Sigaba

Yes. If possible, phrase the questions to indicate that you've already done what you can to get answers yourself. This tactic allows you to show that you're interested in the program and motivated to figure out things on your own.

One could make a lasting negative impression of the tone, timing, and tempo of the requests are inappropriate.

@bibliophile0521 welcome to the Grad Cafe. IMO, you would be better served by first narrowing down and defining your areas and periods of interest, your preferred methodological approach, and a broad/provisional understanding of how your work will move the needle on existing historiographical debates. Your focus on "stats" may be a mindset that has served you well to this point, but going forward you will likely find yourself at a competitive disadvantage if you're in a conversation in which you lead with your GPA while another aspiring gradate student talks about historiography. I strongly recommend that you address immediately your research experience. If you've not done so already, try to obtain a physical copy or digital access to the "letters and papers" of a literary figure of the 1920s and 1930s and/or state papers related to Anglo-German relations. I would also recommend starting the very hard work of understanding the historiographical debates over the use of culture to understand national experiences and foreign relations. Why does reading a work of fiction matter more than diving into other kinds of resources, especially if the works depicting the struggles and experiences of women were written by men?Does looking at this or that kind of cultural interaction advance our understanding of imperialism than, say, the development of strategic thought in England and Germany? The challenge is not just understanding why one's approach to the past is appropriate, it's also about explaining why to skeptics that one's approach is necessary. A last point. In my experience, professional academic historians rankle when centuries written as "19th" or "20th." I've never received comments or criticism for writing out "nineteenth century." YMMV

The cost differences will be breath taking but you will likely find that the greater L.A. area is not as dense as you expect. There are small communities to the north and east of CS Los Angeles that will feel breezy and sleepy as often as not. Adjacent to CS L.A. is a significant metro stop served by a commuter train and multiple municipal bus services. If you're willing to trade money spent on rent to time spent on trains/buses, you can broaden your housing options considerably. Please do keep in mind that there are going to be mutually beneficial opportunities for housing after COVID-19. Renters and home owners will be looking for room/house mates. Now is as good a time as any to take stock of your strengths as a house mate, your list of deal breakers, and your thoughts on interpersonal skills you'd like to develop.

Based upon the additional information you've provided, I recommend that you pull back from your efforts to get his support. It's my sense that at some level he is resisting (if not resentful of) your efforts to motivate him to do his job. Instead, in the short term, I recommend that you look for people who can give you the level of technical support that you need, get their feedback, and then see about incorporating their notes into your manuscript. Meanwhile, maybe start thinking about the viability of changing up your committee. (Before you make any decisions, please please please understand your options. Was the PI who said "just do one paper" telling you that you only need to do one? If this is the case, then what are the benefits and challenges of doing a second paper?) Ultimately, the best possible outcome from this experience is that you develop a sense of the kind of adviser you want to be and start developing now the skills you'll need to fulfill that vision. Right now and for the immediate future, this outcome may not do you much good but in the long run, you will feel better about yourself.

How long is the draft manuscript? Broadly, which area are you in (STEM, social sciences, humanities? How difficult would it be for you to incorporate the feedback you've received so far and produced a revised draft with a very concise memo (three to five pages) that summarizes the manuscript, highlights the changes from draft to revised draft, and a list of next steps that could include action items?

If you're emailing them at an acceptable rate (no more than once a day but probably closer to once every other week for the next month or two), you're doing fine.

I am compelled to point out that Stanford is, in every way that matters, an inferior institution to the University of California. It is a more horrible place than even UCLA--the lowest satellite second-tier campus in the UC system that steals glory from Cal. #irony. Much more seriously, I would avoid Cal if I had an opportunity to attend a private university. MOO, the impact of COVID-19 is going to hit the finances of public institutions sooner than private ones, and public institutions will also be vulnerable to secondary and tertiary impacts beyond the control of regents. And also... https://news.berkeley.edu/2020/04/01/coronavirus-response-financial-impacts-of-covid-19/

I would also recommend that such inquiries communicate empathy (not sympathy) for the impact of COVID-19 upon decision makers and administrators.

I agree. And at the same time, there are going to be applicants to programs who have take a Letterkenny approach and "figure it out." There are also going to be applicants who for reasons that are fair, unfair, and lucky have access to people and resources that others don't because of COVID-19. So while decision makers will be willing to understand that the production of a writing sample may have been adversely impacted by COVID-19, that understanding may give way in favor of a writing sample that exceeds expectations.

