nhaliday + grad-school   117

Philip Guo - A Five-Minute Guide to Ph.D. Program Applications
If you spend five minutes reading this article, you'll learn how to make your Ph.D. program application the strongest possible. Why five minutes? Because it's probably the longest that anyone will spend reading your application.
techtariat  grad-school  phd  advice  transitions  career  progression  hi-order-bits  cs  init 
6 days ago by nhaliday
Learning to learn | jiasi
It might sound a bit stupid, but I just realized that a better reading strategy could help me learn faster, almost three times as fast as before.

To enter a research field, we sometimes have to read tens of research papers. We could alternatively read summaries like textbooks and survey papers, which are generally more comprehensive and more friendly for non-experts. But some fields don’t have good summaries out there, for reasons like the fields being too new, too narrow, or too broad.


Part 1. Taking good notes and keeping them organized.

Where we store information greatly affects how we access it. If we can always easily find some information — from Google or our own notes — then we can pick it up quickly, even after forgetting it. This observation can make us smarter.

Let’s do the same when reading papers. Now I keep searchable notes as follows:
- For every topic, create a document that contains the notes for all papers on this topic.[1]
- For each paper, take these notes: summaries, quotes, and sufficient bibliographic information for future lookup.[2, pages 95-99]
- When reading a new paper, if it cites a paper that I have already read, review the notes for the cited paper. Update the notes as needed.
This way, we won’t lose what we have read and learned.

Part 2. Skipping technical sections for 93% of the time.

Only 7% of readers of a paper will read its technical sections.[1] Thus, if we want to read like average, it might make sense to skip technical sections for roughly 93% of papers that we read. For example, consider reading each paper like this:
- Read only the big-picture sections — abstract, introduction, and conclusion;
- Scan the technical sections — figures, tables, and the first and the last paragraphs for each section[2, pages 76-77] — to check surprises;
- Take notes;
- Done!
In theory, the only 7% of the papers that we need to read carefully would be those that we really have to know well.
techtariat  scholar  academia  meta:research  notetaking  studying  learning  grad-school  phd  reflection  meta:reading  prioritizing  quality  writing  technical-writing  growth  checklists  metabuch  advice 
14 days ago by nhaliday
Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates
The data suggest that foreign-born Teaching Assistants have an adverse impact on the class performance of undergraduate students.
study  economics  education  higher-ed  borjas  migration  labor  cost-benefit  tradeoffs  branches  language  foreign-lang  grad-school  teaching  attaq  wonkish 
7 weeks ago by nhaliday
Analysis of Current and Future Computer Science Needs via Advertised Faculty Searches for 2019 - CRN
Differences are also seen when analyzing results based on the type of institution. Positions related to Security have the highest percentages for all but top-100 institutions. The area of Artificial Intelligence/Data Mining/Machine Learning is of most interest for top-100 PhD institutions. Roughly 35% of positions for PhD institutions are in data-oriented areas. The results show a strong interest in data-oriented areas by public PhD and private PhD, MS, and BS institutions while public MS and BS institutions are most interested in Security.
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june 2019 by nhaliday
Why read old philosophy? | Meteuphoric
(This story would suggest that in physics students are maybe missing out on learning the styles of thought that produce progress in physics. My guess is that instead they learn them in grad school when they are doing research themselves, by emulating their supervisors, and that the helpfulness of this might partially explain why Nobel prizewinner advisors beget Nobel prizewinner students.)

The story I hear about philosophy—and I actually don’t know how much it is true—is that as bits of philosophy come to have any methodological tools other than ‘think about it’, they break off and become their own sciences. So this would explain philosophy’s lone status in studying old thinkers rather than impersonal methods—philosophy is the lone ur-discipline without impersonal methods but thinking.

