Sigaba

I've been craving a bock and a brat from Top Dog in the worst way the last month or so...

I was asked a similar question when I applied to my top choice. I answered "no." The school declined the opportunity to admit me. I'm sure that there was absolutely no connection whatsoever to my answer and the school's decision. (And I'm not the least bit bitter about it.) IMO, you should answer all questions on an application honestly, especially if there's a box for you to sign where you indicate that all of your answers are true and correct. But even if there isn't, full disclosure is a good thing. The last thing you'd want as a grad student would be the weight of your department falling on you. My $0.02.

Two cents worth of free advice. Pick a few dates on which you'll take a step back and re-evaluate your options. The years can really speed by when you get into the 8-6 grove of a job. (Or so I've heard. ) Also, keep in mind that if you do return to school, you may have to make a significant adjustment to your life style--even if you earn an institution's most lucrative fellowships. In addition to saving money in case you do go to graduate school, it may be worthwhile to subject yourself to several months of profound self-abnegation. For example, seeing if you can make it through an entire month with only $300 bucks for food, fuel, entertainment, telecom/internet, and all other incidentals. HTH.

FWIW, I transferred after earning my M.A. My initial institution wasn't working out for me. As I was completing the requirements for the M.A., I told a couple of professors that I was considering a change. I took a semester off. I applied to a program in Southern California and that institution's history department and graduate school were quite eager to have me. In some ways, transferring was the best decision I've ever made. In others, it was among the worst. Paradoxically, the reasons why are almost exactly the same for each evaluation. So, before you commit to making a change, do yourself a favor. Print out, read and then re-read Sparky's post and make sure you know the answers to all of her questions. HTH.

The University of Texas at Austin offers a "report" option and a "thesis" option for the M.A. The former requires more course work and a shorter work based upon original research. The latter requires slightly less course work but a more substantial research project. If one has an especially thick skull, it is pretty easy to fulfill the course requirements for the report option and proceed to write a report that is longer and delves much deeper into primary source materials than necessary. Ultimately, it is going to be each student's own judgement. IME, I got a lot of grades I did not like but never one that I did not deserve. Insofar as comparing notes, I rarely spoke to classmates about grades. I was more likely to talk to professors so I could get a better sense of where I needed to improve and how I could do it. This approach reflected the hard-earned understanding that I am better off when I compete against my potential than against others. (A downside of this approach is that one can earn a reputation among one's classmates for being aloof.) To me, what was more important than the grade was the professor's feed back. I started off working with one of the premier historians in my field of emphasis. However, when I worked with him, he was very much in the twilight of his career. For the most part, I received very high marks but minimal feedback. At the time, I thought I was hot stuff. Yet, even at my most delusional (chronic insomnia, excessive caffeine intake, and lots of Actifed can lead to some incredibly stupid thoughts at three am ) I knew I wasn't so good that I didn't need to get bounced off the walls to improve my skill set. So, for that and a couple of personal reasons, I changed schools. The change of scenery landed me in a department with some real hands-on types who gave their students the kind of support and shredding one needs to grow intellectually. (Yes, there was one notable exception, and let me tell you, I'm not the least bit bitter. Nope. Not a tad. Well. Okay. Maybe a little.) In any case, I recommend that you do what you can to put your mind at ease. Remember, you are applying to Ph.D. programs having already earned a Master's. Your LoRs will come from professors who have seen you walk the walk as a graduate student. You've produced a work of original research to use as a writing sample. You are clearly conscientious about the craft of history and your own development as a historian. Your SoP will reflect these two admirable traits. All of these factors will, IMO, make your candidacy competitive--especially against undergraduates.

Kelkyann-- I hope that your appointment tomorrow goes well. As for the issue of emotions, if it seems that my advice reflects an emphasis on practicality over emotion it is because I'm exceptionally even tempered: I'm always pissed off.

nehs-- Thanks for your reply. One additional question. When you're reading course materials, do you find yourself taking short naps? Clio11's emphasis on individual differences is, IMO, a good point to consider. You spend time talking about what you don't do well relative to your classmates. But what about the things you do well? (Knowing how to ask for help is a great skill to have.) Are there ways you can "play to your strengths?" Would you feel comfortable organizing a study group and inviting classmates from whom you could learn the skills you want to develop? In regards to your reluctance to talk in class, please remember two things. First, the only stupid question is the one that you don't ask. Second, a professor's office hours may provide a good opportunity for you to discuss some of your concerns, to get some feedback, and to demonstrate what you know.