I would suggest applicants not describe programs in terms of "dream" or "perfect." I recommend that you find ways to express how you are an ideal fit for the program. I would (and have successfully) described how I would fit in by writing about faculty members' areas of practice and specialization without naming names. (On doesn't always know if Professor Xavier is going to be there or elsewhere.) I do not recommend that you make the case that the program fits your interests and methodology. To many, being an academic historian is about serving a profession.

I respectfully recommend that one not make any assumptions about the continuity of funding from private institutions before spending time looking carefully at available financial statements and then reading between the lines. If a graduate student receives a stipend of $x.xx/month, that individual is drinking from a bucket that is filled from many different sources. If any of those sources are dependent upon the public sector, the stipend is at risk of being eliminated or reduced or reduced and then eliminated. (For example, what happens to Duke's academic programs if the ACC cancels football and basketball for AY2020? Loss of league revenue, loss of revenue from both concession sales and sales tax revenue of those sales ... ) From a day to day / semester to semester / year to year perspective, I would think long and hard before hinging my plans on assumptions about offers of admission and funding being pulled off the table even after the ink has dried. The pending legal battle over the force majeure clauses of contacts is likely to be global in scope and titanic in proportions. Current and aspiring graduate students who jump into that fray without deep pockets and an exceptional level of intellectual discipline and a lot of support may find themselves in a no win situation very quickly. That is, no funding to be had, dwindling resources, increased debt, uncompromising academic standards, and the ups and downs of public opinion. (Imagine a state government cutting funding to a public university for the stated purpose of saving lives in the face of a global pandemic as one of many "impossible choices." Will members of the general public, many of whom have already made anti-intellectualism the foundation of their political activity, and some of whom will suffer the economic impacts of COVID-19 understand the benefits of uninterrupted graduate education?) The suggestion I'm attempting to phrase is that aspiring and current graduate students consider the benefits of a clear eyed guarded, provisional optimism. I also recommend that one strive for a sustainable balance between accepting the legitimacy of one's own feelings while having empathy for others. Absolutely, there are going to be administrators and staff members and professors who behave like asses by failing to comport themselves appropriately. And (not but) some of those same people may be overwhelmed by COVID-19 and its impacts in ways they cannot share. It's not about measuring the relative worth of one's life experiences against another person's. It is more about considering the possibility that, simply by the fact that older people are older, they have different sensibilities and cares--including the fear of illness and death. These different sensibilities can lead to decisions that are as appropriate to some as they are awful to others.

Were I in your position, I would accept the funded offer. I would work as hard as I could and then reassess my opportunities after I earned a master's degree. If you go to Harvard, you will be in a situation where you'll be competing for a spot in a doctoral program while you're finishing up your MA work. Add to these challenges the unknown impacts of COVID-19 and the upcoming presidential election. If you do take the funded offer, I recommend that you work as hard as you can all of time time so that you can be in the strongest position at the end of each academic year in the event the funding package requires an evaluation. I also recommend that you keep current back up plans B and C in the event things get worse before they get better. (This planning would include picking research projects that can be executed without much travel or support.)

EJB-- Yes. Expand your search pattern to include jobs and internships that will allow you to use the skills you currently have and can acquire quickly. (I am thinking about data visualization using ArcGIS.) Cast your net wide enough to include consultancies that support planning and development of the built environment. Yes. Please do what you can to be as tactful--calm, cool, and collected--as you can be. I recommend that you start by thanking the POI for what ever support, information, and encouragement that she offered during the application process. Express your regret about not having been able to earn the opportunity to work with her this year. Then pivot towards a well phrased request for guidance on how to be a more competitive applicant next season. I recommend that this request be phrased after you've outlined a plan that you intend to execute regardless. This plan should include the objective of getting some research experience. Describe the types of jobs you have in mind, if not also the institutions. Here, you pose subtly a question like "Are there any programs that I have not mentioned that you'd recommend?" If the reader is paying attention she will understand the ask behind the ask.. Meanwhile, do all you can to keep your spirits up. If an activity helps your mood and it's sustainable, do it. If an activity is unsustainable and/or doesn't help, consider putting it aside. Keep in mind that there are threads on this BB that were active during the Great Recession. You may find tips and tactics for coping that are applicable now. (You will kindly ignore some of the grumpier posts written by those of us who are still here. I would also spend time reading @TMP's posts- which are a testament of courage in the face of adversity.

