Phd Student Quotes

PhD made me poorer, without money, but richer in thoughts.

They hired a PhD student from the statistics department at the University of California at Berkeley to help them, but he quit after they asked him to study the market for pork belly futures. “It turned out that he was a vegetarian,” said Jamie. “He had a problem with capitalism in general, but the pork bellies pushed him over the edge.

Sarah DiMuccio, an American researcher and PhD student at New York University, published a paper in Psychology of Men & Masculinity that offered a simple, cultural definition of that type of manhood that stuck with me. Comparing the Danish idea of masculinity with the American one, she found that the major difference between them was that in Denmark, men said to 'be a man' meant not being a boy. American men said that to 'be a man' was to not be a woman. That is, Niobe Way says, where all the trouble starts. If being 'feminine' is the opposite of being a man, then many qualities that Americans associate with women (such as empathy, which shows up in boys as well as girls) are not just frowned upon, but destroyed in boyhood. 'You're only a man by not being a woman,' Way told me. 'That's basing someone's humanness on someone else's dehumanization.

Arthur Compton became my graduate advisor. He was the ideal graduate advisor for me: he came into my research room only once during my graduate career and usually had no idea how I was spending my time.

The goal of a science PhD is to have an original idea. Those who cannot are often called technicians. A technician is able to follow a protocol but not able to think beyond it. The best PhD students make the jump from technician to scientist in less than a few years. The worst never make that jump. Some advisors realize this early on and advise these students to leave science soon. Other advisors allow them to reach that point themselves.

Up to a few years ago nearly all the literature about Oceania was written by papalagi and other outsiders. Our islands were and still are a goldmine for romantic novelists and filmmakers, bar-room journalists and semi-literate tourists, sociologists and Ph.D. students, remittance men and sailing evangelists, UNO experts, and colonial administrators and their well-groomed spouses. Much of this literature ranges from the hilariously romantic through the pseudo-scholarly to the infuriatingly racist; from the noble savage literary school through Margaret Mead and all her comings of age, Somerset Maugham's puritan missionaries/drunks/and saintly whores and James Michener's rascals and golden people, to the stereotyped childlike pagan who needs to be steered to the Light.

A true scientist doesn't perform prescribed experiments; she develops her own and thus generates wholly new knowledge. This transition between doing what you're told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.

Within a couple of weeks of starting the Ph.D. program, though, she discovered that she'd booked passage on a sinking ship. There aren't any jobs, the other students informed her; the profession's glutted with tenured old men who won't step aside for the next generation. While the university's busy exploiting you for cheap labor, you somehow have to produce a boring thesis that no one will read, and find someone willing to publish it as a book. And then, if you're unsually talented and extraordinarily lucky, you just might be able to secure a one-year, nonrenewable appointment teaching remedial composition to football players in Oklahoma. Meanwhile, the Internet's booming, and the kids we gave C pluses to are waltzing out of college and getting rich on stock options while we bust our asses for a pathetic stipend that doesn't even cover the rent.

... the modern university system systematically requires an unending supply of young, vulnerable idealists to work for poverty wages as graduate student teaching assistants (and, of course, adjuncts). The advanced degree these students earn is, as Marc Bousquet has argued, simply a by-product of this systemic exploitation, and not meant to carry value forward as a basis for high-wage employment" (Kelsky).

Establishing yourself as a scientist takes an awfully long time. The riskiest part is learning what a true scientist is and then taking the first shaky steps down that path, which will become a road, which will become a highway, which will maybe someday lead you home. A true scientist doesn’t perform prescribed experiments; she develops her own and thus generates wholly new knowledge. This transition between doing what you’re told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.

The rich world dominates the training of Ph.D. economists, and the students of rich-world Ph.D. programs dominate the international institutions like the International Monetary Fund (IMF) and the World Bank, which have the lead in advising poor countries on how to break out of poverty.

Oh, wow. Thank you.” She smiled. “Now I’m actually a bit sorry that I can’t have you on my dissertation committee. Perhaps rumors of your cruelty have been greatly exaggerated.” His mouth twitched. “Maybe you just pull out the best in me?” She grinned. “Then maybe I should stick around. Just, you know, to save the department from your terrible moods?” He glanced at the picture of the failed Western blot in her hand. “Well, it doesn’t look like you’re going to graduate anytime soon.” She half laughed, half gasped. “Oh my God. Did you just—?” “Objectively—” “This is the rudest, meanest thing—” She was laughing. Holding her stomach as she waved her finger at him. “—based on your blotting—” “—that anyone could ever say to a Ph.D. student. Ever.” “I think I can find meaner things. If I really put myself to it.” “We’re done.” She wished she weren’t smiling. Then maybe he’d take her seriously instead of just looking at her with that patient, amused expression. “Seriously. It was nice while it lasted.” She made to stand and leave indignantly, but he grabbed the sleeve of her shirt and gently tugged at it until she was sitting down again, next to him on the narrow couch—maybe even a little closer than before. She continued glaring, but he regarded her blandly, clearly unperturbed. “There’s nothing bad about taking more than five years to graduate,” he offered in a conciliatory tone. Olive huffed. “You just want me to stay around forever. Until you have the biggest, fattest, strongest Title IX case to ever exist.

