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AI2 Adapt Dev 52

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "We are researcher, we have a natural thirst for knowledge and a high dose of curiosity. We always have questions like \"Why?\" and \"How?\" in mind. We are happy when we grasp a new concept. Etcetera. It's no surprise that we would like to know much more than we do and, possibly, irrationally, everything :)", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Sure, folks feel that way often. But here's the deal: people in other fields likely think that about *your* work. The thing I like about academia is that I get to spend my career surrounded by experts in a whole lot of different things, so any time I want to know about agricultural economics or ancient Greek poetry or how the human body uses hormones to signal hunger in the brain I can just ask a friend. And just as often they will ask me about my field of expertise (environmental history). It's all cool. You can't learn everything, but you can learn enough about anything you want to have a conversation with a real expert-- and in academia you'll have access to them as well. Collaborate and do interdisciplinary work. I'm a mid-career full professor and I've collaborated with folks in at least a dozen widely-disparate disciplines on one thing or another over time.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "We are researcher, we have a natural thirst for knowledge and a high dose of curiosity. We always have questions like \"Why?\" and \"How?\" in mind. We are happy when we grasp a new concept. Etcetera. It's no surprise that we would like to know much more than we do and, possibly, irrationally, everything :)", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "How is it researching climate change (are you in the U.S.A.)?", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "We are researcher, we have a natural thirst for knowledge and a high dose of curiosity. We always have questions like \"Why?\" and \"How?\" in mind. We are happy when we grasp a new concept. Etcetera. It's no surprise that we would like to know much more than we do and, possibly, irrationally, everything :)", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "We are researcher, we have a natural thirst for knowledge and a high dose of curiosity. We always have questions like \"Why?\" and \"How?\" in mind. We are happy when we grasp a new concept. Etcetera. It's no surprise that we would like to know much more than we do and, possibly, irrationally, everything :)", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "We are researcher, we have a natural thirst for knowledge and a high dose of curiosity. We always have questions like \"Why?\" and \"How?\" in mind. We are happy when we grasp a new concept. Etcetera. It's no surprise that we would like to know much more than we do and, possibly, irrationally, everything :)", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Sure, folks feel that way often. But here's the deal: people in other fields likely think that about *your* work. The thing I like about academia is that I get to spend my career surrounded by experts in a whole lot of different things, so any time I want to know about agricultural economics or ancient Greek poetry or how the human body uses hormones to signal hunger in the brain I can just ask a friend. And just as often they will ask me about my field of expertise (environmental history). It's all cool. You can't learn everything, but you can learn enough about anything you want to have a conversation with a real expert-- and in academia you'll have access to them as well. Collaborate and do interdisciplinary work. I'm a mid-career full professor and I've collaborated with folks in at least a dozen widely-disparate disciplines on one thing or another over time.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "How is it researching climate change (are you in the U.S.A.)?", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "A bit. During my grad school I realized that I would like to do more practical things in my field rather than fundamental. The thing is, my uni hates practical people and loves fundamental research. There's another university that's way more popular and does what I like, but I couldn't transfer there because of my scholarship grant binding me to one place. Now I have to spend double time rebuilding my portfolio to work where I want to work rather than work where I got my education for :(", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. I am jealous of medievalists that get to work on the very cool manuscripts (I do Renaissance and our books are less cool/printed). I jump at any chance to do some work on earlier books.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Haha I'm a quantum info PhD student and I'm jealous of climate scientists because what they do *actually* matters. The more you know xD", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Are you me? I need at least 10 more lives to study what I want to know.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Just throwing another 'yes' out for posterity. My wife has learned to just smile and nod when I start saying, \"you know, maybe I should go back to school and study...\"", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I'm studying for a PhD in accounting, and sometimes I wish I was doing some more lab style research. Like curing cancer or some shit. I mean that would be sick. Granted, I love accounting research, it's just a little less.... sexy.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes! I'm an interpreter for American Sign Language and English and I'm doing my Masters in Interpreting studies. A lot of our books talk about translation studies, which are possible but very much not the same with ASL. I have fanciful visions of sitting at a desk with paper dictionaries and notebooks, translating classic novels or video game scripts, and it just won't happen for me.