label
stringclasses 2
values | request
stringlengths 110
2.68k
|
|---|---|
A | POST: written 75 percent of the current draft. I cannot fathom why prof. A took the decision to put herself as first author. I have a meeting tomorrow with prof. A and wanted to discuss this issue. However, I do not know whether I have a case or not and how to approach the issue in a professional manner. Perhaps you could provide some insight or feedback? ​ Best
RESPONSE A: Just from the info you've posted and the comments you've made, it's not clear whether this is unfair professor prerogative or totally fair authorship ordering based on the norms of your field. Either way, I would approach this by asking Profs. A and B *together* if there is anything you could do in order to earn first authorship. The reason to ask them *together* is so that Prof. A can't deny you and then claim you're going behind their back, and because Prof. B might be willing to advocate for you and come up with things you could do that would get you first authorship but would still satisfy Prof. A. If you don't have any meetings with them together, I would send a short email out before your meeting with Prof. A saying something like: > This draft looks great! Thanks so much blah blah. > As a PhD student, I'm thinking about building up my corpus of first author papers and I am wondering if there is anything I can do to earn first authorship on this paper. So far I have done this, this, and this (be VERY SPECIFIC so you don't erroneously take credit for stuff that you didn't do). How close am I to first authorship from those contributions? Is there anything I can still do to get there, or is the paper too close to completion now?
RESPONSE B: In some fields the professor in charge is listed as first author regardless of how much work they did. In most fields they’re listed as last author, but this does vary. I’ve also been told there are cultural differences in author order in different countries. Finally, I know one famous chemist who’s listed in the most prominent position on papers that his former students who are now professors themselves should be listed as PI on.
Which response is better? RESPONSE |
B | POST: A and B. We are currently in the process of preparing the final draft before submission. Prof. A just sent out a draft listing herself as first author, me as second and prof. B as third. The paper is based on my idea, I have spent most of the time on the project and written 75 percent of the current draft. I cannot fathom why prof. A took the decision to put herself as first author. I have a meeting tomorrow with prof. A and wanted to discuss this issue. However, I do not know whether I have a case or not and how to approach the issue in a professional manner. Perhaps you could provide some insight or feedback? ​ Best
RESPONSE A: > I am junior researcher within social science. At what level? Are you a masters student? PhD student? Postdoc?
RESPONSE B: Just from the info you've posted and the comments you've made, it's not clear whether this is unfair professor prerogative or totally fair authorship ordering based on the norms of your field. Either way, I would approach this by asking Profs. A and B *together* if there is anything you could do in order to earn first authorship. The reason to ask them *together* is so that Prof. A can't deny you and then claim you're going behind their back, and because Prof. B might be willing to advocate for you and come up with things you could do that would get you first authorship but would still satisfy Prof. A. If you don't have any meetings with them together, I would send a short email out before your meeting with Prof. A saying something like: > This draft looks great! Thanks so much blah blah. > As a PhD student, I'm thinking about building up my corpus of first author papers and I am wondering if there is anything I can do to earn first authorship on this paper. So far I have done this, this, and this (be VERY SPECIFIC so you don't erroneously take credit for stuff that you didn't do). How close am I to first authorship from those contributions? Is there anything I can still do to get there, or is the paper too close to completion now?
Which response is better? RESPONSE |
B | POST: Advice: professor listed as first author despite I did most of the work Hi, I am junior researcher within social science. I have been working on a paper for one and a half year with two professors, A and B. We are currently in the process of preparing the final draft before submission. Prof. A just sent out a draft listing herself as first author, me as second and prof. B as third. The paper is based on my idea, I have spent most of the time on the project and written 75 percent of the current draft. I cannot fathom why prof. A took the decision to put herself as first author. I have a meeting tomorrow with prof. A and wanted to discuss this issue. However, I do not know whether I have a case or not and how to approach the issue in a professional manner. Perhaps you could provide some insight or feedback? ​ Best
RESPONSE A: In some fields the professor in charge is listed as first author regardless of how much work they did. In most fields they’re listed as last author, but this does vary. I’ve also been told there are cultural differences in author order in different countries. Finally, I know one famous chemist who’s listed in the most prominent position on papers that his former students who are now professors themselves should be listed as PI on.
RESPONSE B: If you were/should be first author, why would Professor A be sending out a draft? I'm confused because that's the job of the first author.
Which response is better? RESPONSE |
A | POST: how can you study for twelve hours a day?? Basically the title. I follow a study youtuber that does live streams every single day, with her videos sometimes being 10-12 hours of studying (pomodoro sessions, but still!!). As someone that cannot possibly study for more than 3-4 hours a day I feel baffled. So do tell me. Is it possible to train yourself to do so? Do people like this youtuber experience burnout often? I'd love to hear your experience.
RESPONSE A: I dunno if this is a hot take but imo you don't need to work more than 9-5. I got a high grade for my research masters doing this. I also allowed myself to finish the workday early if i was getting overwhelmed or if my brain felt fried. I took mental health days too
RESPONSE B: I’ve seen studies that show that people overreport the amount of time spent working (I assume it applies to studying too). If someone tells you they study 8 hours/day mentally adjust them to 4 or 5.
Which response is better? RESPONSE |
A | POST: how can you study for twelve hours a day?? Basically the title. I follow a study youtuber that does live streams every single day, with her videos sometimes being 10-12 hours of studying (pomodoro sessions, but still!!). As someone that cannot possibly study for more than 3-4 hours a day I feel baffled. So do tell me. Is it possible to train yourself to do so? Do people like this youtuber experience burnout often? I'd love to hear your experience.
RESPONSE A: There’s some good evidence that studying for long stretches like that is sort of the opposite of what works best: https://en.wikipedia.org/wiki/Spacing_effect
RESPONSE B: I’ve seen studies that show that people overreport the amount of time spent working (I assume it applies to studying too). If someone tells you they study 8 hours/day mentally adjust them to 4 or 5.
Which response is better? RESPONSE |
A | POST: how can you study for twelve hours a day?? Basically the title. I follow a study youtuber that does live streams every single day, with her videos sometimes being 10-12 hours of studying (pomodoro sessions, but still!!). As someone that cannot possibly study for more than 3-4 hours a day I feel baffled. So do tell me. Is it possible to train yourself to do so? Do people like this youtuber experience burnout often? I'd love to hear your experience.
RESPONSE A: There’s some good evidence that studying for long stretches like that is sort of the opposite of what works best: https://en.wikipedia.org/wiki/Spacing_effect
RESPONSE B: During my studies at the university, I had 7 hours of classes per day (except on Thursdays) and I had easily to work 4 hours in the evening every single day. Basically, learning the classes of the day, rewriting the solutions on the exercises in a nice way, making revision cards, preparing for the next classes, etc. We had oral exams every week and had to be up-to-date with everything. I never had any burnout, in fact I did not know this even existed at that time. So, yes, in some curriculums you may need to work around that amount of time per day and this is that can be learned. An important thing that needs to be learned is time management, which can be dramatically optimized. At some point working that amount of time will become natural. I am now a researcher and I can easily work 12 hours a day but that does not mean that I am productive during those 12 hours but I have a lot of things to manage such as students, administrative paperwork, research, funding applications, etc.
Which response is better? RESPONSE |
B | POST: how can you study for twelve hours a day?? Basically the title. I follow a study youtuber that does live streams every single day, with her videos sometimes being 10-12 hours of studying (pomodoro sessions, but still!!). As someone that cannot possibly study for more than 3-4 hours a day I feel baffled. So do tell me. Is it possible to train yourself to do so? Do people like this youtuber experience burnout often? I'd love to hear your experience.
RESPONSE A: During my studies at the university, I had 7 hours of classes per day (except on Thursdays) and I had easily to work 4 hours in the evening every single day. Basically, learning the classes of the day, rewriting the solutions on the exercises in a nice way, making revision cards, preparing for the next classes, etc. We had oral exams every week and had to be up-to-date with everything. I never had any burnout, in fact I did not know this even existed at that time. So, yes, in some curriculums you may need to work around that amount of time per day and this is that can be learned. An important thing that needs to be learned is time management, which can be dramatically optimized. At some point working that amount of time will become natural. I am now a researcher and I can easily work 12 hours a day but that does not mean that I am productive during those 12 hours but I have a lot of things to manage such as students, administrative paperwork, research, funding applications, etc.
RESPONSE B: Adderals
Which response is better? RESPONSE |
A | POST: how can you study for twelve hours a day?? Basically the title. I follow a study youtuber that does live streams every single day, with her videos sometimes being 10-12 hours of studying (pomodoro sessions, but still!!). As someone that cannot possibly study for more than 3-4 hours a day I feel baffled. So do tell me. Is it possible to train yourself to do so? Do people like this youtuber experience burnout often? I'd love to hear your experience.
RESPONSE A: Your goal should be finding a way to study that works for you, not emulating someone else. I assume that like most people your ability to capture new information and recall it effectively diminishes rapidly as you get tired. It is far more effective to study within your own capacity to take in information, and to do so frequently. Small sessions, performed frequently > long sessions, performed infrequently.
RESPONSE B: During my studies at the university, I had 7 hours of classes per day (except on Thursdays) and I had easily to work 4 hours in the evening every single day. Basically, learning the classes of the day, rewriting the solutions on the exercises in a nice way, making revision cards, preparing for the next classes, etc. We had oral exams every week and had to be up-to-date with everything. I never had any burnout, in fact I did not know this even existed at that time. So, yes, in some curriculums you may need to work around that amount of time per day and this is that can be learned. An important thing that needs to be learned is time management, which can be dramatically optimized. At some point working that amount of time will become natural. I am now a researcher and I can easily work 12 hours a day but that does not mean that I am productive during those 12 hours but I have a lot of things to manage such as students, administrative paperwork, research, funding applications, etc.
Which response is better? RESPONSE |
A | POST: a chemistry lab Hi all, I've been in my current postdoc position in the organic chemistry field (US) for almost two years now (33yo). I and my PI have discussed recently starting writing papers to prepare for switching positions by next year. But I still have some pieces left to complete a paper. I've struggled with infertility for many years. I am pregnant through IVF, it's now only 6 weeks. Until now, I am still doing research in the lab, even wearing PPE and performing in the hood, it's impossible to not be exposed to organic solvents. I plan to tell my boss until 10 weeks or so when the miscarriage chance significantly decreases. My major concern is the risks of continuing the lab works on the fetus. This pregnancy is too precious for us, I won't take any risks. I would like to hear people who have similar experiences or any suggestions are welcoming! Thanks!
RESPONSE A: Congratulations! I became pregnant during the final year of my chemical engineering PhD, and like you, had outstanding experiments that involved harsh chemicals that I didn’t want to expose the fetus to. I had a great relationship with my advisor, and so I chose to tell him about the pregnancy early (around 6-7 weeks). Together we then decided to bring on a master’s student to do all the wet lab work, while I remained in charge of planning the experiments, analyzing the data, and writing it up. While training the student we ran mock experiments using non-toxic chemicals. Perhaps you can do something similar and bring on a student to do the wet lab work for you, who can become a coauthor on the eventual paper?
RESPONSE B: I don't have any personal experience with this, but one thought: you can always say that you are not able to do a certain task / work in a certain location for health-related reasons. You do not have to specify what the health-related reason is. If your boss presses, you can say that it is a private health matter and offer to have a doctor provide a note that, similarly, does not go into the specifics of your situation. Congratulations on your pregnancy, and good luck with navigating this.
Which response is better? RESPONSE |
B | POST: Pregnant postdoc in a chemistry lab Hi all, I've been in my current postdoc position in the organic chemistry field (US) for almost two years now (33yo). I and my PI have discussed recently starting writing papers to prepare for switching positions by next year. But I still have some pieces left to complete a paper. I've struggled with infertility for many years. I am pregnant through IVF, it's now only 6 weeks. Until now, I am still doing research in the lab, even wearing PPE and performing in the hood, it's impossible to not be exposed to organic solvents. I plan to tell my boss until 10 weeks or so when the miscarriage chance significantly decreases. My major concern is the risks of continuing the lab works on the fetus. This pregnancy is too precious for us, I won't take any risks. I would like to hear people who have similar experiences or any suggestions are welcoming! Thanks!
RESPONSE A: I don’t have any suggestions, but congrats!! I imagine that you can use your non lab time to focus on analysis & writing. Hopefully everyone involved will be understanding & willing to work with you.
RESPONSE B: Congratulations! I became pregnant during the final year of my chemical engineering PhD, and like you, had outstanding experiments that involved harsh chemicals that I didn’t want to expose the fetus to. I had a great relationship with my advisor, and so I chose to tell him about the pregnancy early (around 6-7 weeks). Together we then decided to bring on a master’s student to do all the wet lab work, while I remained in charge of planning the experiments, analyzing the data, and writing it up. While training the student we ran mock experiments using non-toxic chemicals. Perhaps you can do something similar and bring on a student to do the wet lab work for you, who can become a coauthor on the eventual paper?
Which response is better? RESPONSE |
A | POST: my boss until 10 weeks or so when the miscarriage chance significantly decreases. My major concern is the risks of continuing the lab works on the fetus. This pregnancy is too precious for us, I won't take any risks. I would like to hear people who have similar experiences or any suggestions are welcoming! Thanks!
RESPONSE A: We had a ton of pregnancies in our lab (two of which were mine as the lab coordinator). I know it's hard to share pregnancy information but I highly recommend that you do so with your PI. My MSDS folder had a check for all the chemicals it was okay for pregnant lab members to work with. If you want to wait, check yourself you might not be working with anything harmful. In that case, you can wait to say something. You'd be surprised at how many are okay and okayish (we wore hazard masks for okayish). The facilities lab coordinator made us completely stop with the okayish ones so extractions during pregnancy just had to be done by other folks in the lab. Luckily our lab had PLENTY to do so it wasn't an issue. This portion of your life if a snap shot. Your child is not. Check your MSDS, research what you're working with and I recommend NOT taking avoidable risks. Another poster was absolutely right. You don't have to fully disclose.
RESPONSE B: For my previous pregnancy, I told my boss and coworkers at around 5 weeks. It wasn't my preference but I was working on fixing/troubleshooting an old peptide synthesizer at the time, and it used large quantities of dangerous chemicals in a not very well-ventilated area...I didn't want to risk it. They were a bit surprised (maybe because I'm a lesbian lol) but overall happy for me and I was taken off that duty right away. We scrapped the machine shortly thereafter anyway. For the next go around (currently trying now), I want to wait until I'm further along to tell. But I work with only minimal amounts of anything dangerous and can easily avoid exposure with PPE. Good luck and congratulations! I know what it feels like to finally be pregnant after fertility struggles, so happy for you!
