Str2T

At this level, most applicants are qualified to enter PhD and Masters programs (and do the work). Rejections, at any stage of the process, are usually based on lack of fit and lack of space/funding. If the issue is about lack of funding, having your own scholarship/funding should potentially get you in the door. It might be tricky, though, if they have already rejected you.

I've been on a waitlist since February and haven't heard a thing. According to the letter, they said they sould know by April 15th whether or not they have a spot for me. Needless to say, April 15th has come and gone. I emailed about a month ago asking for an update on my status and got no reply. My "Apply Yourself" status still says sent to program. Should I assume rejection? Try contacting the program again? It must be rare to get an admit off a waitlist after the 15th, though I suppose a waitlist could be considered active until the first day of classes. At this point, I almost feel like I need a year off! This spring has been incredibly stressful. I've got a part time job that I could make do with until applying next year. I just wish I knew the probability of getting at least 1 adjunct position.

Whether you will be teaching courses or leading discussions depends on the field and program. For history, I imagine you'll start out as a discussion leader while the professor holds the large lectures. Then you'll move up to lecturer--still not quite independent. Then, when you're advanced in the program, you'll teach as the instructor of record, completely independent (though there is usually still some oversight--observations). No matter where you are in the process, you will always get desk copies of the course texts for free (and free copies of other books the publishers want you to use). You won't get many questions you don't know the answer to. Usually it is miscommunication/vagueness on behalf of the student. Ask for clarification. If you really don't know the answer you can do two things: ask the class what they think or acknowledge that you don't know the answer and that you'll get back to them next class period or over email. (You're not an encyclopedia). Dealing with problematic students is a trial and error practice. Some problem students need you to call them out and keep them focused (like high school). Some problem students you need to ignore because they only want attention and by calling them out, you are rewarding disruptive behavior. Most of this intuitive--you've probably seen professors do this over your academic career. And most students behave fairly well--they want to be there/make use of their money and college education. My first day teaching (as instructor of record) *"Is everyone in the right place?" (course and room number) *"My name is ______. You may call me (whatever you're comfortable with: Ms. ______, instructor--occasionally I'll let an upperlevel course use my first name if I think they can handle it/not get disrespectful)." *"My field is composition rhetoric. I'm interested in...." (Some personal information) *If a small course (25 students or less), have students complete an icebreaker where they introduce themselves and their interests (also use this as roll). *Go over syllabus *Do in class writing (as a diagnostic writing sample) Specifics vary by field--this one is obviously composition/writing oriented. My first day as an intern (discussion leader/lecturer) *Professor introduces course and self/interests *Professor introduces me as assistant/discussion leader--I tell them about myself/interests *Professor or I conduct icebreaker *Professor goes over syllabus Everything is prearranged with professor, even if just 15 minutes before class. Usually you'll probably meet with the professor the week before to discuss how things will go/what to cover. Dress code: Follow whatever the dress code is at the university. Mine doesn't have one. That being said, most people wear academic casual: dress pants/skirt and a blouse/sweater.

On TAing--It's different at every school. You'll most likely have some TA workshops before/during your first year teaching that help you with pedagogy and application. Some schools give their TAs amazing freedom, others not so much. At my school, TAs have complete control of choice of text, assignments, lesson plans, syllabus text/requirements (pretty much everything). But other TAs I work with have been instructors at universities that really limit the amount of control TAs have over their courses: predetermined texts, major assignments, even grading rubrics. You'll also probably have a "mentor," an advanced TA who will show you the ropes and help you deal with problems/concerns. (I was one of these this year and it's been wonderful). Most TAs don't have any teaching experience when they come into the program (some have high school or college teaching depending on past jobs/college degrees). I hate to say it, but most TAs are pretty bad when they start their first semester. It is a learning experience, at the beginning and when you're more advanced. The way I approached my first semester: 1) Don't let the students know it's your first semester teaching (I didn't even tell them I was a TA unless they asked--they assumed I was an adjunct). This is all about power and control of the classroom. Women usually have a bit more trouble controlling the classroom at first, especially if students know the instructor is "new." My friend told her students she was a TA on the first day of class and one student got up and left. I wanted to avoid that. Most students assume TA means something less than it does in reality. Reality: I am your teacher and I do the grading. 2) You can say things like "I want to try this assignment out with you guys. Rhetorical analysis is a little more complicated than a traditional analysis paper but will ultimately be more helpful to your college career." Usually students will take this as a challenge to do well and exceed your expectations. Students love context. Explaining the assignment/course competencies as beneficial to their college coursework (whatever the major) will always get positive results. 3) Learn from your mistakes. You aren't infallible, and your students aren't expecting you to be. 4) Expect student evaluations to be a range of positive, neutral, and negative comments/ratings. This always happens no matter how many years you've been teaching. 5) Peer and professor observations: Breathe.

