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  2. Hi all, HKS requires that you submit an analytical resume in addition to the conventional resume/CV. And I have some concerns regarding what I should be putting in the analytical resume. I haven't taken any econ courses in college -- only 1 Calc I class which I got an A on -- and have a pretty good GRE quant score. I was debating taking an online Econ course so I can put it on my quant resume, but I've seen a thread titled "Shoring up quant background" where some of the comments recommended it won't make much of a difference (although the user for that thread had taken an Econ course in college as opposed to my none). Before finding out about the analytical resume, I was planning on taking Econ classes in the summer and I do think I would be able to focus more if I take it then, as opposed to this fall when I will already be juggling the application process and a full-time job. Does anybody have advice whether taking an online Econ course would be beneficial? If not, any recommendations on what skills (other than coursework) can go on the analytical resume?
  3. Today
  4. I've been trying to get a sense for departments that are more formalist-oriented in general and these seem to be the ivies, for the most part. But I think I'll have to expand my definition of fit, as you suggest, in order to expand my range a bit.
  5. Guys!, we have created a WhatsApp group for waiting it out, interested persons can inbox me for further information.
  6. For the school-wide orientations, casual is fine. For the department one, it doesn't hurt to look a little more professional (i.e. jeans and nice top in lieu of ripped jeans). I wore a summer dress for the SoCal heat! Take notes wherever you prefer. Chances are that in the big you won't take much notes anyway!
  7. I am about to start my first semester so I am not sure if this website will work but I did find a lot of my speech textbooks for undergrad (and every other subject for that matter) on this: b-ok.org. It's free, you just need to download the book onto your laptop. Hopefully it has the books you're looking for on it- worth a try! Good luck! Also slugbooks.com compares prices of major sites like chegg, amazon, textbook rentals, etc, and shows you the cheapest place to buy or rent your books from.
  8. I second nice casual with shoes you can walk in. You don't want to be hot and sweaty in business casual clothes. A notepad and a pen will be fine, although chances are they'll provide one as part of the welcome swag. Do bring water and a snack in case they don't provide anything.
  9. Hey hey, I plan on applying to about 10 plus schools.. I have less than two years experience. Solid gpa. Super nervous
  10. So glad to have found this thread - thought I'd stop lurking and say hello! A bit about me: I'm heading into the fourth year of my BA (which seems to make me a bit of a minority as a PhD applicant?) I'm a Modernist, sort of, mostly interested in queerness across the first half of the twentieth century (predominantly in Britain and the US) and in the legacy of 20th-century liberal humanism in relation to contemporary turns in queer theory. I'm earning my undergrad at an enormous and not at all prestigious public school (a regional campus of a reasonably well-regarded state institution) and am, as far as I'm aware, the only student in my department who's applying for PhD programs. My profs have been very supportive, but I worry about lacking a sufficient support system for this process and missing out on things I really ought to know, so this site is a godsend! I also worry that my school's non-prestigious status will weigh heavily against me in applying to top 20 programs (though I did do a year of my undergrad as a visiting student at Oxford, which I'm hoping will counterbalance that a little bit.) Just took my first full GRE practice test today and scored 165V and 146Q, which a little worse than I was hoping (obviously the math score is absolutely abysmal and I've heard very mixed things about whether that matters.) Scored 740 on the practice version of the Subject Test, so I'm hoping that's a good omen, but hardly anyone seems to require it anymore... Anyway, greetings to all, and I would be enormously appreciative of any insights or advice from others who are currently undergoing or have recently undergone this process!
  11. Hi this doesn't really answer your question but I was wondering how you got scholarships for NYU? Did they grant you them or did you receive them elsewhere and if so do you mind sharing where?
  12. You can always work as a sub TA at schools with special needs kids. Nassau BOCES is a company that is super flexible and allows you to choose what days you want to work and as often and as little as you like. Something to consider- they have a lot of schools across Long Island.
  13. Yesterday
  14. Hey Na_arf! Your post is really encouraging for me. Thank you. Could you possibly tell me where they applied in Canada. I'm in Ontario for reference. The reason why I am asking is because most programs I have seen explicitly list a thesis course/project as a requirement. Is this just a formality or is it actually necessary?