Be proactive in talking with professors to find research topics that are mutually interesting, and no matter what, don’t just hole up in isolation.

As one Wharton dean explains, “The students call it Game Face: they feel pressured to look successful all the time. There can’t be any chinks in their armor, and opening up would make them vulnerable.

She’d seen it happen to her friends, fellow PhD students, some who’d published their work. Put a ring on their finger and, through some dark magic, they turned into wives and mothers, and instead of talking about Elizabethan poetry or symbolism in Shakespeare’s sonnets or how the market economy had shaped post–Civil War America, it was all teething and toilet training and which towns had the most desirable school districts.

The writer Lee Smith, who once had a New York copy editor query in the margin of her manuscript “Double-wide what?” tells a perfectly marvelous, spot-on story about Eudora Welty when she came to Hollins College, where Smith was a student. Welty read a short story in which one female character presents another with a marble cake. In the back of the audience Smith noted a group of leather-elbowed, goatee-sporting PhD candidates, all of whom were getting pretty excited. One started waving his hand as soon as she stopped reading and said, “Miz Welty, how did you come up with that powerful symbol of the marble cake, with the feminine and masculine, the yin and the yang, the Freudian and the Jungian all mixed together like that?” Smith reported that Welty looked at him from the lectern without saying anything for a while. Finally she replied mildly, “Well, you see, it’s a recipe that’s been in my family for some time.

William Stoner entered the University of Missouri as a freshman in the year 1910, at the age of nineteen. Eight years later, during the height of World War I, he received his Doctor of Philosophy degree and accepted an instructorship at the same University, where he taught until his death in 1956. He did not rise above the rank of assistant professor, and few students remembered him with any sharpness after they had taken his courses. When he died his colleagues made a memorial contribution of a medieval manuscript to the University library. This manuscript may still be found in the Rare Books Collection, bearing the inscription: 'Presented to the Library of the University of Missouri, in memory of William Stoner, Department of English. By his colleagues.' An occasional student who comes upon the name may wonder idly who William Stoner was, but he seldom pursues his curiosity beyond a casual questions. Stoner's colleagues, who held him in no particular esteem when he was alive, speak of him rarely now; to the older ones, his name is a reminder of the end that awaits them all, and to the younger ones it is merely a sound which evokes no sense of the past and no identity with which they can associate themselves or their careers.

Lots of people wrote to the magazine to say that Marilyn vos Savant was wrong, even when she explained very carefully why she was right. Of the letters she got about the problem, 92% said that she was wrong and lots of these were from mathematicians and scientists. Here are some of the things they said: 'I'm very concerned with the general public's lack of mathematical skills. Please help by confessing your error.' -Robert Sachs, Ph.D., George Mason University ... 'I am sure you will receive many letters from high school and college students. Perhaps you should keep a few addresses for future columns.' -W. Robert Smith, Ph.D., Georgia State University... 'If all those Ph.D.'s were wrong, the country would be in very serious trouble.' -Everett Harman, Ph.D., U.S. Army Research Institute

In the early 2010s, Nvidia—the designer of graphic chips—began hearing rumors of PhD students at Stanford using Nvidia’s graphics processing units (GPUs) for something other than graphics. GPUs were designed to work differently from standard Intel or AMD CPUs, which are infinitely flexible but run all their calculations one after the other. GPUs, by contrast, are designed to run multiple iterations of the same calculation at once. This type of “parallel processing,” it soon became clear, had uses beyond controlling pixels of images in computer games. It could also train AI systems efficiently.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

Academia was a system created by elite white men and for elite white men, and elite white men continue to dominate its ranks, particularly at the level of full professor and administrator. While I know and have worked with white men who struggle mightily with feeling intellectually unworthy, these types of struggles are magnified when the scholar deviates from the norm. Women, students of color, first-generation students, queer and older students…all of those coming from marginalized positions fight a mighty battle to claim a space at the academic table, and to find a voice in academic debates. They also often find themselves cut out of the academic prestige circles or relationships through which cultural capital, untaught knowledge, and opportunities flow. The elite (and white) old boys’ network is a real thing.

To impress my Ph.D. students with just how bizarre the quantum theory is, I sometimes ask them to calculate the probability that their atoms will suddenly dissolve and reappear on the other side of a brick wall. Such a teleportation event is impossible under Newtonian physics but is actually allowed under quantum mechanics. The answer, however, is that one would have to wait longer than the lifetime of the universe for this to occur. (If you used a computer to graph the Schrödinger wave of your own body, you would find that it very much resembles all the features of your body, except that the graph would be a bit fuzzy, with some of your waves oozing out in all directions. Some of your waves would extend even as far as the distant stars. So there is a very tiny probability that one day you might wake up on a distant planet.)

