All the Value is in the Middle

When it comes to activities, we tend to want to jump to the end.  I just opened to the first chapter of “Introduction to Algorithms,” and I want to immediately get to the end of the chapter.  I’m in lecture and I’m thinking to myself “damn...how much longer is he going to go for?”  The clear problem with wanting to be done immediately with a task we initiated is that all the value in the task occurs between the beginning and the end.  

In other words, all the value in the activity occurs between the beginning and the end--the middle.

All the value in a relationship happens in the middle.  All the value in your college education occurred between the beginning and end of your college experience.  When you go to the gym, all the value you receive comes from all the stuff you do between the beginning and ending of your time at the gym.  This observation points to the importance of how you spend the time during the activity.  If you flip through a dense textbook on biomedical engineering, not even skimming the pages, the value of that process would be unsurprisingly zero.  The same would be true if you jumped directly to the end of a relationship, if you jumped directly to the end of your college education, or if you jumped directly to the end of your workout in the gym.  It’s clear in these examples that you’d be getting nothing out of these experiences if the time between the beginning and the end didn’t exist or wasn’t well spent.   

Whenever you feel the urge to jump to end of something, know that all the value of whatever you’re doing is in all the “middle stuff.”  If you don’t give the middle stuff its appropriate attention, you won’t be extracting as much value out of the experience as you can.  Thus, the next time you find yourself wanting to jump to end of something, remember: all the value is in the *middle.*

Photo credit: Ramzi Hashisho

Beating the 3rd Year Curse

There comes a point in every doctoral student's career when enough is enough and all desires of completing any project, dissertation, paper, etc. goes out the window. You have this overwhelming feeling, a strong desire, to just take your master's and quit. Don't worry you are not alone, over 30% of doctoral students drop out or are dismissed in their 3rd year. While for some the desire to quit is fleeting, for others it is constantly on your mind but you can beat the feeling.

1. Join a graduate student group at your university, like the Math Graduate Student Association, Black Graduate Student Association, etc. Organizations like these offer support, networking, and social activities three things that always benefit a graduate student. In a graduate student organization you are guaranteed to find at least one person that you can relate to.

2. Get a hobby (i.e. working out, volunteering, hiking, etc.), I am not encouraging you to go and get overly involved with some cause or to start working out 3 hours a day. However a healthy diversion from studying and research is needed from time to time. Remember it is physically impossible to work 24/7 because your body requires food and rest, but a having a hobby can give you the time to clear your mind thus resulting in more efficient studying and research.

3. Relax and tap into your faith. No matter what you believe in Christianity, Islam, Buddism, a higher power, or karma, some things are out of your control. You have to keep realistic goals for the completion of your program. I know it's cliche but Rome wasn't built in a day, so you cannot earn a doctorate in a year, but maybe in 4 to 5!

Thanksgiving Break Isn't a Break for You!

Thanksgiving signals a number of different events and emotions. Thoughts of gratefulness, food, and family come to mind. With the last Thursday and Friday of November being holidays for most Universities, the inclination of many inexperienced graduate students is to take a relaxing trip home (queue the Kenny G!). To this, I have but one thing to say:

Don’t do it!

Thanksgiving is absolutely NOT the time to be taking it easy. You see, one of the other things that Thanksgiving signals is the end of the semester (or quarter, if you’re on the quarter system). All the time you’ve been spending grinding away on coursework all semester will culminate with some final major project, paper, and/or exam. Thanksgiving is the time you get caught up in any course you’re behind in. Thanksgiving is the time you review the semester worth of material you’ve encountered thus far. Thanksgiving is the time you dump out all your ideas about the research you want to pursue. Thanksgiving is the time you grind away on the implementation of some experiments you need to run.

Too many graduate students don’t realize they are no longer in college. This habit of treating holidays like....well holidays, is graduate student taboo. If you don’t buy any of this, completely ignore the above advice. Take a long relaxing break over Thanksgiving. When you come back to campus, take note of how behind you feel and are. Then if possible, find someone who couldn’t go home for the holiday--like say an international student. Take note of how he fairs in this last bit of the semester...

Grades Don't Matter for PhD Students: What a Terrible Lie

Here’s a typical scenario:

• A student laments about the rigor of her coursework to a professor (or at least in earshot of a professor).

• The professor assures the student that her grades don’t matter. She’s a PhD student, it’s all about research.

• The student feels a sense of relief, but isn’t completely convinced...

Intermission:

About half of the students who begin PhD programs believe they will go on to be professors doing research when they begin their PhD program. However, by the end of their PhD program this ambition is beaten out of them as many choose an alternative path.

Now back to the scenario...

• When the student applies for a non-academic position (like most of his peers--see the Intermission), the student is floored when the recruiter at the lab/company/government requests her graduate transcripts and GPAs for her Master’s and PhD degrees.

What Does this Scenario Tell us?

It tells us that many professors have a myopic view of career paths for PhD students even though the data suggests otherwise (see the Intermission). When a professor tells you “grades don’t matter,” what he is forgetting to append to that statement is “if you want to be a professor somewhere and do stellar research.” So this famous piece of advice is really the following: “Grades don’t matter...if you want to be a professor and do stellar research to offset subpar grades.”

So What's Better Advice?

