rising_star

Some potentially relevant past discussions:
There are more if you search. It all comes down to a matter of personal preference though.

Anthro PhD student here.  You will regret going into a program without a strong funding package.  Period.  What sounds good now will not sound good in 4+ years.

This is definitely field-specific and also depends on where you're seeking employment. A number of TT jobs I applied for this year asked for a teaching portfolio, evidence of teaching excellence or effectiveness, or copies of teaching evaluations along with my application, before or after a phone interview, and prior to a campus interview. While it may not help a great deal, it can definitely hurt an applicant, especially if the evals you get aren't very good and there are other applicants with better evals you're being compared to.
 
As for actual advice, I'll start with the following:
- Figure out what resources are available to you as a TA or instructor in your department, in your college, and through the university's teaching center. And then take advantage of them. My PhD university's teaching center flat-out told me that I was one of three grad students from my department (90 grad students) they had ever met with or assisted. Now part of this was due to my department's culture where consulting the teaching center was seen as an admission of failure but that's BS and you should ignore that if people are saying it.
- When in doubt, consult the internet. By which I mean, if you have to create a syllabus, google around to see syllabi others have created for that course or a similar course. If you're looking for appropriate wording for a policy, again you can consult the internet (though you may want to consult your peers and department first because some stuff is university-specific and/or university mandated). Looking for an assignment idea? Google it. Sample rubric? Google for one. There's really no reason to reinvent the wheel.
- Accept that it will take you a while to gain your footing in the classroom. Be willing to change midway through the term and to do different things for different sections because not all students are the same.
- Take advantage of any courses/workshops/tutorials that will help you become a better teacher. Again, the teaching center will probably offer workshops or brownbags. These are awesome as a grad student because most of the attendees will be TT faculty so you can see what they're struggling with or what they're doing that works and use it in your teaching. Doing that early on will make you more effective in the long run, leading to better evals.
- Devise and administer a midterm evaluation of your students that's for you. Take their feedback seriously and incorporate it into the course. It almost always leads to improved semester evals, even if you don't change very much.
- Have someone else (an experienced teacher) observe your teaching. It will be painful and awkward and difficult. But, it will help you improve. It will also give you more material for your future teaching portfolio.
- Take the time to identify excellent teachers on campus (whether or not they're in your field) and observe them. You may need to ask them first, of course. If you're having trouble finding someone, ask the teaching center. Watching other people who are awesome, especially those who do it in totally different ways (like observing a lecture for 400 students vs a seminar for 30 students), will help you understand the variety of what works and identify some techniques that will work for you.
- Oh, and take the time to learn your students' names whenever possible. They appreciate it.
 
Okay, that was a lot of advice and probably more than you can do all in one semester. But, I hope it helps someone!

This has been my experience as well. My department has an almost weekly happy hour frequented by grad students and faculty. Some people talk about random things (sports, news, etc.), others talk about teaching, others about research. I've found that in some of these small conversations I've gotten great ideas or insights into my research that I hadn't gotten otherwise. Sometimes just being asked to give the 30 second version of your research can force you into thinking about it in a different way or allow someone else to say something you hadn't thought of. Without those conversations, my work would definitely suffer.
 
And yea, I'm one of those people who can't work all the time. Back when I did my comprehensive exams (which were multiple questions over like 10 days), I remember people in my department (mostly those not yet at the exams stage) being surprised that I was still attending the class I was TAing (I was mostly grading but went to every single lecture), working out, and even watching an episode or two of a TV show online. But you know what? You can't work for 16 hours a day for the 10 days without a break. And really, since I was limited to like 25 pages double-spaced per answer, I would've ended up writing way more than I needed if I'd worked that long. Instead, I rode my bike to the gym, worked out with friends (including some who had PhDs and thus totally understood what comps were and why you might need a break), cooked myself real food, etc. It's about knowing what you need to work efficiently and be productive and taking the time to do whatever that is.
 