It will depend upon external and internal factors. External factors include the difficulty of the class, the expectations of the professor teaching the class, the amount of training you receive, the collective individual differences of the students you support, and the challenges you will face doing your own course work.. Internal factors will center around your skills as an educator and your motivation. Also crucial will be the way you navigate your understanding of how graduate students are leveraged to do the work that professors arguably should do. On this topic, TakerUK often presented an articulate POV. The thread linked below has recommendations, tips, and warnings that may be helpful to you. ETA: In my experience, during intervals where graded assignments were coming due or needed to be evaluated, my work as a T.A. would range from six to twenty hours a day for a week or two. This investment of time was high because I often worked for a professor who held himself to high standards, including holding the line on grades and expected that his teaching assistants do the same--at least with the grades.

I recommend in the strongest possible terms that one's reading of lists of action items and requests be informed by a review of a school's financial statements. Decisions over what should be done and what is going to be done are likely to be made in different places through vastly different methodologies. An academic department and graduate school focused on supporting current students and programs may not be as focused on (or even aware of) the "big picture" dominating the horizons of the Powers That Be. If you are going to attend a public institution, please do what you can to understand how much revenue comes from a state's taxes generally and sales taxes in particular.

COVID-19 is laying waste to local governments' finances in the state of California to a degree that will not be understood for years. (I am on a project team working for a municipality that is struggling to get its head around how bad things are already and will be in the intermediate and long terms.) Short term, the University of California may not be able to support the programs, employees, and students. Even if your pockets are deep enough to cover your expenses, the people and resources you need may not be available. Long term, the job and role you want in a municipal government may simply not exist by the time you earn your degree. Were I in your position, I'd be looking at the option that is going to limit my exposure to the economic impact of COVID-19 that also offers the most opportunities to learn skills that are marketable in both the private and public sectors. Insofar as your support network NYC, unless you run with a group of eggheads/professionals who are walking the path upon which you're embarking or are BTDTs, graduate school has the potential to put unforeseen pressure on your relationships. (There are many threads on this BB in which graduate students discuss the ups and downs of their relationships with non academics.) If you end up at Cal, read the fine print on residency requirements, try to get a great three season jacket--which you'll be able to wear almost every day, and manage downwards your expectations of the sports teams, regardless of the score.

Your question is a bit unclear to me. A master's thesis or report is not necessarily a "large, independent research project." I think that you would be best served by preparing a writing sample that contributes to at least one historiographical debate. The foundation of this sample should be an appropriate mix of primary source materials and secondary works. If you received adequate support preparing your seminar paper, the writing sample could be an expansion or elaboration of that document. As a potential initial step, you might consider the benefits of getting copies of earliest available works of the scholars with whom you'd like to work. These works could range from papers published during their undergraduate and graduate school days, master's reports/thesis, and doctoral dissertations. (I would not recommend journal articles based upon dissertations at this time.) If you have access to a research university's library's physical and digital resources, you will likely be able to find enough materials to do excellent work. You could also start reaching out to historians and other academics in Italy now. People in pain and in grief can sometimes find solace by helping strangers--even when they cannot save those they love, or themselves. Or so I've heard.

I am seeing @starshiphistory's question late. I think that an optimal way to gain insight is through listening more so than asking questions. IME, individual encounters with violence and sexual harassment in the Ivory Tower and the private sector can be so personal that the answers to ostensibly straightforward questions can be fragmented, provisional, guarded, personal, and private. The very act of answering the questions can spark (trigger) a cascading set of non linear thoughts and feelings. My recommendation would be first to collect and to study (not read) publicly available information. Does an institution have established policies regarding violence and harassment? What are the processes for reporting incidents, conducting investigations, adjudicating allegations, and appealing decisions? Are there offices / programs with sufficient leadership, mission, and budget to prevent violence and harassment? Does the mantle of institutional protection shield all equally or are there signs (subtle to obvious) of bias? Have there been lawsuits? Criminal trials? Settlements reached through arbitration with terms undisclosed due to NDAs? Have assailants and perpetrators lost their jobs? Have there been early retirements or resignations without admission of wrong doing? Have decisions been overturned on appeal? After doing this research, I would then ask people of authority questions ranging from the basic to the complex about the policies. The questions could be framed as "Please tell me about the policies regarding violence and harassment..." to references to sections and subsections that are in tension with each other. The evaluation of the answers could take a "three-legged stool" approach that considers mastery of the details, professional comportment, and interpersonal reaction. From there, I would then consult people who work with students to get a general sense of how well existing policies work and how they could improve. This phase of inquiry would also include doing research on the number of events the campus and local police departments have handled for at least the last five years. Are assailants getting expelled, arrested, and convicted at rates that are credible. Only after I'd spent a sufficient amount of time thinking about what I'd read, learned, and heard, would I be willing to let strangers know that I was ready to listen to them if they wanted to share their experiences.

