Questions to Ask During a Pharmacy School Interview
Questions to ask at the end of a pharmacy school interview, when the last few minutes are handed to you, and through the rest of the day, sorted into the program, rotations, outcomes, support, student life, and cost and the offer. They open with the questions any interviewer expects, then go after what a PharmD website rarely spells out: how rotation sites are assigned, what a failed course costs, where graduates end up. The final group closes with the ones made for that last slot: how the interview is weighed, where an update should go, when a decision comes.
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The questions
Each question, and why to ask it
Program
What sets this PharmD program apart from the other pharmacy schools I might be weighing?
Why ask it
Every school has an answer ready, so judge it by whether you could check it. A clinic the school runs, a teaching hospital next door or a track with students in it is a real difference. Friendly faculty and a close community are what most schools say. Put it to two interviewers and see if the answers match.
What do the students who do best in this program have in common?
Why ask it
The answer shows what the program rewards: steady daily study, speaking up in case discussions, time already spent working in a pharmacy, or something else. Hold it against how you actually work, not how you would like to. The reverse, who finds it hard here, is one to save for a current student.
What does a typical week look like for a first-year student, counting labs and time at practice sites?
Why ask it
Add up the scheduled hours, then ask how many more go on study, because the second number decides whether a job, a commute or a family fits. A student can usually recite their week from memory, while a faculty member will describe the timetable. How often exams come round belongs in the same answer.
When do students first work with real patients, and what are they trusted to do at that point?
Why ask it
Introductory practice hours are built into every accredited PharmD, so the date alone tells you little. Listen to the second half: a first-year student who takes medication histories or counsels at a health fair is getting something different from one who watches from behind the counter.
How easy is it to get time with a professor outside class, and how many students share a lab section?
Why ask it
Class size is on the website; what it means for you is not. Good signs are office hours that people use, emails answered within a day or two, and lab groups small enough that someone watches your technique. If students say they mostly ask each other, take that as part of the answer.
What is being redesigned in the curriculum right now, and which entering class will get the new version?
Why ask it
A curriculum under revision can make you the first class through a new course sequence, with the rough edges that brings, or the last through the old one. Neither is bad, but you want to know which. Ask what prompted the change, since the reason often points at a weakness the school has spotted in itself.
Where do pharmacy students learn alongside medical, nursing or other health students, and is it more than a shared lecture?
Why ask it
Accreditation standards expect interprofessional education, so expect a yes. What differs is whether that means one workshop a year or working through cases and simulated patients in mixed teams. A school with no medical or nursing program of its own should be able to name its partners.
How does a student get onto a faculty research project, and is there room in the timetable for it?
Why ask it
A poster or a finished project gives a residency or fellowship application something to show beyond grades. Find out who matches students to faculty, whether the work is paid, for credit or neither, and in which year people usually start. If the answer is to email professors and hope, plan on doing that early.
Is therapeutics taught in integrated blocks by disease state, or as separate pharmacology, chemistry and therapeutics courses?
Why ask it
Integrated blocks put the drug, the disease and the patient case in the same weeks, which helps recall but means one bad month can sink a whole body system. Separate courses spread the risk and leave more of the joining-up to you. Ask a student in which year the material finally started to connect.
How much time do students spend compounding and preparing sterile products themselves, as opposed to watching a demonstration?
Why ask it
Supervised time at a hood is costly to run, so this is where programs quietly differ. The number to get is how many times a student gowns up and prepares a sterile product before rotations, because a hospital preceptor soon notices who has only done it once.
Besides written exams, what practical tests do students sit, and from which year?
Why ask it
A good answer names them: counseling a simulated patient, checking a prescription against the clock, a station exam that has to be passed before rotations. If they start in first year, expect to be on your feet and talking early. If everything is on paper until the third year, the first rotation is where you learn how you do with a real person.
How are pharmacy calculations taught and tested, and what happens to a student who misses the pass mark?
Why ask it
Some programs set the pass mark for calculations well above an ordinary exam and will not send a student to a practice site until it is cleared. The details that matter are the number of attempts and whether a miss delays rotations or only means extra practice.
In which year are students trained to give immunizations, and what can they do with that training as interns?
Why ask it
Early training makes a student more useful in a community pharmacy job during school. What an intern may actually administer depends on state rules, so ask how it works in this state instead of assuming.
