Posts
Decades ago, we sat in the library as graduate students, staring at shelves of books and thinking: “If only we understood all the knowledge sitting on just one shelf, what power that would be.”
Today, we try to convince ourselves that such daydreaming was not naive. Of course, there are people who love to learn, but is pursuing such passion foolish? Is it unprofitable? Presumably, passion for knowledge is the fuel for pursuing an advanced degree. Or is it?
Actually, obtaining a PhD can often have less to do with learning and more to do with jumping through the appropriate hoops. Fewer students strive to learn as much as possible simply for the sake of learning. Rather, the objective, in the US system, at least, is a high grade-point average that yields an employment opportunity that, in turn, yields a high salary. Ultimately, the name of the game has become profit, and this game has new rules.
It is still the case that only two types of students obtain a PhD: those who are relatively smart and those who work hard. However, two distinct paths to success have emerged, and students should decide early in their graduate school careers which path to travel. Is their primary objective to obtain a degree as expediently as possible, or is it to learn? These two goals are not always mutually exclusive, and with genuine curiosity and perseverance, independent learning is possible. However, the path for obtaining a degree efficiently is not obvious, and the guidelines in this regard can be elusive, unspoken and often unrealised...
Then, do not simply look for a famous mathematics or history professor, for example; look for someone who has extensive experience studying your specific topic of interest. No matter how intelligent and renowned advisers are, the less familiar they are with your specific topic, the more effort you will have to expend teaching them about it. An adviser with experience in a field slightly different from that of your intended area of study may offer a unique perspective, may ask helpful questions, and may inadvertently require clarity in presentation. But this will inevitably cost time.
Another piece of advice is to minimise your teaching obligations. Even if you aspire to a career in higher education, teaching while in graduate school can be a drain on time if you are conscientious and wish to do it competently. Teaching well is only a tertiary criterion for success in academia, and it is all but unnecessary for success in industry.
One of the first classes that one of us taught in graduate school was in statics. It was for the mechanical engineering department, and it was approached like an engineering design project. Pride drove ownership of the course, conceptually and emotionally, and preparing for and teaching the course dominated the summer. Every exam and every quiz was crafted meticulously. Each lecture was designed to be energetic and unique, with varied presentation styles and media.
Read more...
Source:Times Higher Education (THE)