  15. I have nothing concrete, but I met someone during an interview who had been working in Italy and she said they flew her over. She had to pack all her interviews into a month though to limit how many flights had to happen.
  16. Hello fellow Canadian! I am currently in a clinical psych master's program in Canada, and there are two other students in my cohort who did not complete a thesis project. They still made it into a very competitive program, and although I wasn't sitting on the admissions committee to say why, I would be willing to bet it was because they had a lot of practical experience working with kids (quite similar to the activities you've listed)! I would recommend applying to a mix if you're feeling really uncertain about your chances, but I have seen it work out for others without thesis experience. Best of luck!!
  17. Hey all! I'm starting the first semester of my Master's in History on Monday, but I ran into a bit of a problem. My first problem is that I have a graduate assistantship that will keep me working for ~20 hours a week. My other problem is that I managed to misread something on my school's website, and I'm taking too many classes, but I have no idea which class I should drop, since I also tend to be pretty indecisive at the worst possible moment. Currently, I'm taking: US History (Lecture) Medieval Military History (Lecture) Methods of Historical Research (Mandatory first-semester seminar) Seminar in European History (seminar) Currently, I'm leaning towards dropping the European History seminar, since I have no idea what to expect course-wise from a seminar class other than the extreme basics, which my Research class will probably teach me. Dropping the seminar would also give me the few more hours that I would need to work for my assistantship. Any advice would be greatly appreciated!
  18. This is a great post, which also applies to history. Even the best programs are thoroughly uninterested in what happens to their students after they complete the PhD; they take students based on egos and TA needs, not the job market. My subfield of history of science had 4 students enroll in the 2018-19 year. There aren't 4 TT jobs in history of science in any given year. The dwindling job market is one of the major reasons I left my program.
  19. I agree that it's a minimum. But the fact that they had faculty meetings, a meeting with the students and offered up (admittedly weak) suggestions in a short time after the letter was submitted, I feel, is more than many programs would have done. I recently read an article about ongoing grad student problems at UPenn and how the administration and President ignore the student groups and their demands completely. It is from that comparison that I commended Columbia for their willingness to listen. I must also agree with your point concerning this quote. I do think he is trying to be "realistic." Oftentimes social, institutional, socioeconomic factors do favor a certain type of student to whom programs would be more attracted. I think he means that higher class students, often white, are able to afford a more affluent undergrad education, better SATs and GRE tutors etc, etc. And if programs are taking in less people, chances are they will end up choosing many of these homogeneous students. However, this is just a generic problem in higher education whether a cohort is 5 or 15, so it's still not a very good excuse. I see the issue with his statement because it indicates to me that he believes that the first students to be cut would be the "racially, socioeconomically and intellectually diverse" students, which assumes that they are the weakest students, as you mentioned; the academic Other. This ideology is very problematic. I'm not sure if I buy limiting enrollment as a solution to the problem either.
  20. Personally what I do is rent the books first from amazon or chegg or see if it is cheaper to buy off amazon. I can't afford to buy my textbooks and keep a copy of the syllabus with the textbook name in it in case later on I want to buy the textbook when I have more money haha
  21. I personally work on campus as well through federal work study and it is very convenient! Plus the departments are used to working with students. I usually work about 15-20 hours a week and it's doable!
  22. I don’t know if this would be relevant for you, as it’s only somewhat related with speech. There are good opportunities to teach English online, through companies like VIPKID. It works with Chinese children one-on-one (as is the model for many companies, though some work in other countries and a small handful with adults, though those typically pay less). I find them convenient because the online work allows you to work from home and make your own hours, and helping with things like phonics and grammar does feel related enough that I appreciate the experience!