Which response is better? RESPONSE |
B | POST: a paper. I've struggled with infertility for many years. I am pregnant through IVF, it's now only 6 weeks. Until now, I am still doing research in the lab, even wearing PPE and performing in the hood, it's impossible to not be exposed to organic solvents. I plan to tell my boss until 10 weeks or so when the miscarriage chance significantly decreases. My major concern is the risks of continuing the lab works on the fetus. This pregnancy is too precious for us, I won't take any risks. I would like to hear people who have similar experiences or any suggestions are welcoming! Thanks!
RESPONSE A: I don't have any personal experience with this, but one thought: you can always say that you are not able to do a certain task / work in a certain location for health-related reasons. You do not have to specify what the health-related reason is. If your boss presses, you can say that it is a private health matter and offer to have a doctor provide a note that, similarly, does not go into the specifics of your situation. Congratulations on your pregnancy, and good luck with navigating this.
RESPONSE B: We had a ton of pregnancies in our lab (two of which were mine as the lab coordinator). I know it's hard to share pregnancy information but I highly recommend that you do so with your PI. My MSDS folder had a check for all the chemicals it was okay for pregnant lab members to work with. If you want to wait, check yourself you might not be working with anything harmful. In that case, you can wait to say something. You'd be surprised at how many are okay and okayish (we wore hazard masks for okayish). The facilities lab coordinator made us completely stop with the okayish ones so extractions during pregnancy just had to be done by other folks in the lab. Luckily our lab had PLENTY to do so it wasn't an issue. This portion of your life if a snap shot. Your child is not. Check your MSDS, research what you're working with and I recommend NOT taking avoidable risks. Another poster was absolutely right. You don't have to fully disclose.
Which response is better? RESPONSE |
B | POST: A student cannot graduate because of a couple points in your class. What's your "merry Christmas, you lazy bum" free-point limit? I think it is silly to hinder a non-major from graduating because their final grade in my class is a 59 instead of a 60. But what about a 58 or a 57 or a 56? Do you have a line? Do you consider the financial cost of retaking your class and staying in school? Do you pull an extra credit assignment out of a hat and make them sign a NDA so they do not tell others? Or is hearing the lamentations of failing students the best thing in life?
RESPONSE A: People do not fail to graduate because of 1 point. They fail to graduate because overall they did not meet the requirements for graduation. I grade at least partially on a curve and I also offer extra credit fairly regularly in my lower-level classes (mostly to give the best students a challenge--in my experience, the weak students never bother to do it), I \*never\* change my grading for individual students, nor would I ever do so based solely on the consequences for one student.
RESPONSE B: I once let a student keep turning in missed assignments well after the deadline until he had a passing grade and was able to graduate. He'd been messed up ever since his sibling died a few semesters before.
Which response is better? RESPONSE |
B | POST: A student cannot graduate because of a couple points in your class. What's your "merry Christmas, you lazy bum" free-point limit? I think it is silly to hinder a non-major from graduating because their final grade in my class is a 59 instead of a 60. But what about a 58 or a 57 or a 56? Do you have a line? Do you consider the financial cost of retaking your class and staying in school? Do you pull an extra credit assignment out of a hat and make them sign a NDA so they do not tell others? Or is hearing the lamentations of failing students the best thing in life?
RESPONSE A: I just recently had this debate with a mentor. My opinion is that sometimes you just have to take a hardline stance on grades. I provide an excess of opportunities to get a boost in my class (I use the top 5 graded quizzes out of 10). I now state at the beginning of my classes that no mystery points will appear at the end of the semester. I remind the students of this at the drop date and mid-semester and during the last lecture. I wish more professors would make their grades immutable so that there's less manipulation by students.
RESPONSE B: I once let a student keep turning in missed assignments well after the deadline until he had a passing grade and was able to graduate. He'd been messed up ever since his sibling died a few semesters before.
Which response is better? RESPONSE |
B | POST: A student cannot graduate because of a couple points in your class. What's your "merry Christmas, you lazy bum" free-point limit? I think it is silly to hinder a non-major from graduating because their final grade in my class is a 59 instead of a 60. But what about a 58 or a 57 or a 56? Do you have a line? Do you consider the financial cost of retaking your class and staying in school? Do you pull an extra credit assignment out of a hat and make them sign a NDA so they do not tell others? Or is hearing the lamentations of failing students the best thing in life?
RESPONSE A: Over here in the UK extra credit isn't even a thing you can offer. The assessments are allocated particular proportions of the module total in the specification. Each assessment is both internally and externally moderated (the former by another member of staff in the department, the latter by the programme external examiner, who is a senior academic at another department in the country). The idea of having wiggle room on marking is completely alien.
RESPONSE B: I once let a student keep turning in missed assignments well after the deadline until he had a passing grade and was able to graduate. He'd been messed up ever since his sibling died a few semesters before.
Which response is better? RESPONSE |
B | POST: A student cannot graduate because of a couple points in your class. What's your "merry Christmas, you lazy bum" free-point limit? I think it is silly to hinder a non-major from graduating because their final grade in my class is a 59 instead of a 60. But what about a 58 or a 57 or a 56? Do you have a line? Do you consider the financial cost of retaking your class and staying in school? Do you pull an extra credit assignment out of a hat and make them sign a NDA so they do not tell others? Or is hearing the lamentations of failing students the best thing in life?
RESPONSE A: Just a note that my department policy is that all students in the class must be offered any extra credit options. So if you pulled an extra credit option out of your hat, in my department, it would need to go to all students. I am a grad student, so I have the benefit of getting a bunch of extra supervision of my teaching, but my guess is that there are systems in place to get supervision on this topic if you would like it. (E.g. in my department, faculty would talk to the program head.) That might alleviate some of your guilt/ambivalence if someone else is involved in the decision process.
RESPONSE B: I once let a student keep turning in missed assignments well after the deadline until he had a passing grade and was able to graduate. He'd been messed up ever since his sibling died a few semesters before.
Which response is better? RESPONSE |
A | POST: A student cannot graduate because of a couple points in your class. What's your "merry Christmas, you lazy bum" free-point limit? I think it is silly to hinder a non-major from graduating because their final grade in my class is a 59 instead of a 60. But what about a 58 or a 57 or a 56? Do you have a line? Do you consider the financial cost of retaking your class and staying in school? Do you pull an extra credit assignment out of a hat and make them sign a NDA so they do not tell others? Or is hearing the lamentations of failing students the best thing in life?
RESPONSE A: I once let a student keep turning in missed assignments well after the deadline until he had a passing grade and was able to graduate. He'd been messed up ever since his sibling died a few semesters before.
RESPONSE B: Everything is very regulated at universities in my country. We literally can't give extra credit to single students. If we do, we have to give it to everyone. So no extra credit from me. I'm sorry, student, and happy holidays.
Which response is better? RESPONSE |
A | POST: She is what is commonly called a “trailing spouse”. Recently I found out that she and her husband are both starting as assistant professors at an R1 institution. The problem is, she has only one first author paper from both the PhD and 4+ years as postdoc. This is absolutely not a track record that gets anybody in my field assistant professor interviews. Her husband is pretty impressive though and I suspect this was a concession to get him. This job is literally a dream of mine. I would go to the ends of the earth just to get a lab, a modest startup and an ability to sole-PI grants (which are all things she got judging by twitter posts). I get that I’m being quite possibly sexist right now, but I am also a woman, I’m just uncommitted. I made a conscious choice not to date in grad school and postdoc because career and geographic mobility came first. Please don’t @me with industry job evangelizing. I have transferable skills and could probably do well in the private sector. TT job at an R1 is the dream because of complete intellectual freedom in what I research and how I run my group.
RESPONSE A: Two married academics face many challenges that a single academic does not. You are looking at the advantages they (she) has. What about their downsides. Comparing yourself in this way is counterproductive. Keep working away, and analyze the situation you are in, the cards you have to play. Then play the best you can with those cards. The job market brings out the worst in everyone emotionally. So expect that. But don’t fixate on others like this. Fixate on professional steps you can take.
RESPONSE B: Sadly it is not only based on meritocracy. Maybe she doesn't have the same quality paper you do but it is possible that she made a good job interview presentation and was liked by the university department. Maybe she had good research ideas and capacity to attract funding. It is easy to feel jealous and I get you. But don't compare yourself to others that much. Cut that lady some slack and cut some tou yourself too. Make sure you are on the competition. And if things come to that, leave academia and do not look behind.
Which response is better? RESPONSE |
B | POST: Academic job applications are making me a terrible person I’m a postdoc in STEM in the US and this a throwaway because I expect to catch some slack and quite frankly deserve it. I feel bad about this, but I’m jealous of one of my colleagues’ situation and can’t help it. She is what is commonly called a “trailing spouse”. Recently I found out that she and her husband are both starting as assistant professors at an R1 institution. The problem is, she has only one first author paper from both the PhD and 4+ years as postdoc. This is absolutely not a track record that gets anybody in my field assistant professor interviews. Her husband is pretty impressive though and I suspect this was a concession to get him. This job is literally a dream of mine. I would go to the ends of the earth just to get a lab, a modest startup and an ability to sole-PI grants (which are all things she got judging by twitter posts). I get that I’m being quite possibly sexist right now, but I am also a woman, I’m just uncommitted. I made a conscious choice not to date in grad school and postdoc because career and geographic mobility came first. Please don’t @me with industry job evangelizing. I have transferable skills and could probably do well in the private sector. TT job at an R1 is the dream because of complete intellectual freedom in what I research and how I run my group.
RESPONSE A: I have wasted far too much time looking at colleagues' twitter feeds and feeling bitter. My advice is just don't compare yourself like that. Besides, who knows what else is going on there. She might be overworked and unhappy. You might end up much better looked after at a "worse" place.
RESPONSE B: Speaking of trailing spouses, I know at least one example of a trailing *ex* spouse AND her current partner both getting TT jobs in order to recruit a prominent scholar. They had a joint custody arrangement so all 3 had to be in the same city! I’m not saying any of them were unqualified for the positions, but it was the family situation that made it happen.
Which response is better? RESPONSE |
B | POST: commonly called a “trailing spouse”. Recently I found out that she and her husband are both starting as assistant professors at an R1 institution. The problem is, she has only one first author paper from both the PhD and 4+ years as postdoc. This is absolutely not a track record that gets anybody in my field assistant professor interviews. Her husband is pretty impressive though and I suspect this was a concession to get him. This job is literally a dream of mine. I would go to the ends of the earth just to get a lab, a modest startup and an ability to sole-PI grants (which are all things she got judging by twitter posts). I get that I’m being quite possibly sexist right now, but I am also a woman, I’m just uncommitted. I made a conscious choice not to date in grad school and postdoc because career and geographic mobility came first. Please don’t @me with industry job evangelizing. I have transferable skills and could probably do well in the private sector. TT job at an R1 is the dream because of complete intellectual freedom in what I research and how I run my group.
RESPONSE A: Weber once said in "le politique et le savant" that the university is the place where you have to accept to see people of less merit pass in front of you in advancement. Are you ready to accept that? If not, it's maybe not the best place for you. ​ Everyone here, those who are in academia as much as those who are trying to get in, have lived through similar situations, and as a woman myself, and as someone who has been in academia for 20 plus years, my advice to you is to not build resentment over it, because if you start like this as a post-doc, what will it be in twenty years?
RESPONSE B: Speaking of trailing spouses, I know at least one example of a trailing *ex* spouse AND her current partner both getting TT jobs in order to recruit a prominent scholar. They had a joint custody arrangement so all 3 had to be in the same city! I’m not saying any of them were unqualified for the positions, but it was the family situation that made it happen.
Which response is better? RESPONSE |
B | POST: I feel bad about this, but I’m jealous of one of my colleagues’ situation and can’t help it. She is what is commonly called a “trailing spouse”. Recently I found out that she and her husband are both starting as assistant professors at an R1 institution. The problem is, she has only one first author paper from both the PhD and 4+ years as postdoc. This is absolutely not a track record that gets anybody in my field assistant professor interviews. Her husband is pretty impressive though and I suspect this was a concession to get him. This job is literally a dream of mine. I would go to the ends of the earth just to get a lab, a modest startup and an ability to sole-PI grants (which are all things she got judging by twitter posts). I get that I’m being quite possibly sexist right now, but I am also a woman, I’m just uncommitted. I made a conscious choice not to date in grad school and postdoc because career and geographic mobility came first. Please don’t @me with industry job evangelizing. I have transferable skills and could probably do well in the private sector. TT job at an R1 is the dream because of complete intellectual freedom in what I research and how I run my group.
RESPONSE A: Sadly it is not only based on meritocracy. Maybe she doesn't have the same quality paper you do but it is possible that she made a good job interview presentation and was liked by the university department. Maybe she had good research ideas and capacity to attract funding. It is easy to feel jealous and I get you. But don't compare yourself to others that much. Cut that lady some slack and cut some tou yourself too. Make sure you are on the competition. And if things come to that, leave academia and do not look behind.
RESPONSE B: Speaking of trailing spouses, I know at least one example of a trailing *ex* spouse AND her current partner both getting TT jobs in order to recruit a prominent scholar. They had a joint custody arrangement so all 3 had to be in the same city! I’m not saying any of them were unqualified for the positions, but it was the family situation that made it happen.
Which response is better? RESPONSE |
B | POST: catch some slack and quite frankly deserve it. I feel bad about this, but I’m jealous of one of my colleagues’ situation and can’t help it. She is what is commonly called a “trailing spouse”. Recently I found out that she and her husband are both starting as assistant professors at an R1 institution. The problem is, she has only one first author paper from both the PhD and 4+ years as postdoc. This is absolutely not a track record that gets anybody in my field assistant professor interviews. Her husband is pretty impressive though and I suspect this was a concession to get him. This job is literally a dream of mine. I would go to the ends of the earth just to get a lab, a modest startup and an ability to sole-PI grants (which are all things she got judging by twitter posts). I get that I’m being quite possibly sexist right now, but I am also a woman, I’m just uncommitted. I made a conscious choice not to date in grad school and postdoc because career and geographic mobility came first. Please don’t @me with industry job evangelizing. I have transferable skills and could probably do well in the private sector. TT job at an R1 is the dream because of complete intellectual freedom in what I research and how I run my group.
RESPONSE A: I just finished my search and started this year. Lab, (very) modest startup at an R2, more teaching duties than I wanted. It's a frustrating process and you may have to make compromises at some point along the way to get most of what you want. If her research wasn't strong enough to get the job herself, then there's a good chance she won't be funded (funding agencies take past publications into account) and she'll have a hard time at her 3 year renewal.
