Written by: Lemoine Joseph and Rickie Eatherly
Applying for a PhD is a huge decision—one that blends ambition, curiosity, and much uncertainty. To clarify and offer guidance on the process, we connected with four current PhD students and recent graduates across various disciplines to learn how they navigated everything from choosing programs to surviving interviews.
To explore this topic, we reached out to:
- Fabian Barch III, PhD – Postdoctoral Research Associate, University at Buffalo, State University of New York | PhD – Sociology of Education, New York University
- Erica Lee, PhD (She, Her) – Founder & CEO, NervMyo | MD Candidate, Johns Hopkins University School of Medicine
- Stacey Mitchell, PhD (She, Her) – Career and Life Design Counselor, Johns Hopkins University School of Education | PhD – Spanish Language and Literature, Penn State University
- Joshua Zhou (He, Him) – PhD Candidate, Pritzker School of Molecular Engineering at the University of Chicago
We asked them about their key decision points, resources and experiences they leveraged, red flags to avoid during the search process, and advice on what they wish they’d known at the start. Here’s what they shared.
The “Why” Behind Pursuing a PhD
For most, there wasn’t one single “aha” moment. Some described a slow realization through undergraduate research or mentorship; others had a specific spark—a class project, a research talk, or a pressing societal problem they wanted to solve.
Several respondents weighed careers in industry, clinical work, or taking time off before grad school. For some, they were already in the process of completing other graduate-level programs when they decided to apply for PhD programs. The decision often came down to what kind of intellectual fulfillment and lifestyle they envisioned for themselves long-term.
“It was definitely more of a process than a moment, but I’m fortunate to have participated in the Mellon Mays Undergraduate Research Fellowship (MMUF). Having the chance to conduct research that I was interested in, share ideas with peers who I respected and admired, and talk with a lot of research-active professors, I realized that it was something I definitely wanted to pursue.” – Fabian Barch III, PhD
“I was in the lab during what was intended to be single research year and I realized that the project I was working on needed to be optimized further and that there was a high risk of it failing if we did not optimize it before progressing to the next stage. I wanted to see its development and optimization through and to see the full cycle of the research.” – Erica Lee, PhD
“I entered college wanting to be able to help people, but without any particular plan. Naturally, I considering going the pre-med path, but decided I wasn’t interested in that before my first semester was over: my memory just isn’t the greatest, and seeing some people’s Anki decks was enough for me. I also thought about going straight into industry, but by my 3rd year I realized I still had a long way to go before having the skills needed for any industry position involving computational chemistry. Thus, a PhD was the best choice for me.” – Joshua Zhou
“As a first-generation college grad, I had no idea what getting a PhD entailed and I never stopped to think that it might be for me. It wasn’t until grad school that I seriously considered that path. […] Once I began my graduate study, I became totally enamored with my graduate-level literature classes. One day, about halfway into the program, one of my professors pulled me aside and encouraged me to consider pursuing a PhD – ‘Think about it, you’ve got talent.’ For the first time, I felt seen not only as a good student but as a scholar, a scholar with something to say and something worth hearing.” – Stacey Mitchell, PhD
The Role of Undergraduate Experience
Most of our participants highlighted the foundational role of undergraduate research experiences in providing them with the skills and context needed to succeed in a rigorous PhD program. However, participants were also quick to note how non-research experiences, both in and out of class, provided them with competencies that translated well to their future academic trajectories. Common threads include experiences that provided space to explore their sociocultural identities, to lead teams towards a common goal, or to utilize creative problem-solving and critical thinking.
“In college, I was part of a competitive First-Generation Scholarship Program based on leadership, community engagement, and academic excellence for first-gen students. Through this program, I became fully aware of my status as first-gen for the first time and as a result felt an immense amount of pride and power in this part of my identity[…] As a first-gen grad student/PhD candidate, I was wildly unprepared; I didn’t know how to navigate many of the situations I was thrown into; I was lacking the social capital needed to thrive in many academic settings. But I was tenacious, I figured things out, and ultimately, I succeeded, I was respected as a leader, I earned competitive funding, opportunities, and awards. I attribute my success as much (if not more) to my upbringing and first-gen identity as to anything else.” – Stacey Mitchell, PhD
“Working as a senior intern at JUMP gave me quite a lot of operational skills that lent themselves well to running my PhD lab. Any experiences in leading a team would be beneficial to have.” – Erica Lee, PhD
Finding the Right Program
When initiating the search for PhD programs, all respondents emphasized the importance of starting with what genuinely interested them and using that as a compass for identifying programs and mentors.
Respondents highlighted the importance of digging deeper than department websites or rankings. For some, location and lifestyle were key; for others, community and collaboration were crucial. All emphasized that program culture—not just prestige—should be a central factor in decision-making.
They leaned heavily on advice from professors but also followed their curiosities—looking at journal articles, citation trails, and presentations to identify scholars whose work genuinely excited them. Campus visits and conversations with current PhDs played critical roles in determining fit. Respondents found that informal conversations often revealed more than official recruitment materials, especially regarding program culture, mentorship styles, and faculty availability.
