Sigaba

FWIW/IMO, the note suggests that you would benefit from figuring out the key differences between American studies and English and then chart an efficient path that allows you to bridge the gap. A way to figure out the differences is to look at a topic/subject has arced back and forth between American studies and English to see how the participants have talked to (or past) each other. A potential starting point is the politics and expertise interdisciplinary scholarship. Another tactic is to figure out what the professors you want(ed) to work with at Davis think about American studies. Have any of them sat on dissertation committees in American studies? Have American studies professors sat on dissertation committees that they've chaired? Another avenue of approach may be to contact the American studies department at UC Davis and see if anyone can give you some insight. HTH.

These two generalizations may be overly broad. If a younger scholar is seeking tenure and the primary criterion is a significant publication, that scholar may not be as invested as advising as her students hope. "Personable" is not necessarily the same thing as "collegial" or "professional." If you have a good interpersonal relationship with a younger professor, how is that dynamic going to persist or change when it's time for her to stand on your head and what you need to know is vastly different from what you want to hear? An additional consideration. There's a difference than being an SME in a cutting edge field than being an expert teacher. A person who is the former may be right there with you as you tease out a theory/interpretation. A person who is the latter may be better suited to getting the best out of you so you can express that interpretation in a way that makes sense to others.

Okay. We're done here.

Ok.

"Terrible advice" because it worked for you once at one institution. And since then how successful has your approach to applying to graduate school been?

Is Harvard investing hundreds of thousands of dollars in your education so you can be an activist (for any cause) or so you can learn the craft of professional academic history? Also, IRT your working class background. I recommend that your pride in your achievement against incalculable odds not get in the way of the fact that you're attempting to join a profession that has rules situated in a different constellation of social and cultural assumptions and values. While the constellation has shifted over the last half century, certain values remain fixed. While it is unlikely that any one or two professors are going to sit you down and walk you through the "rules of the road," you are expected to adhere to those rules--even if BTDTs appear not to themselves. (Or maybe because they don't.)

The point that I'm trying to communicate is that historians may interpret the kinds of comments you're making much differently than you intend. They may double check their interpretations with each other; it's less likely that they're going to get to the heart of what you're saying or advise you that you're stepping on your crank in a way that resonates immediately.

Ultimately, the questions are: Does a graduate school/parent institution have policies that provide guidance on matters centering around recreational drug use? https://www.hupd.harvard.edu/drug-and-alcohol-policy https://handbook.fas.harvard.edu/book/drugs-and-alcohol Will members of a department, regardless of their past or present practices and habits, look fondly upon graduate students who get buzzed, drunk, or high if such activity becomes a distraction when it comes to year-end evaluations? Will future employment opportunities include a background check that includes questions about recreational drug use? Are your intellectual skills such that you can afford the "time off" from getting lit and then getting your head back together? A consideration. Those not in the circle of knowledge may never know if a department has had a hard time with a faculty or staff member or graduate student over drugs and booze. There can be an unspoken agreement to take steps in the future to cut ties sooner rather than later with such individuals in the near future.

Congratulations on being admitted to Yale. I recommend that you dial down your apparent contempt for Harvard unless you're absolutely sure you're not going to be interacting with academics who went there or were taught or mentored or supported by those who did. The Ivory Tower is a much smaller place with much thinner walls than one would think.

This is the kind of question that gets a graduate student on the outside looking in when sensitive conversations are taking place in a department. If job talks are by invitation, it's also the kind of question that sees a graduate student not knowing they're taking place.

I recommend that you explore opportunities at private think tanks.

I would say nothing about your spouse applying to other departments or for jobs if you're applying to universities in the United States.

Making such a recommendation would be extraordinarily bad form.

Based upon the information in your posts on this BB, it's hard to assess how invested you are in history. IME, the ability to communicate commitment to the craft goes a long way. Keep in mind that no decision you make in the near term is etched in stone one. If you decide to focus on other pursuits for a spell, you can always apply to a graduate program down the line.

Of the eight programs, how many offered degrees in history?

Consider carefully the sources of the guidance you're receiving before taking action.

LoR's help to answer a question "Can the applicant do the work at the graduate level?" An LoR from a professor one knows as a graduate student is arguably more beneficial to an applicant than a reference letter from a professor one knew as an undergraduate.

I would recommend that one not under any circumstances "use" advisors, professors. Accept their support, follow their guidance, make use of their experience and expertise, but don't "use" them. They will see through it right away and adjust accordingly. Do you understand why he may have suggested that you manage your expectations?

@Nilandia , it's easier said than done, but be patient.

Not having a LOR from your advisor will raise at least as many flags as having a LOR from a professor you had as an undergraduate.

@historygeek you're getting exceptional guidance in this thread. You might benefit if you were to take a couple of days to read and reread and think and rethink about what you're being told before commenting further.

One of the things you learn at Cal--my UG institution-- is to ask every question at least twice. However, how you ask is vitally important. "I am calling/emailing to confirm the information I've seen at source 1, source 2, and source 3..." is better than "Is it true that..." or any question that gives a hint that you are going to be that grad student.

plus = in addition to. https://grad.berkeley.edu/admissions/apply/fellowships-entering/ Before you divide $28.5k by what ever number, don't forget to do your due diligence to see how the taxes are going to hit you. A moderator of this BB may be able to provide additional information. I recommend that you look her up.

If events don't go as planned this application season and you're considering reapplying, do not deprive yourself of opportunities to speak to POI and ask how might you improve your application the next time around. The way you phrase the inquiry will be important. You should not ask questions that sound like "What could I have done better?" Qestions like "What might I do better the next time?" may serve your better. (The difference between the two types of questions are night and day.) Of the handful answers you receive, many will be non-responsive, some will be cryptic, few, if any, will be clear. If you get guidance that confuses or upsets you or makes absolutely no sense whatsoever, you've received information that is as good as gold.

HEADER: Student Evaluation of [Class Name] for [Date of Class] What aspects of the discussion interested you today? [A third of a page for free response] What would you change about this class in the immediate future to make it a more enjoyable or satisfying experience for you? Please be as specific as possible. [A third of the page for free response.] Three questions with a five-point scale. 1 = Poor, 2 =below average, 3 = average 4= above average 5= excellent. [The numbers are repeated after each question so a respondent can circle her answer.] Overall how would you rate the teaching assistant this morning (compared to other instructors)? Overall, how would you rate the content of the discussion (compared to other classes)? How would you rate the organization and presentation of information in this morning's discussion (compared to other classes)? If you rate any of the three items above as either average, below average, or poor, would you please make specific suggestions for changes? The form is one page.