This suggests a research project: try summarizing what Aristotle is doing rather than Aristotle’s views. Then write a nice short textbook about it.
ratty  learning  reading  studying  prioritizing  history  letters  philosophy  science  comparison  the-classics  canon  speculation  reflection  big-peeps  iron-age  mediterranean  roots  lens  core-rats  thinking  methodology  grad-school  academia  physics  giants  problem-solving  meta:research  scholar  the-trenches  explanans  crux  metameta  duplication  sociality  innovation  quixotic  meta:reading 
june 2018 by nhaliday
GOP tax plan would provide major gains for richest 1%, uneven benefits for the middle class, report says - The Washington Post
Trump tweets: For his voters.
Tax plan: Something else entirely.
This is appallingly stupid if accurate


Treasury Removes Paper at Odds With Mnuchin’s Take on Corporate-Tax Cut’s Winners: https://www.wsj.com/articles/treasury-removes-paper-at-odds-with-mnuchins-take-on-corporate-tax-cuts-winners-1506638463

Tax changes for graduate students under the Tax Cuts and Jobs Act: https://bcide.gitlab.io/post/gop-tax-plan/
H.R.1 – 155th Congress (Tax Cuts and Jobs Act) 1 proposes changes to the US Tax Code that threatens to destroy the finances of STEM graduate students nationwide. The offending provision, 1204(a)(3), strikes section 117(d) 2 of the US Tax Code. This means that under the proposal, tuition waivers are considered taxable income.

For graduate students, this means an increase of thousands of dollars in owed federal taxes. Below I show a calculation for my own situation. The short of it is this: My federal taxes increase from ~7.5% of my income to ~31%. I will owe about $6300 more in federal taxes under this legislation. Like many other STEM students, my choices would be limited to taking on significant debt or quitting my program entirely.

The Republican War on College: https://www.theatlantic.com/business/archive/2017/11/republican-college/546308/

Trump's plan to tax colleges will harm higher education — but it's still a good idea: http://www.businessinsider.com/trump-tax-plan-taxing-colleges-is-a-good-idea-2017-11
- James Miller

The Republican Tax Plan Is a Disaster for Families With Children: http://www.motherjones.com/kevin-drum/2017/11/the-republican-tax-plan-is-a-disaster-for-families-with-children/
- Kevin Drum

The gains from cutting corporate tax rates: http://marginalrevolution.com/marginalrevolution/2017/11/corporate-taxes-2.html
I’ve been reading in this area on and off since the 1980s, and I really don’t think these are phony results.

Entrepreneurship and State Taxation: https://www.federalreserve.gov/econres/feds/files/2018003pap.pdf
We find that new firm employment is negatively—and disproportionately—affected by corporate tax rates. We find little evidence of an effect of personal and sales taxes on entrepreneurial outcomes.

nobody in the comments section seems to have even considered the comparison with universities

The GOP Tax Bills Are Infrastructure Bills Too. Here’s Why.: http://www.governing.com/topics/transportation-infrastructure/gov-republican-tax-bills-impact-infrastructure.html
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september 2017 by nhaliday
The GRE is useful; range restriction is a thing – Gene Expression
As an empirical matter I do think that it is likely many universities will follow the University of Michigan in dropping the GRE as a requirement. There will be some resistance within academia, but there is a lot of reluctance to vocally defend the GRE in public, especially from younger faculty who fear the social and professional repercussions (every time a discussion pops up about the GRE I get a lot of Twitter DMs from people who believe in the utility of the GRE but don’t want to be seen defending it in public because they fear becoming the target of accusations of an -ism). My prediction is that after the GRE is gone people will simply rely on other proxies.
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september 2017 by nhaliday
Career Options for Scientists
Most PhD students in the biological sciences will not go on to become academics. For these individuals, choosing the best career path can be difficult. Fortunately, there are many options that allow them to take advantage of skills they hone during graduate and postdoctoral work.

The declining interest in an academic career: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0184130
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september 2017 by nhaliday
Stolen generations | West Hunter
Someone was quoted as saying that if you adopted an Australian Aborigine kid and raised him in England, he’d do just fine. This is a standard prediction, or maybe really an assumption, of most social scientists: people are the same everywhere. Let me put it more precisely: If you adopted a random draw of such kids just after birth, and then treated them in the same way that local native kids were treated, they’d end up with the same adult IQ, on average. And the same rate of alcoholism, and so forth. Same with any other racial group, the prediction says.

But is this actually true? The same people would say that one-day-old babies from different groups ought to act the same, and that’s certainly not true.

I would think that there was a lot of adoption of Australian Aborigines going on in Australia, back in the day. What were the results?