“I went to the citations of the papers I wrote that most captivated me. By starting with assignments of my own that I had a meaningful connection to, I was able to identify faculty whose own work most resonated with me. From there, I looked for patterns in schools or authors whose names popped up as references in current works. That helped me identify a handful of schools that I knew would have active research in areas that I wanted to study. From there, I narrowed my search to schools or programs that had multiple professors in whose mentorship I was interested.” – Fabian Barch III, PhD
“Something that does make a big difference that you’ll never see on paper is the culture of programs/lab groups. Some programs tend to cultivate much more competitive environments, and I personally think that too much competition can inadvertently lead to a more toxic culture. On the other hand, some programs/labs have a stronger sense of community among the PhD students” – Joshua Zhou
“Think about cohort size. If you’re between two or more programs that are more-or-less equal, look into how many students are accepted each year, how many graduate (on time and at all), and where they end up.” – Stacey Mitchell, PhD
“Think about stipend and lifestyle. I received two offers, both at good schools with comparable programs, and offering similar stipends. However, one was in a larger city and one was in a college town in the middle of nowhere. My money went WAY farther in the college town and with that as my only income, […] that was super important.” – Stacey Mitchell, PhD
What are PhD Programs Really Looking For?
While two out of four respondents did not interview for programs, those who did found that preparation and genuine interest, along with transferable and interpersonal skills, went a long way.
In interviews and application materials, respondents found that programs looked for more than just intellectual potential. Committees wanted to understand applicants’ motivations—why they were pursuing a PhD, how they handled independent work, and whether they had the persistence to follow through. Additional skills and characteristics were also prioritized, such as kindness, passion, and collaboration.
“I made use of the on-campus career center and was given a preliminary list of interview questions. I also spoke with my advisor, who was able to suggest a few additional questions to add to that list. From there, I drafted responses and rehearsed them until all the information felt natural to talk about. It’s a lot of rehearsal and practice. I also recommend speaking honestly about what’s meaningful to you, because genuine interest in a topic can be infectious!” – Fabian Barch III, PhD
“I reviewed my published papers and application materials prior to each interview and if I knew who I was interviewing with then I would also research them and see if I could tailor any questions to them.” -Erica Lee, PhD
“In general, schools were very interested to know how committed I was to completing my PhD, how I knew that I was passionate about research, how comfortable I was with structuring my own work, and what kinds of methods I’d be open to studying during my coursework.” – Fabian Barch III, PhD
Advice to Their Past Selves
Our respondents agree that the structure of graduate school can be a challenge—especially for those who are used to clear deadlines and external accountability. They recommend being honest with yourself about how you work best and seeking environments that support your growth, not just your academic goals. They also emphasize the value of methods courses and undergraduate research experiences—not just for developing skills, but for helping you decide whether research is something you enjoy.
And one of the most valuable insights? Talk to people. Faculty can offer guidance, but current PhDs often have the clearest and most candid perspectives on what programs are really like. If they could go back and offer one insight to their younger selves, here’s what they’d say:
“Before you apply, take some quality time to define what “success” means to you. Be reasonable and try not to tie your measure of success to a role or title (“success means being able to teach and research things I’m interested in or care about” vs. “success means a tenure-track position at an R1”) […] Define success for yourself now before anybody else can.” – Stacey Mitchell, PhD
“[…] critically evaluate if a PhD was necessary to reach my goals and to understand that my goals may change over time.” – Erica Lee, PhD
“If any lab interests you, reach out to some of the graduate students early in the process and try to set-up a video call. If the advisor is particularly toxic or problematic, most of their students will gladly warn you (off the record). Existing graduate students can also give information about what the group’s current interests are (if the website is outdated), or refer you to other faculty that may not have originally piqued your interest.” – Joshua Zhou
Final Thoughts
The decision to pursue a PhD is highly personal and often complex. It requires more than strong grades or curiosity about a topic. It calls for reflection, resilience, and clarity about what you want from your academic and professional life.
PhD paths aren’t linear. They’re built from moments of clarity, honest conversations, missed turns, and small victories. Whether you’re just starting to explore research or narrowing down a final list of programs, remember: the best-fit program isn’t always the highest-ranked. It’s the one where you’ll grow, thrive, and feel like you belong.
“The most unexpected thing I can think of is how my pedagogical training together with my college-level teaching continues to seep into my work constantly, even outside of classroom contexts. My teaching chops help me present concisely and confidently, prioritize scaffolded and equitable approaches to content delivery or creation, and manage working relationships efficiently. One of the joys of pivoting from academia is realizing just how much it takes to be a good educator and how those skills can propel you forward in just about any setting. I’ve also worked on expanding my understanding of the concept of teaching itself – Teaching happens on so many levels, in so many ways, in just about any context. I don’t need to be in the classroom to be an educator; I don’t need to be in the archives to be a scholar; I’ll be a PhD no matter where I go, and that’s a great place to be.” – Stacey Mitchell, PhD
