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Showing content with the highest reputation on 10/25/2016 in all areas

  1. 2 points

    Know Before You Go

    Unfortunately, if this were true in general, then you wouldn't see the massive inequalities in placement between programs, even within the top tier. Wisconsin may claim that they have strong placement, but what percentage of their massive cohort gets a tenure track job? What is that percentage compared to Harvard or Yale? And in what fields (other than African history)? I've done a little bit of the data crunching myself, and it isn't pretty. And I wouldn't presume that the many thousands of PhDs on the market fail to get a job each year because they lack tenacity. Completing a dissertation requires tenacity. That said, it obviously doesn't hurt. You have probably seen this study: http://advances.sciencemag.org/content/1/1/e1400005
  2. 1 point

    Rangel & Pickering Fellowship

    No go for me too. Alas! I'm not surprised though; it's geared more toward people of color and I am not (only thing going for me as being a woman I think). Congrats to all that made it through or didn't. <3 Onward to Pickering! (I'll reply to all the rest of the posts in a little bit.)
  3. 1 point

    Duke English vs Literature?

    I didn't want to start a new topic and realized this one was still unanswered to some extent. I messaged the DGS and got a reply: Your second question, about the difference between English and the Program and Literature, is also tricky to answer. Many dissertations could in principle be written in either department. However, English is oriented more specifically toward the study of literary texts written in English, whereas Literature (despite its name) doesn’t necessarily have that focus on literature in general, and it definitely isn’t restricted to English literature. So the key question is whether you want a training in English literature or not. (With that said, the Duke English department is very theoretically-oriented, so one would not have to pursue a traditional training in English literature. However, in the final analysis, our students generally do end up in English departments, whereas Literature students end up in a wider variety of departments.)
  4. 1 point
    Here's the thing about teaching undergrads. I think most of us in PhD programs were the same type of undergrad - the person who wanted to learn for learning's sake, who visited office hours, who did all the reading and studied and cared less about the grades than the subject matter. So I think it's a struggle for some of us when we teach, because we expect all of our undergrads to be the same thing and are disappointed or disheartened when the students just want an A. But the vast majority of undergrads out there are not like that. Those undergrads are in the minority. Most undergrads are taking the class to fulfill a requirement, or because they think your class is an easy A for pre-med requirements, or because they're tentatively exploring the major but unsure whether they like it or not. So for me, I had to try to find the intrinsic motivation in teaching regardless of whether the students were grade-grubbers - which, quite frankly, I came to understand. These students are under insane amounts of pressure to maintain high grades for all kinds of ridiculous reasons. I also had to find the place to meet the students where they were at. Very few of my students in intro statistics, for example, will ever go onto getting a PhD in psychology or even doing research. When I told them how much I made doing statistical consulting, though, their ears perked up. When I kept talking about all the positions they wanted to work in the field that required or recommended some quantitative facility, they kept listening. I don't think things will be different as a professor rather than an instructor, not really. There are always going to be students who just want an A, and students who are generally uninterested in the subject matter but need to fulfill a requirement, and so on. It's unrealistic to expect most students to pay rapt attention to our craft. BTW, @morningdew, you don't owe your advisor anything, much less your career choices. YOU are the only one who has to work that job, not your advisor or anyone else. I left academia and ended up as a researcher at Microsoft. I love my job and I am so, so glad I left academia. Ironically, it was not because I disliked teaching - I actually love teaching, and I miss teaching undergrads. It's because I hated the way we did research in academia, and I wanted to do more applied research.
  5. 1 point

    Should I email this professor?

