Beyond traditional admissions: On-ramp coursework can expand access to master’s degrees

This article is the fifth in a series exploring how reimagining graduate education can contribute to solving global grand challenges. Previously, I shared ideas about the evolving landscape of hybrid degree delivery. Now, let’s focus on how structured coursework can serve as an on-ramp for students seeking admission to a master’s degree program.

Expanding access to graduate education

People pursue graduate education for many reasons — whether to advance their careers, to transition into a new field, or to gain specialized expertise. For those on a traditional academic path, graduate school may naturally follow an undergraduate degree. But career trajectories are rarely linear. Professionals may realize they need an advanced degree to move into leadership roles. Others may discover a passion for a new field, such as healthcare or business, later in their careers. Some individuals may have struggled academically as undergraduates but are now interested and prepared to demonstrate their ability to succeed at the graduate level.

For these prospective students, traditional graduate admissions criteria — such as prior coursework, GPA thresholds, or portfolio requirements — can be barriers to meeting their goal of pursuing graduate education. The Graduate College is asking how we can design entry points, a model for admissions that recognizes potential and allows students the ability to demonstrate their readiness for graduate study.

On-ramp courses: structured entry points to master’s admission

One solution is to create targeted, discipline-specific coursework that allows prospective graduate students to build foundational knowledge while proving their ability to succeed in a rigorous academic environment. These discipline-specific graduate-level on-ramp courses are tailored to the unique background requirements for students to be successful in specific master’s degree programs.

For example, a prospective student interested in a master's degree in engineering but lacking a bachelor's degree in engineering could complete designed courses to establish competency. A professional looking to transition into a public policy program might take a fundamental policy analysis course, demonstrating their ability to engage with the material at a graduate level. These targeted on-ramps courses offer a specific and accessible route into master’s degree programs, increasing access for those who may not meet traditional admissions requirements but have the potential to thrive.

Empowering faculty to shape admissions

At ASU, we recognize that graduate students bring various experiences and strengths. While the Graduate College requirements ensure students are prepared for advanced study, they are minimal — an undergraduate degree from a regionally accredited institution with an average GPA of 3.0 or better. The master’s degree program faculty are empowered to decide who to admit and set the criteria for what prior knowledge is needed.

Conditional admissions

Through a carefully designed admissions process, students with academic gaps can be admitted with conditions, allowing them to complete necessary coursework while receiving the support they need to succeed. This approach expands access, enables career transitions and helps students gain the skills necessary to tackle a complex world. 

The future of graduate admissions

By developing on-ramp courses, universities can create structures that make degree programs accessible to more students. This approach benefits students at many career stages and ensures that industries have a pipeline of well-prepared professionals ready to meet evolving workforce demands.

What if graduate education wasn’t just about selecting those who fit traditional criteria but identifying and nurturing potential? By rethinking the admissions process, we can empower more students to pursue advanced degrees and make meaningful contributions to society.

As I continue to talk about a reimagined graduate education, later topics in this series will include:

• What if graduate students could be automatically admitted into ASU master’s degrees after earning their ASU bachelor’s degree?
• What if graduate students don’t just apply to one degree program but rather are also considered for one or more other master’s degrees?
• What if graduate students could collaborate with their peers on research, earning degrees through team research?

• What if graduate students could engage with the Graduate College well beyond their time as students and influence the next generation of scholars and professionals?

   

Elizabeth Wentz
Vice Provost and Dean
Graduate College