Part of the decision making process could focus upon how one defines "close and deep bonds." If those bonds center around activities far removed from personal professional training and intellectual growth, the value of support one receives can decrease over time. As a for instance, if you are part of an extended network of ball players you'll get the continued benefit of socializing and exercising if you attend a school closer to home. But unless a critical mass of those ballers are going through experiences like yours, you may not receive the kind of empathy you need when you need it. "Oh, be cool, play one more game, what's the big deal?" versus "I get it. Go hit those books." (FWIW, I have a coworker who is an EIT. This coworker is finding out that many friendships are no longer working because work and the underlying activity of the friendships just don't mesh. This person lives at home and is also experiencing tremendous pressure because the family doesn't understand what it means to be an EIT.) Another consideration is related to the current crisis. The next time there's a need / order to shut it all down and shelter in place, how far away from your home base do you want to be? Let's say you're in a critical phase of your work and the requirements of the crisis aren't too different than your routine. But you're closer to home and you're being asked for various kinds of time consuming support. Will you be comfortable enough to say "No, I have to focus on my work right now..."?

The series is available for purchase on ITunes and Amazon for $9.99. (I always fall for the 99 cent trick.) At the risk of sounding like someone who has a focus on mass popular culture, when you watch historically themed movies and shows, please consider the advantages of watching with a historian's eye. A focus on historical inaccuracies can be a gopher hole that saps the entertainment value of a movie. Yet, a critical engagement of depiction of imbalances of power in a film or show can help one understand the benefits and challenges of "traditional" or popular narrative works of history compared to more specialized approaches. (And also, if you watch films and television as a historian, you can say "I'm not 'binging.' I am a historian. Historians don't binge. I am doing research..." )

Meeting of Minds with Steve Allen.

AFIAK, the person in question was not interested in a TT job.

I would reach out to the departments directly and ask. Then I would hang up the phone, call the graduate school and ask the same questions. (Because a department's policiies may not align with the graduate school's.) Based upon the information in your post, profile, and signature, I'd either defer or not go unless I had an iron clad contract for funding for at least four years. The situation in Florida is still unfolding AND hurricane season is arriving. Washington state's economy is taking a tremendous hit. (Yesterday, I was on a team conference call. A team member who lives in Washington was beside himself.) Unless tech companies, especially Microsoft and the federal government pour money, jobs, and medical resources into the state, the road to economic recovery is going to be a hard one. Also, on a controversial subject, WA has different 2A sensibilities than Texas. I am not offering an opinion or value judgement here. I'm simply point out that you will have a different set of factors when it comes to making decisions. Something to consider is that information one hears/sees about impact of COVID-19 on a school's financial health is likely conservative unless the source sits on sitting on specific committees or has a skill set centering around higher education finances, the forecasts are probably conservative. IME, the way financial statements are put together, it can be very hard to figure out the origins of all the inputs into the revenue "bucket." A public institution that gets revenue from sales taxes could take a cascading hit as consumer spending tales off locally, regionally, and state wide. Forecasting the impact of the cascading hit can be extraordinarily difficult if one is working with financial statements that are not "right sized" an audience and if that audience doesn't have direct access to someone who truly understands the nuts and bolts of the coding of each and every line item. On the expense side, projections may not have critical line items because those items are complex, contentious, and the numbers are so daunting that the decision has been made year after year, to kick the can down the road. An example from my work experience is the looming costs of deferred maintenance. Expenses can have a cascading impact on each other as well as on revenue. A highly skilled student athlete goes elsewhere because she doesn't want to practice in facilities that are not state of the art. An academic superstar turns down an offer for an endowed chair because she doesn't want to contribute to a dynamic in which undergraduates are packed into lecture halls with inadequate HVAC systems. The loss of the two women results in a school having less pull for programs and grants and events that could generate revenue of one form or another. In the case of WSU and FSU, revenue generated by sports programs could be going to your program in ways no one in the department realizes. $0.02.

I respectfully suggest that you try to break the habit of saying or writing "etc." That way, you'll never be in a position where a reader will look at a list of names or institutions or examples and think "I'm an etc?" or "X is not worth this person's time to write out?" FWIW, the boss who hired me at my current job is now a MP/VP at the consultancy where I work has a Ph.D. in American Studies from a highly regarded program. Our practices generally center around structural engineering. This individual was ABD when the job offered a position. The career progression was meteoric even though the firm's practices generally center around structural engineering. If you pick Harvard, I suggest that you understand that "pedigree," like "fit," means different things to different people. Will you be able and willing to meet the expectations of others with the same or similar pedigrees?