I don’t see how you could spend a lot of time on this (aboriginal education) and not see the pattern in front of you. But people do, certainly in the US as well. Here’s a fun quote: “There is no logical reason to expect that the number of minority students in gifted programs would not be proportional to their representation in the general population. ” (p. 498) Frasier 1997
Of course this never happens, never has happened, but still it’s gotta happen.

This is secondhand, but an interesting story. There was once a graduate student in anthropology at UNM who was very interested in Australian Aboriginal education. I believe that’s what he wanted to do when he got out. He did a lot of digging into the subject, including mimeographed stuff that never got published, and much against his will came to the conclusion that Aboriginals really were different from Europeans, really did have significantly lower intelligence. It drove him nuts – he actually had to be hospitalized. Dropped out of the program.

It’s easier than you think. Just threaten the members of the IRB – they generally have no honor.

The long-term effects of American Indian boarding schools: http://marginalrevolution.com/marginalrevolution/2017/09/long-term-effects-american-indian-boarding-schools.html
Combining recent reservation-level census data and school enrollment data from 1911 to 1932, I find that reservations that sent a larger share of students to off-reservation boarding schools have higher high school graduation rates, higher per capita income, lower poverty rates, a greater proportion of exclusively English speakers, and smaller family sizes. These results are supported when distance to the nearest off-reservation boarding school that subsequently closed is used as an instrument for the proportion of past boarding school students. I conclude with a discussion of the possible reasons for this link.


Last, the link drawn here between higher boarding school share and assimilation should not be misinterpreted as an endorsement of coercive assimilation.
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august 2017 by nhaliday
Information Processing: History repeats
Brad Delong, in his course on economic history, lists the following among the reasons for the decline of the British empire and its loss of industrial superiority to Germany and the US.

British deficiencies:
* low infrastructure investment
* poor educational system
* lags behind in primary education
* teaches its elite not science and engineering, but how to write Latin verse

Sound familiar? What is the ratio of Harvard students who have studied Shakespeare, Milton or (shudder) Derrida to the number who have thought deeply about the scientific method, or know what a photon is? Which knowledge is going to pay off for America in the long haul?

Most photon experts are imported from abroad these days. We're running a search in our department for a condensed matter experimentalist (working on things ranging from nanoscale magnets to biomembranes). The last three candidates we've interviewed are originally from (1) the former Soviet Union (postdoc at Cornell), (2) India (postdoc at Berkeley) and (3) China (postdoc at Caltech).

Of course, these Harvard kids may be making a smart decision - why fight it out in an efficiently globalized meritocracy (i.e. science), when there are more lucrative career paths available? Nevertheless, I think we would be better off if our future leaders had at least some passing familiarity with the science and technology that will shape our future.

The future of US scientific leadership: http://infoproc.blogspot.com/2005/07/future-of-us-scientific-leadership.html
Does Globalization of the Scientific/Engineering Workforce Threaten US Economic Leadership?: http://www.nber.org/papers/w11457
Note Freeman's Proposition 2: Despite perennial concerns over shortages of scientific and engineering specialists, the job market in most S&E specialties is too weak to attract increasing numbers of US students. Nevertheless, US S&E pay rates are still high enough to attract talented foreigners. This competition further reduces the attractiveness of S&E careers to US students.

Foreign Peer Effects and STEM Major Choice: http://ftp.iza.org/dp10743.pdf
Results indicate that a 1 standard deviation increase in foreign peers reduces the likelihood native-born students graduate with STEM majors by 3 percentage points – equivalent to 3.7 native students displaced for 9 additional foreign students in an average course. STEM displacement is offset by an increased likelihood of choosing Social Science majors. However, the earnings prospects of displaced students are minimally affected as they appear to be choosing Social Science majors with equally high earning power. We demonstrate that comparative advantage and linguistic dissonance may operate as underlying mechanisms.