Back to the original question though:
- Be open and willing to learn.
- If you're in the humanities or social sciences, take the time to just browse the library shelves in your general field and in your intended research area to get an idea of what's been published and what research resources are available to you. (Even better, meet with a librarian early on to make sure you know what your school has and the support s/he can give you.)
- Skim through recent journal issues in your field to get a sense of what topics are current and which are becoming dated. Pay attention to book reviews if there are any and use those to help you find relevant books for your discipline and research area.
- Learn to use reference management software (EndNote, Zotero, Mendeley, etc.) and start keeping track of your references that way.
- Figure out an easy to use system for staying abreast of current/new research in both books and journals that may be of interest.
- Read your graduate handbook (and TA handbook if needed) so you know what is expected of you. Ask questions if expectations are unclear.
- Start figuring out what, if any, courses outside the department you might want to take, how often they're offered, how difficult they are, etc.
- If you're going to need research methods training, figure out how to get that ASAP. In the social sciences, this often means taking courses in qualitative methods, statistics, and/or GIS and seats in those classes can fill because they're attracting students from an array of disciplines. Getting your methods coursework done means you can start collecting data sooner.
- Get to know whomever helps oversee grant apps (NIH, NSF, SSRC, Fulbright, IAF, etc.) at your institution and ask them what you can do beginning now to prepare to apply in the future, when you should be applying, what you'll need to be competitive, etc. And, while you're there, get them to help you set up some alerts for grant announcements.
 
There's probably more you could do, especially related to conferences and networking, but I don't want to overload anyone with suggestions.

Chiming in to third what @fuzzylogicianand @ZeChocMoose have said. Throughout my graduate degrees, I was encouraged to choose topics for course papers which would help me as a worked on my thesis/dissertation/comprehensive exams. Sometimes that meant writing a lit review, other times a grant proposal, and still other times what largely became a chapter of my MA thesis. The latter was written while in a class with one of my committee members who encouraged me to use my final course paper as a draft thesis chapter.

My moving advice is to take as little as possible. POD services (which isn't just PODS but also a number of other companies offering similar services like ABF U-Pack, Uhaul's U-Box, etc.) can make your life easier by doing the driving of your belongings for you. I personally listen to a mix of playlists and audiobooks while on road trips and have a pretty solid routine when it comes to when and how often to stop. Some people will tell you not to use the rest stops you see on the highway but, others find these to be a good option because you know what they'll have. I'd bring snacks, beverages, etc. I have a small cooler that fits on the floor of my passenger seat which I use to keep things cool. If you aren't planning to do the drive in one day, identify several potential lodging options along the way well in advance so you aren't scrambling to find a room when you're already exhausted. My grandfather would advise that you never let yourself get below half a tank of gas since you never know when there could be roadwork or an accident that leaves you stuck on the highway. 
For finding a place, talk to current grad students. Use the resources available on the internet to your advantage. If possible, visit so you can tour places and get a sense of how things are laid out before committing to a place. One way to ease into living on your own might be to live with a roommate for your first year. Oh, and if you haven't already, think about how you'll budget so that you have money for books, to travel home during school breaks, to buy groceries, etc.

This will sound horrible, so apologies: For entering a PhD program you need more than just proximity and a family. Those are excellent reasons for you to personally prefer UCLA. But those will not get you in, they will not even get you on the 'maybe' pile. 
Here's what you can do to make your case: 
1) Show your non-traditional experience. I am biased here because I love people that come to a PhD in History through other programs or atypical paths. In your SOP, show how this life experience informs your research questions. 
2) Foreground your background to show your preparedness to talk about the topics you are interested in from an interdisciplinary perspective. 
3) Do not apologize for your "disadvantages": use them as advantages. For example, as you write, do not say that your other degrees have nothing to with history, but that you bring to the department a fresh perspective for the study of X topic in Y place. 
4) Since you are close, can participate in events open to the public to mingle with faculty and students? 
 
You've got this!

Are you willing to try to befriend those in the local community? Can you make connections through a local university to their graduate students and/or faculty? Or, are you only interested in being in touch with expats? I've found wherever I've lived (in the US and outside the US) that doing the activities I would normally do led to meeting people and making friends. 