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I too am an environmental scientist and I get so annoyed when my university neglects our department while giving our engineering school (which gets most of the funding to begin with) more and more money. The engineers have all new buildings, state of the art equipment, top lecturers, who are paid huge salaries, etc. Meanwhile, the natural resource department has 50+ year old buildings with broken windows (like holes in the glass broken; we tape them up in winter or else there's a bit of a breeze), no equipment, no funding, and lecturers that are overworked, underpaid and often bitter. I am becoming bitter too but, then I try to remember that all of academia is trying to do good, trying to teach and learn, and that our battles and bitterness should only extend to the politics involved in academia and not against our fellow students, researchers, and professors, who have little control over the situation. I overcome the fact that I barely scrape by and have no funding, while my engineering counterparts get free flights and meals and such to do whatever they want, by working with them to try and solve our climate crisis. It's not their fault (funding wise) they are the \"in\" major (which attracts foreign and domestic investment galore). But, I wish I could give a good walloping to the university board, and whoever, votes on funding and actively neglects certain department while worshiping others because of donor and alumni pressure (they too deserve a walloping). We don't need a new engineering quad fountain, and gold plated statues of Lady Godiva; the natural resource department does however humbly request heating in winter and maybe fans to repel summer heat. Oh, and glass in our windows would be nice too. 😥😥", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes! thank you for posting this. It’s really heartening to know I’m not alone here.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "How is it researching climate change (are you in the U.S.A.)?", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "A bit. During my grad school I realized that I would like to do more practical things in my field rather than fundamental. The thing is, my uni hates practical people and loves fundamental research. There's another university that's way more popular and does what I like, but I couldn't transfer there because of my scholarship grant binding me to one place. Now I have to spend double time rebuilding my portfolio to work where I want to work rather than work where I got my education for :(", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "A bit. During my grad school I realized that I would like to do more practical things in my field rather than fundamental. The thing is, my uni hates practical people and loves fundamental research. There's another university that's way more popular and does what I like, but I couldn't transfer there because of my scholarship grant binding me to one place. Now I have to spend double time rebuilding my portfolio to work where I want to work rather than work where I got my education for :(", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "A bit. During my grad school I realized that I would like to do more practical things in my field rather than fundamental. The thing is, my uni hates practical people and loves fundamental research. There's another university that's way more popular and does what I like, but I couldn't transfer there because of my scholarship grant binding me to one place. Now I have to spend double time rebuilding my portfolio to work where I want to work rather than work where I got my education for :(", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. I am jealous of medievalists that get to work on the very cool manuscripts (I do Renaissance and our books are less cool/printed). I jump at any chance to do some work on earlier books.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. I am jealous of medievalists that get to work on the very cool manuscripts (I do Renaissance and our books are less cool/printed). I jump at any chance to do some work on earlier books.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. I am jealous of medievalists that get to work on the very cool manuscripts (I do Renaissance and our books are less cool/printed). I jump at any chance to do some work on earlier books.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. I am jealous of medievalists that get to work on the very cool manuscripts (I do Renaissance and our books are less cool/printed). I jump at any chance to do some work on earlier books.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Haha I'm a quantum info PhD student and I'm jealous of climate scientists because what they do *actually* matters. The more you know xD", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Haha I'm a quantum info PhD student and I'm jealous of climate scientists because what they do *actually* matters. The more you know xD", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Haha I'm a quantum info PhD student and I'm jealous of climate scientists because what they do *actually* matters. The more you know xD", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Haha I'm a quantum info PhD student and I'm jealous of climate scientists because what they do *actually* matters. The more you know xD", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Are you me? I need at least 10 more lives to study what I want to know.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Are you me? I need at least 10 more lives to study what I want to know.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Are you me? I need at least 10 more lives to study what I want to know.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Are you me? I need at least 10 more lives to study what I want to know.