RESPONSE B: Speaking of trailing spouses, I know at least one example of a trailing *ex* spouse AND her current partner both getting TT jobs in order to recruit a prominent scholar. They had a joint custody arrangement so all 3 had to be in the same city! I’m not saying any of them were unqualified for the positions, but it was the family situation that made it happen.
Which response is better? RESPONSE |
A | POST: Academics of Reddit - impostor syndrome is something a lot of academics struggle with throughout their careers. But, has anyone actually ever met somebody in a professional sphere they thought was an impostor? The issue of impostor syndrome is quite a widespread one and I doubt many people haven't felt it at some point. It might be interesting, and perhaps helpful for some too, to see whether anyone has ever actually come across an individual in an academic position, where their having expertise would be essential to their role, whom they thought was actually an impostor in some way.
RESPONSE A: I've met several professors who obviously got where they are through a lot of big talk, bluster and bluffing. Not that they're "impostors", but that they talk a big game and in reality... are maybe not as awesome as they'd like you to believe.
RESPONSE B: I can think of more people with imposter syndrome than imposters. The interesting thing is that most of the people who haven’t made it through the first few hurdles of a PhD didn’t really get how behind they were. Those who dwelt on it or were worried seemed almost too aware of their areas of weakness. I’m lucky that I’ve got a good group of people where we have a mutual respect for each other’s work. It helps keep me grounded but also someone to reality check with.
Which response is better? RESPONSE |
B | POST: Academics of Reddit - impostor syndrome is something a lot of academics struggle with throughout their careers. But, has anyone actually ever met somebody in a professional sphere they thought was an impostor? The issue of impostor syndrome is quite a widespread one and I doubt many people haven't felt it at some point. It might be interesting, and perhaps helpful for some too, to see whether anyone has ever actually come across an individual in an academic position, where their having expertise would be essential to their role, whom they thought was actually an impostor in some way.
RESPONSE A: Usually these people are administrators, Ed.D.s, or both.
RESPONSE B: I've met several professors who obviously got where they are through a lot of big talk, bluster and bluffing. Not that they're "impostors", but that they talk a big game and in reality... are maybe not as awesome as they'd like you to believe.
Which response is better? RESPONSE |
B | POST: Academics of Reddit - impostor syndrome is something a lot of academics struggle with throughout their careers. But, has anyone actually ever met somebody in a professional sphere they thought was an impostor? The issue of impostor syndrome is quite a widespread one and I doubt many people haven't felt it at some point. It might be interesting, and perhaps helpful for some too, to see whether anyone has ever actually come across an individual in an academic position, where their having expertise would be essential to their role, whom they thought was actually an impostor in some way.
RESPONSE A: Usually these people are administrators, Ed.D.s, or both.
RESPONSE B: Yes, it’s very difficult to actively fail out of the PhD if you put in the time and do what your committee tells you to do. The last opportunity is the candidature exam where you defend your research proposal, I’ve never seen people fail after this point. I’ve seen them *QUIT*, as they were too far behind and didn’t fathom putting the work to get back up to speed, but I have never seen them fired. (Well, except for a post-PhD person in our training program). I have seen and worked with people for whom it would have been far kinder if they had been failed earlier in their career, though. These include students, postdocs, researchers, industry people, and professors.
Which response is better? RESPONSE |
A | POST: Academics of Reddit - impostor syndrome is something a lot of academics struggle with throughout their careers. But, has anyone actually ever met somebody in a professional sphere they thought was an impostor? The issue of impostor syndrome is quite a widespread one and I doubt many people haven't felt it at some point. It might be interesting, and perhaps helpful for some too, to see whether anyone has ever actually come across an individual in an academic position, where their having expertise would be essential to their role, whom they thought was actually an impostor in some way.
RESPONSE A: Yes, it’s very difficult to actively fail out of the PhD if you put in the time and do what your committee tells you to do. The last opportunity is the candidature exam where you defend your research proposal, I’ve never seen people fail after this point. I’ve seen them *QUIT*, as they were too far behind and didn’t fathom putting the work to get back up to speed, but I have never seen them fired. (Well, except for a post-PhD person in our training program). I have seen and worked with people for whom it would have been far kinder if they had been failed earlier in their career, though. These include students, postdocs, researchers, industry people, and professors.
RESPONSE B:
Which response is better? RESPONSE |
A | POST: Academics of Reddit - impostor syndrome is something a lot of academics struggle with throughout their careers. But, has anyone actually ever met somebody in a professional sphere they thought was an impostor? The issue of impostor syndrome is quite a widespread one and I doubt many people haven't felt it at some point. It might be interesting, and perhaps helpful for some too, to see whether anyone has ever actually come across an individual in an academic position, where their having expertise would be essential to their role, whom they thought was actually an impostor in some way.
RESPONSE A: Yes, it’s very difficult to actively fail out of the PhD if you put in the time and do what your committee tells you to do. The last opportunity is the candidature exam where you defend your research proposal, I’ve never seen people fail after this point. I’ve seen them *QUIT*, as they were too far behind and didn’t fathom putting the work to get back up to speed, but I have never seen them fired. (Well, except for a post-PhD person in our training program). I have seen and worked with people for whom it would have been far kinder if they had been failed earlier in their career, though. These include students, postdocs, researchers, industry people, and professors.
RESPONSE B: I know a couple "imposters." I use the quotes because, while they are decent academics and have some impact in the field, they tend to be in positions that they absolutely did not earn and are not qualified for. They are only there because of nepotism, and they simply aren't capable of what they're doing.
Which response is better? RESPONSE |
A | POST: that she needs to take some responsibility: if the accommodations were not sufficient, she should have told us beforehand, or she needs to accept that her quality of work does not merit higher grades. I told Sarah that this was something that I could not and would not do. I explained that it would not be fair to her cohort and that, unfortunately, these are the grades she earned. She then asked if she would be allowed to re-sit the exams – the same exams, under the same conditions. I again expressed that I would not do this as, again, this would be unfair to her cohort, all of whom I’m sure would love the opportunity to re-take one or more of their exams in order to boost their marks. I am not prepared, nor willing, to allow my entire master’s class to retake their exams because they might not be happy with their grades. I think that is simply ridiculous. Again, if she could provide a legitimate reason, beyond being unhappy with her final marks, I would be happy to open up a discussion. Sarah then told me that if I will not change her final marks or allow her to re-take all of her exams, she will file a complaint with disability services and the Dean of Graduate Studies as she does not feel that her needs are being adequately met. I told her that I’m sorry she feels that way, but that I will be holding firm and will not be allotting her marks that she did not earn simply because she wants them, and that I think it would be best for her to focus on her thesis. At which point she told me she was headed to disability services to file her complaint and that I should receive it shortly. So that is a disappointing end to a stressful year. Thank you again for all of the support and insight that was provided.
RESPONSE A: Just want to add in my opinion that you have gone above and (quite far) beyond when it comes to accommodating her, and I would be very surprised if anyone, once presented with the facts, considered there to be any merit in her complaint.
RESPONSE B: it will be a pain in the ass and a waste of your time, but if you've got everything documented, even narrative like above, i think it very unlikely anyone would rule in her favour.
Which response is better? RESPONSE |
B | POST: d her, and as we have done everything that has been asked of us, and that she needs to take some responsibility: if the accommodations were not sufficient, she should have told us beforehand, or she needs to accept that her quality of work does not merit higher grades. I told Sarah that this was something that I could not and would not do. I explained that it would not be fair to her cohort and that, unfortunately, these are the grades she earned. She then asked if she would be allowed to re-sit the exams – the same exams, under the same conditions. I again expressed that I would not do this as, again, this would be unfair to her cohort, all of whom I’m sure would love the opportunity to re-take one or more of their exams in order to boost their marks. I am not prepared, nor willing, to allow my entire master’s class to retake their exams because they might not be happy with their grades. I think that is simply ridiculous. Again, if she could provide a legitimate reason, beyond being unhappy with her final marks, I would be happy to open up a discussion. Sarah then told me that if I will not change her final marks or allow her to re-take all of her exams, she will file a complaint with disability services and the Dean of Graduate Studies as she does not feel that her needs are being adequately met. I told her that I’m sorry she feels that way, but that I will be holding firm and will not be allotting her marks that she did not earn simply because she wants them, and that I think it would be best for her to focus on her thesis. At which point she told me she was headed to disability services to file her complaint and that I should receive it shortly. So that is a disappointing end to a stressful year. Thank you again for all of the support and insight that was provided.
RESPONSE A: it will be a pain in the ass and a waste of your time, but if you've got everything documented, even narrative like above, i think it very unlikely anyone would rule in her favour.
RESPONSE B: That's disappointing. I felt bad for her after the last post, but now it seems like she is just trying to manipulate things. Sorry it turned out this way.
Which response is better? RESPONSE |
A | POST: adequately met. I told her that I’m sorry she feels that way, but that I will be holding firm and will not be allotting her marks that she did not earn simply because she wants them, and that I think it would be best for her to focus on her thesis. At which point she told me she was headed to disability services to file her complaint and that I should receive it shortly. So that is a disappointing end to a stressful year. Thank you again for all of the support and insight that was provided.
RESPONSE A: > Sarah took a moment to consider this information and then asked if her exam marks could be changed. Specifically, she asked if the questions she did not answer could be excluded from her final mark. Those of you who read my previous post will remember that Sarah did not complete 3 of her 4 exams. On one of those exams, she did not answer half of the questions. Obviously, if we were to exclude the unanswered questions from the calculations of her final mark, the end result would be quite different. > A few of you believed that I have been too hard on Sarah already, and I fully expect that you will not be pleased with my response but I stand by it. I will not be changing Sarah’s exam marks as it would not be fair to the other students. I would have been profoundly disappointed if you _hadn't_ made that decision. Like you said, changing Sarah's marks just because she asked for it wouldn't be fair to the other students, and it would be a _massive_ breach of academic integrity. (Unless, it were part of a disability accommodation plan approved by the relevant office, of course.) Not that my opinion on it counts for anything, really, but I'd like to think there are enough people who share this view to solidly outweigh those who would not be pleased with the response you gave. If that makes you feel any better, or whatever. TL;DR I think you did the right thing and didn't do the Wrong Thing
RESPONSE B: it will be a pain in the ass and a waste of your time, but if you've got everything documented, even narrative like above, i think it very unlikely anyone would rule in her favour.
Which response is better? RESPONSE |
A | POST: and that I should receive it shortly. So that is a disappointing end to a stressful year. Thank you again for all of the support and insight that was provided.
RESPONSE A: > Sarah took a moment to consider this information and then asked if her exam marks could be changed. Specifically, she asked if the questions she did not answer could be excluded from her final mark. Those of you who read my previous post will remember that Sarah did not complete 3 of her 4 exams. On one of those exams, she did not answer half of the questions. Obviously, if we were to exclude the unanswered questions from the calculations of her final mark, the end result would be quite different. > A few of you believed that I have been too hard on Sarah already, and I fully expect that you will not be pleased with my response but I stand by it. I will not be changing Sarah’s exam marks as it would not be fair to the other students. I would have been profoundly disappointed if you _hadn't_ made that decision. Like you said, changing Sarah's marks just because she asked for it wouldn't be fair to the other students, and it would be a _massive_ breach of academic integrity. (Unless, it were part of a disability accommodation plan approved by the relevant office, of course.) Not that my opinion on it counts for anything, really, but I'd like to think there are enough people who share this view to solidly outweigh those who would not be pleased with the response you gave. If that makes you feel any better, or whatever. TL;DR I think you did the right thing and didn't do the Wrong Thing
RESPONSE B: You absolutely did right by her and her classmates. I have had several students (as a female instructor in the US) pull this sort of stuff. Their arguments never hold up but they are used to manipulating people and skating by that way. I am sorry you'll have to deal with her complaints through the summer. You are her thesis adviser, correct? If so, I would be very clear and put in writing expectations for the thesis and document your reasoning for whatever that result is explicitly. She may come to the school in the fall and claim she was discriminated against or something.
Which response is better? RESPONSE |
A | POST: am not prepared, nor willing, to allow my entire master’s class to retake their exams because they might not be happy with their grades. I think that is simply ridiculous. Again, if she could provide a legitimate reason, beyond being unhappy with her final marks, I would be happy to open up a discussion. Sarah then told me that if I will not change her final marks or allow her to re-take all of her exams, she will file a complaint with disability services and the Dean of Graduate Studies as she does not feel that her needs are being adequately met. I told her that I’m sorry she feels that way, but that I will be holding firm and will not be allotting her marks that she did not earn simply because she wants them, and that I think it would be best for her to focus on her thesis. At which point she told me she was headed to disability services to file her complaint and that I should receive it shortly. So that is a disappointing end to a stressful year. Thank you again for all of the support and insight that was provided.
RESPONSE A: I am glad you stayed strong - so many students with disabilities work very hard and really deserve all the extra implementations. Someone exploiting this in this way is really vile and leads to people viewing students who require disability services in a negative light and disadvantages the students with a disability even further. I had an undergrad student who performed extremely well in class and course work but massively under performed in his exams (by a LOT!), when I spoke to him about what happened (he barely finished half the exam) turns out he was visually impaired but embarrassed to use the disability services. This should never be the case.
RESPONSE B: You absolutely did right by her and her classmates. I have had several students (as a female instructor in the US) pull this sort of stuff. Their arguments never hold up but they are used to manipulating people and skating by that way. I am sorry you'll have to deal with her complaints through the summer. You are her thesis adviser, correct? If so, I would be very clear and put in writing expectations for the thesis and document your reasoning for whatever that result is explicitly. She may come to the school in the fall and claim she was discriminated against or something.
Which response is better? RESPONSE |
B | POST: goals and I want my career to win. I'm not worried about grades or anything, and he has a reputation for being kind and fair. I'm afraid of extreme awkwardness on my part, (and I'm afraid of that affecting him at all, since he's kind), plus I'm afraid of being hurt every lecture when he says cool things and I feel the sense of missing out on working with someone like that on a topic I've come to love. It will be a fairly small class (about 12 people?). Even though I won't work with him (sob), it would also help my career if I can be pleasant enough through the class that he could help me find a related job, since he's a big figure in the area, and I would like to get into a mindset where I can just absorb the class content and his wisdom without feeling bad. Please help? I just feel stuck in my head and I'm so scared.
RESPONSE A: I would advise for you to take the class the next year, and meanwhile work on ways to improve your communication skills, learning techniques to deal with the aftermath of the awkwardness, and make sense of what went wrong with the interview in a more objective way so you can in a way navigate what would be your new interactions with him by having an insight onto how to communicate with him. If you are able to work it out once the classes begin you will find a way to overcome the initial awkwardness and navigate it with confident while also meeting other people interested into your field. Best wishes!