    Is there any harm in sending her an email? Even if she is a bit miffed that you didn't contact her sooner (frankly, I don't think it's reasonable to expect all applicants to contact POIs in July), at least you'l get a response and have a chance of working with her. Frame the email positively without making any excuses. It might not hurt to be completely upfront and just say that you did not realize how closely your research aligns with her interests until recently and then pivot to saying why you are a good match for her. To be perfectly honest, I contacted some POIs mere weeks before I applied, and at other places I didn't even bother emailing them in advance. This ended up not making much of a difference in the end. While I would not recommend most people to take this approach, if you are a qualified candidate POIs would be foolish not to accept you simply because you didn't contact them by a particular date.
  6. 1 point
    I completely agree. I'm in a one-year program so it's just insane. I feel there is a disconnect between professors who assign all of the work and who also want to make sure you spend time on "self-care." Granted, I knew grad school was going to be difficult, but I didn't think it would be THIS much work.
  7. 1 point
    The largest number of scholars (and graduate students) in the states that I know of is at the Catholic University of America in DC.
  8. 1 point

    Directing MFA Questions

    Congrats on the MFA idea! And to piggy back off the previous post, there are many MFA programs that are more academic-minded. University of South Dakota Catholic University of America (they have an MA as well in Theatre Ed during the summer months, I believe) Virginia Commonwealth’s MFA specializes in Performance Pedagogy Minnesota State University: Mankato Purdue University (I believe someone just graduated from there who worked mostly in high school theatre…) Baylor University Western Illinois University Yale/Brown/Columbia/BU/DePaul/UCSD/etc.. usually require a strong background in theatre and mindset to work in the future as a professional. Hope this helps!
  9. 1 point
    Northern AZ has a summers-only program for working SLPA's and I've heard it isn't that competitive. If that isn't already on your list, I would definitely add it.
  10. 1 point
    Woooaahh. Interesting!
  11. 1 point
    Hillary Chute is actually at Northeastern now, though Chicago remains a good place for visual culture and contemporary lit.
  12. 1 point

    Rangel & Pickering Fellowship

    @Bandi, it will be over with soon! I know right now is really tough for all of us, but remember that you are amazing! The very fact that you put in such great effort as to apply to the Rangel, that you've searched your soul and your future and determined that you want the sort of career that the Foreign Service offers, these things guarantee that you are one hard working and fantastic person. Whether or not we get chosen as finalists, or even in the end as recipients, you've marked yourself. Even if we have to go about trying to get into the FS the conventional way, or where ever life leads us, you can always be sure that you reached for your dream and that you are wonderful. <3
  13. 1 point

    Fulbright 2017-2018

    Applying for Azerbaijan ETA for a second time.
  14. 1 point
    Hi everyone! I was in your shoes last year and now I'm a first year SLP student! Let me know if you have any questions because I know how stressful this time can be!
  15. 1 point
    I would highly suggest whittling down the list of schools you're applying to for a number of reasons. 1) There's a good chance you're not actually interested in all of them. Schools are quite different from each other, not simply geographically or in terms of name and prestige, but in their focuses, faculty specializations, program structure, cohort size, school culture, likely career trajectories, and the sorts of student they attract. If you truly have a good sense of what you want to get out of your graduate education, then you should be able to narrow your list down to the schools that are actually going to offer that to you. 2) If you don't get into any of those schools, you can always wait a year or two, brush up your credentials, and try again. More work experience is a plus when it comes to the fields of graduate education we're interested in, and will give you an even better shot for funding. This is not like applying to undergraduate programs. 3) You're wasting money on application fees not to mention your recommenders' time applying to schools that you are not really interested in. Admissions committees can really tell if you are a good fit, and if you've put in the time to get to know their program. They are looking for people who are passionate about their program, and if you're not, it will come through loud and clear in your application. 4) The worst case scenario: if you add more schools to your list just because you want to make sure you get in somewhere, you might end up wasting a lot more money and 2 years of your life just to attend a school that isn't going to get you where you want to be. Practically speaking, I think a good range is between 3-6 schools. For me, I researched a lot of school sites, emailed professors, and ended up applying to 4, which felt like a bit of a risk, but it made me happy to know I was choosing all four for the right reasons. Finding that sort of confidence in what you're doing is, in my opinion, the perfect antidote for the irrational fear of being denied from all your schools.
  16. 1 point

    Fulbright 2017-2018

    Hello everyone! I'm graduating this December and I just put in my final application for the research Fulbright in Poland on the 10th. I'm all jittery with excitement and anticipation even though I have a WHILE to go. I put myself onto the spreadsheet.
  17. 1 point