fall of Rome: https://twitter.com/wrathofgnon/status/886075755364360192
But if the gradualness of this process misled the Romans there were other and equally potent reasons for their blindness. Most potent of all was the fact that they mistook entirely the very nature of civilization itself. All of them were making the same mistake. People who thought that Rome could swallow barbarism and absorb it into her life without diluting her own civilization; the people who ran about busily saying that the barbarians were not such bad fellows after all, finding good points in their regime with which to castigate the Romans and crying that except ye become as little barbarians ye shall not attain salvation; the people who did not observe in 476 that one half of the Respublica Romanorum had ceased to exist and nourished themselves on the fiction that the barbarian kings were exercising a power delegated from the Emperor. _All these people were deluded by the same error, the belief that Rome (the civilization of their age) was not a mere historical fact with a beginning and an end, but a condition of nature like the air they breathed and the earth they tread Ave Roma immortalis, most magnificent most disastrous of creeds!_

The fact is that the Romans were blinded to what was happening to them by the very perfection of the material culture which they had created. All around them was solidity and comfort, a material existence which was the very antithesis of barbarism. How could they foresee the day when the Norman chronicler would marvel over the broken hypocausts of Caerleon? How could they imagine that anything so solid might conceivably disappear? _Their roads grew better as their statesmanship grew worse and central heating triumphed as civilization fell._

But still more responsible for their unawareness was the educational system in which they were reared. Ausonius and Sidonius and their friends were highly educated men and Gaul was famous for its schools and universities. The education which these gave consisted in the study of grammar and rhetoric, which was necessary alike for the civil service and for polite society; and it would be difficult to imagine an education more entirely out of touch with contemporary life, or less suited to inculcate the qualities which might have enabled men to deal with it. The fatal study of rhetoric, its links with reality long since severed, concentrated the whole attention of men of intellect on form rather than on matter. _The things they learned in their schools had no relation to the things that were going on in the world outside and bred in them the fatal illusion that tomorrow would be as yesterday that everything was the same, whereas everything was different._
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june 2017 by nhaliday
Secular decline in testosterone levels - Rogue Health and Fitness
A Population-Level Decline in Serum Testosterone Levels in American Men: http://sci-hub.tw/10.1210/jc.2006-1375
Secular trends in sex hormones and fractures in men and women: http://www.eje-online.org/content/166/5/887.full.pdf
Small n and older sample, but interesting that while testosterone decreases have been large for men they’ve been even larger (in % terms) for women; wonder if this contributes to declining pregnancy and sexual frequency, rising depression.

Strangelove: https://youtu.be/N1KvgtEnABY?t=67

People offering human-centric explanations like cell phones: Note also that the sperm quality of dogs has decreased 30% since 1988.


mendelian rand.:
1 SD genetically instrumented increase in BMI was associated with a 0.25 SD decrease in serum testosterone

Ibuprofen linked to male infertility: study: https://nypost.com/2018/01/08/ibuprofen-linked-to-male-infertility-study/

Tucker Carlson: "Men Seem To Be Becoming Less Male": https://www.realclearpolitics.com/video/2018/03/08/tucker_carlson_men_seem_to_be_becoming_less_male.html
Carlson interviewed Dr. Jordan Peterson who blamed the "insidious" movement being driven by the "radical left" that teaches there a problem of "toxic masculinity." He said ideological policies focus on "de-emphasizing masculinity may be part of the problem."


Those are the numbers. They paint a very clear picture: American men are failing, in body, mind and spirit. This is a crisis. Yet our leaders pretend it’s not happening. They tell us the opposite is true: Women are victims, men are oppressors. To question that assumption is to risk punishment. Even as women far outpace men in higher education, virtually every college campus supports a women’s studies department, whose core goal is to attack male power. Our politicians and business leaders internalize and amplify that message. Men are privileged. Women are oppressed. Hire and promote and reward accordingly.

But it also hints at an almost opposite take: average testosterone levels have been falling for decades, so at this point these businessmen would be the only “normal” (by 1950s standards) men out there, and everyone else would be unprecedently risk-averse and boring.
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may 2017 by nhaliday
Educational Romanticism & Economic Development | pseudoerasmus


Did Nations that Boosted Education Grow Faster?: http://econlog.econlib.org/archives/2012/10/did_nations_tha.html
On average, no relationship. The trendline points down slightly, but for the time being let's just call it a draw. It's a well-known fact that countries that started the 1960's with high education levels grew faster (example), but this graph is about something different. This graph shows that countries that increased their education levels did not grow faster.