As a suggestion of mine is proving to be controversial, I am going to take a moment to elaborate my position. MOO, there are only so many hours in a day and there are many demands on a graduate student's time. In my experience, discussions among graduate students about the emotional components of an issue can get in the way of addressing a problem successfully. Second, I believe that the best sources for guidance and support are skilled professors who have navigated successfully most--if not all--of the issues that graduate students in a specific field of study might face. Third, I'm of the belief that teaching is the most important, and rewarding, responsibility graduate students will have. In combination, these three views shaped my suggestion that one double check the motivations of one's fellow graduate students. If they have different goals than you, if they don't have the expertise you need, if compassion becomes distraction, and if sympathy comes at the expense of solutions, then might it not be in one's best interests (to say nothing of one's students) to find those who have, as the saying goes, been there and done that, and can provide guidance and emotional support in a very efficient manner? (FWIW, one of my greatest concerns as a rookie T.A. was put to rest after talking to a professor for four minutes--three of which were spent laughing.) Might more effective guidance empower one to find different methods that lead to improved skills and confidence? In turn, might the improved skills lead to a higher level of confidence in and satisfaction with graduate school? My $0.02.

Everyone must decide how much they're going to invest in their teaching. Given the mentors who taught me the craft of teaching, the choice was clear when it was my responsibility to stand in front of students. Nothing, not even preparing for a conference presentation and studying for qualifying exams, was more important than the undergraduates I was tasked to teach. So I respectfully suggest an alternate set of questions. How about telling students on the first day of class that, if they're going to need LoRs, they should to come to office hours and talk about ways to put themselves in position to get the best LoR possible? How about re-enforcing this message in subsequent class meetings? How about mentoring students so that they can take themselves and their coursework more seriously? How about helping students to develop the skills they'll need to get into graduate school and to thrive when they get there? How about showing that you're committed (rather than dedicated) to your students and their success? In a previous post, you said something about arrogance. I ask you this. Is it a sign of humility that you assume you know what it takes to get admitted into a graduate program given the fact that you yourself are not yet a professor who makes these decisions? Yes, you do have an ethical responsibility to disclose to a student that you cannot write a strong LoR. However, is it really your job to dissuade someone from applying to a program? In performing that task, whose interests are you really advancing? Yours or your students'?

Kelkyann-- I recommend that you identify the professors in your department who are excellent teachers and that you ask them for guidance on how to improve those skills you think are deficient. Also, if your program requires you to do coursework outside of your department, consider the value of doing that coursework in your institution's school of education. Second, consider the value of handing out a student evaluation form to your students at the end of each class. This practice may provide useful feedback that allows you to make on the fly adjustments and to avoid fixing stuff that isn't broken. (Shoot me a PM with an email address if you want a template.) Third, if you do take Sparky's guidance and go to a graduate student support group, I strongly recommend you pay careful attention to the motivation of the group's members. If your focus is on becoming an outstanding teacher, associating with those who have different goals may not be the most efficient use of your time. HTH.

bdon19-- Please show me where I said that I refused to "forge personal relationships with professors." MOO, undergraduates should not fraternize with professors because the dynamics of power within the Ivory Tower do not work in a student's favor. A professor has much more control over your future than you do over his. This power can be exercised in exquisitely subtle ways--such as the turn of a phrase in a LoR, a well-timed comment during a faculty meeting, or the use of an extra sharp blue pencil when evaluating a graded assignment. While it is within your rights to take that risk, it remains to be seen if you're managing that risk in ways that advance your interests.

I very strongly disagree with this post. An educator's primary mission is to enable students so that they can achieve goals they define.

IMO, Sparky's lucid post raises two points that merit additional emphasis. First, there's the task of determining a program's completion rate and understanding how that rate may apply to you as an aspiring applicant. One of the most closely guarded secrets that a history department can have is if it has a professor who has established a pattern of not supporting his or her students through the pipeline. While one can understand why other professors might be reluctant to disclose this type of information, it can be a rather disillusioning experience when you and your fellow ABDs figure out the dynamic. (But I'm not bitter.) Second, one should be wary of the information one gets on the internet. Departments/professors/professional associations have varying degrees of savvy when it comes to the digital world. There's much to be gained by picking up a phone or writing a letter or going to a library and verifying one's initial research.

@bdon19-- If it works for you it works for you. I would just recommend to any student that drinks with a professor to remember a warning Oprah Winfrey once gave to her audience. To paraphrase, When you go to a social function with your boss and coworkers, you are still at work. FWIW, I always address professors as Professor This and Professor That (or "sir" and "ma'am") even though they all encourage their graduate students to address them on a first name basis. A long while back, one professor insisted that I call him by his Christian name. I shot him a grin and said "Sir, that's just not my way." I've even held to this practice with a professor with whom I've developed a close friendship. In our conversations, I'll rant irreverently, swear a blue streak a mile wide, and curse up a storm, but always make clear that he's done something I've not and until I do, I will always treat him with a certain amount of professional deference.