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course. I do this with all of the \"fun\" topics I wish I had the time & money to dedicate myself to. This person has a doctorate in monsters? Why can't I have a doctorate in monsters! A doctorate in Victorian ghost stories?? What have I been wasting my life on not getting that! I didn't know you could do that with your life! But yes I do get jealous of other folks practical knowledge & skills as well.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Just throwing another 'yes' out for posterity. My wife has learned to just smile and nod when I start saying, \"you know, maybe I should go back to school and study...\"", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Just throwing another 'yes' out for posterity. My wife has learned to just smile and nod when I start saying, \"you know, maybe I should go back to school and study...\"", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I'm studying for a PhD in accounting, and sometimes I wish I was doing some more lab style research. Like curing cancer or some shit. I mean that would be sick. Granted, I love accounting research, it's just a little less.... sexy.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes. Every single day. Linkedin sucks", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes! I'm an interpreter for American Sign Language and English and I'm doing my Masters in Interpreting studies. A lot of our books talk about translation studies, which are possible but very much not the same with ASL. I have fanciful visions of sitting at a desk with paper dictionaries and notebooks, translating classic novels or video game scripts, and it just won't happen for me.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yesssss! I want to learn everything", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Of course I wish I knew (and had the time and energy and even intellectual ability to study) more about many topics. Because of curiosity, because of having better chances to do higher impact research if I could combine more techniques and perspectives, and also for the practical \"alternative\" career options. Mainly computer programming and other \"how to make a machine do the boring or physically difficult aspects of my work\" skills.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "More often than I should be unfortunately. A condition often exacerbated by proceeding to forget the finer details of my undergraduate and graduate schooling and only retaining the bare minimum.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I do regenerative medicine. I wish I worked in greentech. Saving a knee << Saving the world", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Just throwing another 'yes' out for posterity. My wife has learned to just smile and nod when I start saying, \"you know, maybe I should go back to school and study...\"", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "I'm studying for a PhD in accounting, and sometimes I wish I was doing some more lab style research. Like curing cancer or some shit. I mean that would be sick. Granted, I love accounting research, it's just a little less.... sexy.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes! I'm an interpreter for American Sign Language and English and I'm doing my Masters in Interpreting studies. A lot of our books talk about translation studies, which are possible but very much not the same with ASL. I have fanciful visions of sitting at a desk with paper dictionaries and notebooks, translating classic novels or video game scripts, and it just won't happen for me.", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Heck yes. Once in a while, a particular vehicle shows up in the parking lot I use on campus. It's an old Land Rover, all kitted out. Gas cans bolted to the back, snorkel coming up out of the engine compartment, spare tire on the hood, jack strapped to one side, big ol' axe strapped to the other. Roof rack with stuff strapped down under weather-worn canvas with manila rope. Mud from who-knows-where caked up around the wheels and splattered up on the fenders. I don't know what the professor who drives that car studies, but I get the sense that he gets out in the field and *does some shit.*", "role": "assistant" } ]

[ { "content": "Do you get jealous of people who study what you don't? I am a doctoral student studying climate change. I know academicians aren't supposed to be experts on all topics out there. Although, I have this constant thought in the back of my head that it's sad that I don't know topics such as machine learning, quantum mechanics etc in detail although I don't have to. Does anybody here feel the same way? That we are missing out on 'cool stuff'?", "role": "user" }, { "content": "Yes! thank you for posting this. It’s really heartening to know I’m not alone here.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Non-dischargeable student loans incentivize this sort of behavior. If you instituted even stricter academic standards, thousands and thousands of academically weak students would fail out of school and be saddled with life long debt. Ultimately, the only solution is to tie college acceptance to much higher academic standards. Of course, this will further entrench class divisions, cause many low ranked institutions to close, and significantly worsen the academic job market.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "My institution does nothing. I’ve been explicitly instructed to give pre-health students A’s in intro science labs because they complain too much otherwise. It’s fucked, but as far as admin is concerned, they’re paying customers. This grade inflation phenomenon is just another instance of profit motives ruining higher ed.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Non-dischargeable student loans incentivize this sort of behavior. If you instituted even stricter academic standards, thousands and thousands of academically weak students would fail out of school and be saddled with life long debt. Ultimately, the only solution is to tie college acceptance to much higher academic standards. Of course, this will further entrench class divisions, cause many low ranked institutions to close, and significantly worsen the academic job market.