What does the curriculum teach about newer pharmacist services in this state, such as test-and-treat or prescribing under a protocol?
Why ask it
What a pharmacist may do is set state by state and keeps changing, so the honest answer is a local one. Listen for where physical assessment, point-of-care testing and billing for a service sit in the timetable. If you expect to practice somewhere else, check that state's rules before assuming any of it carries over.
How are courses graded here, and does a GPA or class rank appear on what residency programs see?
Why ask it
Pass and fail grading takes pressure off the early years, but a transcript without grades pushes the weight of a residency application onto letters and rotation evaluations. If the school ranks, the follow-up is who gets told the rank and when.
How much teaching is delivered by recorded lecture or online, and which sessions have to be attended in person?
Why ask it
A mostly recorded curriculum gives you control of your week and takes away the room full of classmates. If the in-person days turn out to be exams and labs only, picture where you would actually do the studying. The attendance rule also decides whether a long commute or a caring responsibility is workable.
If the program runs on more than one campus, which one do the lecturers teach from?
Why ask it
On a split program one site often watches the other by video link. Two things to find out: whether lab time and rotation sites are equal across campuses, and whether a student can be moved between them after admission.
Which elective courses fill first, and what do students who miss out end up taking?
Why ask it
The catalog lists everything that has ever run; the fill order shows what students value and how scarce it is. If the elective you care about seats a dozen people chosen by lottery, count it as a maybe when you compare schools.
Does the program set a cumulative exam at the end of each year, and can a poor result stop a student moving up?
Why ask it
A yearly cumulative exam forces review and gives an early read on board readiness, and it can also cost a student a year. The distinction to listen for is between a result that only flags people for extra help and one that is a hard gate. If it is a gate, the number held back in the last class is a fair thing to ask for.
How many students actually finish a dual degree, a certificate or a research project alongside the PharmD?
Why ask it
A pathway listed on the website is sometimes taken up by two or three students a year. The number tells you whether it is real, and what the extra degree adds in time and tuition usually explains why so few choose it.
Rotations
How are advanced rotations assigned, and how far do students typically have to travel?
Why ask it
The placement method shapes the whole final year: ranked preferences, a lottery and allocation by staff each produce different results. On travel, ask about the furthest placement last year's class was given, since the average hides the student who spent a block in a rented room.
Do students have any say over the order of their rotation blocks?
Why ask it
Residency applications go in around the middle of the final year, so the blocks before then are the ones that produce letters of recommendation. If you might apply, find out whether a student can request a hospital or clinical block early, or whether the order comes down to luck.
Are introductory practice hours scheduled during the semester or over the summers, and does the school find the site?
Why ask it
Summer blocks can take away the months you had planned to earn money or go home. If students have to find their own site, ask what happens to someone who cannot, particularly a student who is new to the area.
What do I need to have in place before my first practice site: intern registration, a background check, vaccination records?
Why ask it
The paperwork tends to land early in the first year, with fees attached and deadlines that hold up a placement if missed. Intern registration is usually a matter for the state board of pharmacy, so the person to find is whoever at the school walks students through this state's process.
Which advanced rotations are oversubscribed, and how is it decided who gets them?
Why ask it
Specialist sites such as critical care, pediatrics or oncology may take only one or two students at a time. The useful part of the answer is the tie-breaker: grades, a written application or a preceptor's choice each reward a different kind of student.
What rotations are available outside community and hospital pharmacy, such as industry, managed care or public health?
Why ask it
If you are not sure you want to dispense or round on a ward, the final year is the cheapest place to find out. Get the number of students who did each one last year, because a single industry place for a whole class is closer to a prize than an option.
Does the school have established rotation sites in other states, and how many students go to them each year?
Why ask it
This matters if you plan to work somewhere else after graduating, because a block spent on site is the easiest way to become known to an employer or residency program there. A list of states with nobody sent recently is a list of old agreements.
Do rotation hours cover the practice hours this state requires for licensure, or do students need intern hours outside school as well?
Why ask it
Each board of pharmacy sets its own hour requirement and decides what school rotations count toward it. Ask how it works in this state, and in the state you expect to work in, before you plan your summers.
On hospital rotations, do students round with the medical team and make recommendations, or work mostly from the pharmacy?