I'll be honest: I disagree with this. Why? Because it's a question people should not be asking. No one asks white men who study anything other than white men why they chose to study X group (whether that's women, Latinx populations, etc.). So sure, maybe @Adelaide9216should have such an intellectually reason for herself. But to the people asking? My response, if I were Adelaide9216, would be to ask them why they don't study the same population they're part of (making sure, in advance, that they don't). When they respond with surprise that you'd ask the question, then you can point out that it's simply the same question they asked you.

I wouldn't ask either but you could thank them for their letter and ask if they would share some insights into your potential, ability, and weaknesses. I would frame it such that you are looking to improve on your weaknesses and also learn to solidify and maintain your strengths.
note to self: should probably try my own advice ?

I'll be honest: I disagree with this. Why? Because it's a question people should not be asking. No one asks white men who study anything other than white men why they chose to study X group (whether that's women, Latinx populations, etc.). So sure, maybe @Adelaide9216should have such an intellectually reason for herself. But to the people asking? My response, if I were Adelaide9216, would be to ask them why they don't study the same population they're part of (making sure, in advance, that they don't). When they respond with surprise that you'd ask the question, then you can point out that it's simply the same question they asked you.

I would not go cheap on the mattress. In theory, you spend a third of your life in bed. Having a comfortable mattress which doesn't leave you in pain is a crucial investment in your success as a graduate student. My advice is not to look at the brands or names or whatever (google all the BS around mattress marketing to understand why) and instead give them a test in the store. Lay on each one you find somewhat comfortable for at least 10 minutes and in the positions you normally sleep in. If it isn't 100% comfortable, move on and try another. When you find one or two you love, then compare price and pick the affordable one. But, do NOT go cheap on the mattress.

I'll be honest: I disagree with this. Why? Because it's a question people should not be asking. No one asks white men who study anything other than white men why they chose to study X group (whether that's women, Latinx populations, etc.). So sure, maybe @Adelaide9216should have such an intellectually reason for herself. But to the people asking? My response, if I were Adelaide9216, would be to ask them why they don't study the same population they're part of (making sure, in advance, that they don't). When they respond with surprise that you'd ask the question, then you can point out that it's simply the same question they asked you.

I'll be honest: I disagree with this. Why? Because it's a question people should not be asking. No one asks white men who study anything other than white men why they chose to study X group (whether that's women, Latinx populations, etc.). So sure, maybe @Adelaide9216should have such an intellectually reason for herself. But to the people asking? My response, if I were Adelaide9216, would be to ask them why they don't study the same population they're part of (making sure, in advance, that they don't). When they respond with surprise that you'd ask the question, then you can point out that it's simply the same question they asked you.

Have you tried having a conversation with your PI about all of the projects where you ask him for specific desired outcomes for each and to rank each project in term's of priority? Having that might give you more clarity about what you're being asked to do, how to spend your time, etc. It might also be a nice way to remind your PI of all the various projects you've been asked to do (because, tbh, it's possible ze doesn't realize they've put so much on your plate). In the course of that conversation, you could also ask which, if any, of these projects could serve as the basis for your master's thesis work. (In terms of finishing, your path will be much easier and more likely to be successful if you can find a way to use one of these projects for your thesis.) During the meeting, develop a clear list that you both can agree to. Then, afterward, you can email your PI with that list as a "reminder" of what you've agreed to. I hope this helps. Good luck!

I like the Pilot G2 gel pens. I also sometimes use ballpoint pens (Pentel fine or medium, different pack but the same pen in proflorax's picture above) depending on whether I care about being able to see the ink on the other side of the page.

Agreed with @OHSP that you should talk to your advisors. Comparative literature is a fairly interdisciplinary field within which there can certainly be opportunities to think historically and engage with the historiography in the area you're interested in. Another thing you might do is think about what kind of dissertation you envision writing, the sources you'd read and engage with, and the type of scholarship you want to be producing. The training in history is quite different than that in comparative literature so I'd recommend taking at least one or two graduate level history courses before committing to switching fields.