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This information explains why all of my students expect an A for “trying their hardest” even when they don’t perform at that level.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Non-dischargeable student loans incentivize this sort of behavior. If you instituted even stricter academic standards, thousands and thousands of academically weak students would fail out of school and be saddled with life long debt. Ultimately, the only solution is to tie college acceptance to much higher academic standards. Of course, this will further entrench class divisions, cause many low ranked institutions to close, and significantly worsen the academic job market.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I wish grades would be just defined as percentiles. Either the grade would *be* a percentile (maybe rounded to 10-point increments), or everyone just agreed that A is top 15%, B is top 25% or whatever, etc. Of course this kind of standardization would take time and effort to coordinate, but everyone has already in the past agreed to a 4-point scale, so surely this is doable.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "When I've TAed, my colleagues and I have often been told \"you can't give much below a B.\" My students turned in an assignment the other week. If they attempted to answer the prompt, they got at least 8/10. It's absurd, but continued TAing depends on my receiving above a certain score on evaluations, so I have to bite my tongue and go along with it. The whole farce has created a huge number of students who have 4.0 GPAs (or damn close), but whom I wouldn't write letters for. My academic reputation is way more important than their desire to get into law school.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "When I was in grad school I saw this primarily at the low end of the grade curve. In upper division classes we weren't really under pressure to give out good grades, but there was a strong reticence to outright fail people. As to what we did to combat it, in freshman labs (the only lower division classes I ever TA'd for), there was a multiple choice final exam that was tightly guarded (no one got to take an exam or any scrap paper home) and variations of the same questions would be asked every term, so the relative performance of each class was measured and considered when assigning final grades. I thought this was a really good system, because it both helped normalize grades between different TA's and helped avoid giving students taking labs off-sequence an advantage by only being compared with students who'd already failed the lab once or more. There were other problems with rich kids' parents complaining to the lab coordinator rarely (Yay California!) but for the most part this didn't help people. Though I do know of at least one escaping expulsion for cheating on exams because their rich parents threatened to sue the school. Got a chemical engineering degree from a highly ranked school without being able to do simple stoichiometry problems. There are other stories, but none that scare me more than that one. I also never taught them, but I knew several other grad students who did and eventually they were just told by faculty to pass the kid for that reason. That one is really scary.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "When I've TAed, my colleagues and I have often been told \"you can't give much below a B.\" My students turned in an assignment the other week. If they attempted to answer the prompt, they got at least 8/10. It's absurd, but continued TAing depends on my receiving above a certain score on evaluations, so I have to bite my tongue and go along with it. The whole farce has created a huge number of students who have 4.0 GPAs (or damn close), but whom I wouldn't write letters for. My academic reputation is way more important than their desire to get into law school.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I'm proud to say that my particular department - physics - does not inflate grades. A typical sophomore-through-senior course (i.e., after the freshmen are \"weeded out\") for me might lead to an average of 2.7, with <20% As. That said, we are under a lot of pressure to improve passing rates in lower level courses, especially service courses, but faculty aren't compromising on expectations.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "When I've TAed, my colleagues and I have often been told \"you can't give much below a B.\" My students turned in an assignment the other week. If they attempted to answer the prompt, they got at least 8/10. It's absurd, but continued TAing depends on my receiving above a certain score on evaluations, so I have to bite my tongue and go along with it. The whole farce has created a huge number of students who have 4.0 GPAs (or damn close), but whom I wouldn't write letters for. My academic reputation is way more important than their desire to get into law school.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I was told (at my last position), by the chair and implicitly supported by the dean and a program advisor, to give out 1/3 As, Bs and Cs, with the strong implication not to fail anyone unless it was an extreme case. That being said, it actually seemed as if I would not cause any trouble if I guaranteed no grade lower than a C-. I guess that would permit for some combating of grade inflation.