I know they are busy around this time of year, but every other email communique with them has been responded to within hours (last semester--really small program). I'm probably just spoiled by their earlier attention. Bottom line: I don't want to continue working as a pt clerk (not to mention I'm not sure how I'm going to pay my UG and G loans on that salary). It's just difficult to focus on anything when waiting on a decision that could affect the next 5 years of your life. I'm also down because of a grad school article I read that called students who got accepted to multiple programs "superstars" while I'm clinging to a single wait list.

How long does it take to respond to a wait list status update email? It's been three days. I'm starting to freak out a little bit. I think there are a couple possibilities as to what's going on, but I don't think most of them are good: 1. email was lost 2. program administrator forwarded the email to someone without giving notification of receipt 3. ignoring me Blah!

I don't know if this is applicable to you, but I know the way mine was run is pretty common in the humanities. We knew the reading list (picked most of the books), and we knew the "questions" (picked those too, though they were more like guided topics) going into the exam. We were then given a 5 hour window to compose essays (3). We weren't allowed to have anything with us in the room aside from provided blank note paper, a pencil, and a locked down computer (only allowed to use Word). In all honesty, the anticipation was worse than the actual exam.

I finally wrote an email to the program that wait listed me in hopes that it might do something (exactly what that something is, I'm not quite sure yet ). I had a few significant accomplishments since submitting that I wanted to tell them about as well. Haven't heard back yet, but I'm hoping the correspondence will be nice if not positive (e.g. Oh, we just miraculously found you a spot).

I'm waitlisted at a really small program. They only accepted seven people, so I assume the waitlist is short as well (they won't release the specific details). But does being waitlisted at a small program severely reduce the chances of getting in?

Waitlisted...

I'm probably at the other end of the spectrum. While I get tons of support, there is also a lot of pressure. My brother's in a PhD program at UNM, my cousins are in PhD programs all over the place, and a lot of my aunts and uncles teach at big name universities (in tech writing too!). They want me to succeed, but they never seemed to have trouble getting into PhD programs or getting tenure track jobs. My brother got into six of his seven Poli Sci programs with full stipends. My friend got into a bunch of law schools with full rides, including Baylor, and is turning it down because she decided last minute she wants to do psych! And here I am with one waitlist, a bunch of implicits, and waiting for one school. Frustrating! I told one of my letter writers that I had been waitlisted at one of the programs AND SHE ASKED ME WHAT THAT MEANT! Clearly these people didn't seem to have much, if any, trouble getting into PhD programs. Maybe I'm just used to getting my way, but I'm getting down and finding it hard to do work (let alone finish my thesis). Despite their support, I have started wondering if I'm really meant to continue on to a PhD. I was realistic coming into the process -- I didn't get double 800s on the GRE like my sibling -- so I chose programs I felt I had a good shot at. These people understand my want/need to get a PhD, they just don't understand the difficulties I'm encountering. One of my other letter writers told me not to break her streak of acceptances, as one of her other recomendees got into med school. No pressure...

Haven't heard anything What is everybody's subfield? I'm thinking perhaps mine was too specific...

As a southern Minnesotan native--from the town that was actually supposed to be the state capital--I can tell you that you'll get used to the weather. We oscillate between -20 degrees and 100+ degrees with 99% humidity, but during the spring and fall the temp is right around 40-70 degrees for a solid 6 weeks or more. You'll pretty much experience the gambit, so make sure you have weather-appropriate clothes for each season and have a handle on transportation. That's probably the key to tolerating the weather. Public transportation isn't so great in Minneapolis/St. Paul, but it isn't impossible. I'd recommend getting a cheap (4-wheel drive if possible) car and living in the 'burbs. Housing prices are much more decent out there (except Edina and Minnetonka). Most apartments in the 'burbs are 8 to 10 miles from Minneapolis and the parking is doable. Minneapolis/St. Paul has a great variety of cultural/social experiences (despite being predominantly white). Definitely try Azia Restaurant and Hell's Kitchen's peanut butter (not associated with tv show).