RESPONSE B: You are very stuck in your head! Don’t sweat it at all. I routinely don’t hire (reject) awesome people. I often wish I could take them all but I can’t. Him not taking you on as a post doc says nothing about what he thinks of you. In terms of awkwardness in your interview, you can work on that. Basically all academics are awkward, so you don’t have to fully rewrite yourself, but working on communication/interview skills serves everyone well. In academia, rejection is the norm, so work on not taking it personally. If you start to turn down opportunities for fear of failure, you will fail!
Which response is better? RESPONSE |
B | POST: of extreme awkwardness on my part, (and I'm afraid of that affecting him at all, since he's kind), plus I'm afraid of being hurt every lecture when he says cool things and I feel the sense of missing out on working with someone like that on a topic I've come to love. It will be a fairly small class (about 12 people?). Even though I won't work with him (sob), it would also help my career if I can be pleasant enough through the class that he could help me find a related job, since he's a big figure in the area, and I would like to get into a mindset where I can just absorb the class content and his wisdom without feeling bad. Please help? I just feel stuck in my head and I'm so scared.
RESPONSE A: I would advise for you to take the class the next year, and meanwhile work on ways to improve your communication skills, learning techniques to deal with the aftermath of the awkwardness, and make sense of what went wrong with the interview in a more objective way so you can in a way navigate what would be your new interactions with him by having an insight onto how to communicate with him. If you are able to work it out once the classes begin you will find a way to overcome the initial awkwardness and navigate it with confident while also meeting other people interested into your field. Best wishes!
RESPONSE B: I'm sure your interest in the topic will steer you through the difficulties of the class. As long as you engage meaningfully and challenge yourself to learn as much as you can, I'm sure you'll show him what a ridiculous mistake he made rejecting you on the basis of one awkward interview. Seeing him all the time will give you infinite chances to prove your worth to both him and you. This is an opportunity. And if he is as good as you say and as knowledgeable as you say, you can't afford to miss the opportunity to hear his material anyways. So take pleasure in your work as much as you can, and if all else fails remember he's just an NPC and life is short and nothing he thinks of you will ever really matter if you stick to your interests and work to achieve your goals.
Which response is better? RESPONSE |
A | POST: 'm afraid of that affecting him at all, since he's kind), plus I'm afraid of being hurt every lecture when he says cool things and I feel the sense of missing out on working with someone like that on a topic I've come to love. It will be a fairly small class (about 12 people?). Even though I won't work with him (sob), it would also help my career if I can be pleasant enough through the class that he could help me find a related job, since he's a big figure in the area, and I would like to get into a mindset where I can just absorb the class content and his wisdom without feeling bad. Please help? I just feel stuck in my head and I'm so scared.
RESPONSE A: You are overthinking this. Not getting the postdoc is just something that happened. What you do now and how you choose to feel about it is entirely up to you. You can make a bunch of drama about it and feel awful and make it awkward for yourself and act weird around him and deny yourself this opportunity to take this great class that you want to take from this brilliant professor, it that’s what you want. Or you can say to yourself something like, “Well, that sucked. I really wanted that postdoc. Oh well.” and then let it go and move on with your life. You can take the class and have a good, not at all awkward relationship with the Professor, who you now know slightly better than before, and things can be great. It’s really your choice. He’s not going to feel awkward either way, so this is 100% on you. Which would you prefer?
RESPONSE B: I would advise for you to take the class the next year, and meanwhile work on ways to improve your communication skills, learning techniques to deal with the aftermath of the awkwardness, and make sense of what went wrong with the interview in a more objective way so you can in a way navigate what would be your new interactions with him by having an insight onto how to communicate with him. If you are able to work it out once the classes begin you will find a way to overcome the initial awkwardness and navigate it with confident while also meeting other people interested into your field. Best wishes!
Which response is better? RESPONSE |
A | POST: required but the topic sets me up extremely well for where I want my research to go next.) Unfortunately, the professor is someone I wanted to do a postdoc with because his research area is basically the perfect fit for what I want to do next, for the same reason. Recently, he (very politely) rejected me after a very awkward interview. I am generally awkward, but this was on another level. I just found out he's the professor for the class, which makes sense in hindsight. I'm still feeling pretty sore about the interview - it was my first postdoc interview, too - and I just don't know how to handle this well. To make it harder, the professor is brilliant, inspiring, and enormously intimidating. I'm scared about my ability to survive the class, but I realize the topic is still the perfect fit for what I want, so I'm balancing my resilience with my career goals and I want my career to win. I'm not worried about grades or anything, and he has a reputation for being kind and fair. I'm afraid of extreme awkwardness on my part, (and I'm afraid of that affecting him at all, since he's kind), plus I'm afraid of being hurt every lecture when he says cool things and I feel the sense of missing out on working with someone like that on a topic I've come to love. It will be a fairly small class (about 12 people?). Even though I won't work with him (sob), it would also help my career if I can be pleasant enough through the class that he could help me find a related job, since he's a big figure in the area, and I would like to get into a mindset where I can just absorb the class content and his wisdom without feeling bad. Please help? I just feel stuck in my head and I'm so scared.
RESPONSE A: Grow a thicker skin my friend.
RESPONSE B: Listen that professor shits just like everyone else. Hes just a man. Imagine him pooping when you get nervous, envision the \*fart noise*. All of your problems will go away. Life is fucking short enjoy it
Which response is better? RESPONSE |
A | POST: missing out on working with someone like that on a topic I've come to love. It will be a fairly small class (about 12 people?). Even though I won't work with him (sob), it would also help my career if I can be pleasant enough through the class that he could help me find a related job, since he's a big figure in the area, and I would like to get into a mindset where I can just absorb the class content and his wisdom without feeling bad. Please help? I just feel stuck in my head and I'm so scared.
RESPONSE A: Grow a thicker skin my friend.
RESPONSE B: He probably did you a favor. Staying at the same university for a postdoc is not good at all. It is not perceived well and it wont challenge you as much as moving to a new university. I am currently starting my own lab and I would be skeptical of hiring someone as a postdoc from the same institution. Postdocs are expensive, and I would say 50% of the ones I have met are not worth the money at all. Many graduate students do a postdoc because it is the most logical and easiest thing to do after graduate school. To do a postdoc in the same institution seems to indicate that you are not even willing to move to a new institution. Maybe you don't even care about the research but you just want to be able to keep your friends and gf/bf happy. I am more than certain that there are other labs in the world that do the same research. I agree with your last paragraph. Take the class, be nice, participate, and show interest. But help you find a related career? He isn't your academic advisor and this isn't an undergraduate degree. You are getting a PhD and if you can find answer to nature's intricate mysteries then you can find a job all by yourself. He may help you find what other labs may be a good fit but if you are clever then you can find that information by yourself. I know I sound strict, but Academia is not a pleasant place and it won't be any time soon. You need to be realistic and challenge yourself and achieve things with minimal help.
Which response is better? RESPONSE |
B | POST: Does North Korea publish research? Completely random question, I know, but I was on this page and randomly noticed that someone from DPRK apparently tweeted about this paper (either a VPN or the North Koreans have surprisingly good taste in science). Anyway, this made me wonder, are there actually any actively publishing universities or research institutes in North Korea (publishing in mainstream journals)? I can't remember ever having come across a DPRK affiliation before.
RESPONSE A: where did you find someone posting this from DPRK? mind you, north korea is known to have a somewhat solid cyber force no thanks to china.
RESPONSE B: Yes. Here is an example. I've only run across the occasional computational chemistry paper.
Which response is better? RESPONSE |
A | POST: What are some good habits to develop during your PhD? I think it's very easy to become deadline oriented or just go from fire to fire during a PhD so I'm trying to build some habits off the bat to avoid that. For example, I'm trying to deeply read at least 5 papers a week that interest me. I've heard that taking some time out to write regularly even when you don't have anything to write is good (this might be less applicable to me because my work is very hardware heavy HCI but I can think of other forms of this). What are some other habits that you think would be really good in the long term?
RESPONSE A: At least . . . . . . once an hour, save your document. . . . once a week, backup your present work. . . . once a month backup everything *on a different device.*
RESPONSE B: Never panic!
Which response is better? RESPONSE |
A | POST: What are some good habits to develop during your PhD? I think it's very easy to become deadline oriented or just go from fire to fire during a PhD so I'm trying to build some habits off the bat to avoid that. For example, I'm trying to deeply read at least 5 papers a week that interest me. I've heard that taking some time out to write regularly even when you don't have anything to write is good (this might be less applicable to me because my work is very hardware heavy HCI but I can think of other forms of this). What are some other habits that you think would be really good in the long term?
RESPONSE A: Get a reference manager ASAP. Whether it's Excel (which I don't recommend, but good on you if that's your thing), EndNote, Mendeley, or whatever, start cataloguing the papers you read from Day 1. I'd also recommend adding keywords to each reference so you can easily find them later. I'll also add, during your first year I think it's important to set a strict schedule, develop good habits, force yourself to do "productive" things even if you don't want to, etc. (this will vary based on your personal skillset and work ethic, but you get the idea...). However, I would recommend not underestimating the importance of breaks and free time. Not only will those help you avoid burnout, but I've had some of my most constructive breakthroughs during coffee breaks, on walks during the day, or during long showers. Take the time to recognize when you need a break and give yourself one!
RESPONSE B: Never panic!
Which response is better? RESPONSE |
B | POST: What are some good habits to develop during your PhD? I think it's very easy to become deadline oriented or just go from fire to fire during a PhD so I'm trying to build some habits off the bat to avoid that. For example, I'm trying to deeply read at least 5 papers a week that interest me. I've heard that taking some time out to write regularly even when you don't have anything to write is good (this might be less applicable to me because my work is very hardware heavy HCI but I can think of other forms of this). What are some other habits that you think would be really good in the long term?
RESPONSE A: Never panic!
RESPONSE B: Treat your PhD like a job, work at it 5 days a week for normally about 40 hours a week, only spiking as needed (which shouldn't be every week, if you have a crunch week for a deadline, take a few days to compensate).
Which response is better? RESPONSE |
B | POST: What are some good habits to develop during your PhD? I think it's very easy to become deadline oriented or just go from fire to fire during a PhD so I'm trying to build some habits off the bat to avoid that. For example, I'm trying to deeply read at least 5 papers a week that interest me. I've heard that taking some time out to write regularly even when you don't have anything to write is good (this might be less applicable to me because my work is very hardware heavy HCI but I can think of other forms of this). What are some other habits that you think would be really good in the long term?
RESPONSE A: Make a habit of saving your readings on Zotero (you can add the extension that makes it only a click every time you read or download something)— will save you so much time when it comes to organizing your materials or putting together the works cited list.
RESPONSE B: Yoga. Made it more comfortable when I was curled up in fetal screaming.
Which response is better? RESPONSE |
B | POST: What are some good habits to develop during your PhD? I think it's very easy to become deadline oriented or just go from fire to fire during a PhD so I'm trying to build some habits off the bat to avoid that. For example, I'm trying to deeply read at least 5 papers a week that interest me. I've heard that taking some time out to write regularly even when you don't have anything to write is good (this might be less applicable to me because my work is very hardware heavy HCI but I can think of other forms of this). What are some other habits that you think would be really good in the long term?
RESPONSE A: Never panic!
RESPONSE B: Yoga. Made it more comfortable when I was curled up in fetal screaming.
Which response is better? RESPONSE |
A | POST: PhDs how did you tackle your worst days leading up to the completion of your work? This is an open question, whatever was the biggest obstacle be it Problem related, health, advisor relation, family, dating or financial. And how you dealt with those to complete your PhD.
RESPONSE A: My very mild mannered supervisors advice in the last few months when it was getting to me was: 'It's just a fucking PhD, it's not that important, just write it.' I needed to hear that to realise that it didn't need to be perfect, it just needed to be finished.
RESPONSE B: So 3 months in I’m pretty confident I’m fully equipped with the caffeine, gym membership, meditation app, and spite (high school principal thank you for the motivation). What else do I need for the forseeable future to complete this exercise in lunacy?
Which response is better? RESPONSE |
A | POST: PhDs how did you tackle your worst days leading up to the completion of your work? This is an open question, whatever was the biggest obstacle be it Problem related, health, advisor relation, family, dating or financial. And how you dealt with those to complete your PhD.
RESPONSE A: My very mild mannered supervisors advice in the last few months when it was getting to me was: 'It's just a fucking PhD, it's not that important, just write it.' I needed to hear that to realise that it didn't need to be perfect, it just needed to be finished.
RESPONSE B: "I'll just do one more thing..." "Just do this one literal thing first..." Etc It was a series of 'do one more thing'. I eventually managed to push through with a lot of support from friends and family who all insisted I was so close to the finish line. So maybe that support was also the pressure to not disappoint them haha. Good luck OP!! Take it one step at a time and take breaks when you feel overwhelmed, talk to people if they'll listen.
Which response is better? RESPONSE |
B | POST: PhDs how did you tackle your worst days leading up to the completion of your work? This is an open question, whatever was the biggest obstacle be it Problem related, health, advisor relation, family, dating or financial. And how you dealt with those to complete your PhD.
RESPONSE A: Gym and caffeine.
RESPONSE B: My very mild mannered supervisors advice in the last few months when it was getting to me was: 'It's just a fucking PhD, it's not that important, just write it.' I needed to hear that to realise that it didn't need to be perfect, it just needed to be finished.
Which response is better? RESPONSE |
B | POST: PhDs how did you tackle your worst days leading up to the completion of your work? This is an open question, whatever was the biggest obstacle be it Problem related, health, advisor relation, family, dating or financial. And how you dealt with those to complete your PhD.
RESPONSE A: My experience was actually pretty good, but there were certainly hard days/weeks. (Ironically, one thing that helped me through the whole COVID mess was having my PhD program, colleagues, and work. But also, when my kids schooled from home, we all “schooled” at the same time and that helped.) Depending on the day or situation the following things helped me: faith, exercise, trying to work faster to race my motivation (I KNEW I would stop loving it if it dragged on forever), being outside even though I’m not an “outdoorsy” person, forcing myself to go to lunch with my friends, freakishly supportive colleagues and family (in their own ways they all at least tried), knowing my kids were watching, knowing I’m “old”, eating candy - my typical diet was fairly healthy, coffee, watching some 80s-90s comfort sitcoms, and making myself start for 20 min to see if I could get into it. If not, I would sometimes just take the day off and do something else productive-ish. I hope you find what works for you.
RESPONSE B: My very mild mannered supervisors advice in the last few months when it was getting to me was: 'It's just a fucking PhD, it's not that important, just write it.' I needed to hear that to realise that it didn't need to be perfect, it just needed to be finished.