Why ask it
Rounding is where a student learns to defend a drug recommendation out loud to a prescriber, and it gives you something real to describe in a residency interview. Put this one to a final-year student and get the number of their rotations that included it, since the official answer will describe the best site.
Where do faculty practice, and can students work alongside them?
Why ask it
Faculty who still see patients in a clinic or on a ward bring this month's cases into the classroom and often take students on rotation there. The catch is capacity: one faculty site may take a handful of students a year, so find out how those places are given out.
Do students need a car for rotations, or can a full schedule be reached by public transportation?
Why ask it
A car is a real yearly cost that never appears on the tuition page. If the honest answer is yes, the next thing to learn is whether students without one are given nearer sites or are simply expected to manage.
Can a rotation block be left free for residency interviews or board study?
Why ask it
Residency interviews tend to bunch into the same few weeks, and a preceptor who will not release you can cost you a program you wanted. The best answer is an off block built into the schedule. The weaker one is days negotiated with each preceptor in turn.
Outcomes
What is the program's ACPE accreditation status, and when is the next review?
Why ask it
ACPE lists every program's status publicly, so look it up beforehand and use the interview for what the listing leaves out: what the last review asked the school to work on. At a new program still moving toward full accreditation, ask what that means for the class you would join.
How has your first-time NAPLEX pass rate moved over the last few graduating classes, and what explains it?
Why ask it
First-time pass rates are published school by school, so arrive knowing the figures and use the interview for the reasons. A school that points to something specific, a change in admissions, in the curriculum or in exam preparation, has studied its own numbers. Make sure you are both talking about first attempts, since a figure that counts retakes looks better.
Where is NAPLEX preparation built into the curriculum, and how do students get ready for the state law exam?
Why ask it
On the NAPLEX side, listen for whether review is threaded through the final year or bought in as a short course just before graduation. The law exam is the half applicants forget: it differs by state, and at some schools getting ready for it is left to the student.
What proportion of a starting class graduates on time, and what usually happens to the rest?
Why ask it
Delay is the outcome schools talk about least. The follow-up is whether a student who drops back a year pays full tuition for it, and how many in a recent class were in that position.
How many students in a recent class went into residency, and how many applied?
Why ask it
You need both numbers, because a match rate quoted alone hides how many were talked out of applying. A school that knows the second figure without looking it up is one that tracks its applicants.
What happens to students who apply for residency and do not match?
Why ask it
Some applicants go unmatched at most schools, so listen for a plan: help with the later phases of the match, introductions to employers, an adviser who stays in touch after graduation. A vague answer suggests the support ends when the application goes in.
Where did last year's graduates who skipped residency start work: a chain, an independent, a hospital, somewhere else?
Why ask it
This is where you learn about the local job market and who the school knows. A split by setting with a few employers named is worth more than a single employment percentage, which may count any job at all.
Who advises students aiming for an industry fellowship, and how many secured one recently?
Why ask it
Fellowships recruit on a different calendar from residencies and contacts count for a lot, so a school with nobody who has been through it leaves you to work it out alone. A strong answer names the companies that took recent fellows and the faculty member who made the introduction.
Who helps a student choose between community, hospital, industry and other paths, and in which year does that start?
Why ask it
If the first career conversation happens in the final year, the rotation choices that would have tested each path have already been made. Ask whether advising is a named person with time set aside or a faculty mentor fitting it in between clinics.
Which employers come to campus to hire, and do they take on first-year students as paid interns?
Why ask it
An intern job from the first year is how some students cover living costs and line up an offer before graduation. A list dominated by one or two chains tells you who the school leans on, which is fine if you would be happy working for them.
How many graduates stay in this state, and what help is there for those getting licensed somewhere else?
Why ask it
Law teaching and exam preparation usually center on the home state. If you plan to leave, ask whether anyone has guided a recent graduate through another state's law exam and paperwork, because the requirements are set state by state.
How has the size of the entering class changed over the last few years, and what is the plan for the next few?
Why ask it
A class well below capacity changes more than the lecture room: electives stop running, faculty posts go unfilled and budgets tighten. A school that answers with numbers and a plan is easier to trust than one that changes the subject.
Support
If a student fails one course, can they retake it that summer, or do they drop back a year?
Why ask it
Course failures happen in most programs, so the policy is the useful information. Where each course runs once a year, a single failure can mean joining the class behind and paying for the extra year, and that is better known before you start.