Where has all the education gone?: http://citeseerx.ist.psu.edu/viewdoc/download?doi=




The Case Against Education: What's Taking So Long, Bryan Caplan: http://econlog.econlib.org/archives/2015/03/the_case_agains_9.html

The World Might Be Better Off Without College for Everyone: https://www.theatlantic.com/magazine/archive/2018/01/whats-college-good-for/546590/
Students don't seem to be getting much out of higher education.
- Bryan Caplan

College: Capital or Signal?: http://www.economicmanblog.com/2017/02/25/college-capital-or-signal/
After his review of the literature, Caplan concludes that roughly 80% of the earnings effect from college comes from signalling, with only 20% the result of skill building. Put this together with his earlier observations about the private returns to college education, along with its exploding cost, and Caplan thinks that the social returns are negative. The policy implications of this will come as very bitter medicine for friends of Bernie Sanders.

Doubting the Null Hypothesis: http://www.arnoldkling.com/blog/doubting-the-null-hypothesis/

Is higher education/college in the US more about skill-building or about signaling?: https://www.quora.com/Is-higher-education-college-in-the-US-more-about-skill-building-or-about-signaling
ballpark: 50% signaling, 30% selection, 20% addition to human capital
more signaling in art history, more human capital in engineering, more selection in philosophy

Econ Duel! Is Education Signaling or Skill Building?: http://marginalrevolution.com/marginalrevolution/2016/03/econ-duel-is-education-signaling-or-skill-building.html
Marginal Revolution University has a brand new feature, Econ Duel! Our first Econ Duel features Tyler and me debating the question, Is education more about signaling or skill building?

Against Tulip Subsidies: https://slatestarcodex.com/2015/06/06/against-tulip-subsidies/




Most American public school kids are low-income; about half are non-white; most are fairly low skilled academically. For most American kids, the majority of the waking hours they spend not engaged with electronic media are at school; the majority of their in-person relationships are at school; the most important relationships they have with an adult who is not their parent is with their teacher. For their parents, the most important in-person source of community is also their kids’ school. Young people need adult mirrors, models, mentors, and in an earlier era these might have been provided by extended families, but in our own era this all falls upon schools.

Caplan gestures towards work and earlier labor force participation as alternatives to school for many if not all kids. And I empathize: the years that I would point to as making me who I am were ones where I was working, not studying. But they were years spent working in schools, as a teacher or assistant. If schools did not exist, is there an alternative that we genuinely believe would arise to draw young people into the life of their community?


It is not an accident that the state that spends the least on education is Utah, where the LDS church can take up some of the slack for schools, while next door Wyoming spends almost the most of any state at $16,000 per student. Education is now the one surviving binding principle of the society as a whole, the one black box everyone will agree to, and so while you can press for less subsidization of education by government, and for privatization of costs, as Caplan does, there’s really nothing people can substitute for it. This is partially about signaling, sure, but it’s also because outside of schools and a few religious enclaves our society is but a darkling plain beset by winds.

This doesn’t mean that we should leave Caplan’s critique on the shelf. Much of education is focused on an insane, zero-sum race for finite rewards. Much of schooling does push kids, parents, schools, and school systems towards a solution ad absurdum, where anything less than 100 percent of kids headed to a doctorate and the big coding job in the sky is a sign of failure of everyone concerned.

But let’s approach this with an eye towards the limits of the possible and the reality of diminishing returns.

The real reason the left would support Moander: the usual reason. because he’s an enemy.

I have a problem in thinking about education, since my preferences and personal educational experience are atypical, so I can’t just gut it out. On the other hand, knowing that puts me ahead of a lot of people that seem convinced that all real people, including all Arab cabdrivers, think and feel just as they do.

One important fact, relevant to this review. I don’t like Caplan. I think he doesn’t understand – can’t understand – human nature, and although that sometimes confers a different and interesting perspective, it’s not a royal road to truth. Nor would I want to share a foxhole with him: I don’t trust him. So if I say that I agree with some parts of this book, you should believe me.


Caplan doesn’t talk about possible ways of improving knowledge acquisition and retention. Maybe he thinks that’s impossible, and he may be right, at least within a conventional universe of possibilities. That’s a bit outside of his thesis, anyhow. Me it interests.