Which response is better? RESPONSE |
B | POST: PhDs how did you tackle your worst days leading up to the completion of your work? This is an open question, whatever was the biggest obstacle be it Problem related, health, advisor relation, family, dating or financial. And how you dealt with those to complete your PhD.
RESPONSE A: I persevered. I acknowledged that progress will be slow, didn't set unreasonable time table, put my head down and gave my best.
RESPONSE B: My very mild mannered supervisors advice in the last few months when it was getting to me was: 'It's just a fucking PhD, it's not that important, just write it.' I needed to hear that to realise that it didn't need to be perfect, it just needed to be finished.
Which response is better? RESPONSE |
A | POST: Is it rude to use headphones in the PhD office? I'm a PhD student currently in the midst of a lot of complex work and I really can't deal with the distractions/loud conversations people seem to have around my area. I find myself really wanting to listen to some music to help me function but I fear sitting with earbuds in all day is rude, do you do this?
RESPONSE A: noice cancelling over-ears, playing B-24 bomber sounds works best for me.
RESPONSE B: Very common
Which response is better? RESPONSE |
A | POST: Is it rude to use headphones in the PhD office? I'm a PhD student currently in the midst of a lot of complex work and I really can't deal with the distractions/loud conversations people seem to have around my area. I find myself really wanting to listen to some music to help me function but I fear sitting with earbuds in all day is rude, do you do this?
RESPONSE A: I would say that wearing headphones was basically standard in every shared academic office I've worked in.
RESPONSE B: Very common
Which response is better? RESPONSE |
B | POST: Is it rude to use headphones in the PhD office? I'm a PhD student currently in the midst of a lot of complex work and I really can't deal with the distractions/loud conversations people seem to have around my area. I find myself really wanting to listen to some music to help me function but I fear sitting with earbuds in all day is rude, do you do this?
RESPONSE A: I'm constantly with earbuds/headphones when I need to concentrate.
RESPONSE B: I would say that wearing headphones was basically standard in every shared academic office I've worked in.
Which response is better? RESPONSE |
A | POST: Is it rude to use headphones in the PhD office? I'm a PhD student currently in the midst of a lot of complex work and I really can't deal with the distractions/loud conversations people seem to have around my area. I find myself really wanting to listen to some music to help me function but I fear sitting with earbuds in all day is rude, do you do this?
RESPONSE A: Sometimes I have my headphones in and am not listening to anything just to help drown out the chatter.
RESPONSE B: Very common
Which response is better? RESPONSE |
B | POST: Is it rude to use headphones in the PhD office? I'm a PhD student currently in the midst of a lot of complex work and I really can't deal with the distractions/loud conversations people seem to have around my area. I find myself really wanting to listen to some music to help me function but I fear sitting with earbuds in all day is rude, do you do this?
RESPONSE A: I'm constantly with earbuds/headphones when I need to concentrate.
RESPONSE B: Sometimes I have my headphones in and am not listening to anything just to help drown out the chatter.
Which response is better? RESPONSE |
A | POST: Is it acceptable for a hobbyist to contact a professional researcher? So I am looking into some specific languages and their linguistics. I am not a professional in this field, and although I love linguistics I likely will not be going into it unfortunately. I found this researcher who studies the exact languages I am currently looking at. Problem is the only way I can find to contact them is on ResearchGate which I can't make an account on. So this leads me to the questions, 1. Is it acceptable for a hobbyist to contact them?, and 2. How do I contact them? They do work for a university, although it is in another country that doesn't speak English (but the researcher speaks English). I can provide more information but I'd rather not give out personal information about someone than what is needed, just for their privacy and security.
RESPONSE A: I've had people contacting me regarding my research and if it's a genuine question that I can answer quickly I tend to do it. If it requires a lengthy reply I might give them some tips on literature that covers what they are interested in. What I don't do is engage in "conversation", and that's just because I don't have the time for it. People that are just interested in telling me what they think about the research or how they think it should be done, I just move to the trash cause I equate that to just walking up to some random worker and starting to comment on what they're doing. So I would say that you should be precise in what you need to know, and don't expect them to want or be able to have a conversation about it. They might, but unless they explicitly says "if you have any other questions feel free to contact me" I'd err on the side of caution.
RESPONSE B: It is acceptable to contact anyone if you have their emails. It is just not guaranteed that people will respond. Researchers are very busy and they work on strict schedules. Unless you have very interesting things to talk about or you are student/colleague of someone that they know, the chance that they reply (or care to reply) is quite low.
Which response is better? RESPONSE |
A | POST: Is it acceptable for a hobbyist to contact a professional researcher? So I am looking into some specific languages and their linguistics. I am not a professional in this field, and although I love linguistics I likely will not be going into it unfortunately. I found this researcher who studies the exact languages I am currently looking at. Problem is the only way I can find to contact them is on ResearchGate which I can't make an account on. So this leads me to the questions, 1. Is it acceptable for a hobbyist to contact them?, and 2. How do I contact them? They do work for a university, although it is in another country that doesn't speak English (but the researcher speaks English). I can provide more information but I'd rather not give out personal information about someone than what is needed, just for their privacy and security.
RESPONSE A: Academics are grumpy and overworked. You have to sweeten the pot. Tell them you have an amusment park for bioengineered dinosaurs and you'd like to consult their expertise in order to satisfy the lawyers representing the park's insurance carrier. This will hook their interest. Next, dangle an offer to fully fund their research, for say, an additional 3 years. Now, if they're tenured, they'll tell you to go fuck yourself, but if you luck out and catch some early career schmuck attending their first rodeo reel them in quickly and hit them with your inquiry. When you get your answer, tell them that the dinosaurs ate everybody and you've decided not to move forward with the project. They'll understand.
RESPONSE B: Try to make the question as specific as possible to guarantee a reply.
Which response is better? RESPONSE |
B | POST: Is it acceptable for a hobbyist to contact a professional researcher? So I am looking into some specific languages and their linguistics. I am not a professional in this field, and although I love linguistics I likely will not be going into it unfortunately. I found this researcher who studies the exact languages I am currently looking at. Problem is the only way I can find to contact them is on ResearchGate which I can't make an account on. So this leads me to the questions, 1. Is it acceptable for a hobbyist to contact them?, and 2. How do I contact them? They do work for a university, although it is in another country that doesn't speak English (but the researcher speaks English). I can provide more information but I'd rather not give out personal information about someone than what is needed, just for their privacy and security.
RESPONSE A: Yes absolutely!
RESPONSE B: Academics are grumpy and overworked. You have to sweeten the pot. Tell them you have an amusment park for bioengineered dinosaurs and you'd like to consult their expertise in order to satisfy the lawyers representing the park's insurance carrier. This will hook their interest. Next, dangle an offer to fully fund their research, for say, an additional 3 years. Now, if they're tenured, they'll tell you to go fuck yourself, but if you luck out and catch some early career schmuck attending their first rodeo reel them in quickly and hit them with your inquiry. When you get your answer, tell them that the dinosaurs ate everybody and you've decided not to move forward with the project. They'll understand.
Which response is better? RESPONSE |
B | POST: Is it acceptable for a hobbyist to contact a professional researcher? So I am looking into some specific languages and their linguistics. I am not a professional in this field, and although I love linguistics I likely will not be going into it unfortunately. I found this researcher who studies the exact languages I am currently looking at. Problem is the only way I can find to contact them is on ResearchGate which I can't make an account on. So this leads me to the questions, 1. Is it acceptable for a hobbyist to contact them?, and 2. How do I contact them? They do work for a university, although it is in another country that doesn't speak English (but the researcher speaks English). I can provide more information but I'd rather not give out personal information about someone than what is needed, just for their privacy and security.
RESPONSE A: Yes absolutely!
RESPONSE B: Academics love when people care about their work. Get their name/university affiliation of research gate. Then you should be able to search their name on the universities website to get their email address. Then just email them and ask. Worst thing that would happen is it takes 6 months to hear back and they say no. All in all, you lose nothing by trying
Which response is better? RESPONSE |
B | POST: Is it acceptable for a hobbyist to contact a professional researcher? So I am looking into some specific languages and their linguistics. I am not a professional in this field, and although I love linguistics I likely will not be going into it unfortunately. I found this researcher who studies the exact languages I am currently looking at. Problem is the only way I can find to contact them is on ResearchGate which I can't make an account on. So this leads me to the questions, 1. Is it acceptable for a hobbyist to contact them?, and 2. How do I contact them? They do work for a university, although it is in another country that doesn't speak English (but the researcher speaks English). I can provide more information but I'd rather not give out personal information about someone than what is needed, just for their privacy and security.
RESPONSE A: Yes absolutely!
RESPONSE B: Try to make the question as specific as possible to guarantee a reply.
Which response is better? RESPONSE |
A | POST: During graduate admissions, would you choose a candidate with an amazing research project, and references, but a okayish GPA, or another with an okayish research project, good references, but excellent GPA? What's the protocol?
RESPONSE A: Amazing research project and references, as long as the GPA is still "good". It depends what you mean by okayish. If the GPA is "bad" then they'd probably be screened out before anybody even looks at the other stuff.
RESPONSE B: Totally depends on the individual department. To a certain degree it even depends upon an individual faculty deciding she wants you as a student. Just apply for the program and see what happens.
Which response is better? RESPONSE |
A | POST: During graduate admissions, would you choose a candidate with an amazing research project, and references, but a okayish GPA, or another with an okayish research project, good references, but excellent GPA? What's the protocol?
RESPONSE A: Just seen your comments and seen you are British, I also graduated last year with 68% and got into a PhD program because I had lab internship/experience! So I think they look for experience in the field over grades as long as you have the minimum requirement!
RESPONSE B: I'm assuming from the other comments this is a UK university. I'd absolutely take the 2:1 with a good research project score than someone with a First. Exam scores are largely about how well (or not) you sit exams. That sort of person isn't always necessarily suited to research that needs very different skillsets.
Which response is better? RESPONSE |
A | POST: During graduate admissions, would you choose a candidate with an amazing research project, and references, but a okayish GPA, or another with an okayish research project, good references, but excellent GPA? What's the protocol?
RESPONSE A: Assuming you mean PhD, there are a lot of reasons you would have a bad or good GPA that have nothing to do with potential as a researcher.
RESPONSE B: I was the former and I got into a top 10 program in my field (in the US). They are looking for that je ne sais quoi that comes in a good letter from someone established and respected.
Which response is better? RESPONSE |
A | POST: During graduate admissions, would you choose a candidate with an amazing research project, and references, but a okayish GPA, or another with an okayish research project, good references, but excellent GPA? What's the protocol?
RESPONSE A: Assuming you mean PhD, there are a lot of reasons you would have a bad or good GPA that have nothing to do with potential as a researcher.
RESPONSE B: You can't guarantee you know how those grades were earned. But you can see and understand what's right in front of you. Not all teachers are excellent or fair. Not all students thrive in a book-centered environment.
Which response is better? RESPONSE |
A | POST: During graduate admissions, would you choose a candidate with an amazing research project, and references, but a okayish GPA, or another with an okayish research project, good references, but excellent GPA? What's the protocol?
RESPONSE A: Assuming you mean PhD, there are a lot of reasons you would have a bad or good GPA that have nothing to do with potential as a researcher.
RESPONSE B: I'm assuming from the other comments this is a UK university. I'd absolutely take the 2:1 with a good research project score than someone with a First. Exam scores are largely about how well (or not) you sit exams. That sort of person isn't always necessarily suited to research that needs very different skillsets.
Which response is better? RESPONSE |
A | POST: Is it a bad idea to pick a field based on where you think you can help make the world a better place the most? 1. How much of an impact can you make? 2. Are there other more important considerations, like building a viable career? 3. Does academia make more of an impact than work in the private sector? What about NGOs? 4. I was thinking of going into environmental science, but I'm worried that I'll end up working for a corporation just looking to reduce its taxes. 5. How applicable to helping humanity are more fundamental fields like Mathematics or Physics?
RESPONSE A: This is pure opinion and you should take it with the same medium grain of salt as all other posts here. If you are passionate about a field you stand a higher chance of sticking at it long enough to make a difference in something. But if making a difference is your only goal that might burn out before you get a chance to. Just because making a difference means a lot of work and failures along the way. My advice is find a field where the work might satisfy you on a day to day basis and then work to become extraordinary in that area. Pure and applied mathematicians change the world all the time, think back to the space race, early computing, artificial intelligence, and now algorithms for literally anything you can think of. Chemical engineers can make less harmful materials for industry and medicine, biologists can understand climate change on the ecosystem, some discover new proteins and change the way we see a system, and engineers can design/manufacture everything we take for granted. Sorry if I didn’t answer all your questions
RESPONSE B: Thank you for this thread everyone, I have been struggling with this is environmental science related choices for years now.
Which response is better? RESPONSE |
B | POST: Is it a bad idea to pick a field based on where you think you can help make the world a better place the most? 1. How much of an impact can you make? 2. Are there other more important considerations, like building a viable career? 3. Does academia make more of an impact than work in the private sector? What about NGOs? 4. I was thinking of going into environmental science, but I'm worried that I'll end up working for a corporation just looking to reduce its taxes. 5. How applicable to helping humanity are more fundamental fields like Mathematics or Physics?
RESPONSE A: I absolutely choose to study things I think will impact the world (sociology degree focus on class/gender/sometimes race inequality..current project is about student loans) and my research has gone viral so maybe has had some public impact, and I also talk to the media semi regularly so can maybe have an impact that way. But I think my biggest impact is on the thousands of students who I have taught about these things and who have gone out there with that knowledge in their own jobs and lives.
RESPONSE B: This is pure opinion and you should take it with the same medium grain of salt as all other posts here. If you are passionate about a field you stand a higher chance of sticking at it long enough to make a difference in something. But if making a difference is your only goal that might burn out before you get a chance to. Just because making a difference means a lot of work and failures along the way. My advice is find a field where the work might satisfy you on a day to day basis and then work to become extraordinary in that area. Pure and applied mathematicians change the world all the time, think back to the space race, early computing, artificial intelligence, and now algorithms for literally anything you can think of. Chemical engineers can make less harmful materials for industry and medicine, biologists can understand climate change on the ecosystem, some discover new proteins and change the way we see a system, and engineers can design/manufacture everything we take for granted. Sorry if I didn’t answer all your questions
Which response is better? RESPONSE |
A | POST: Is it a bad idea to pick a field based on where you think you can help make the world a better place the most? 1. How much of an impact can you make? 2. Are there other more important considerations, like building a viable career? 3. Does academia make more of an impact than work in the private sector? What about NGOs? 4. I was thinking of going into environmental science, but I'm worried that I'll end up working for a corporation just looking to reduce its taxes. 5. How applicable to helping humanity are more fundamental fields like Mathematics or Physics?