  23. First of all, I wasn't really surprised by anything in this article. If this comes as a shock, then you probably aren't paying enough attention. If by 'commendable' you mean 'deserving praise' then I don't think that a graduate program doing a minimal amount of work to support their graduate students should count as commendable so much as the bare minimum for qualifying as a ethically responsible program (which is not to deny that many programs fail to meet this bar). I'm not as familiar with Kramnick and Cassuto as @wordstew is, but this point by Cassuto strikes me as a bullshit excuse for not doing anything: "But limiting enrollment can present its own problems, said Leonard Cassuto, a professor of English at Fordham University who writes about graduate education for The Chronicle’s Advice section. If colleges trained only enough graduate students to replace retiring faculty members, you’d lose out on all kinds of racial, socioeconomic, and intellectual diversity, he said, and “I don’t think anybody wants that.” " First, he seems to assume that minorities and individuals from lower socioeconomic backgrounds are weaker applicants, who would not be accepted were programs to accept fewer students. Furthermore, it suggests that even if that were the case, departments wouldn't or couldn't do anything to correct for these concerns. I'm not really sure why we should accept either of these concerns. (This isn't to deny that discrimination occurs in the admissions process. I just doubt that reducing the number of admitted students would necessarily make that situation any worse). I think the refusal to take seriously the idea that cohort sizes need to be reduced in the humanities is either naivete or willful blindness and both are irresponsible. Likewise, the failure of programs to provide complete placement information on their websites is dishonest, deceptive, and unacceptable (but also very common). Any program that doesn't (minimally) address these two issues is responsible to perpetuating this system.
  24. This is a valid concern, but no need to panic yet. You have two years. I would expect the first six months will be largely admin/managerial. You need to get the ground under you, learn all the systems, and then start to put your own systems in place which will allow you to be less hands-on day-to-day. As this happens, you will have more time for research and for getting involved in presentations/publications. Does your lab have research meetings? Read the relevant papers, participate in discussions, offer your ideas. Are you running participants yourself or talking with the RAs about running the participants? What do you notice? What can be improved about the procedure? Do you have any ideas for spin-off studies based on your experiences? These are things that contribute to authorship--offering intellectual contributions. You will likely have opportunity to contribute in this way just by virtue of being there and being involved. Lastly, I would sit down with your PI and write out a mentoring plan. Put together a reasonable timeline (with their help) for accomplishment in different categories (administrative, supervisory, knowledge of the field, research skills, outcomes--like presentations and publications). Come up with near and long term goals toward these areas. Articulate what kind of supports you will need to accomplish these things. Have the PI articulate what support they need from you in those categories to accomplish their goals. After two years you will probably be in great shape. Don't lose faith and be an active participant in your own development. Good luck!
  25. I have completed 5 undergraduate courses from Harvard Extension School(3 in CS, 2 in Math) and scored A's in all of them. As a result, some of the professors from Harvard University's CS department have agreed to write an LOR for me. Would this provide me with any advantage over getting LOR's from professors of my undergrad institution, which is a pretty average college. Note that I am an international student who would like to apply for MS CS/DS programs.
  26. I don’t have clinic this semester or next! But I wanted to get a feel of the work load before committing to something. It is a full time program and I do want to work somewhere where I can benefit from, rather then the job I have now that has nothing to do with speech. I’m still keeping my current job but willing to leave if I find a different option that involves working with SLPs
  27. I doubt you'll find them, they are private documents that not even applicants see. I'm sure there are sample letters around the internet. As you probably noticed, they vary in length, tone, type, etc.
  28. This works. Your first link had the paywall. I can only speak from the perspective of a prospective student. Even knowing the issues with the job market (barely because I just believe that you won't truly know until you're in it), I would still be willing to pursue the PhD because I am interested in continuing my research, a sentiment that I think is shared by many prospective students. I agree with Wimsey that we don't get a lot of student perspectives in this article, which I would have liked to see. Based on the article, I think the action taken by Columbia so far is commendable, but is it enough? So many professors offer their sympathy, but not all are willing to offer action and solidarity, and that's a big difference. Theory is fine for literature, but for real life students who are being affected, we need more than your theorizing and your "we seriously need to think about these things" spiels. What steps are you taking and what actionable ideas, if any, are you coming up with to mitigate this problem? Most importantly, are you transparent about the issue from the get-go? I feel like a lot of schools manipulate their data to be favorable in terms of outlining career outcomes. This just glazes over the problem and does not accurately depict the issue to prospective students.
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