A PhD student approached me after a writing workshop to recount his tale of woe. “I write these messy, incoherent first drafts,” he lamented. “They’re absolutely awful! Then I have to work on them for hours and hours to bash them into shape. It’s such a frustrating process, and so discouraging. My PhD adviser is a really good writer; she makes it all look so easy. I wish I were more like her.” I didn’t get a chance to interview the student’s supervisor; but if I had, I can guess what she might have told me. Probably something like this: “I write these messy, incoherent first drafts—they’re absolutely awful! Then I have to work on them for hours and hours to bash them into shape. Writing can be a hard and frustrating process, but for the most part, I really enjoy the challenge of honing and polishing my sentences until I get them just right.” Same story, different spin.

The entropy of the hot radiation she observes as a result of her acceleration turns out to be exactly proportional to the area of her horizon! This relationship between the area of a horizon and entropy was discovered by a Ph.D. student named Jacob Bekenstein, who was working at Princeton at about the time that Bill Unruh made his great discovery. Both were students of John Wheeler who a few years before had given the black hole its name. Bekenstein and Unruh were in a long line of remarkable students Wheeler trained, which included Richard Feynman.

Working on my Ph.D. at the University of Wyoming, I was required to take an advanced statistics course. I had completed the beginning courses several years earlier, but could remember very little. I had no idea how I was going to manage the requirements of an advanced class. Several weeks into the semester, I was floundering. I approached the chair of my committee, Louise Jackson, and said, “This is really over my head. Usually I at least know enough about a subject to follow along. This time I am totally lost.” “Good!” she said. “You don’t know how happy that news makes me.” Her response took me totally by surprise. Teachers are not usually glad when you announce that you are failing. Dr. Jackson continued: “Remember how this feels. Memorize this moment. Don’t ever forget this lesson. This is how many of your future students will feel, and you must be able to relate to them in order to understand and be effective in helping them.” She then gave me some suggestions, including the names of a few possible tutors. She also arranged to meet with me regularly to review my progress—things she assured me she would never have done had she not also once struggled through a few difficult classes of her own.

He glanced at the picture of the failed Western blot in her hand. “Well, it doesn’t look like you’re going to graduate anytime soon.” She half laughed, half gasped. “Oh my God. Did you just—?” “Objectively—” “This is the rudest, meanest thing—” She was laughing. Holding her stomach as she waved her finger at him. “—based on your blotting—” “—that anyone could ever say to a Ph.D. student. Ever.” “I think I can find meaner things. If I really put myself to it.” “We’re done.” She wished she weren’t smiling. Then maybe he’d take her seriously instead of just looking at her with that patient, amused expression. “Seriously. It was nice while it lasted.

I'd attended a selective liberal arts college, trained at respectable research institutions, and even completed a dissertation for a doctoral degree. In our shared office, I'd tell new hires I was ABD, so they wouldn't feel their own situation was so bleak. If they saw a ten-year veteran adjunct with a PhD, they might lose hope of securing a permanent job. It was the least I could do, as a good American, to remind the young we were an innocent and optimistic country where everyone was entitled to a fulfilling career. To make sure they understood that PhD stood not for "piled higher and deeper" or "Pop has dough," but in fact the degree meant "professional happiness desired," and at the altruistic colleges of democratic America only the angry or sad ones need not apply.

The intolerance and cancel culture have spread to outright discrimination in hiring, promotion, grants, and publication of professors and graduate students who do not abide the ideology demanded by the campus revolutionaries. A March 1, 2021, study by Eric Kaufmann of the Center for the Study of Partisanship and Ideology found, among other things: “Over 4 in 10 US and Canadian academics would not hire a Trump supporter… ; only 1 in 10 academics support firing controversial professors, nonetheless, while most do not back cancellation, many are not opposed to it, remaining non-committal; right-leaning academics experience a high level of institutional authoritarianism and peer pressure; in the US, over a third of conservative academics and PhD students have been threatened with disciplinary action for their views, while 70% of conservative academics report a hostile departmental climate for their beliefs; in the social sciences and humanities, over 9 in 10 Trump-supporting academics… say they would not feel comfortable expressing their views to a colleague; more than half of North American and British conservative academics admit self-censoring in research and teaching; younger academics and PhD students, especially in the United States, are significantly more willing than older academics to support dismissing controversial scholars from their posts, indicating that the problem of progressive authoritarianism is likely to get worse in the coming years; [and] a hostile climate plays a part in deterring conservative graduate students from pursuing careers in academia….

The prediction of false rape-related beliefs (rape myth acceptance [RMA]) was examined using the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999) among a nonclinical sample of 258 male and female college students. Predictor variables included measures of attitudes toward women, gender role identity (GRI), sexual trauma history, and posttraumatic stress disorder (PTSD) symptom severity. Using linear regression and testing interaction effects, negative attitudes toward women significantly predicted greater RMA for individuals without a sexual trauma history. However, neither attitudes toward women nor GRI were significant predictors of RMA for individuals with a sexual trauma history." Rape Myth Acceptance, Sexual Trauma History, and Posttraumatic Stress Disorder Shannon N. Baugher, PhD, Jon D. Elhai, PhD, James R. Monroe, PhD, Ruth Dakota, Matt J. Gray, PhD