RESPONSE A: Nope, that sounds like a pretty reasonable idea. Though I personally never found it too useful, you might enjoy the following website: https://80000hours.org/key-ideas/ or https://80000hours.org/career-reviews/academic-research/#which-field-should-you-go-into, and if you already have a field in mind, you can try https://80000hours.org/articles/advice-by-expertise/ for evirosci, maybe https://80000hours.org/problem-profiles/climate-change/ would be the most relevant :]
RESPONSE B: Thank you for this thread everyone, I have been struggling with this is environmental science related choices for years now.
Which response is better? RESPONSE |
A | POST: Is it a bad idea to pick a field based on where you think you can help make the world a better place the most? 1. How much of an impact can you make? 2. Are there other more important considerations, like building a viable career? 3. Does academia make more of an impact than work in the private sector? What about NGOs? 4. I was thinking of going into environmental science, but I'm worried that I'll end up working for a corporation just looking to reduce its taxes. 5. How applicable to helping humanity are more fundamental fields like Mathematics or Physics?
RESPONSE A: Nope, that sounds like a pretty reasonable idea. Though I personally never found it too useful, you might enjoy the following website: https://80000hours.org/key-ideas/ or https://80000hours.org/career-reviews/academic-research/#which-field-should-you-go-into, and if you already have a field in mind, you can try https://80000hours.org/articles/advice-by-expertise/ for evirosci, maybe https://80000hours.org/problem-profiles/climate-change/ would be the most relevant :]
RESPONSE B: I absolutely choose to study things I think will impact the world (sociology degree focus on class/gender/sometimes race inequality..current project is about student loans) and my research has gone viral so maybe has had some public impact, and I also talk to the media semi regularly so can maybe have an impact that way. But I think my biggest impact is on the thousands of students who I have taught about these things and who have gone out there with that knowledge in their own jobs and lives.
Which response is better? RESPONSE |
B | POST: 5. How applicable to helping humanity are more fundamental fields like Mathematics or Physics?
RESPONSE A: Thank you for this thread everyone, I have been struggling with this is environmental science related choices for years now.
RESPONSE B: Yeah, tbh. I worked/work in a do-good field, and probably my biggest pet peeve about that industry's culture is all the incompetent people who stick around because they think they're a gift to society. There's a lot of people in this field who shouldn't be in it, either because they're bad at their job, or because the daily realities of their job make them unhappy, but they persist because they like the ego boost of being considered altruistic by others. There are even people (a lot of people) who are on a straight power or ego trip, often working with vulnerable people, and those people do so much harm it sets the field back years. Not to give too much away from my background, but the insta @nowhitesaviors talks a lot about well-meaning white people who want to "make the world a better place" and how their adorable little ego trip fucked and continues to fuck an entire continent over. Another relevant story I have is about a guy I used to date, who, let's say, did the kind of research that required him to work with animals every day in a lab setting, but he hated working with animals, he hated the lab setting, he hated pretty much everything to do with bench science and just wanted to be at his computer reading articles and constructing models all day. He was very smart, went to an exceptional undergrad, had several patents as an undergrad, and was accepted for his PhD with one of the best labs in the world, so he picked his research based on impact potential, which would legit have been immense - had he completed it. Instead, he was so miserable in his every day life that he floundered, fell into a debilitating depression for a number of years, and now he's a glorified lab tech somewhere. Lesson is, kids, do what you're good at, not what you want to be good at.
Which response is better? RESPONSE |
A | POST: ? Hi all, I'm currently in my final year of a physics M.Sc degree. Last summer, I had applied for a research internship abroad but due to issues with my visa I was unable to go out of my country and had to proceed with the project remotely. My project advisor asked me during our first meeting about my plans after graduation i.e. if I would be interested in pursuing a PhD. I positively mentioned that if given the opportunity I would be very interested and do plan on applying for PhD positions before my graduation. However, with certain experiences I've had (or the lack thereof), I'm not very keen on going on the PhD path just yet. However, my advisor is very interested in taking me into his group as a PhD student. In fact, after my scholarship application got rejected, he offered to fund my PhD through his lab grant. For a bit of context, my field of interest is in experimental condensed matter, and due to various reasons (mainly lockdowns due to covid), I feel inept with my ability to conduct research and frankly don't feel ready to dive into a PhD program immediately after my masters. My plan for now is to pursue a position as a project assistant for about a year or so after I graduate, and then apply for a PhD position. That way, during this "gap" year I wouldn't be under the pressure of a full-fledged "program". And my research interests might change during this course, may not. Regardless, I would like to keep my internship advisor's group as an option in the future when I do apply for a PhD. So, my question is as the title suggests, how do I politely decline this offer without burning/hampering any relations with my advisor? I'm also in the middle of the internship project with him and would like to complete it without disturbing my rapport with him. I'd really appreciate any advice on this. Thanks in advance!
RESPONSE A: Just tell him exactly what you wrote here and he may even have some options or suggestions for your gap year.
RESPONSE B: You've already provided a perfectly reasonable explanation. I can see no better possible idea than to communicate exactly what you've laid out here.
Which response is better? RESPONSE |
B | POST: year of a physics M.Sc degree. Last summer, I had applied for a research internship abroad but due to issues with my visa I was unable to go out of my country and had to proceed with the project remotely. My project advisor asked me during our first meeting about my plans after graduation i.e. if I would be interested in pursuing a PhD. I positively mentioned that if given the opportunity I would be very interested and do plan on applying for PhD positions before my graduation. However, with certain experiences I've had (or the lack thereof), I'm not very keen on going on the PhD path just yet. However, my advisor is very interested in taking me into his group as a PhD student. In fact, after my scholarship application got rejected, he offered to fund my PhD through his lab grant. For a bit of context, my field of interest is in experimental condensed matter, and due to various reasons (mainly lockdowns due to covid), I feel inept with my ability to conduct research and frankly don't feel ready to dive into a PhD program immediately after my masters. My plan for now is to pursue a position as a project assistant for about a year or so after I graduate, and then apply for a PhD position. That way, during this "gap" year I wouldn't be under the pressure of a full-fledged "program". And my research interests might change during this course, may not. Regardless, I would like to keep my internship advisor's group as an option in the future when I do apply for a PhD. So, my question is as the title suggests, how do I politely decline this offer without burning/hampering any relations with my advisor? I'm also in the middle of the internship project with him and would like to complete it without disturbing my rapport with him. I'd really appreciate any advice on this. Thanks in advance!
RESPONSE A: Text a link to this post lol
RESPONSE B: Some advice i was told when I was deciding gradschools. Professors and group leaders understand best that academia requires these choices. They won't have hard feelings for it. If they do, then they are petty people who should be avoided anyway.
Which response is better? RESPONSE |
A | POST: My project advisor asked me during our first meeting about my plans after graduation i.e. if I would be interested in pursuing a PhD. I positively mentioned that if given the opportunity I would be very interested and do plan on applying for PhD positions before my graduation. However, with certain experiences I've had (or the lack thereof), I'm not very keen on going on the PhD path just yet. However, my advisor is very interested in taking me into his group as a PhD student. In fact, after my scholarship application got rejected, he offered to fund my PhD through his lab grant. For a bit of context, my field of interest is in experimental condensed matter, and due to various reasons (mainly lockdowns due to covid), I feel inept with my ability to conduct research and frankly don't feel ready to dive into a PhD program immediately after my masters. My plan for now is to pursue a position as a project assistant for about a year or so after I graduate, and then apply for a PhD position. That way, during this "gap" year I wouldn't be under the pressure of a full-fledged "program". And my research interests might change during this course, may not. Regardless, I would like to keep my internship advisor's group as an option in the future when I do apply for a PhD. So, my question is as the title suggests, how do I politely decline this offer without burning/hampering any relations with my advisor? I'm also in the middle of the internship project with him and would like to complete it without disturbing my rapport with him. I'd really appreciate any advice on this. Thanks in advance!
RESPONSE A: As far as covid goes, don't let that hold you back from a PhD. I work in a similar field. I was halfway through a 5 year PhD when I first found this field of research. You will still be training during your PhD and you are perfectly capable of jumping into a PhD without much hands on lab experience in your field. Everyone was on pause, not just you. plus, Lots of people don't touch their first DAC or whatever you use until their PhD.
RESPONSE B: Text a link to this post lol
Which response is better? RESPONSE |
A | POST: Why do people spend up to 6-7 years to finish a PhD in the US, compared 4 years in the UK? Not to knock anyone down, just an honest question. Is the standard in the US higher? Which is ironic considering the opposite is true for undergrad.
RESPONSE A: Other commentators point out the practical differences but should add specialisation occurs much earlier in the UK. Consider that you narrow to 3 to 4 subjects age 16-18, then to one at degree, plus a master's.
RESPONSE B: Many UK PhD students come in with a Master's degree. It's far more common for US students to enter a PhD right after the undergrad. Many programs here include 2 years of classes, stretching the program out somewhat.
Which response is better? RESPONSE |
A | POST: Why do people spend up to 6-7 years to finish a PhD in the US, compared 4 years in the UK? Not to knock anyone down, just an honest question. Is the standard in the US higher? Which is ironic considering the opposite is true for undergrad.
RESPONSE A: Standard disclaimer, my knowledge is specific to my field of bench translational medicine. In that field, UK students start a PhD project, in almost all cases, with, rarely, a sketch, and more commonly a fully fledged project plan developed by their PI. In the US, it's generally the case that the student is expected to put that together themselves. In the UK, students generally receive a living-wage level stipend (or more generous, if you're lucky). In the US, my understanding is that students have to supplement whatever stipend they get, if any, with paid teaching or research assistant work. In the UK, there are minimal, if any formal requirements for learning while a candidate, and only one examination before the defence that is functionally an assessment of their progression on their primary project. In the US, there can be copious required classes and written examinations. Putting aside generalisations like 'higher standards', I personally feel that the US system is a little more exploitative - in the UK, you're more protected from penury, from busy-work and from murdering your supervisor with a hammer after 19 years as a PhD student when he tells you that he decided, years ago, that he would never let you defend. That comes at the cost of more project ownership.
RESPONSE B: Many UK PhD students come in with a Master's degree. It's far more common for US students to enter a PhD right after the undergrad. Many programs here include 2 years of classes, stretching the program out somewhat.
Which response is better? RESPONSE |
A | POST: Gift for my Professor who changed my life. I want to give an RBG bobble head to my Professor who has impacted me so much. She has championed for me, and given me great opportunities as being her TA and a scholarship. I want to give her a gift for winter break, so I got her an RBG bobble head, as she is a feminist activist and a lawyer. But I don’t want to cross any boundaries or make her uncomfortable. I know there is some policy that professors can’t accept gifts, or overall some professors get uncomfortable. I have a nice, but cheap candle that I can give her as a second option. What do you think?
RESPONSE A: I totally echo the previous commenters who said that small, thoughtful, gifts like this are absolutely appropriate after final grades are in - I agree it's a really sweet thought, and that she will love it. I am only chiming in to say that if this is something that feels comfortable for you, another very thoughtful thing to do is to email her department chair and tell her chair how wonderful she was and how much she impacted you. Glad you've had such a lovely experience!
RESPONSE B: A card here would also work if you’re worried. Write a sincere note in it and it will convey the message without you worrying about whether you’ve crossed any boundaries or made the prof uncomfortable. Plenty of faculty I know still have cards they’ve received from students over the years displayed in their offices.
Which response is better? RESPONSE |
A | POST: Gift for my Professor who changed my life. I want to give an RBG bobble head to my Professor who has impacted me so much. She has championed for me, and given me great opportunities as being her TA and a scholarship. I want to give her a gift for winter break, so I got her an RBG bobble head, as she is a feminist activist and a lawyer. But I don’t want to cross any boundaries or make her uncomfortable. I know there is some policy that professors can’t accept gifts, or overall some professors get uncomfortable. I have a nice, but cheap candle that I can give her as a second option. What do you think?
RESPONSE A: As long as it's under the state ethics law maximum value (and a bobblehead almost certainly is), you're fine. What will be more important for their memory will be the earnest thank-you note that you give her along with it. She'll keep that RBG bobblehead on her desk or a shelf, and every time she sees it she'll remember that it came from someone who genuinely appreciated the time and effort she put in.
RESPONSE B: A card here would also work if you’re worried. Write a sincere note in it and it will convey the message without you worrying about whether you’ve crossed any boundaries or made the prof uncomfortable. Plenty of faculty I know still have cards they’ve received from students over the years displayed in their offices.
Which response is better? RESPONSE |
B | POST: Gift for my Professor who changed my life. I want to give an RBG bobble head to my Professor who has impacted me so much. She has championed for me, and given me great opportunities as being her TA and a scholarship. I want to give her a gift for winter break, so I got her an RBG bobble head, as she is a feminist activist and a lawyer. But I don’t want to cross any boundaries or make her uncomfortable. I know there is some policy that professors can’t accept gifts, or overall some professors get uncomfortable. I have a nice, but cheap candle that I can give her as a second option. What do you think?
RESPONSE A: I think it's fine!
RESPONSE B: A hand written note would also go a long way. Source: someone that got one.
Which response is better? RESPONSE |
A | POST: How to supervise student with autism? I have an excellent student that has been recently diagnosed with some kind of autism. I'm his PhD supervisor, and I'd like to adjust my interactions with as to make him comfortable, but I don't know where to start. I would appreciate any pointers, readings, programs, etc. Thanks
RESPONSE A: Ask them. As a father of an autistic child and a teacher to kids on the spectrum also in my experience it's best to ask what they need and how they work individually and then see how you can facilitate that. Edit spelling.
RESPONSE B: I would ask them and I would also encourage them to access any university services available to them. Many students feel that accepting support will be viewed negatively and I think you should just be explicit with them that you think they are fantastic and you want to make sure they have everything they need. More broadly I would really encourage you to talk to your team about mental health, race, LGBTQ, neurodiversity etc. As a leader you should be looking to be clear about your values and expectations and also give them the opportunity to talk about big issues and how they feel about them.
Which response is better? RESPONSE |
B | POST: How to supervise student with autism? I have an excellent student that has been recently diagnosed with some kind of autism. I'm his PhD supervisor, and I'd like to adjust my interactions with as to make him comfortable, but I don't know where to start. I would appreciate any pointers, readings, programs, etc. Thanks
RESPONSE A: I'd say that autistic people do best when things are structured around them. Therefore try to give feedback only on the meetings that are planned for that purpose. Also try to not distract them too much with new shiny things or ideas. In general autistic people need to focus for a while on a single thing before progressing. Take this with a grain of salt though, every person is different and the advice from others in this thread to discuss this with him is sound.