What happens after a failed rotation block: is it repeated straight away, and does graduation move?
Why ask it
Where a repeat block fits in the calendar decides what the failure costs. If the only free slot falls after the planned graduation date, the licensing exam and the first paycheck move with it. A coordinator who can describe how the last case went, without naming anyone, has a process.
What counseling or wellbeing support can pharmacy students use, and can they reach it from a rotation site?
Why ask it
Campus counseling is often built around undergraduates and weekday office hours, which suits a final-year student at a distant site badly. Ask about evening or remote appointments and how long the wait for a first one tends to be. Whether people use it without worrying about their record is one for a student, not for staff.
Does every student have a named faculty adviser, and how often do they actually meet?
Why ask it
An adviser you see once a year signs forms; one you see every term notices a slide before it becomes a failed course. The first pairing is rarely chosen, so it is worth knowing whether a student can switch.
Who tutors students in the heaviest courses, and does a student have to be failing to get a tutor?
Why ask it
Tutoring from the year above is often good, because those students sat the same exams with the same lecturer. The detail to pin down is the trigger: open to anyone who asks, or offered only after a failed test.
Who keeps in touch with students during the rotation year, when they may not set foot on campus for months?
Why ask it
Trouble on rotation, from a difficult preceptor to money running short, is easy to miss when nobody at the school sees the student. The answer you want is a named person who checks in every block. The one to worry about leaves it to the student to raise the alarm.
What does the school treat as a professionalism concern, and how is a first report handled?
Why ask it
Pharmacy schools hold students to conduct standards because a licensing board will later. Listen for a process that starts with a conversation and a chance to respond, since the definition can be wide enough to cover lateness or a social media post.
Student life
Why did you choose this school, and would you make the same choice today?
Why ask it
It works on whoever is in front of you, student or faculty, because both picked the place. A specific reason such as a mentor, a rotation site or a scholarship is something you can weigh, and a pause before the second half tells you something as well. Ask more than one person before you draw a conclusion.
Which student organizations are active here, and does the school help pay for students to attend national meetings?
Why ask it
Chapters are where students find leadership roles, health fair hours and the people who later write their letters. Travel funding matters most near the end, when a good deal of residency and fellowship recruiting happens at those meetings.
What outreach do students run in the community, such as health fairs, screenings or vaccination clinics?
Why ask it
Outreach is where a first- or second-year student gets to talk to members of the public about their medicines with a pharmacist close by. Ask whether those hours count toward required practice experience and who organizes the events: a clinic the school runs carries on between years, while a chapter project depends on that year's officers.
Which neighborhoods do students rent in, and what does housing near campus cost them?
Why ask it
Rent is often the largest cost after tuition, and the school's estimate may be a campus-wide figure. Students know the real numbers, how people get home after a late lab, and whether the class scatters for the rotation year. If most rotation sites are in another city, ask where final-year students end up living.
How many students here were admitted without a bachelor's degree, and how have they done?
Why ask it
Some PharmD programs admit after two or three years of prerequisites, so one class can hold twenty-year-olds and career changers. If you would be among those without a degree, ask how that group fares in first year and what a student who leaves early walks away with.
Do students who worked as pharmacy technicians have an easier first year, and how do the rest catch up?
Why ask it
Former technicians arrive knowing drug names and how a prescription moves through a pharmacy, while classmates from a pure science background learn that on top of the coursework. If you are in the second group, ask what the faculty would suggest doing in the months before you start.
Do students sit on the curriculum committee, and what was the last thing that changed because of them?
Why ask it
This tests whether feedback moves anything. A specific example, even a small one such as a moved exam, is more persuasive than a list of committees with a student seat.
What do students praise most on course evaluations, and what do they keep asking the school to change?
Why ask it
The praise is easy to give, so the second half is the test. A school that names a real complaint, such as exams bunched into one week, parking or slow rotation paperwork, and says what it did about it is a school that reads its feedback. Check the answer against what a student tells you later in the day.
Do the upper years pass down notes and study guides, or is each class on its own?
Why ask it
It is a concrete way to ask about culture, and a student will answer it more freely than a faculty member can. Shared drives and a mentor from the year above point one way; talk of class rank and curved grades points the other.
What do students here find hardest that they did not expect?