I've studied, alas, philosophy, law and medicine, recto and verso, and now I regret it, theology also, oh God, how hard I've slaved away, with what result? Poor foolish old man, I'm no whit wiser than when I began! I've got a Master of Arts degree, on top of that a PhD, for ten long years, around and about, upstairs, downstairs, in and out, I've led my students by the nose with what result? That nobody knows, or ever shall know, the tiniest crumb! Which is why I feel completely undone. Of course I'm cleverer than these stuffed shirts, these Doctors, M.A.s, scribes and priests, I'm not bothered by a doubt or a scruple, I'm not afraid of Hell or the Devil--but the consequence is, my mirth's all gone; no longer can I fool myself I'm able to teach anyone how to be better, love true worth; I've got no money or property, worldly honors or celebrity. A dog wouldn't put up with this life! Which is why I've turned to magic, seeking to know, by ways occult, from ghostly mouths spells difficult,

Aren't you not allowed to be the psychologist of someone you know? I mean, I don't even know if you're a real doctor." "Before teaching, I did this as a profession. And I keep my license current. You are no longer one of my students, so it's not unethical. And yes, I am a real doctor." He pointed to a wall of framed diplomas. I wondered if anyone had ever closely looked at that wall. There were way more diplomas than he could've possibly earned. Nobody could go to that many schools. Eventually, I realized that some of the documents weren't even diplomas. They were more like certificates. One of them said that he was Camper of the Week at something called Happy Time Day Camp in 1961. "Well, not a real doctor," I pointed out. "A PhD isn't a real doctor." "A PhD is very much a real doctor." He pursed his lips together. "My cousin Gretchen has a PhD in Performance Studies. I went to her to get my appendix taken out, and you know what happened?" He rolled his eyes. "What happened, Astrid?" "I died.

See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It

Several of her students were engrossed in their work, but when she asked one of them, a PhD student named David Merrill, to give me a quick demo of his project, he readily agreed. Merrill walked us over to a three-foot-wide mockup of a supermarket shelf stocked with cartons of butter, Egg Beaters, and cereal, and he happily slipped on a Bluetooth-enabled ring he had been tinkering with when we interrupted him. He pointed directly at a box of cereal, and a light on the shelf directly below it glowed red. This meant, he told us, that the food didn’t fit the nutritional profile that he had programmed into the device. Perhaps it contained nuts or not enough fiber. He told me that there were a lot of “really cool technologies” making this happen—an infrared transmitter/receiver mounted on the ring, a transponder on the shelf with which it communicated, and a Bluetooth connection to a smart phone that could access the wearer’s profile in real time, to name a few. It was easy to see how this “augmented reality interface,” as Merrill called it, could change the experience of in-store shopping in truly a profound way. But what really impressed me during this visit was the close working relationship he clearly enjoyed with Maes. He called her “Pattie,” and my impression was that they engaged in give-and-take like true collaborators and colleagues.

As with my other targets, I had been observing Dr. Solovaar for a few days. And something in me told me that I should first meet him. One day, I decided to meet him at his university office. I acted as a jolly yet earnest psychology student who was desperate to start her Ph.D. under him. I went in with fake student getup, mark sheets, recommendations, and the whole shebang. But the moment I met him, the moment I gazed into his empty eyes, I realized that man had no soul. And the worst part is he realized it about me too.

This transition between doing what you’re told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.

Prison spending has increased at five times the rate of spending per grade school student. Even in progressive California, twenty-three new prisons have been built for every one college since 1980.

In everyone's CV, It does not show how many attempts they have tried and failed at something, but it only mention when they have succeeded. It does not say how many attempts they did before getting their drivers license, metric certificate, Degree, PHD, Album, Business, or breakthrough. If you have failed at something now, don't give up. Try again and again until you get it right, because that is the only time it will be worth mentioning and it will count.

Also in 1923, a French Ph.D. student named Louis Victor Pierre Raymond de Broglie* made a radical suggestion: he argued that there ought to be symmetry between light and matter, and so a material particle such as an electron ought to have a wavelength. After all, if light waves behave like particles, shouldn’t particles behave like waves? De Broglie suggested that just as a photon has a momentum determined by its wavelength, a material object like an electron should have a wavelength determined by its momentum: γ = h/p which is just the formula for the momentum of a photon (page 24) turned around to give the wavelength.

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On closer inspection, as the Harvard political scientist Theda Skocpol and the Ph.D. student Vanessa Williamson observed in their 2012 book, The Tea Party and the Remaking of Republican Conservatism, the Tea Party movement was a “mass rebellion…funded by corporate billionaires, like the Koch brothers, led by over-the-hill former GOP kingpins like Dick Armey, and ceaselessly promoted by millionaire media celebrities like Glenn Beck and Sean Hannity.

Self-education can be in a PhD level.