Whatever you do, please don't stop doing the things you enjoy! If you're interested in political philosophy then Model UN is certainly relevant, especially if it's also something you like doing. Don't take on extracurriculars like the philosophy student council unless it's something you'll actually be interested in. If you can participate in reading groups, great. But, even better would be an independent or small group study for credit with a professor in your final year of undergrad. That will give you a chance to develop a closer relationship with someone and to hone in on your particular interests.

Honestly, I wish my undergraduate GPA was a bit lower. I had about a 3.8, which I tried really hard to get because I wanted a certain level of honors. I didn't get it anyway, so I wish I had taken those couple courses in science and art I was always eyeing, the ones I avoided because I thought I was likely to get Bs. You do want to keep your GPA in a high range, and your philosophy grades very high (although finding a few courses more challenging is fine), but focusing too much on GPA rather than learning is something some people—like me—can regret.

Chiming in to third what @fuzzylogicianand @ZeChocMoose have said. Throughout my graduate degrees, I was encouraged to choose topics for course papers which would help me as a worked on my thesis/dissertation/comprehensive exams. Sometimes that meant writing a lit review, other times a grant proposal, and still other times what largely became a chapter of my MA thesis. The latter was written while in a class with one of my committee members who encouraged me to use my final course paper as a draft thesis chapter.

So, I've been thinking on this since I first read your original post. I'm wondering why, if you're so invested in this topic and have gotten grant money for it, you aren't trying to think about ways to address the critiques of your committee to build a stronger, feasible project. If I were you, I would meet with the two representatives of the community (the one who was at the meeting and the one who wasn't) and talk to them about how you can do your project in such a way that it addresses their concerns and (ideally) meets some of their needs as well. That is, what do they think you would need to do to have closer ties with the community? Could you volunteer alongside the workers and incorporate that into your research design in some way, for example? 
Second, you need to speak to your committee rather directly about why they think the only appropriate community for you to study is one you are already a part of. I'm not sure about your field but there is tons of scholarship where people write about communities they aren't a part of. I mean, that's the foundation of anthropology to some degree. There has been a great deal of pushback against that more recently but, that also doesn't mean people have to exclusively study those of the same ethnicity as them. Or, to be more blunt, if that were the case, a whole lot of white academics would have to stop what they're doing immediately and start studying white people instead of all the other things they study. I highly recommend that you read up on this and prepare them a short memo explaining why you chose this community to study and why it is perfectly valid to study a community besides the black one. Be prepared, have references, etc. This goes for the question of why you'd study sexual violence when you haven't experienced it too.
Third, go back to what it is that you got you interested in this topic in the first place. What are the questions that you wanted to know? Is there another way to approach answering these such that you meet your own intellectual curiosity while also addressing the concerns of your committee? 
Good luck!

My masters' program involved alumni in these types of activities through an alumni mentoring program. We were matched based on interest, and alumni mentors often served on thesis committees, reviewed job hunt materials, and facilitated professional connections. You can formalize these roles without making them faculty appointments.
The same masters program had a lot of kids from well-off families. I had assumed everyone was going to be taking out loans and working multiple jobs to afford school. Turned out that a lot of students were paying for school and living expenses through educational trusts. (Until this point, I honestly thought trust funds were the kind of thing you only say in movies and celebrity magazines.) Students with those resources were able to take advantage of opportunities I couldn't. They could work unpaid internships or volunteer as a research assistant. They didn't have to compete for funding to collect thesis data. After school, they didn't have to consider student debt when job hunting and could take fellowships that didn't pay well or had limited benefits. I worked two paid research jobs plus a few shifts a week in a sandwich shop and still came out with six figures of debt.
Academia has enough problems with diversity. An unpaid faculty appointment is something that you can only accept if you're already well off making it one more barrier for people from diverse backgrounds.

Definitely agree with this. I highly recommend buying and learning to use a slow cooker as you can easily cook bulk recipes which will leave you with plenty of leftovers for lunches and dinners. There are some great slow cooker blogs online if you don't want to buy a cookbook. 