    NSF GRFP 2016

    I found out on June 7 that I had gotten a late award, up from an Honorable Mention in April. Super excited!
  18. 1 point

    NSF GRFP 2016

    Congratulations to all of the new NSF fellows and to those of you who got Honorable Mention! I had an NSF myself in graduate school (2010-2013). This year, I had the pleasure of giving back to the program by serving as a reviewer It was certainly interesting viewing the process from the other side. There are many things about the reviewing process we're not supposed to talk about, but we can give high-level information and advice. As for getting good comments but still not getting the award - I know, that sucks. The truth is two-fold: 1) Some reviewers simply write more detailed and helpful comments than others; we are encouraged to give information that will help the student improve their proposal for a second application. I tried my best to give the kind of feedback I would want as an applicant; I think my comments were a bit longer than average. and 2) I know it sounds cliche, but there really are simply many more really good quality applications than NSF can give funding to. Sometimes there's truly nothing wrong with your app; it's just that enough people had even better apps (even slightly better) that they got the award instead. There has to be a cutoff somewhere Also, yes, we have a lot of applications to review and not a whole lot of time to do it. I'd say most people spent more than 5-7 minutes. I think I spent an average of 30 minutes per application. And...if you look at the timeline, this is happening during the winter holidays Yes, please spoon feed! Bolding, underlining, highlighting out sections, it ALL HELPS. Make it really easy for reviewers to find relevant parts of your application. Think of them skimming through your app quickly in between bites of lunch before class or while jumping around between sections when referring back to itto improve their notes or while adjusting their ratings or whatever. People miss things. I would say that's both true and untrue. It's untrue in the sense that there doesn't seem to be systematic bias against people who took time off, and in fact non-traditional routes can be highly valued. It's true in the sense that unfortunately non-traditional students may also be evaluated (consciously or unconsciously) differently - for example, on the basis of what they did in the interim time they took off. I think in that sense it's somewhat similar to other types of unconscious bias. Publications and how they are weighted will vary by field - basically how common is it for people in your field to have publications at your stage of the game? Remember, too, that the NSF applicants are probably on average more accomplished/competitive than the average doctoral student. That said, you certainly don't have to have publications to win an NSF; I'd wager most of them don't. (I didn't have any when I won mine.) This is really going to be an individual decision, I think, and it depends on the quality and strength of your application in other ways. But IMO I would say it's a good idea to include a recommendation from your advisor in your current program, even if you don't know them very well. First of all, there are early impressions that your advisor can give of you that can be useful for reviewers trying to make decisions. Second, that recommendation can signal support from your program and advisor. Since the Intellectual Merit criteria includes you being reviewed on the potential to succeed in graduate study, and support from the department and your graduate advisor are crucial for that, it can be a good idea to display that. (However, if you've got three really strong references from undergrad and you don't want to displace one, I would say don't. It's really a variable thing, and it can work either way.)
  19. 1 point

    NSF GRFP 2016

    I would agree that the scores are meaningless. For instance, I received the award with E/E VG/E VG/E and I know that's less than a number of people who didn't get it, AND my reviewers put in a lot of criticism about things that could be improved in my application. I've heard these things can be kind of a crapshoot, so try again next year if you can. A year can make a big difference. I applied to grad school last year and was rejected from all 12 PhD programs I applied to, this year I got accepted to 6/8 of the programs I applied to and I got the NSF. Rejection was hard last year, but I asked lots of people for feedback and just focused on doing things that would improve my weak areas; there's always something to work on.
  20. -1 points
    Actually, no, I'm pretty sure it's not part of their job description. They work with current students and former students far more than prospective ones. And, the process has changed a lot, even in the short time since I first went through it. Think about it. Most of these professors were applying to grad school at a time before email was commonly used and the expected response time was quite different back then. If you wrote someone a letter and sent it via USPS, you wouldn't be surprised not to hear for a couple of weeks, you know? Rude or not, I tend to invest more of my time in my current students and writing rec letters for those graduating or recently graduated. When there's time leftover, then I reply to prospective students.

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