Why ask it
The answer is often not the science but the volume, the pace of assessment, or the commute to rotation sites. Whatever it is, you would be living with it for the length of the program, so it is better heard now.
Cost and offer
What does the published cost of attendance leave out, especially in the rotation year?
Why ask it
Tuition is the quoted number. Travel, a second rent during a distant placement, intern and licensing fees and exam registration all land in particular years, so a breakdown by year is more use to you than one total.
Which scholarships do students here actually hold, and what does each one ask in return?
Why ask it
A school award may need a minimum GPA to renew, and some employer money comes with a commitment to work for that employer after graduation. Ask when the school's own awards are announced too, because a decision that arrives after the deposit deadline leaves you committing before you know your cost.
How much has tuition gone up for the current final-year class since they started?
Why ask it
One class's real figures show the rise more plainly than a policy statement does. If you are told the rate is locked for a cohort, ask where that is written down before you build a budget on it.
Can an out-of-state student qualify for the in-state rate after the first year?
Why ask it
This only applies at public schools, where the gap can be the largest single line in a budget. The rules for in-state status are set by the state and the university, so ask which office decides and what proof it wants.
Is a board exam review course included in tuition, or do students buy their own?
Why ask it
Commercial review materials are a real expense in the final year, when income is lowest. If the school pays, find out which product and when access starts. If it does not, a recent graduate can tell you what the class actually bought and what it came to.
Is the rotation year billed at full tuition, and are summer rotation blocks charged as an extra term?
Why ask it
Final-year students are off campus and taught largely by preceptors at practice sites, so it is fair to ask what the bill covers. A year that starts in early summer can also add a term of tuition and living costs that a simple estimate leaves out.
What does a typical graduate here owe, and what starting salaries do your graduates report?
Why ask it
Both figures need to come from the same recent class so you can set one against the other yourself. A school that tracks debt but not pay leaves you to get the missing half from students and recent graduates.
How many hours a week do students here usually work as pharmacy interns, and in which year does that stop being realistic?
Why ask it
Paid intern work is common alongside a PharmD, and whether it fits depends on the timetable and the attendance rules. The year students say they had to cut back tells you more about the weekly load than a description of the curriculum will.
Does the program admit on a rolling basis, and how many seats in this class are still open?
Why ask it
Where offers go out as interviews happen, a later interview date competes for fewer seats, and some of the scholarship money may already be committed. Admissions staff can usually say where the class stands. If the school decides on everyone at once, the same question gets you the date.
Did anything in my file raise a question that I could answer while I am here?
Why ask it
It takes some nerve, and it may be your only chance to explain a weak semester, a low prerequisite grade or a gap before the committee meets without you. Keep the explanation short and factual. If the interviewer has not seen your file, which happens in closed-file interviews, say you would be glad to answer anything that comes up later.
Is there anything I said today that you would like me to clear up before we finish?
Why ask it
A stumbled answer about why pharmacy, or a scenario you misread at a station, is easier to repair in the room than by email a week later. If the interviewer says no, leave it there. The opening is for their doubts, not for a second run through your strengths.
How is today's interview weighed against the rest of my application when the committee decides?
Why ask it
Some committees score the interview and add it to everything else; others use it mainly to confirm or rule out. The interviewer may not be free to give you the formula, and even a short answer tells you whether a strong day can lift a middling transcript.
If you were sitting where I am, what would you ask before choosing a pharmacy school?
Why ask it
Keep this for when the presentation has already answered your own list. It hands the interviewer the chance to name what applicants overlook, whether that is rotation travel, debt or something you had not thought of. Write the answer down and put that question to the next school.
Can I talk to a current student with no staff in the room, today or by email afterwards?
Why ask it
Students are plainer about workload, placements and what they would change when nobody from admissions is listening. If the day has no such slot, ask for an introduction to one student, ideally someone in the rotation year who has seen the whole program.
Is there someone I can write to if a question comes to me after I have left?
Why ask it
The question you most wanted to ask tends to arrive an hour after the door closes. A named contact also gives your thank-you note somewhere to go. Use the address once, for something the website cannot answer.
If new grades or more pharmacy hours come in after today, does the committee want to see them, and where do I send them?
Why ask it
An update only helps if it reaches the file before the committee meets, so get the address and the cut-off date. Some schools read whatever arrives and others stop adding to a file on interview day. One message with real news in it does more than several small ones.