@FishNerd, right on! I am also not really a morning person. However, last summer, I finally (after umpteen years in grad school and a few years as faculty) figured out that walking my dog in the morning followed by a workout that starts at 9 or 9:30 increases my productivity for the entire day. Sometimes I manage to do some work beforehand, like answering emails, reading for class, or grading papers, but not always. (This morning, for example, all I did was check email. I didn't even reply to any.) But, post-workout? I feel ready to go and hit the ground running. It's a great feeling, tbh.
In grad school, I typically worked out in the evening, mostly because that's when martial arts classes for adults are offered. That's also when most classes at the university gym were, though I sometimes did the lunch classes which are often filled with staff. Figuring out how to fit it in and actually scheduling it in is one way to make sure workouts happen. I've also found that when I'm paying for something, rather than using the free membership I get as a student/faculty, I'm much more likely to go. So I paid for extra to take martial arts classes which were actually held on campus where I did my PhD. Now I pay for a gym membership rather than using the one at work for free. 
Also, for healthy food, I highly recommend figuring out simple, filling recipes which are inexpensive. My go-to lunch in grad school was a pasta salad made with whole grain pasta, homemade (or light/fat-free) balsamic/Italian dressing, some kind of bean (kidney, black, cannellini, garbanzo), and frozen vegetables (often just the bagged mixed vegetables but sometimes I'd combine veggies from different bags). 

This has been my experience as well. My department has an almost weekly happy hour frequented by grad students and faculty. Some people talk about random things (sports, news, etc.), others talk about teaching, others about research. I've found that in some of these small conversations I've gotten great ideas or insights into my research that I hadn't gotten otherwise. Sometimes just being asked to give the 30 second version of your research can force you into thinking about it in a different way or allow someone else to say something you hadn't thought of. Without those conversations, my work would definitely suffer.
 
And yea, I'm one of those people who can't work all the time. Back when I did my comprehensive exams (which were multiple questions over like 10 days), I remember people in my department (mostly those not yet at the exams stage) being surprised that I was still attending the class I was TAing (I was mostly grading but went to every single lecture), working out, and even watching an episode or two of a TV show online. But you know what? You can't work for 16 hours a day for the 10 days without a break. And really, since I was limited to like 25 pages double-spaced per answer, I would've ended up writing way more than I needed if I'd worked that long. Instead, I rode my bike to the gym, worked out with friends (including some who had PhDs and thus totally understood what comps were and why you might need a break), cooked myself real food, etc. It's about knowing what you need to work efficiently and be productive and taking the time to do whatever that is.
 
Back to the original question though:
- Be open and willing to learn.
- If you're in the humanities or social sciences, take the time to just browse the library shelves in your general field and in your intended research area to get an idea of what's been published and what research resources are available to you. (Even better, meet with a librarian early on to make sure you know what your school has and the support s/he can give you.)
- Skim through recent journal issues in your field to get a sense of what topics are current and which are becoming dated. Pay attention to book reviews if there are any and use those to help you find relevant books for your discipline and research area.
- Learn to use reference management software (EndNote, Zotero, Mendeley, etc.) and start keeping track of your references that way.
- Figure out an easy to use system for staying abreast of current/new research in both books and journals that may be of interest.
- Read your graduate handbook (and TA handbook if needed) so you know what is expected of you. Ask questions if expectations are unclear.
- Start figuring out what, if any, courses outside the department you might want to take, how often they're offered, how difficult they are, etc.
- If you're going to need research methods training, figure out how to get that ASAP. In the social sciences, this often means taking courses in qualitative methods, statistics, and/or GIS and seats in those classes can fill because they're attracting students from an array of disciplines. Getting your methods coursework done means you can start collecting data sooner.
- Get to know whomever helps oversee grant apps (NIH, NSF, SSRC, Fulbright, IAF, etc.) at your institution and ask them what you can do beginning now to prepare to apply in the future, when you should be applying, what you'll need to be competitive, etc. And, while you're there, get them to help you set up some alerts for grant announcements.
 
There's probably more you could do, especially related to conferences and networking, but I don't want to overload anyone with suggestions.