Sometimes I feel compelled to do something, but I can only guess later why it needed to done, and I question whether I am drawing connections where none really exist. Other times I see an event – in a dream or in a flash of “knowing” – and I feel compelled to work toward changing the outcome (if it’s a negative event) or ensuring it (when the event is positive). At the times I am able to work toward changing or ensuring the predicted event, sometimes this seems to make a difference, and sometimes it doesn’t seem to matter. Finally, and most often, throughout my life I have known mundane information before I should have known it. For example, one of my favourite games in school was to guess what numbers my math teacher would use to demonstrate a concept, or to guess the words on a vocabulary test before the test was given. I noticed I was not correct all the time, but I was correct enough to keep playing the game. Perhaps partially because of the usefulness of this mundane skill, I was an outstanding student, getting straight As and graduating from college with highest honours in neuroscience and a minor in computer science. I was a modest drinker even in college, but I found I could ace tests when I was hungover after a night of indulgence. Sometimes I think I even did better the less I paid attention to the test and the more I felt sick or spacey. It was like my unconscious mind could take over and put the correct information onto the page without interruption from my overly analytical conscious mind. At graduate school in neuroscience, I focused on trying to understand human experience by studying how the brain processes pain and stress. I wanted to know the answer to the question: what’s going on inside people’s heads when we suffer? Later, as I finished my PhD in psychoacoustics, which is all about the psychology of sound, I became fascinated with timing. How do we figure out the order of sounds, even when some sounds take longer to process than others? How can drummers learn to decode time differences of 1/1,000 of a second, when most people just can’t hear those kinds of subtle time differences? At this point, I was using my premonitions as just one of the tools in my day-to-day toolkit, but I wasn’t thinking about them scientifically. At least not consciously. Sure, every so often I’d dream of the slides that would be used by one of my professors the next day in class. Or I’d realize that the data I was recording in my experiments followed the curve of an equation I’d dreamed about a year before. But I thought that was just my quirky way of doing things – it was just my good student’s intuition and it didn’t have anything to do with my research interests or my life’s work. What was my life’s work again?

PhD students are the academic world's version of indentured slaves. The only reason they get away with it is because the students all have Stockholm Syndrome, plus they're under the misapprehension that a PhD is actually worth something.

Michigan required that all PhD students in psychology pass a proficiency test in two foreign languages. Weirdly, the university didn’t count Hebrew as a foreign language but accepted mathematics. Though entirely self-taught in mathematics, Amos chose math as one of his languages and passed the test. For his second language he picked French. The test was to translate three pages from a book in the language: The student chose the book, and the tester chose the pages to translate. Amos went to the library and dug out a French math textbook with nothing but equations in it. “It might have had the word donc in it,” said Amos’s roommate Mel Guyer. The University of Michigan declared Amos Tversky proficient in French.

As an enthusiastic young PhD, colonized by the arrogance of science, I had been fooling myself that I was the only teacher. The land is the real teacher. All we need as students is mindfulness. Paying attention is a form of reciprocity with the living world, receiving the gifts with open eyes and open heart. My job was just to lead them into the presence and ready them to hear. On that smoky afternoon, the mountains taught the students and the students taught the teacher.

I began writing this book in 2020, a little over a year after arriving as a PhD student at Cambridge University. At this point, I have lived a life that my seventeen-year-old self would have found both absurd and hilarious.

PhD training teaches perseverance in purpose to attained desired aim.

Mr. Walters read the New York Times every day. That and a Bible were a constant at his bedside. “I could never afford college. Just Bible school. I tell my students, ‘If you read this newspaper every day for a year, you’ll have the vocabulary of a Ph.D. and you will know more than any college graduate. I guarantee you.’ 

Although I was interested in developing new ways to measure software quality, I acknowledged that it was only a fuzzy dream with no grounding in formal research methodologies that the academic community would deem acceptable.

Real research is never done in a vacuum.

Fellowships are important not for the money, but rather for the freedom from grant-related constraints.

If it’s already been done before, then it wouldn’t be research!

Too bad Klee couldn’t automatically find bugs in its own code!

Online submission forms are black holes. Anything is better than blindly submitting online.

If an automated bug-finding tool finds, say, 1,000 possible bugs, which ones are likely to be important?

The lesson here is that it’s very hard to publish on a topic if your advisor isn’t also obsessively thinking about it, since you’re directly competing against other students whose advisors are obsessively thinking about it.

In the end, it took three attempts by four Ph.D. students over the course of five years before Dawson’s initial Klee-UC idea turned into a published paper. Of those four students, only one “survived”—I quit the Klee project, and two others quit the Ph.D. program altogether. From an individual student’s perspective, the odds of success were low.

Like all tenured professors, his role was not to be “fighting in the trenches” alongside his students.

In the midst of all of this manual labor, I tried to come up with some semi-automated ways to make my daily grind less painful.

It’s impossible for Klee to “surgically extract” the code of each device driver and analyze its 1,000 lines in isolation.

Having full intellectual freedom was actually a curse, since I was not yet prepared to handle it.

The importance of the third point—thinking in terms of experiments—when proposing research project ideas.

Here is how HCI projects are typically done: 1. Observe people to find out what their real problems are. 2. Design innovative tools to help alleviate those problems. 3. Experimentally evaluate the tools to see if they actually help people

correlate project activity with bugs

He was an ardent pragmatist who cared more about achieving compelling results than demonstrating theoretical “interestingness” for the sake of appearing scholarly.

In sum, the purpose of academic research is to produce validated ideas, not polished products.