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "When I was in grad school I saw this primarily at the low end of the grade curve. In upper division classes we weren't really under pressure to give out good grades, but there was a strong reticence to outright fail people. As to what we did to combat it, in freshman labs (the only lower division classes I ever TA'd for), there was a multiple choice final exam that was tightly guarded (no one got to take an exam or any scrap paper home) and variations of the same questions would be asked every term, so the relative performance of each class was measured and considered when assigning final grades. I thought this was a really good system, because it both helped normalize grades between different TA's and helped avoid giving students taking labs off-sequence an advantage by only being compared with students who'd already failed the lab once or more. There were other problems with rich kids' parents complaining to the lab coordinator rarely (Yay California!) but for the most part this didn't help people. Though I do know of at least one escaping expulsion for cheating on exams because their rich parents threatened to sue the school. Got a chemical engineering degree from a highly ranked school without being able to do simple stoichiometry problems. There are other stories, but none that scare me more than that one. I also never taught them, but I knew several other grad students who did and eventually they were just told by faculty to pass the kid for that reason. That one is really scary.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I'm proud to say that my particular department - physics - does not inflate grades. A typical sophomore-through-senior course (i.e., after the freshmen are \"weeded out\") for me might lead to an average of 2.7, with <20% As. That said, we are under a lot of pressure to improve passing rates in lower level courses, especially service courses, but faculty aren't compromising on expectations.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I have mixed feelings. I teach a small class sometimes and I have clear ideas in my head about what information I want students to learn. My goal is to teach it to them. If all of the students master the material to my satisfaction, isn't that good? Haven't we both succeeded? At the same time, it also means that I can push and challenge the students more, raise my expectations, and cover more material in depth next time I teach the class. I think this is good, but even then my goal is never to have a \"hard class\" from a grades perspective. I want all of my students to get As (that they deserve). I don't see why I would want only a fraction of my class to master the material.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is just one piece of data. While I don't doubt there is grade inflation, this data alone does not suggest this, there's many other variables at play. Colleges have all become far more selective, is it also possible that the average student is just more capable of getting better grades. I actually think not, but this is not sufficient to determine otherwise.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I have mixed feelings. I teach a small class sometimes and I have clear ideas in my head about what information I want students to learn. My goal is to teach it to them. If all of the students master the material to my satisfaction, isn't that good? Haven't we both succeeded? At the same time, it also means that I can push and challenge the students more, raise my expectations, and cover more material in depth next time I teach the class. I think this is good, but even then my goal is never to have a \"hard class\" from a grades perspective. I want all of my students to get As (that they deserve). I don't see why I would want only a fraction of my class to master the material.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I'm proud to say that my particular department - physics - does not inflate grades. A typical sophomore-through-senior course (i.e., after the freshmen are \"weeded out\") for me might lead to an average of 2.7, with <20% As. That said, we are under a lot of pressure to improve passing rates in lower level courses, especially service courses, but faculty aren't compromising on expectations.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I have mixed feelings. I teach a small class sometimes and I have clear ideas in my head about what information I want students to learn. My goal is to teach it to them. If all of the students master the material to my satisfaction, isn't that good? Haven't we both succeeded? At the same time, it also means that I can push and challenge the students more, raise my expectations, and cover more material in depth next time I teach the class. I think this is good, but even then my goal is never to have a \"hard class\" from a grades perspective. I want all of my students to get As (that they deserve). I don't see why I would want only a fraction of my class to master the material.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I was told (at my last position), by the chair and implicitly supported by the dean and a program advisor, to give out 1/3 As, Bs and Cs, with the strong implication not to fail anyone unless it was an extreme case. That being said, it actually seemed as if I would not cause any trouble if I guaranteed no grade lower than a C-. I guess that would permit for some combating of grade inflation.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Alternative suggestion, get rid of grades and assessment entirely. Students then go to university solely to learn the material. Employers can decide for themselves if the student has the knowledge they need (for example asking someone about their courses and what they learned in an area the employer is an expert in will quickly show who knows what). After you have a few years of professional experience your degree no longer really matters anyway.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is just one piece of data. While I don't doubt there is grade inflation, this data alone does not suggest this, there's many other variables at play. Colleges have all become far more selective, is it also possible that the average student is just more capable of getting better grades. I actually think not, but this is not sufficient to determine otherwise.