Okay, but there are other ways to get this information. As an undergraduate, one can have a classmate/pal make the inquiry. Or one can get a physical copy of the AHA's directory or use the AHA's digital directory of history dissertations to develop a list of recently minted Ph.Ds and then see where they ended up. One can also look at the faculty listings for specific schools and see what schools the current professors attended. I would push the date back to get a bigger sample (that is, do a five year or a ten year range). YMMV. While the data may not be readily accessible, I think it would not be too difficult to collect the information from what is publicly available.

What type of consultancy do you work at currently? Will the skills you use now translate effectively to an academic's frame of reference?

Great guidance, but why wait?

bdon19-- A question from an Old School guy: Is drinking with professors really a good idea, especially for an undergraduate?

In my experience, first class meetings consist of self-introductions (the professor and the students), a discussion of the course subject, some talk about the assignments (reading and/or research), and often a library tour. Sometimes, students would go get something to drink after class. IMO, one should not consider the week of classes as much the same as it was as an undergraduate. Yes, one can do so, but one can also make the choice to hit the ground running. (At the very least, one could rush to the bookstore, find out what books are assigned, and then, if the titles aren't on reserve, check them out from the library before anyone else does. ) My $0.02.

JM-- Yes, hatred. In academic history, emotions run strong and they run deep.

'iamincontrolhere-haig' Thanks for the reply. I agree that getting into the best school you can will help your prospects for a job after you finish. Proximity to sources can be over-rated if one is researching recent events and the choice materials are going to remain unavailable for the time being. (But I'm not bitter.) Two suggestions. First, if you do more evaluation of archives, do not neglect the think tanks, the historical centers for the armed services, and also the fact that more and more materials are available on line. Second, given the revelations about the growing dimensions of the Ambrose scandal, everything he did may soon be fair game for double checking.

I would focus intensely on work until the economy shows clear signs of recovery. Get as much experience and work your way up the ladder as you can. When (if?) things settle down, you can start thinking about going back to school or finding a different line of work. During the interval, you can research programs, stay in touch with your professors, and study for the GRE. My $0.02.

Keep in mind that in some fields, such as in academic history in America, there can be a back story that makes calling a professor "Dr." bad form. (A professor snarled at me the last time I made this mistake.)

When you do prepare, are you reading the course materials or are you studying the course materials?

When evaluating guidance, consider the source. When someone tells you that you need to do X, Y, and Z and not worry about A, B, and C, ask critical questions. Is the guidance specific to a particular subject, institution, or area of study? Is the guidance based upon hearsay, scuttlebutt, something read in a book, the received wisdom of other aspiring graduate students, actionable information from grad students who have gotten into the same programs, or did it come from a burning bush--that is, from professors? (Hint: while students worry about grades, professors worry about grade inflation.) Did the person get debriefed as to why he or she did/did not get into certain programs? Has that person gone through the application process with a high level of success? Does the person have a good track record for advancing successful applications by other students? An aside. FWIW, I respectfully disagree with the emerging consensus that there's no such thing as a safety school. It depends. Academic pedigree matters. As an undergraduate, many of my classmates knew that they could continue at the same school after graduation. They knew they were the top students in one of the three highest-ranked departments in the field. Some chose to stay. Others took guidance from professors to go elsewhere to avoid the stigma of intellectual incest. Others wanted to go elsewhere (and knew they'd get in--somewhere). Advice in line with the OP. When researching programs, do not be overly reliant upon the internet if your field is history. Do all you can to get to know the professors with whom you'll be working before you commit to a program. Do understand that you won't get a complete picture from a professor's graduate students. As you will all learn soon enough, a graduate student's love, hate, fear, admiration, and loathing for professors will come and go like Lindsay Lohan's sobriety. Similarly, a professor's colleagues will be constrained from telling you the poop. So, there may well be some information you will not learn until much later. These obstacles aside, do what you can to look before you leap. Try not to worry about what you cannot control. Let go of fear. So what if everyone else applying to your programs of choice is fifteen feet tall. You're the one with the sling-bullets. Your arm is strong, your sight is clear, and your aim is true. Focus on crafting an application that will be your sling. Whisper a prayer (if you're so inclined), let fly your best shot, and go from there.* _________________________________________________________ * Fear and terror will be waiting for you once you get to grad school.