consider many "intangibles," says John Glancy, director of graduate admissions and marketing at Seattle Pacific University. Beyond the documents, he says, program directors look for things such as motivation, maturity, ability to balance studies with other responsibilities, and faith commitment: "The latter qualities are significant because these are often the most important in whether applicants will be successful in graduate school, and whether they'll be successful in applying their degrees to their professions." SPU offers master's degrees from the College of Arts and Sciences; the School of Business and Economics; the School of Health Sciences; the School of Psychology, Family, and Community; and the School of Education. SPU also holds numerous discipline-specific accreditations.

As both King and Glancy note, admission to graduate school demands a well-rounded approach to evaluation. Linda Roundtree, counselor for Geneva College's Department of Leadership Studies, which offers an M.S. in Organizational Leadership (MSOL), says, "The Department of Leadership Studies approaches admissions criteria holistically. Some applicants have been out of school for a number of years, so the work and life experience they bring into the classroom is an important part of the evaluation." Located in Pennsylvania, Geneva also offers master's degrees in Business Administration, Higher Education, and Reading and Special Education. "They are there to proclaim the gospel that is about the whole person," says Elouise Renich Fraser, Dean of Palmer Seminary of Eastern University.

Kissell notes Crown's similar approach: "Crown has published academic standards, but we also realize that transcripts don't always tell the whole story," he says. "Other factors are considered, such as work history, demands of the person's present profession, and life changes that may have impacted the person's motivation and outlook." Crown's Adult and Graduate Studies programs emphasize flexibility. Crown offers master's degrees in Educational Leadership, Intercultural Leadership Studies, Ministry Leadership, and Organizational Leadership. The students, Kissell says, "are adults who have a wealth of experience and differing perspectives to contribute to the discussion."

Recommendations are also integral to a well-rounded application, as they provide insight into an applicant's fit for the direction being considered. "Recommendations are even more important at the graduate level than at the undergraduate," says J. Michael Walters, director of Graduate Theological Studies at Houghton. Applicants, he says, generally have had more opportunity to compile a "body of work" —employment, educational, and life experiences—that not only fills an application but also "yields people who are well positioned to interpret it for our purposes."

Occasionally, admissions counselors will advise applicants to refine their goals or pursue a different direction. "It is our goal to set people up for success," says Kissell. "The process is intended to determine if applicants are well suited to the field they are pursuing." This is true even with degrees that attract diverse applications, such as Geneva's M.S. in Organizational Leadership. "The MSOL is a very broad degree," Roundtree says. "There are times when we may recommend a different direction, especially if the potential applicant is looking for a more specific program."

Glancy says that at SPU's School of Education, "Some candidates come to SPU with a particular subject in mind. However, in reviewing their transcripts, majors, and experiences, it becomes apparent that they are better suited for some other area of teaching. … [T]he admissions staff and faculty will steer these candidates to the area that works best for them."

Graduate schools will also reach out to applicants who have weaknesses in some criteria by extending "provisional acceptance" (with full acceptance granted after demonstrating achievement within a given time period), making recommendations to help applicants get up to speed, and offering academic assistance.

Greatbatch gives placement exams as part of the admissions process "to better assess where students are coming from in their undergraduate backgrounds. In limited cases, we have admitted students provisionally where we see good talent and potential but perhaps less attainment than we might desire," King says. "A hallmark of Houghton's music program through the decades … is that our focused attention on the student's progress often permits a 'normally talented' music student to progress farther than [what] might be the case in a more impersonal environment."

At Crown, applicants who do not meet admission requirements may outline why they feel they could succeed in the program. "Applicants who demonstrate a deep desire to succeed but may be somewhat deficient in their academic histories have access to … our learning assistance program," Kissell says.

Many schools also accommodate students with learning disabilities. JoAnn Westover, program manager for Geneva's Graduate Counseling Programs, says, "Students who have a documented learning disability may receive accommodations if they are registered with the student ACCESS [Academic Counseling Center and Educational Support Services] office." Such assistance might include audio-taped lectures and textbooks, peer tutoring, and increased time for test-taking.

Finally, admissions counselors will sometimes recommend that an applicant complete preliminary coursework if certain prerequisites have not been met.

Coursework gaps are commonly discovered when students pursue teacher certification, particularly for elementary education. SPU frequently advises these students to "fill the holes" with undergraduate work to ensure their competence in every relevant area. "Elementary teachers must wear a number of different hats and they need to demonstrate competence in each," Glancy says. "So we … give them 'assignments' to take a number of courses over a year. This may put admission to our graduate program out a year, but ensures they will be stronger graduate school candidates and better prepared teachers."

Part 1: Unexpected Calling

Part 2: Mastering the Real World