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Alternative suggestion, get rid of grades and assessment entirely. Students then go to university solely to learn the material. Employers can decide for themselves if the student has the knowledge they need (for example asking someone about their courses and what they learned in an area the employer is an expert in will quickly show who knows what). After you have a few years of professional experience your degree no longer really matters anyway.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I'm proud to say that my particular department - physics - does not inflate grades. A typical sophomore-through-senior course (i.e., after the freshmen are \"weeded out\") for me might lead to an average of 2.7, with <20% As. That said, we are under a lot of pressure to improve passing rates in lower level courses, especially service courses, but faculty aren't compromising on expectations.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Alternative suggestion, get rid of grades and assessment entirely. Students then go to university solely to learn the material. Employers can decide for themselves if the student has the knowledge they need (for example asking someone about their courses and what they learned in an area the employer is an expert in will quickly show who knows what). After you have a few years of professional experience your degree no longer really matters anyway.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Good. Grades are a fuck anyhow and we should scrap the whole system. All they do is cause consternation for instructors and students alike.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Alternative suggestion, get rid of grades and assessment entirely. Students then go to university solely to learn the material. Employers can decide for themselves if the student has the knowledge they need (for example asking someone about their courses and what they learned in an area the employer is an expert in will quickly show who knows what). After you have a few years of professional experience your degree no longer really matters anyway.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I was told (at my last position), by the chair and implicitly supported by the dean and a program advisor, to give out 1/3 As, Bs and Cs, with the strong implication not to fail anyone unless it was an extreme case. That being said, it actually seemed as if I would not cause any trouble if I guaranteed no grade lower than a C-. I guess that would permit for some combating of grade inflation.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Alternative suggestion, get rid of grades and assessment entirely. Students then go to university solely to learn the material. Employers can decide for themselves if the student has the knowledge they need (for example asking someone about their courses and what they learned in an area the employer is an expert in will quickly show who knows what). After you have a few years of professional experience your degree no longer really matters anyway.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is an interesting one because this concept doesn't necessarily change when grades are lower. I did my masters in Ireland, and getting a grade above 90% was *really* hard. I only achieved that in one class whereas my undergrad transcript was filled with As. My average in my masters was 76% - which is supposed to be an average grade. However, everyone with an average over 70% was honoured with a \"first class\" diploma, distinguishing you from everyone else. So just because most people didn't get As doesn't mean most people didn't get distinguished as being better in some way. The system is skewed to get people to theoretically do well either way.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is just one piece of data. While I don't doubt there is grade inflation, this data alone does not suggest this, there's many other variables at play. Colleges have all become far more selective, is it also possible that the average student is just more capable of getting better grades. I actually think not, but this is not sufficient to determine otherwise.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I'm proud to say that my particular department - physics - does not inflate grades. A typical sophomore-through-senior course (i.e., after the freshmen are \"weeded out\") for me might lead to an average of 2.7, with <20% As. That said, we are under a lot of pressure to improve passing rates in lower level courses, especially service courses, but faculty aren't compromising on expectations.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is just one piece of data. While I don't doubt there is grade inflation, this data alone does not suggest this, there's many other variables at play. Colleges have all become far more selective, is it also possible that the average student is just more capable of getting better grades. I actually think not, but this is not sufficient to determine otherwise.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I was told (at my last position), by the chair and implicitly supported by the dean and a program advisor, to give out 1/3 As, Bs and Cs, with the strong implication not to fail anyone unless it was an extreme case. That being said, it actually seemed as if I would not cause any trouble if I guaranteed no grade lower than a C-. I guess that would permit for some combating of grade inflation.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "Good. Grades are a fuck anyhow and we should scrap the whole system. All they do is cause consternation for instructors and students alike.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I was told (at my last position), by the chair and implicitly supported by the dean and a program advisor, to give out 1/3 As, Bs and Cs, with the strong implication not to fail anyone unless it was an extreme case. That being said, it actually seemed as if I would not cause any trouble if I guaranteed no grade lower than a C-. I guess that would permit for some combating of grade inflation.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "I don't think we should do anything about grade inflation! It is not a bad thing, in and of itself. It is not our job to improve the metrics by which businesses can filter employment candidates. Give them all As as far as I care. We don't use transcripts to compare candidates for PhDs (there may be some threshold to cross but it shouldn't be a defining factor). We have a duty to educate but that really has zilch to do with grades.", "role": "assistant" } ]