Any piece of prototype software developed for research purposes will have lots of unforeseen bugs

Without proper guidance or context, I ended up wasting a lot of time and not extracting any meaningful insights from my readings

Properly calibrating your pitch to the academic sub-community you’re targeting is crucial for getting a paper accepted

The professor might need to go through several rounds of student failures and dropouts before one set of students eventually succeeds. Sometimes that might take two years, sometimes five years, or sometimes even ten years to achieve. Many projects last longer than individual Ph.D. student “lifetimes.” But as long as the original vision is realized and published, then the project is considered a success.

In the end, like most Ph.D. dissertations, mine expanded the boundaries of human knowledge by a teeny microscopic amount.

That’s how research marches forward bit by bit: Each successive generation builds upon the ideas of the previous one.

Learning to send succinct and effective professional emails has benefited my career tremendously

It usually takes at least four weeks to write up a respectable paper submission, especially when there are six students involved in the project who need to coordinate their efforts.

I had to make a convincing case for how IncPy was different enough from similar projects. Within a few days, I had sketched out an initial project plan, which included arguments for why IncPy was unique, innovative, and research-worthy.

As a New York Times poll later showed, over three-quarters of its supporters identified as Republican. The bulk of the remainder felt the Republican Party was not Republican enough. Finally, although many of its supporters were likely political neophytes, from the start the ostensibly anti-elitist rebellion was funded, stirred, and organized by experienced political elites. On closer inspection, as the Harvard political scientist Theda Skocpol and the Ph.D. student Vanessa Williamson observed in their 2012 book, The Tea Party and the Remaking of Republican Conservatism, the Tea Party movement was a “mass rebellion…funded by corporate billionaires, like the Koch brothers, led by over-the-hill former GOP kingpins like Dick Armey, and ceaselessly promoted by millionaire media celebrities like Glenn Beck and Sean Hannity.

References to textbooks is also worrying: textbooks are generally simplified versions for students. References

Finding out about your supervisor's research – surprisingly few students do this, even though their supervisor's research is probably one of the most valuable resources available

One thing which most students never consider is that a good supervisor will be generating ideas about their own research all the time, and discarding the vast majority of them on various grounds. If you expect to have a higher hit rate than your supervisor while you're still an apprentice, then you're being a bit silly.

From an early stage, you should ask for appropriate training, both in research methods relevant to your research and also in other areas which will help you – for instance, many students would benefit from assertiveness training and relaxation training, as well as time management and numerous other ancillary skills. You

In 1990, Elizabeth Newton earned a Ph.D. in psychology at Stanford by studying a simple game in which she assigned people to one of two roles: “tappers” or “listeners.” Tappers received a list of twenty-five well-known songs, such as “Happy Birthday to You” and “The StarSpangled Banner.” Each tapper was asked to pick a song and tap out the rhythm to a listener (by knocking on a table). The listener’s job was to guess the song, based on the rhythm being tapped. Over the course of Newton’s experiment, 120 songs were tapped out. Listeners guessed only 2.5 percent of the songs: 3 out of 120. But here’s what made the result worthy of a dissertation in psychology. Before the listeners guessed the name of the song, Newton asked the tappers to predict the odds that the listeners would guess correctly. They predicted that the odds were 50 percent. The tappers got their message across 1 time in 40, but they thought they were getting their message across 1 time in 2. Why? When a tapper taps, she is hearing the song in her head. Go ahead and try it for yourself — tap out “The Star-Spangled Banner.” It’s impossible to avoid hearing the tune in your head. Meanwhile, the listeners can’t hear that tune — all they can hear is a bunch of disconnected taps, like a kind of bizarre Morse Code. In the experiment, tappers are flabbergasted at how hard the listeners seem to be working to pick up the tune. Isn’t the song obvious? The tappers’ expressions, when a listener guesses “Happy Birthday to You” for “The Star-Spangled Banner,” are priceless: How could you be so stupid? It’s hard to be a tapper. The problem is that tappers have been given knowledge (the song title) that makes it impossible for them to imagine what it’s like to lack that knowledge. When they’re tapping, they can’t imagine what it’s like for the listeners to hear isolated taps rather than a song. This is the Curse of Knowledge. Once we know something, we find it hard to imagine what it was like not to know it. Our knowledge has “cursed” us. And it becomes difficult for us to share our knowledge with others, because we can’t readily re-create our listeners’ state of mind. The tapper/listener experiment is reenacted every day across the world. The tappers and listeners are CEOs and frontline employees, teachers and students, politicians and voters, marketers and customers, writers and readers. All of these Groups rely on ongoing communication, but, like the tappers and listeners, they suffer from enormous information imbalances. When a CEO discusses “unlocking shareholder value,” there is a tune playing in her head that the employees can’t hear.

He had little time for formal lecturing or even for supervising Ph.D students at the California Institute of Technology where he worked.

Also, he had short black sideburns with streaks of gray in them, a boxer’s build, a Ph.D. in English literature from Harvard, and no wife or girlfriend. These qualities made Douglas a font of intrigue for the all-female population of St. Agnes—both the lay faculty and the students—but in truth Douglas led a sedentary life. He loved books, he was a passionate, solitary filmgoer, and he got his hair cut every four weeks by Chiapas, whose father ran a barbershop down the block.