Do admitted students get a second visit, or a chance to sit in on a class, before the deposit is due?
Why ask it
Interview day is the school at its tidiest. A second look with an ordinary lecture and an unscripted lunch is closer to what a weekday there is like. If the visit day falls after the deposit deadline, point that out and ask whether an earlier one can be arranged.
What conditions come with an offer, such as unfinished prerequisites, final transcripts or a background check?
Why ask it
An offer is usually conditional, and the conditions have dates. A prerequisite still in progress may need a minimum grade, and a summer course can finish very close to the first day. Find out what happens to the seat if one item arrives late, so a registrar's delay does not become your problem.
If I am offered a seat, how long do I have to accept, and how much is the deposit?
Why ask it
A deposit can fall due before other schools have answered you. Ask whether it is refundable, whether it comes off first-term tuition, and whether the deadline can move while you wait on an aid letter. If what you are told differs from the offer letter, ask for it by email.
When will I hear a decision, and what are the possible outcomes besides yes and no?
Why ask it
A date lets you plan around other schools' deadlines. The second half matters because a waitlist or a hold works differently from place to place: some schools rank the list, others look at it again each time a seat opens. Note who to contact if the date passes without word.
Preparing for a PharmD interview
Practical guidance for the conversation itself
Before the day
Ask what the day involves
Programs use one-to-one interviews, panels, group exercises, short scenario stations, and on-the-spot writing tasks. Admissions offices will usually tell you the format, and preparing for the wrong one is an avoidable mistake.
Be able to say why pharmacy specifically
Expect to be pressed on what drew you to medication and patient counseling and not to another health profession. A concrete experience answers this far better than a statement about wanting to help people.
Know the state of the profession
Be ready to talk about where pharmacist roles are widening, such as immunization and clinical services, and what the job market looks like where you hope to work. Both depend on the state, so read up on this one. It shows you are choosing the profession with your eyes open.
Match each question to the person who can answer it
Admissions staff know deposits, tuition and decision dates. A faculty interviewer knows the curriculum, the grading and the exams that gate each year. The experiential office knows how sites are assigned, and current students know what a week costs in hours and money. Put a question to the wrong person and you get a polite guess.
Bring five questions and expect three to survive
Pick one or two from each group on this page instead of reading down the list. Some will be answered during the presentation. Keep the rest specific to this program, and note who told you what so your thank-you note can refer to it.
Decide what to ask at the end of the interview
Most interviewers finish by turning the floor over to you, and the slot is short. Hold two questions back for it: one that only this interviewer can answer, about their own teaching or practice site, and one about what happens after today. Asking how the interview is weighed or when a decision comes is expected at that point and would sound abrupt in the first five minutes.
What to ask current students
- What does a normal week look like in the second year, hour by hour?
- How did rotation placement work for the class above you, and did anyone end up somewhere difficult?
- What do you wish you had known about the cost before you started?
- Which courses does everyone find hardest, and what happens to people who fail them?
- Do students here work, and how do they fit it around the timetable?
- Would you choose this program again?
What weakens an interview
Asking what the website already answers
Program length, prerequisites, class size, accreditation status and NAPLEX pass rates are published. Look them up, then spend your questions on what sits behind them and on placement method, remediation policy and the full cost, which usually are not.
Asking about rankings
A ranking says nothing about how rotations are assigned or what happens after a failed course, and asking about it uses up a question you could have spent on either.
Treating it as a one-way assessment
You are choosing where to spend several years and a large sum of money. A candidate who asks nothing can come across as uninterested, and goes home knowing no more than the website said.
Overstating experience you cannot discuss in detail
If you list a technician role or a research project, expect specific questions about what you did. Thin answers about your own history do more damage than a shorter list would.
Comparing programs afterwards
Record the same facts for each school
- 1Accreditation status and next review date.
- 2First-time NAPLEX pass rates for the last few cohorts, and how the school explained the trend.
- 3How advanced rotations are assigned, and the worst-case travel.
- 4Any calculations or cumulative exam that can hold a student back, and the number of attempts allowed.
- 5On-time graduation rate, and what happens to students who fail a course.
- 6Total cost across the whole program, including rotation-year expenses.
- 7How much tuition rose for one recent class, and what the rotation year is billed at.
- 8One thing a current student said that was not in the official presentation.