[ { "content": "The 'Other' College Scandal: Grade Inflation Has Turned Transcripts into Monopoly Money Article link here (Forbes) &#x200B; From the article: \"Consider these facts: A 50-plus-year nationwide study of the history of college grading finds that, in the early 1960s, an A grade was awarded in colleges nationwide 15 percent of the time. But today, an A is the most common grade given in college; the percentage of A grades has tripled, to 45 percent nationwide. Seventy-five percent of all grades awarded now are either A’s and B’s. The National Association of Colleges and Employers reported in 2013 that “66 percent of employers screen candidates by grade point average (GPA).” &#x200B; \"The Woodrow Wilson National Fellowship Foundation also has studied college grading. The Foundation confirms the alarming findings recited above. It found that in 1969, only 7 percent of students at two- and four-year colleges reported that their grade point average was A-minus or higher. Yet in 2009, 41 percent of students reported as same. During the same period, the percentage of C grades given dropped from 25 to five percent.\" &#x200B; \"Under legislation proposed in the House of Representatives, the Texas “Contextualized Transcript” bill calls for adding to transcripts the average grade given to the entire class for each of the courses on a student’s transcript. This would apply to all Texas public, two-year and four-year colleges and universities.\" &#x200B; &#x200B; I teach a required course with about 15 sections that is loosely coordinated in our college. We are the notorious grade-inflaters, in part due to the nature of the course (i.e., it's not BIO101 or ECON101). We've gotten the very clear, unambiguous message from the dean that our classes are too easy and need to become more rigorous (which of course would reduce inflation). &#x200B; At first I resisted but now I see the point. It's not doing students any favors, and apparently many P&T committees are wary of grade inflation and student evals that are TOO high. &#x200B; What are your universities doing about grade inflation? &#x200B;", "role": "user" }, { "content": "This is an interesting one because this concept doesn't necessarily change when grades are lower. I did my masters in Ireland, and getting a grade above 90% was *really* hard. I only achieved that in one class whereas my undergrad transcript was filled with As. My average in my masters was 76% - which is supposed to be an average grade. However, everyone with an average over 70% was honoured with a \"first class\" diploma, distinguishing you from everyone else. So just because most people didn't get As doesn't mean most people didn't get distinguished as being better in some way. The system is skewed to get people to theoretically do well either way.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The one where the biologist invents numerical integration.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The case of the disappearing teaspoons: longitudinal cohort study of the displacement of teaspoons in an Australian research institute 10.1136/bmj.331.7531.1498", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Hot air https://scholar.google.co.uk/scholar?hl=en&as_sdt=0%2C5&q=bacteria+splatter+ring&btnG=#d=gs_qabs&t=1668669637678&u=%23p%3DSlI0Wds9PIAJ Coughs and sneezes spread diseases, but what about farts? My favourite quotes from this research include \"a volunteer farted onto a petri dish with his trousers down\" and how they analysed the outcome using the terms \"initial impact zone\" and \"splatter ring\". Not to mention the entire project arose because a nurse asked if she was contaminating the operating theatre by cracking them out silently at work.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The case of the disappearing teaspoons: longitudinal cohort study of the displacement of teaspoons in an Australian research institute 10.1136/bmj.331.7531.1498", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Hot air https://scholar.google.co.uk/scholar?hl=en&as_sdt=0%2C5&q=bacteria+splatter+ring&btnG=#d=gs_qabs&t=1668669637678&u=%23p%3DSlI0Wds9PIAJ Coughs and sneezes spread diseases, but what about farts? My favourite quotes from this research include \"a volunteer farted onto a petri dish with his trousers down\" and how they analysed the outcome using the terms \"initial impact zone\" and \"splatter ring\". Not to mention the entire project arose because a nurse asked if she was contaminating the operating theatre by cracking them out silently at work.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Survival time of chocolate on hospital wards. Christmas research from BMJ 2013.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Are anime tiddies aerodynamic? https://www.researchgate.net/publication/322530755\\_Analysis\\_and\\_Qualitative\\_Effects\\_of\\_Large\\_Breasts\\_on\\_Aerodynamic\\_Performance\\_and\\_Wake\\_of\\_a\\_Miss\\_Kobayashi's\\_Dragon\\_Maid\\_Character It's actually well made, the topic is just absurd. 2.1 million reads and 1 citation!", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The funniest with good research methods: the teaspoon paper. God, I love that paper (my current institute is dominated by coffee drinkers, so our limiting silverware reagent is forks...time for a followup study?). The funniest \"how did this crank get published\": the velvet worm hybridogenesis paper that led PNAS to change their editorial policy. Responses to that one are also pretty great, especially the Giribet one.