In the autumn of 1788 he entered at Tübingen as a student of theology; but he showed no interest in theology: his sermons were a failure, and he found more congenial reading in the classics, on the advantages of studying which his first essay was written. After two years he took the degree of Ph.D., and in the autumn of 1793 received his theological certificate, stating him to be of good abilities, but of middling industry and knowledge, and especially deficient in philosophy.

Some of the professors were great scholars, but dry as bone. I had no personal contact with any of them, except for the woman teacher, who led our seminar and was my thesis adviser. Since I had no exams, the contact with the teachers was non-existent. All were lecture classes, with great numbers of students - candidates for masters and ph.d. degrees. The seminar group had some cohesion, as we were all preparing for the same final exam and also presented topics for class discussion. Of the dozen participants in the seminar, about half were Jewish. After the Second World War, all those returned from the service were entitled to free education, under a new G.I. bill of rights. The soldiers of yesterday became the students of most colleges and universities, including the Ivy League schools. That law opened widely the doors of academic institutions to students of all social and religious backgrounds.

the AuThoRS Neal Lathia is a research associate in the Computer laboratory at the university of Cambridge. His research falls at the intersection of data mining, mobile systems, and personalization/recommender systems. lathia has a phD in computer science from the university College london. Contact him at neal.lathia@ cl.cam.ac.uk. Veljko Pejovic is a postdoctoral research fellow at the school of Computer science at the university of birmingham, uK. His research focuses on adaptive wireless technologies and their impact on society. pejovic received a phD in computer science from the university of California, santa barbara. Contact him at v.pejovic@cs.bham.ac.uk. Kiran K. Rachuri is a phD student in the Computer laboratory at the university of Cambridge. His research interests include smartphone sensing systems, energy efficient sensing, and sensor networks. rachuri received an ms in computer science from the Indian Institute of technology madras. Contact him at kiran.rachuri@cl.cam.ac.uk. Cecilia Mascolo is a reader in mobile systems in the Computer laboratory at the university of Cambridge. Her interests are in the area of mobility modeling, sensing, and social network analysis. mascolo has a phD in computer science from the university of bologna. Contact her at cecilia.mascolo@cl.cam.ac.uk. Mirco Musolesi is a senior lecturer in the school of Computer science at the university of birmingham, uK. His research interests include mobile sensing, large-scale data mining, and network science. musolesi has a phD in computer science from the university College london. Contact him at m.musolesi@ cs.bham.ac.uk. Peter J. Rentfrow is a senior lecturer in the psychology Department at the university of Cambridge. His research focuses on behavioral manifestations of personality and psychological processes. rentfrow earned a phD in psychology from the university of texas at Austin. Contact him at pjr39@cam.ac.uk.selected Cs articles and columns are also available for free at http

Snake tongues come in shades of lipstick red, electric blue, and inky black. Outstretched and splayed, they can be longer and wider than their owners’ heads. Kurt Schwenk has been fascinated by them for decades, and he often finds that he’s alone in that. In the second year of his PhD, he told a fellow student what he was working on, eager to revel in the joys of scientific pursuits with a like-minded soul. The student (who is now a famous ecologist) burst out laughing. “That would have been enough to hurt my feelings, but this was a guy who studied the mites that hang out in the nostrils of hummingbirds,” Schwenk tells me, still slightly outraged.

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How do you supervise a student's dissertation when you, as the (PhD) supervisor, can't write or publish a paper?

Aside from the waste, fraud has a terribly demoralising effect on scientists. As we’ve seen, one reason that so many frauds manage to infiltrate the literature is that, in general, scientists are open-minded and trusting. The norm for peer reviewers is to be sceptical of how results are interpreted, but the thought that the data are fake usually couldn’t be further from their minds. The sheer prevalence of fraud, though, means that we all need to add a depressing option to our repertoire of reactions to questionable-looking papers: someone might be lying to us. Nor is it just other people’s papers that require this extra vigilance: fraud can happen on any scientist’s own doorstep. Because papers are rarely authored by lone researchers, a fraudulent co-author can sometimes tarnish the reputation of entire teams of innocent colleagues. In many cases the perpetrator is a junior lab member who drags their senior co-authors’ names through the mud, as in the case of Michael LaCour’s fake gay-marriage canvassing study. Sometimes it goes the other way, with established scientists recklessly jeopardising the careers of their subordinates (the report into Diederik Stapel’s fraud noted, for example, that no fewer than ten of his students’ PhD theses were reliant on his faked data). And we already saw the ultimate cost of reputational damage in the case of Yoshiki Sasai, who took his own life after finding himself involved in the STAP stem-cell scandal.

A true scientist doesn’t perform prescribed experiments; she develops her own and thus generates wholly new knowledge. This transition between doing what you’re told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.