RESPONSE B: Ask them. As a father of an autistic child and a teacher to kids on the spectrum also in my experience it's best to ask what they need and how they work individually and then see how you can facilitate that. Edit spelling.
Which response is better? RESPONSE |
B | POST: How to supervise student with autism? I have an excellent student that has been recently diagnosed with some kind of autism. I'm his PhD supervisor, and I'd like to adjust my interactions with as to make him comfortable, but I don't know where to start. I would appreciate any pointers, readings, programs, etc. Thanks
RESPONSE A: I would ask them and I would also encourage them to access any university services available to them. Many students feel that accepting support will be viewed negatively and I think you should just be explicit with them that you think they are fantastic and you want to make sure they have everything they need. More broadly I would really encourage you to talk to your team about mental health, race, LGBTQ, neurodiversity etc. As a leader you should be looking to be clear about your values and expectations and also give them the opportunity to talk about big issues and how they feel about them.
RESPONSE B: Just ask your student. But as somebody on the spectrum: I like direct messages, because I take everything seriously. For example: you think that the diagramm will look better when blue instead of green. Then say that it should be blue instead of saying: 'do you think this is the best colour?'. Because if you tell me like this I will say 'yes, I think so' and move on. Also, often I have problems with keeping eye contact, so I can talk to you and not look at you at all.
Which response is better? RESPONSE |
B | POST: How to supervise student with autism? I have an excellent student that has been recently diagnosed with some kind of autism. I'm his PhD supervisor, and I'd like to adjust my interactions with as to make him comfortable, but I don't know where to start. I would appreciate any pointers, readings, programs, etc. Thanks
RESPONSE A: Ask them - as others have said, if they're on a PhD programme, they will likely be high-functioning and socially adapted enough to be able to help you out with this. In all likelihood, simply being aware is enough. I have ASD and although I've never explicitly discussed this with my supervisor (who funnily enough just walked in on me as I was writing this...), they are aware and I think it's helpful because it means they're more understanding if I'm being weird about something!
RESPONSE B: Just ask your student. But as somebody on the spectrum: I like direct messages, because I take everything seriously. For example: you think that the diagramm will look better when blue instead of green. Then say that it should be blue instead of saying: 'do you think this is the best colour?'. Because if you tell me like this I will say 'yes, I think so' and move on. Also, often I have problems with keeping eye contact, so I can talk to you and not look at you at all.
Which response is better? RESPONSE |
B | POST: How to supervise student with autism? I have an excellent student that has been recently diagnosed with some kind of autism. I'm his PhD supervisor, and I'd like to adjust my interactions with as to make him comfortable, but I don't know where to start. I would appreciate any pointers, readings, programs, etc. Thanks
RESPONSE A: I'd say that autistic people do best when things are structured around them. Therefore try to give feedback only on the meetings that are planned for that purpose. Also try to not distract them too much with new shiny things or ideas. In general autistic people need to focus for a while on a single thing before progressing. Take this with a grain of salt though, every person is different and the advice from others in this thread to discuss this with him is sound.
RESPONSE B: Just ask your student. But as somebody on the spectrum: I like direct messages, because I take everything seriously. For example: you think that the diagramm will look better when blue instead of green. Then say that it should be blue instead of saying: 'do you think this is the best colour?'. Because if you tell me like this I will say 'yes, I think so' and move on. Also, often I have problems with keeping eye contact, so I can talk to you and not look at you at all.
Which response is better? RESPONSE |
A | POST: Does anyone think universities are going to divide into a North v South* type response to coronavirus in the fall? *let me preface that it’s not strictly north v south, conservative v liberal, I think it’s way more complicated than this I just need to fit it in the question! So with enrollment kicking off I’ve seen college marketing kick off and there seems to be a distinct divide. Many community colleges seem mostly virtual, many northern colleges seem to be emphasizing still maintaining Covid protocols in the fall (emphasize “safety”) whereas many southern universities (including mine) are advertising “back to normal”, no masks or distancing required. Now....a whole lot can happen between now and then. The pandemic could die out, the pandemic to could rage up again, vaccines could be as easy as to get as just walking into a CVS. With multi-million dollar music festivals announcing September dates, I feel rather optimistic for a rather complete return to normal. For the record, my university is a major vaccine distribution site, so I have zero doubt that any student who wants one won’t be able to get a shot come summer orientation time even. But does anyone think we are heading towards an odd divide between less cautious and more cautious schools..and whatever political/social divide that may cause.
RESPONSE A: I don't know if it's going to be remotely that straightforward. My very liberal small college in a very red northern state, that has done very well with vaccinating so far, has already announced plans to return to on-campus instruction. So far as I can tell there is no vaccination mandate, but surveys of the campus community indicate > 90% vaccination intent, in-progress, or complete.
RESPONSE B: Really depends on what happens this summer and if we can get to universal mask-free indoors by the end of it. I think it's too early to tell, and where I live (Boston) it's still 100% masked the second you step out of your house/car, so there's really no trend toward unmasking yet to extrapolate.
Which response is better? RESPONSE |
B | POST: Does anyone think universities are going to divide into a North v South* type response to coronavirus in the fall? *let me preface that it’s not strictly north v south, conservative v liberal, I think it’s way more complicated than this I just need to fit it in the question! So with enrollment kicking off I’ve seen college marketing kick off and there seems to be a distinct divide. Many community colleges seem mostly virtual, many northern colleges seem to be emphasizing still maintaining Covid protocols in the fall (emphasize “safety”) whereas many southern universities (including mine) are advertising “back to normal”, no masks or distancing required. Now....a whole lot can happen between now and then. The pandemic could die out, the pandemic to could rage up again, vaccines could be as easy as to get as just walking into a CVS. With multi-million dollar music festivals announcing September dates, I feel rather optimistic for a rather complete return to normal. For the record, my university is a major vaccine distribution site, so I have zero doubt that any student who wants one won’t be able to get a shot come summer orientation time even. But does anyone think we are heading towards an odd divide between less cautious and more cautious schools..and whatever political/social divide that may cause.
RESPONSE A: No I think it's going to be more of a public versus private school thing not a North person South or liberal versus conservative because honestly I've never even heard of a conservative University at least not in California.
RESPONSE B: Here in Ireland, universities definitely divide into North/South types ;)
Which response is better? RESPONSE |
A | POST: Does anyone think universities are going to divide into a North v South* type response to coronavirus in the fall? *let me preface that it’s not strictly north v south, conservative v liberal, I think it’s way more complicated than this I just need to fit it in the question! So with enrollment kicking off I’ve seen college marketing kick off and there seems to be a distinct divide. Many community colleges seem mostly virtual, many northern colleges seem to be emphasizing still maintaining Covid protocols in the fall (emphasize “safety”) whereas many southern universities (including mine) are advertising “back to normal”, no masks or distancing required. Now....a whole lot can happen between now and then. The pandemic could die out, the pandemic to could rage up again, vaccines could be as easy as to get as just walking into a CVS. With multi-million dollar music festivals announcing September dates, I feel rather optimistic for a rather complete return to normal. For the record, my university is a major vaccine distribution site, so I have zero doubt that any student who wants one won’t be able to get a shot come summer orientation time even. But does anyone think we are heading towards an odd divide between less cautious and more cautious schools..and whatever political/social divide that may cause.
RESPONSE A: Here in Ireland, universities definitely divide into North/South types ;)
RESPONSE B: I think most will be in-person in the Fall -- I know my institution UW-Madison is very likely to be mostly in-person.
Which response is better? RESPONSE |
A | POST: How do you memorize important information relevant to your field? I'm currently an MA student in philosophy and I find myself constantly looking up things which I should have memorized by now. Like the different types of fallacies and arguments, significant contributions of certain philosophers, philosophical eras, certain definitions etc. I'm a good student and work pretty hard overall, but I'm finding this frustrating. How can I retain a foundational information 'data base', if you will, relevant to my field?
RESPONSE A: Memorize? I don't. I look things up as needed, but I've noticed that the more times I have to look things up, the more easily I tend to remember them.
RESPONSE B: I’d recommend some good old fashioned flash cards. You can probably already make some to start you off. Every time you have to look something up that you feel like you should already know, make a flash card for it. Review 3 times a day, no more than 5 min each session. Over time, you should come to know the things on your cards automatically. There are lots of flash card apps out there, so you can even make waiting for the bus or waiting in line at the store a mini review session because you’ll always have your cards with you.
Which response is better? RESPONSE |
B | POST: How do you memorize important information relevant to your field? I'm currently an MA student in philosophy and I find myself constantly looking up things which I should have memorized by now. Like the different types of fallacies and arguments, significant contributions of certain philosophers, philosophical eras, certain definitions etc. I'm a good student and work pretty hard overall, but I'm finding this frustrating. How can I retain a foundational information 'data base', if you will, relevant to my field?
RESPONSE A: I never did, I just put sticky notes with key words on the pages in my books where I looked things up and marked (tastefully and discretely) the topics I looked up in the indices so when I looked them up again they would be easier to find. As for my computational stuff, I make "cheat sheets" of all the stuff I keep looking up, so I can just go to those notes. Making the notes, of course, really helped me remember them better in the first place.
RESPONSE B: The easiest way to learn that stuff _cold_ is to teach it. That doesn't necessarily mean in a classroom — there are other ways to simulate that kind of activity (like writing lectures for your future self to give). But synthesizing the information and re-explaining it in your own words, to someone else, is the best way to get your brain to re-code that as "stuff you need to know"; it will literally store the information differently than if you just read it passively. In my experience, flash cards and memorization schemes are not the same thing as really knowing it. Rote memorization is hard even with really basic things (names, dates), and certainly not appropriate for summing up, say, Platonism. I'm a historian, which is close to what you're describing, and the stuff I have _ready to go_ in my brain is all stuff I've taught or written about. Everything else I have to look up when I need to.
Which response is better? RESPONSE |
A | POST: How do you memorize important information relevant to your field? I'm currently an MA student in philosophy and I find myself constantly looking up things which I should have memorized by now. Like the different types of fallacies and arguments, significant contributions of certain philosophers, philosophical eras, certain definitions etc. I'm a good student and work pretty hard overall, but I'm finding this frustrating. How can I retain a foundational information 'data base', if you will, relevant to my field?
RESPONSE A: The easiest way to learn that stuff _cold_ is to teach it. That doesn't necessarily mean in a classroom — there are other ways to simulate that kind of activity (like writing lectures for your future self to give). But synthesizing the information and re-explaining it in your own words, to someone else, is the best way to get your brain to re-code that as "stuff you need to know"; it will literally store the information differently than if you just read it passively. In my experience, flash cards and memorization schemes are not the same thing as really knowing it. Rote memorization is hard even with really basic things (names, dates), and certainly not appropriate for summing up, say, Platonism. I'm a historian, which is close to what you're describing, and the stuff I have _ready to go_ in my brain is all stuff I've taught or written about. Everything else I have to look up when I need to.
RESPONSE B: Have you heard of the memory palace technique? It's explained well in the book "Moonwalking with Einstein". Short version: it's strategy of memory enhancement which uses visualizations of familiar spatial environments in order to enhance the recall of information. I find it really helpful for dense material, or information that i don't find particularly interesting. Happy studies!
Which response is better? RESPONSE |
B | POST: How do you memorize important information relevant to your field? I'm currently an MA student in philosophy and I find myself constantly looking up things which I should have memorized by now. Like the different types of fallacies and arguments, significant contributions of certain philosophers, philosophical eras, certain definitions etc. I'm a good student and work pretty hard overall, but I'm finding this frustrating. How can I retain a foundational information 'data base', if you will, relevant to my field?
RESPONSE A: I’d recommend some good old fashioned flash cards. You can probably already make some to start you off. Every time you have to look something up that you feel like you should already know, make a flash card for it. Review 3 times a day, no more than 5 min each session. Over time, you should come to know the things on your cards automatically. There are lots of flash card apps out there, so you can even make waiting for the bus or waiting in line at the store a mini review session because you’ll always have your cards with you.
RESPONSE B: The easiest way to learn that stuff _cold_ is to teach it. That doesn't necessarily mean in a classroom — there are other ways to simulate that kind of activity (like writing lectures for your future self to give). But synthesizing the information and re-explaining it in your own words, to someone else, is the best way to get your brain to re-code that as "stuff you need to know"; it will literally store the information differently than if you just read it passively. In my experience, flash cards and memorization schemes are not the same thing as really knowing it. Rote memorization is hard even with really basic things (names, dates), and certainly not appropriate for summing up, say, Platonism. I'm a historian, which is close to what you're describing, and the stuff I have _ready to go_ in my brain is all stuff I've taught or written about. Everything else I have to look up when I need to.
Which response is better? RESPONSE |
A | POST: How do you memorize important information relevant to your field? I'm currently an MA student in philosophy and I find myself constantly looking up things which I should have memorized by now. Like the different types of fallacies and arguments, significant contributions of certain philosophers, philosophical eras, certain definitions etc. I'm a good student and work pretty hard overall, but I'm finding this frustrating. How can I retain a foundational information 'data base', if you will, relevant to my field?
RESPONSE A: Read it a million times in a million papers. Say it a million times in a million meetings.
RESPONSE B: Have you heard of the memory palace technique? It's explained well in the book "Moonwalking with Einstein". Short version: it's strategy of memory enhancement which uses visualizations of familiar spatial environments in order to enhance the recall of information. I find it really helpful for dense material, or information that i don't find particularly interesting. Happy studies!
Which response is better? RESPONSE |
B | POST: What questions do you wish you had asked during your tenure track faculty interview? Hello all, I'm in the fortunate position to have advanced through an interview process with a great university in my field. This is for an assistant professor, tenure-track position at an R1. The university is in the USA (as am I), and I have a final round interview via Zoom next week. It's 8 hours of interviewing and I'll meet quite a few individuals. I have a list of questions I'll need them to answer for me, and of course have quite a few questions I expect (hope?) they'll ask me. However, I'm wondering if anyone that has interviewed for a similar position has any regrets? Specifically, were there any questions you really wished you'd have asked, but didn't think of at the time or were too timid to ask? Any advice would be appreciated. Thank you!
RESPONSE A: How long have you been working here? (High turnover? Definitely could be a problem)
RESPONSE B: I asked what they liked best about working at the school, and the answers were always really interesting and telling.