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Are anime tiddies aerodynamic? https://www.researchgate.net/publication/322530755\\_Analysis\\_and\\_Qualitative\\_Effects\\_of\\_Large\\_Breasts\\_on\\_Aerodynamic\\_Performance\\_and\\_Wake\\_of\\_a\\_Miss\\_Kobayashi's\\_Dragon\\_Maid\\_Character It's actually well made, the topic is just absurd. 2.1 million reads and 1 citation!", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Survival time of chocolate on hospital wards. Christmas research from BMJ 2013.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Maybe not the funniest, but I'm always amused that Polly Matzinger (\"Danger Theory\" of immunology) included her dog (Galadriel Mirkwood) as co-author on one of her first papers - she wrote it herself and didn't want to use \"I\" in the active voice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2184911/pdf/je148184.pdf", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The funniest with good research methods: the teaspoon paper. God, I love that paper (my current institute is dominated by coffee drinkers, so our limiting silverware reagent is forks...time for a followup study?). The funniest \"how did this crank get published\": the velvet worm hybridogenesis paper that led PNAS to change their editorial policy. Responses to that one are also pretty great, especially the Giribet one.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Maybe not the funniest, but I'm always amused that Polly Matzinger (\"Danger Theory\" of immunology) included her dog (Galadriel Mirkwood) as co-author on one of her first papers - she wrote it herself and didn't want to use \"I\" in the active voice. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2184911/pdf/je148184.pdf", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Survival time of chocolate on hospital wards. Christmas research from BMJ 2013.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The funniest with good research methods: the teaspoon paper. God, I love that paper (my current institute is dominated by coffee drinkers, so our limiting silverware reagent is forks...time for a followup study?). The funniest \"how did this crank get published\": the velvet worm hybridogenesis paper that led PNAS to change their editorial policy. Responses to that one are also pretty great, especially the Giribet one.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Survival time of chocolate on hospital wards. Christmas research from BMJ 2013.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Survival time of chocolate on hospital wards. Christmas research from BMJ 2013.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "This just out: Funny as in humorously-written, and also good science with a fascinating take on why we hate everything.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "A bit niche, but: Will any crap we put into graphene increase its electrocatalytic effect? Electrocatalysis goes nuts", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Recently a PhD student “set up an experimental method of masturbating to shota comics” but the paper was retracted after it has gone onto Daily Mail etc… https://en.m.wikisource.org/wiki/I_am_not_alone_–_we_are_all_alone:_Using_masturbation_as_an_ethnographic_method_in_research_on_shota_subculture_in_Japan", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Chicken Chicken Chicken: Chicken Chicken", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "An In-Depth Analysis of a Piece of Shit Figure 1 and 2 are amazing", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Unsuccessful Treatment of a Case of Writer's Block.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "http://www.chm.bris.ac.uk/sillymolecules/birds.pdf It was written to show that a predatory journal would accept anything.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "\"The Unsuccessful Treatment of a Case of Writer's Block\" has to be in there somewhere. It's a short read ;) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311997/", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The Parachute Trial (also a BMJ Christmas issue) https://www.bmj.com/content/363/bmj.k5094 The point of the paper is the importance of criticality and context", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The BMJ’s case report where a guy brings a surprise visitor in his backpack to hospital. Worth the paywall. When patients’ priorities conflict with those of their medical team; a challenging case of a bleeding patient and his dying pet https://casereports.bmj.com/content/14/1/e237942?rss=1", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "\"Get Me Off Your Fucking Mailing List\" https://www.vox.com/2014/11/21/7259207/scientific-paper-scam", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "https://www.researchgate.net/publication/260800015_Structural_and_electronic_properties_of_chiral_single-wall_copper_nanotubes Enjoy the abstract.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "Not paper, but a conference poster. http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf They put a dead salmon in a fMRI machine (brain scan) and show it images of humans showing emotions and find that the DEAD salmon reacts to those emotions. In the end the researcher make a huge point about correctly analyzing the data.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "I read one about Harry Potter FanFiction and the fight against heteronormativity. Made decent arguments🪄🧙‍♂️", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "This just out: Funny as in humorously-written, and also good science with a fascinating take on why we hate everything.", "role": "assistant" } ]

[ { "content": "Which research paper do you think was the funniest you've ever read? I'm just taking a day off of everything.", "role": "user" }, { "content": "The BMJ’s case report where a guy brings a surprise visitor in his backpack to hospital. Worth the paywall. When patients’ priorities conflict with those of their medical team; a challenging case of a bleeding patient and his dying pet https://casereports.bmj.com/content/14/1/e237942?rss=1", "role": "assistant" } ]