He dismisses objections from educational psychologists who claim that studying a subject improves you in subtle ways even after you forget all of it. I too find that hard to believe. On the other hand, it looks to me as if poorly-digested fragments of information picked up in college have some effect on public policy later in life: it is no coincidence that most prominent people in public life (at a given moment) share a lot of the same ideas. People are vaguely remembering the same crap from the same sources, or related sources. It’s correlated crap, which has a much stronger effect than random crap.

These widespread new ideas are usually wrong. They come from somewhere – in part, from higher education. Along this line, Caplan thinks that college has only a weak ideological effect on students. I don’t believe he is correct. In part, this is because most people use a shifting standard: what’s liberal or conservative gets redefined over time. At any given time a population is roughly half left and half right – but the content of those labels changes a lot. There’s a shift.

I put it this way, a while ago: “When you think about it, falsehoods, stupid crap, make the best group identifiers, because anyone might agree with you when you’re obviously right. Signing up to clear nonsense is a better test of group loyalty. A true friend is with you when you’re wrong. Ideally, not just wrong, but barking mad, rolling around in your own vomit wrong.”
You just explained the Credo quia absurdum doctrine. I always wondered if it was nonsense. It is not.
Someone on twitter caught it first – got all the way to “sliding down the razor blade of life”. Which I explained is now called “transitioning”

What Catholics believe: https://theweek.com/articles/781925/what-catholics-believe
We believe all of these things, fantastical as they may sound, and we believe them for what we consider good reasons, well attested by history, consistent with the most exacting standards of logic. We will profess them in this place of wrath and tears until the extraordinary event referenced above, for which men and women have hoped and prayed for nearly 2,000 years, comes to pass.

According to Caplan, employers are looking for conformity, conscientiousness, and intelligence. They use completion of high school, or completion of college as a sign of conformity and conscientiousness. College certainly looks as if it’s mostly signaling, and it’s hugely expensive signaling, in terms of college costs and foregone earnings.

But inserting conformity into the merit function is tricky: things become important signals… because they’re important signals. Otherwise useful actions are contraindicated because they’re “not done”. For example, test scores convey useful information. They could help show that an applicant is smart even though he attended a mediocre school – the same role they play in college admissions. But employers seldom request test scores, and although applicants may provide them, few do. Caplan says ” The word on the street… [more]
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april 2017 by nhaliday
Taulbee Survey - CRA
- about 30% academic, 10% tenure-track for both ML and theory
- for industry flow, it's about 60% research for ML and 40% research for theory (presumably research in something that's not theory for the most part)
- so overall 60-70% w/ some kind of research career
grad-school  phd  data  planning  long-term  cs  schools  🎓  objektbuch  poll  transitions  progression 
february 2017 by nhaliday
Information Processing: Boom, Bust, and the Global Race for Scientific Talent
Falling Behind? is a recent (March 2014) book by Michael Teitelbaum of the Sloan Foundation, a demographer and long time critic of STEM (Science, Technology, Engineering and Mathematics) shortage claims. Falling Behind? is an excellent book with a wealth of data and information on the history of booms and busts in science and engineering employment since World War II, STEM shortage claims in general, and lobbying for “high-skilled” immigration “reform”. Although I have been a student of these issues for many years, I encountered many facts and insights that I did not know or had not thought of. Nonetheless the book has a number of weakenesses which readers should keep in mind.

... The evidence assembled in this book leads inescapably to three core findings:

o First, that the alarms about widespread shortages or shortfalls in the number of U.S. scientists and engineers are quite inconsistent with nearly all available evidence;

o Second, that similar claims of the past were politically successful but resulted in a series of booms and busts that did harm to the U.S. science and engineering enterprise and made careers in these fields increasingly unattractive; and

o Third, that the clear signs of malaise in the U.S. science and engineering workforce are structural in origin and cannot be cured simply by providing additional funding. To the contrary, recent efforts of this kind have proved to be destabilizing, and advocates should be careful what they wish for. ...