Durstan Reginald McDonald, whom everybody called Dusty. Dusty became one of my most important mentors. Aside from being chaplain, he taught philosophy and had a Ph.D. from the University of Pennsylvania. Probably in his late forties at the time, Dusty was a married father with a crew cut—in other words, a grown-up. Contrary to the iconic proclamation of the ’60s to “never trust anyone over thirty,” Dusty was trusted by every kid on campus, from conscientious objectors to conservative fraternity guys. Dusty helped me arrive at answers in the way a good chaplain does: He listened, asked questions, and maybe made a few suggestions. He never made a conclusion for you, instead helping light the way as you eked out your own path. We had one particularly influential conversation on an airplane, on our way to a student conference. I was still considering law school but starting to think more and more about ordination. I told Dusty about my father’s financial struggles. “I’ve seen what that’s like. I don’t need to be rich, but maybe I could go to law school and make some money and do good at the same time,” I said. “It’s true, you don’t get rich by being ordained,” he said. “But you’ll never starve, either. Your family will have enough to get by.” Thinking about my own family again, I realized that even under extreme circumstances, it was true. In the worst crises, we never starved, or even wanted. “You have to ask yourself what you want out of life. If it isn’t money, then maybe having enough is enough.” This conversation helped me get much clearer on myself. It wasn’t my dream to be rich. I knew I wanted to work for a better world. But should it be through law or public administration, or in the church? I meditated and prayed on that question, and I always felt myself coming back to my grandma.

To counter the effects of too-early learning, here are some things you can do: Where possible, choose schools that are developmentally sensitive in their curriculum and appropriate for your child. Some kids will do really well as big fish in small ponds. It gives them the confidence to tackle the currents without being afraid of being swept away. They get to grow strong and feel strong. So what if there are bigger fish in bigger ponds? Help your children find the right curricular environments for them. Relax and take a long view, even if no one else around you is. Most kids who learn to read at five aren’t better readers at nine than those who learn to read at six or seven. Bill remembers vividly the mild panicky feeling he and Starr had when their daughter was five years old and some of her friends were starting to read. Even though they knew that kids learn to read much easier at age seven than at age five, and that pushing academics too early was harmful and produced no lasting benefit, Bill and Starr wondered if they were jeopardizing their child’s future by letting her fall behind her peers. They briefly considered pulling her out of her nonacademic kindergarten. But they stuck to their guns and left her in a school that did not push and did not give her any homework until the fourth grade. Despite an unrushed start, she received her PhD in economics from the University of Chicago at the age of twenty-six and is a successful economist. Bill loves telling that story, not to brag (okay, just a little), but to emphasize that it is difficult to buck the tide even when you know the current is carrying you the wrong way. Remember that any gains from rushing development will wash out. Parents often tell Bill that their third grader is doing fourth- or fifth-grade math—but he never hears twenty-six-year-olds brag that they’re more successful than most twenty-eight-year-olds. Don’t go overboard on AP classes. You are doing your child no favors if you let her take more APs at the cost of her mental health and sleep. There’s a reason why kids get more out of Moby-Dick in college than in high school. When we consider the enormous differences in the maturation of their prefrontal cortex—and the associated development in their capacity for abstraction and emotional maturity—it should come as no surprise that the majority of students will understand and appreciate novels written for adults better when they’re older. The same is true for complex scientific theories and data, quantitative concepts, and historical themes, which are easier for most kids to grasp when they are college aged. This isn’t to say that some students aren’t ready for college-level courses when they’re fifteen. The problem is that when this becomes the default for most students (I’ll never get into college if I don’t have five AP classes) it’s destructive.

Truthfully, she was tired of taking the hard way out. Why was "sucking it up" and "pushing through to the end" perched on such a high pedestal, anyway? These were the same so-called values that sent PhD students running headfirst into the open arms of antidepressants. For once in her life, she wanted to be selfishly and deliciously lazy. To embody the most abhorred word of her generation: unproductive. She, yes she, wanted to be the person who walks away as a car combusts into flames in the background. This was her chance.

Dr. Tim Pingle, PhD in Education Administration has experience in administration and curriculum development. Dr. Tim Pingle has worked closely with staff to ensure that students are realizing their full potential.

Unfortunately, every year thousands of students end up in one or more of these categories: jail, pregnant, dropping out, gangs, or dead where this vicious cycle will only get worse unless someone else changes this irreplaceable system. - -Blank Check: What Would You Do If You Were Asked to Reinvent Public Schools?

Adults have led education for eons and don't let students have any say. If this is going to work, we need a different approach. -Blank Check: What Would You Do If You Were Asked to Reinvent Public Schools?

In 2019, Zach Goldberg, a political science PhD student at Georgia Tech, did a deep dive on LexisNexis, the world’s largest database of publicly available documents, including media reports. He found that over a nine-year period, the rate of news stories using progressive jargon associated with left-wing critical theory and social justice concepts shot into the stratosphere.18 What does this mean? That the mainstream media is framing the general public’s understanding of news and events according to what was until very recently a radical ideology confined to left-wing intellectual elites. It

Apprentice activists, some of them young students from Europe and America, dressed in loose hippy outfits, composed her convoluted press releases on their laptop computers. Several intellectuals and concerned citizens squatted on the pavement explaining farmer’s rights to farmers who had been fighting for their rights for years. PhD students from foreign universities working on social movements (an extremely sought-after subject) conducted long interviews with the farmers, grateful that their fieldwork had come to the city instead of their having to trek all the way out to the countryside where there were no toilets and filtered water was hard to find.