Which response is better? RESPONSE |
B | POST: What questions do you wish you had asked during your tenure track faculty interview? Hello all, I'm in the fortunate position to have advanced through an interview process with a great university in my field. This is for an assistant professor, tenure-track position at an R1. The university is in the USA (as am I), and I have a final round interview via Zoom next week. It's 8 hours of interviewing and I'll meet quite a few individuals. I have a list of questions I'll need them to answer for me, and of course have quite a few questions I expect (hope?) they'll ask me. However, I'm wondering if anyone that has interviewed for a similar position has any regrets? Specifically, were there any questions you really wished you'd have asked, but didn't think of at the time or were too timid to ask? Any advice would be appreciated. Thank you!
RESPONSE A: Nobody cares about the interviewee’s questions. You will not get an answer that is useful. Get the offer first then worry about the stuff during negotiations. You get an office, desk, phone, lab, and startup and summer salary first three years. If you don’t like it after three years put yourself out there again.
RESPONSE B: A comment just to note that an 8 hour Zoom interview sounds 100x more exhausting than F2F. I’d make sure there are a few short breaks in the schedule for you to get up, move around, eat/drink, etc. If they can’t provide that, it’s not the best sign.
Which response is better? RESPONSE |
A | POST: 's 8 hours of interviewing and I'll meet quite a few individuals. I have a list of questions I'll need them to answer for me, and of course have quite a few questions I expect (hope?) they'll ask me. However, I'm wondering if anyone that has interviewed for a similar position has any regrets? Specifically, were there any questions you really wished you'd have asked, but didn't think of at the time or were too timid to ask? Any advice would be appreciated. Thank you!
RESPONSE A: Having just finished performing a search for a TT candidate at an R1, my advice is to ask research related questions. You're TT, so you need able to accomplish your research goals, I saw some good advice in another comment about asking about student labor, grad students, lab start-up, or even regular equipment might not be standard. At the end of the day you \*must\* accomplish your research and no one wants a 3 or 6 year failed search, so how can the university help you? Does the department have a grant writer in your dept? What is the process of applying for a grant internally/what red tape is there that I need to be aware of? What happens when two people apply for the same grant, how is that dealt with? Is there a marketing department and can you use those services? Does the department have any specific connection with XYZ people/organizations (that I have previously researched) who can help me with my research?
RESPONSE B: Some ideas: 1. How are the schools? 2. Where do you live, how is the commute? 3. How often do you see faculty outside of the building (in non-pandemic times) 4. What's a faculty meeting like 5. What are the goals of the department 6. Are you going to hire again? If so, in what area? 7. When's the earliest / latest I can go up for tenure (probably good discussion for chair) 8. How do reimbursements work? Does it work well? 9. Who handles IT? Does it work well? 10. How do PhD admissions/recruiting work? 11. How is teaching assigned? How easy would it be to teach X (your dream class)?
Which response is better? RESPONSE |
B | POST: What questions do you wish you had asked during your tenure track faculty interview? Hello all, I'm in the fortunate position to have advanced through an interview process with a great university in my field. This is for an assistant professor, tenure-track position at an R1. The university is in the USA (as am I), and I have a final round interview via Zoom next week. It's 8 hours of interviewing and I'll meet quite a few individuals. I have a list of questions I'll need them to answer for me, and of course have quite a few questions I expect (hope?) they'll ask me. However, I'm wondering if anyone that has interviewed for a similar position has any regrets? Specifically, were there any questions you really wished you'd have asked, but didn't think of at the time or were too timid to ask? Any advice would be appreciated. Thank you!
RESPONSE A: How is the school dealing with the pandemic? I think it is very telling of administrations. Also ask about state politics if it is a public school.
RESPONSE B: Having just finished performing a search for a TT candidate at an R1, my advice is to ask research related questions. You're TT, so you need able to accomplish your research goals, I saw some good advice in another comment about asking about student labor, grad students, lab start-up, or even regular equipment might not be standard. At the end of the day you \*must\* accomplish your research and no one wants a 3 or 6 year failed search, so how can the university help you? Does the department have a grant writer in your dept? What is the process of applying for a grant internally/what red tape is there that I need to be aware of? What happens when two people apply for the same grant, how is that dealt with? Is there a marketing department and can you use those services? Does the department have any specific connection with XYZ people/organizations (that I have previously researched) who can help me with my research?
Which response is better? RESPONSE |
A | POST: questions do you wish you had asked during your tenure track faculty interview? Hello all, I'm in the fortunate position to have advanced through an interview process with a great university in my field. This is for an assistant professor, tenure-track position at an R1. The university is in the USA (as am I), and I have a final round interview via Zoom next week. It's 8 hours of interviewing and I'll meet quite a few individuals. I have a list of questions I'll need them to answer for me, and of course have quite a few questions I expect (hope?) they'll ask me. However, I'm wondering if anyone that has interviewed for a similar position has any regrets? Specifically, were there any questions you really wished you'd have asked, but didn't think of at the time or were too timid to ask? Any advice would be appreciated. Thank you!
RESPONSE A: Having just finished performing a search for a TT candidate at an R1, my advice is to ask research related questions. You're TT, so you need able to accomplish your research goals, I saw some good advice in another comment about asking about student labor, grad students, lab start-up, or even regular equipment might not be standard. At the end of the day you \*must\* accomplish your research and no one wants a 3 or 6 year failed search, so how can the university help you? Does the department have a grant writer in your dept? What is the process of applying for a grant internally/what red tape is there that I need to be aware of? What happens when two people apply for the same grant, how is that dealt with? Is there a marketing department and can you use those services? Does the department have any specific connection with XYZ people/organizations (that I have previously researched) who can help me with my research?
RESPONSE B: Nobody cares about the interviewee’s questions. You will not get an answer that is useful. Get the offer first then worry about the stuff during negotiations. You get an office, desk, phone, lab, and startup and summer salary first three years. If you don’t like it after three years put yourself out there again.
Which response is better? RESPONSE |
A | POST: off-putting to submit original student work to companies like this, that then not only have access to the papers but use them for profit. I think there are real questions of privacy and labor, as well as knowledge and consent (do students really understand where their work is going? Are they OK with it and is it possible to opt out?). I don't know the answers but I'd be interested in people's opinions, especially those who do regularly use services like this.
RESPONSE A: I don't add my students' papers to the repository (which is an option you can select when you build an assignment). I mostly use the tool for the commenting features, which are better than in the basic Blackboard submissions, but I do spot check what Turnitin finds and sometimes make use of it... but I don't feel like it's right for me to give away my students' intellectual property to help Turnitin make money.
RESPONSE B: I see it as a game theoretic/equilibrium outcome. Some students will cheat. Some students will cheat by turning in work that they didn't do. Some students will turn in a paper that was previously turned in for credit at their institution or at another institution. In an interconnected world, students can access each other's work almost frictionlessly. Without a centralized service, it is impossible to know if work is unique. I also don't buy Inside Higher Ed's argument that the service devalues student work. I'd argue it increases it. Student work should have value only if 1) it shows an instructor that the student learned, 2) if it helps the student learn, or 3) if it gets published. Turnitin contributes to 1 because it makes it at least a little harder to cheat, which hopefully helps with goal 2. And Turnitin doesn't interfere with 3. I'm much more worried about real invasions of privacy in higher ed. Every freshman at OSU receives an iPad, for example (https://digitalflagship.osu.edu/students/technology). There's no way every freshman makes a fully conscious decision about how their digital footprints are monitored by Apple, Google, third party apps, and the university while using those "free" devices.
Which response is better? RESPONSE |
B | POST: ' work essentially supporting the database and profits of a private company. Inside Higher Ed discusses this side of things here: https://www.insidehighered.com/news/2017/06/19/anti-turnitin-manifesto-calls-resistance-some-technology-digital-age I guess in my mind, I find it -- at the very least -- a little off-putting to submit original student work to companies like this, that then not only have access to the papers but use them for profit. I think there are real questions of privacy and labor, as well as knowledge and consent (do students really understand where their work is going? Are they OK with it and is it possible to opt out?). I don't know the answers but I'd be interested in people's opinions, especially those who do regularly use services like this.
RESPONSE A: I think most in academia who work with this tool would agree that Turnitin isn't great and is pretty ethically dubious. The larger question though is can this critique be also used at all third-party for-profit companies that provide academic services or is Turnitin notably worse? Examples include for-profit companies that do accreditation and then consulting to beef up said accreditation, companies that make deals with universities to support international students for a fee, etc.
RESPONSE B: That’s a great point. In other words, if the professor agrees to the terms of service that whatever he/she submits becomes property of Turnitin, does the professor have the right to submit my work? Wouldn’t I need to give consent? Wow, I never thought of this. It seems silly, but I would 100% decline consent over this. Not because I plagiarized, but because fuck some robot company. I put time and effort into creating a unique intellectual product. That shit is mine. Just because I share it with a professor for feedback and/evaluation DOES NOT mean that I therefore also give him permission to give it away to a third party that will end up making money off of it somehow. Damn now I’m wondering if this ever happened to me. does a prof have to warn you in the syllabus or something if they use this service?
Which response is better? RESPONSE |
A | POST: with it and is it possible to opt out?). I don't know the answers but I'd be interested in people's opinions, especially those who do regularly use services like this.
RESPONSE A: Not unethical. Students think I’m dumb as fuck. But they know computers can do lots of comparisons, and that increases the perceived risk of getting caught, which reduces the behavior I don’t want. As far as IP goes... Nearly every interaction we have with modern computing services involves trading information for other information. Services like Turnitin require data to function, and giving them that data is a fair trade. It’s waaaaay less of a IP/privacy problem than Google’s penetration in K-12 environments, for example. Then again, I’m a criminologist and a pragmatist, so my views may differ from other academics.
RESPONSE B: I see it as a game theoretic/equilibrium outcome. Some students will cheat. Some students will cheat by turning in work that they didn't do. Some students will turn in a paper that was previously turned in for credit at their institution or at another institution. In an interconnected world, students can access each other's work almost frictionlessly. Without a centralized service, it is impossible to know if work is unique. I also don't buy Inside Higher Ed's argument that the service devalues student work. I'd argue it increases it. Student work should have value only if 1) it shows an instructor that the student learned, 2) if it helps the student learn, or 3) if it gets published. Turnitin contributes to 1 because it makes it at least a little harder to cheat, which hopefully helps with goal 2. And Turnitin doesn't interfere with 3. I'm much more worried about real invasions of privacy in higher ed. Every freshman at OSU receives an iPad, for example (https://digitalflagship.osu.edu/students/technology). There's no way every freshman makes a fully conscious decision about how their digital footprints are monitored by Apple, Google, third party apps, and the university while using those "free" devices.
Which response is better? RESPONSE |
A | POST: /08/25/340112848/turnitin-and-the-high-tech-plagiarism-debate However, what I'm more interested in is the ethics of students' work essentially supporting the database and profits of a private company. Inside Higher Ed discusses this side of things here: https://www.insidehighered.com/news/2017/06/19/anti-turnitin-manifesto-calls-resistance-some-technology-digital-age I guess in my mind, I find it -- at the very least -- a little off-putting to submit original student work to companies like this, that then not only have access to the papers but use them for profit. I think there are real questions of privacy and labor, as well as knowledge and consent (do students really understand where their work is going? Are they OK with it and is it possible to opt out?). I don't know the answers but I'd be interested in people's opinions, especially those who do regularly use services like this.
RESPONSE A: Not unethical. Students think I’m dumb as fuck. But they know computers can do lots of comparisons, and that increases the perceived risk of getting caught, which reduces the behavior I don’t want. As far as IP goes... Nearly every interaction we have with modern computing services involves trading information for other information. Services like Turnitin require data to function, and giving them that data is a fair trade. It’s waaaaay less of a IP/privacy problem than Google’s penetration in K-12 environments, for example. Then again, I’m a criminologist and a pragmatist, so my views may differ from other academics.
RESPONSE B: I think most in academia who work with this tool would agree that Turnitin isn't great and is pretty ethically dubious. The larger question though is can this critique be also used at all third-party for-profit companies that provide academic services or is Turnitin notably worse? Examples include for-profit companies that do accreditation and then consulting to beef up said accreditation, companies that make deals with universities to support international students for a fee, etc.
Which response is better? RESPONSE |
A | POST: ve ever reached out to have responded to my requests for code. This has happened a few times now, and more often than not I'm forced to re-write some program based on the sparse description in the paper (not a small feat for someone with a non-CS background). It just seems counterintuitive to me that a 'new method' paper wouldn't actually share the new method. Isn't that the point, accelerating the field of study and whatnot? There's some new journals that are moving in the right direction - not allowing submissions without proof of data and code in a repository, for example - and those who are committed to open-source programs, which is great. But, seriously: why the allowance of people to keep their 'new method' secret?
RESPONSE A: This used to be the case in astronomy but is a lot less so these days. It seems to be from somewhat of a culture shift, and one that probably hasn't hit the life sciences in the same way just yet. Ideally, the new method would be something to share. But I suspect that for many people, it's a way to do something that then they can publish and then they can cite with their own work. You'd think that gaining outside citations would be a plus but I figure that a lot of people would rather try to squeeze what they can themselves out of the method. The analogy I can think of now in astronomy is the sharing of observational data. It's gotten a lot better now but people like to sit on their data and squeeze what they can out of it. Of course, if you share your data (perhaps after some proprietary period so you can get first crack out of your science), then you can gain citations and help the broader field. But that's not always been the case and there are still plenty of sub-fields where people feel it's better to keep their own data, talk about the amazing stuff that one can do with them, and then just keep publishing results from them themselves.
RESPONSE B: Is it NIH-funded? They’d be obligated - if not required - to share if it is.
Which response is better? RESPONSE |
A | POST: Why publish a 'new method' paper if you're not going to share the method? A bit of a rant, plus a genuine question. I work in a life sciences subfield where I deal quite a bit with image processing for data collection (high-throughput phenotyping). It's a quickly-growing area of interest, and papers are regularly published about new ways to count/assess/quantify characteristics from images. Obviously, these methods involve some sort of code - MATLAB, Python, etc. - but so few authors cite any sort of Github repo or any other method of sharing. Frustratingly, none of the authors I've ever reached out to have responded to my requests for code. This has happened a few times now, and more often than not I'm forced to re-write some program based on the sparse description in the paper (not a small feat for someone with a non-CS background). It just seems counterintuitive to me that a 'new method' paper wouldn't actually share the new method. Isn't that the point, accelerating the field of study and whatnot? There's some new journals that are moving in the right direction - not allowing submissions without proof of data and code in a repository, for example - and those who are committed to open-source programs, which is great. But, seriously: why the allowance of people to keep their 'new method' secret?
RESPONSE A: I too am in the life sciences and this shit is real. Methods papers are pretty meaningless. No one ever shares their code. It is no wonder so many life science papers get such little citation.
RESPONSE B: Is it NIH-funded? They’d be obligated - if not required - to share if it is.
Which response is better? RESPONSE |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.