I'd recommend looking at state school online classes. For example, my friend (social work masters) needed to bolster her English/writing and independent study abilities, so she took graduate courses online from the University of Minnesota and Minnesota State University as a non-degree seeking student (free up to 18 credits I think?). As far as I know, most state universities offer such opportunities. She choose MN because that's where she was from and there is great professor-student interaction in online courses for these programs. Websites: mnsu.edu umn.edu

Most of the professors in my MFA creative writing program have been really supportive about my trying to continue on to an English PhD (even one who went ABD because of an existential crisis). The only person who gave me flak taught in the MA track. I've rarely crossed paths with her (I've never taken a course from her) and definitely never sought her advice. But when she heard from other MFAs and MAs that I was applying to her alma mater, she decided it was necessary to dampen my enthusiasm. Not only did she say I had very little to no chance of getting in there or anywhere else (even though she didn't know me at all: didn't know about the types of research I'm interested in, MA track courses I've taken, or info about my undergraduate studies), but she essentially called my three years getting an MFA a complete waste of time. I realize that an MFA does not normally lead into an English lit PhD, but I've heard of plenty of people with that degree pursuing English lit, comp lit, or comp-rhet PhDs. So far, I'm waitlisted at a higher ranked institution and waiting to hear back from her alma mater. I'm hoping to demonstrate that profs shouldn't make sweeping generalizations based on type of masters program and a five minute introduction.

It definitely depends on the school. At my current grad program the profs/adcoms are around and meeting during spring break (starting next week) but the administration staff is not. So, even if the adcoms came to an agreement, the notifications wouldn't go out until the department secretary returned the following week. My goal for spring break is to not think about pending phd applications. I have plenty of poetry portfolios to grade, and if I want to get them done I can't be checking my email every couple of hours. I'm going to think of spring break as a brief break from application season as well.

There is some talk about this in the "Waitlister" thread. Some people recommend contacting the dgs and stating that the school is your top choice (if true) and why. Others thought that it didn't matter either way. If you're on the waitlist, it means they want you but that they need funding for an additional spot or they are anticipating accepted students turning them down. I'm in a similar position and believe that the department is doing everything it can to get me a spot (otherwise why state in whatever language that they are putting you on a waitlist?). I've known since February and haven't responded yet. I believe that if I decide to contact the school it will be closer to April 15th in order to do two things: ask for an update if one is available and inform them that they are my first choice/why. This type of discussion is usually divided half and half--those that found success or have had friends find success in emailing and those who have found success is just waiting. I know that's not very helpful, but I think responding to waitlist notifications really depends on your personality. In any case, I don't think contacting the department will hurt you in any way.

I think those are undergrad stats . . . The U of M is usually ranked right around position 30 on PhD program lists. However, the U of M considers themselves a top ten when admitting -- their admittance rate across the board for PhD programs is 5% (close to or higher than many "top 20" schools). I'm not sure if this is because the U of M is the only legit PhD-granting school in Minnesota (for miles and miles and miles) or in reaction to the graduate school doing everything in its power to become a top 20 school. Either way, getting in a the U of M is no small task and should be seriously considered for most grad programs. gazelle is correct--they place research very high on their list of priorities (sometimes even to the detriment of their students).

I've been on a waitlist since February 5th and the wait is killing me!-- I'd hate to think all this stress will be for nothing come April 15th. I'm also waiting to hear anything from the other schools. I opted not to reply to the waitlist email yet. Closer to the deadline I'm going to inquire about status and tell them they are my top school.

I think it really depends on where you live and the amount of the stipend. I made it on $10,000 a year (plus optional summer "funding" and additional paying opportunities with in the department = $15,000-20,000) in the midwest for my MFA program. Breakdown: $800 a month rent, full tuition reimbursement (minus student fees <$300 per semester), $300 a year parking, and amazon.com for used books. Food and health insurance when affordable.

My friend got a weird letter from Brown. Said he couldn't tell if it was a rejection or waitlist, but betting it is either an oddly phrased rejection or unclear waitlist notification.

I wonder how long the committees actually spend with most applications. Does it really take 3+ months to choose a student cohort? For $60+ I'd like to think they spend at least ten minutes on each app., but I've heard some programs immediately reject a big batch because the students don't meet their preferred minimums or aren't competitive enough.

I can't believe the lecturer didn't support you in some fashion. But I also can't imagine having to teach with someone who does not treat you like an equal (or as close to equal as you can get) in the classroom. I teach two courses a semester as instructor of record so I am used to complete and total control in the classroom. I have never had an issue like this despite having older students (52 year old retired Navy student for example -- though he did try to convert me to Mormonism). I have heard of other graduate student instructors having students go over their head and complain to the Director of Composition or Director of the English department, but each and every time the student was (rightfully) placed at fault for lack of responsibility, problems with authority, etc. I have interned with teachers before just to get experience teaching literature courses. When I did, the professor treated me like a colleague. Communication was the key. If such a circumstance like this arose, she would be the ultimate decision maker -- "decider," but she always consulted me, asked for my opinion, and even let me handle situations by myself. Sounds like there are some real issues with TAing in lecture courses.