- “In the academic job market, there is no noticeable shortage in any discipline. In fact, there are signs of an oversupply of Ph.D.’s vying for tenure-track faculty positions in many disciplines (e.g., biomedical sciences, physical sciences).”
- “In the government and government-related job sector, certain STEM disciplines have a shortage of positions at the Ph.D. level (e.g., materials science engineering, nuclear engineering) and in general (e.g., systems engineers, cybersecurity, and intelligence professionals) due to the U.S. citizenship requirement. In contrast, an oversupply of biomedical engineers is seen at the Ph.D. level, and there are transient shortages of electrical engineers and mechanical engineers at advanced-degree levels.”
- “In the private sector, software developers, petroleum engineers, data scientists, and those in skilled trades are in high demand; there is an abundant supply of biomedical, chemistry, and physics Ph.D.’s; and transient shortages and surpluses of electrical engineers occur from time to time.”

The STEM Crisis is a Myth: An Ongoing Discussion: http://spectrum.ieee.org/static/the-stem-crisis-is-a-myth-an-ongoing-discussion

STEM: Still No Shortage: https://medium.com/i-m-h-o/stem-still-no-shortage-c6f6eed505c1
- Freddie deBoer

Where the STEM Jobs Are (and Where They Aren’t): https://www.nytimes.com/2017/11/01/education/edlife/stem-jobs-industry-careers.html
The number of graduates with technical majors (shown: bachelor, master and Ph.D. degrees awarded in 2015-16) tends to outpace job openings (shown: 2014-24 projections, annualized). Computer science is the exception.

I don’t think anyone is prepared for how far off of reality the Higher-Ed/STEM/High-Tech/Immigration story is. Even Bannon.

This is arguably the steepest pyramid scheme in the US & in the strategic sector that can least afford it. Yet it has ZERO to do with merit or xenophobia.
As such it is defended by a single mega lie of such size that no one can afford to rethink it. Myself included. It‘s a lie that has defined who we are for 50 years. I’m 53 and know nothing other than the lie. And the lie plays on the best parts of our American soul & narrative.
Work backwards. You‘ll see that perhaps the top 5-10 and not the top 100 universities should be training most all PhDs. Administrators should be fired. Tuition slashed. Strategic rivals barred from our labs. Diversity decreased or addressed *radically* earlier. Debt forgiven.
More students discouraged from four year college and into higher stability occupations. Massive salaries paid in fields that could restart growth. Transparency and accountability decreased for researcher and jacked up for administrations. Sports scholarships and legacies removed.
It’s so crazy what we need to do, that it‘s just easier to call anyone who dares rethink it an elitist or a xenophobe or an idiot or a pessimist or a nationalist. So I’m obviously going to be called all those things. As I was when I talked about mortgage backed securities in ‘02.
hsu  scitariat  books  review  science  supply-demand  academia  phd  labor  cycles  quotes  malaise  rot  multi  career  planning  data  trends  macro  economics  org:rec  working-stiff  links  tech  sv  grad-school  compensation  long-term  uncertainty  news  org:sci  progression  wonkish  commentary  hn  hmm  org:med  unaffiliated  left-wing  education  higher-ed  regularizer  arbitrage  innovation  visualization  scale  human-capital  chart  twitter  social  discussion  speculation  rhetoric  contrarianism  policy  nascent-state  winner-take-all  science-anxiety 
january 2017 by nhaliday
What was the hardest part of doing your Ph.D.? - Quora
I think it’s a 5-way tie, each hard in its own way:
- Picking a good topic.
- Figuring out how to bound it.
- Actually getting started.
- Going on when nothing works as you had planned.
- Knowing when to stop.

A good advisor can make some of these things easier, but you’re the one who has to do them all.
q-n-a  qra  grad-school  phd  planning  scholar  success  advice  prioritizing 
january 2017 by nhaliday
Shtetl-Optimized » Blog Archive » First they came for the Iranians
pretty damn shite situation
edit: Scott Aaronson got into a lengthy argument w/ Curtis Yarvin (Boldmug), lmao

Ratchets Within Ratchets: http://infoproc.blogspot.com/2017/02/ratchets-within-ratchets.html
i remember on I think scott aaronsons blog? after trump won in the comment section mm was arguing w/ ppl and his most bombastic point was
if you dropped 19th century america in the ocean next to us and gave them wikipedia they would conquer us within the decade
which I remember being hilarious because it was p literally true
tcstariat  aaronson  academia  grad-school  policy  migration  trump  :/  yarvin  debate  poast  MENA  nibble  org:bleg  history  politics  polisci  culture-war  gnon  ideology  current-events  enlightenment-renaissance-restoration-reformation  identity-politics  multi  hsu  scitariat  commentary  links  quotes  dysgenics  straussian  twitter  social  discussion  backup  aphorism  gedanken  time  early-modern  usa  anglosphere  reflection 
january 2017 by nhaliday
Information Processing: Advice to a new graduate student
first 3 points (tough/connected advisor, big picture, benchmarking) are key:

1. There is often a tradeoff between the advisor from whom you will learn the most vs the one who will help your career the most. Letters of recommendation are the most important factor in obtaining a postdoc/faculty job, and some professors are 10x as influential as others. However, the influential prof might be a jerk and not good at training students. The kind mentor with deep knowledge or the approachable junior faculty member might not be a mover and shaker.

2. Most grad students fail to grasp the big picture in their field and get too caught up in their narrowly defined dissertation project.

3. Benchmark yourself against senior scholars at a similar stage in their (earlier) careers. What should you have accomplished / mastered as a grad student or postdoc in order to keep pace with your benchmark?

4. Take the opportunity to interact with visitors and speakers. Don't assume that because you are a student they'll be uninterested in intellectual exchange with you. Even established scholars are pleased to be asked interesting questions by intelligent grad students. If you get to the stage where the local professors think you are really good, i.e., they sort of think of you as a peer intellect or colleague, you might get invited along to dinner with the speaker!

5. Understand the trends and bandwagons in your field. Most people cannot survive on the job market without chasing trends at least a little bit. But always save some brainpower for thinking about the big questions that most interest you.

6. Work your ass off. If you outwork the other guy by 10%, the compound effect over time could accumulate into a qualitative difference in capability or depth of knowledge.

7. Don't be afraid to seek out professors with questions. Occasionally you will get a gem of an explanation. Most things, even the most conceptually challenging, can be explained in a very clear and concise way after enough thought. A real expert in the field will have accumulated many such explanations, which are priceless.
grad-school  phd  advice  career  hi-order-bits  top-n  hsu  🎓  scholar  strategy  tactics  pre-2013  scitariat  long-term  success  tradeoffs  big-picture  scholar-pack  optimate  discipline  🦉  gtd  prioritizing  transitions  s:***  benchmarks  track-record  s-factor  progression  exposition  explanation 
november 2016 by nhaliday
Thoughts on graduate school | Secret Blogging Seminar
I’ll organize my thoughts around the following ideas.

- Prioritize reading readable sources
- Build narratives
- Study other mathematician’s taste
- Do one early side project
- Find a clump of other graduate students
- Cast a wide net when looking for an advisor
- Don’t just work on one thing
- Don’t graduate until you have to
reflection  math  grad-school  phd  advice  expert  strategy  long-term  growth  🎓  aphorism  learning  scholar  hi-order-bits  tactics  mathtariat  metabuch  org:bleg  nibble  the-trenches  big-picture  narrative  meta:research  info-foraging  skeleton  studying  prioritizing  s:*  info-dynamics  chart  expert-experience  explore-exploit  meta:reading  grokkability 
september 2016 by nhaliday
Verbal vs. mathematical aptitude in academics - Gene Expression
Classicists are smart!: http://blogs.discovermagazine.com/gnxp/2012/01/classicists-are-smart/
As it happens the table which I reported on is relatively coarse. ETS has a much more fine-grained set of results. Want to know how aspiring geneticists stack up against aspiring ecologists? Look no further! There are a lot of disciplines. I wanted to focus on the ones of interest to me, and I limited them to cases where the N was 100 or greater (though many of these have N’s in the thousands).
academia  iq  higher-ed  cog-psych  grad-school  psychometrics  gnxp  scitariat  org:sci  psych-architecture  psychology  multi  the-classics  interdisciplinary  history  letters  philosophy  science 
august 2016 by nhaliday
CSRankings: Computer Science Rankings (beta)
some missing venues: ITCS, QCRYPT, QIP, COLT (last has some big impact on the margins)
data  higher-ed  grad-school  phd  cs  tcs  list  schools  🎓  top-n  database  conference  ranking  publishing  fall-2016  network-structure  academia  objective-measure  let-me-see  nibble  reference 
july 2016 by nhaliday
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