Get the best grades you possibly can AND do good research. Saying you have to choose one or the other (grades or good research) is a false dichotomy. Juggling both gives you the most opportunity career-wise. And seeing that you will most likely not end up being a professor when you graduate, you’ll want to make sure that your grades are as good as they can be. You see, most people don’t understand what a PhD is all about. They think getting a PhD is like getting another undergrad degree. Thus, your GPA is critical in determining how good you are--at least in their eyes. There’s nothing you can do to change this perception since it’s widespread. The best you can do is play the game and ensure your grades are on point.

The next time a professor gives you the profoundly bad piece of advice of "grades don't matter!", smile and nod...then, dutifully ignore him.

6 Reasons Why You Fail to Understand Tech Talks

1. You don’t belong in the audience.  If you’re an anthropologist and go to a supercomputing conference and visit a workshop on cluster computing, and fail to understand anything, it’s because you don’t have the appropriate background.

2. The presenter doesn’t understand what he/she is doing.  Believe it or not, once you get deep into a subject, it’s actually far easier to stay in the jargon world then it is to come back down to the real world where earthlings reside and explain the concepts for people outside of your esoteric community. And if you can't explain what you're doing for people outside your community, then you don't really understand what you're doing.

3. The presenter sucks at presenting.  This is separate from the material being crap.  This point has to do with the presenter’s inability to present.  This may manifest as an inaudible voice.  Alternatively (or additionally) you may notice it in the terribly prepared slides with tons and tons of text.  Another red flag is when you see an overly complicated slide with too much information, or information that’s thrown at you all at once instead of piece by piece.

4. The presenter doesn’t have enough time to present the material the right way.  This is a pretty popular reason.  Think about this.  As a PhD student, you’ve spent 3+ years of your life on a research topic.  You are now trying to distill all of it (for job talks) or some of it (for conferences) to anywhere from 15 minutes to 30 minutes.  Not. Possible.  If an hour to 90 minutes is given, somehow magically, that seems to be enough time.    

5.  You haven’t eaten.  When you’re hella hungry, you can’t think straight.  No matter how elementary the material, if your stomach is screaming at you, you’ll probably fail to understand what’s being presented.   

6. You’ve just eaten.  And by eaten, I mean stuffed yourself.  Stuffing yourself full of yummy food is the best way to lull yourself to sleep at something that’s as typically dry as a tech talk.

When a PhD Student Has an Advisor Only On Paper

So you’ve checked out this faculty member’s research. The work seems really intriguing to you. Moreover, the faculty member likes you, so the agreement is made. You now officially have an advisor. As time marches on, however, you realize something fishy. You realize while this faculty member is *nominally* your advisor, the faculty member isn’t actually advising you!

So the question is, what do you do when you find out that you don’t actually have an advisor? This dilemma is one that too many PhD students find themselves in year after year, institution to institution. Ideally, your advisor is supposed to train you to become a scientist. All too frequently this isn’t the case. So what do you do?

There are a number of alternatives. And you may want to do one, some, or all of the following, but if you find yourself in this kind of dilemma make sure you’re doing at least ONE of these suggestions.

• Find mentorship from more senior PhD students. Although this bunch can be surprisingly difficult to track down, when you do, they can be a tremendous resource.
  
• Find mentorship from a postdoc or another faculty member. If you have a relatively large department, this shouldn’t be too difficult. However, if there are few faculty and postdocs in your department, the next suggestion may be extremely helpful to you.
  
• Talk with students that actually have “real” advisors. By “real” advisor, I mean an advisor that actually trains their students (or at least has a reputation of doing so). In this way, you would learn what it is like (indirectly) to have an advisor that is actually training you.
• Check out the advice Web pages of faculty within your research area or field. You’d be surprised at the amount of useful advice is out there.

What are some ways you know of that people use to overcome not actually having an advisor?

Interrupting Your Interruptions

The following is an instance where research is actually useful.

In the pursuit of a PhD in this highly dynamic world, interruptions are ever-present. You are constantly bombarded by entities that demand your attention. Your email icon bounces around demanding to be read, text messages beep and demand to be answered, Google chat contacts demand to know how you are doing, office mates desire your attention to double check their work, all while Twitter keeps you up to date with the play by play of everything that is happening to everyone who knows you (relevant or otherwise) !

In Trafton's research on resuming interrupted tasks, he analyzes the responses of people who are interrupted while performing a task. Half of the subjects receive a warning preceding the interruption, while the other half of the subjects are immediately interrupted with no warning. The subjects who were warned of an impending interruption were able to prepare more for the divergence than participants in the immediate interruption condition, and resumed the interrupted task more quickly.

So what does this mean to you? When you are hard away at work on that important research paper, analysis, brainstorming session, and you are interrupted by a distraction, take that interruption signal as a warning. Give yourself some time to prepare to leave the task. Get yourself to a nice "stopping point" before you service the interruption. This will help you to return to your research much quickly, without getting distracted and wondering ".... now what was I doing ???" post-distraction. Interrupt the interruption by taking ownership of how and when you will choose to leave your task. This will help to ensure that you will be able to easily resume working.

J. Gregory Trafton, Erik M. Altmann, Derek P. Brock, Farilee E. Mintz, Preparing to resume an interrupted task: effects of prospective goal encoding and retrospective rehearsal, International Journal of Human-Computer Studies, Volume 58, Issue 5, Notification User Interfaces, May 2003, Pages 583-603, ISSN 1071-5819, DOI: 10.1016/S1071-5819(03)00023-5.