Things I liked about grad school

To cap off my series on why grad school sucks, I’d like to talk about some of the things I did, after all, like about the experience. This will be more personally focused, and may describe aspects of grad school that other people would miss out on, or dislike.

I can read papers

I started out this series by talking about how physics talks are really bad.  Even now after finishing a PhD, I find that most talks are still incomprehensible. In contrast, I feel pretty good about my improved ability to read papers.

Note, the best way to understand more physics presentations, is to understand when a presentation is best skipped, and it’s the same way with papers. A lot of skill in reading technical papers comes from knowing when to skip a paper, or when to skip large sections of it. But also, as I got further in my Ph.D., there were fewer sections that I needed to skip, and I could return to old papers and understand them better. Some of my most satisfying experiences were going beyond mere reading, being able to critique papers in detail.

This ability extends beyond my own field of study, to other fields of physics, and to other disciplines entirely. I’ve mentioned before, I’ve read scholarly papers in math, psychology, sociology, gender studies, and law. Of course, some disciplines are more difficult than others.

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Is grad school doing what you love?

Many people place a special value on “doing what you love”. Should you become a corporate tool, or a real-life scientist? “You should do what you love” is the reply. And it’s a reply that is detached from any real cost-benefit analysis. Like, maybe you only sorta love being a real scientist, and maybe you don’t love the working conditions of a scientist, and maybe the salary of a corporate tool is so much higher that it enables you to do other things that you love. But you can’t make a snappy motto out of such considerations.

The problem with “doing what you love” is that it doesn’t come for free. If academic institutions need a certain number of grad students,* then they need to provide incentives for just enough people to apply. “Doing what you love” is one incentive, and it takes the place of other incentives that academic institutions could have offered instead. In other words, they don’t need to pay you well, or treat you well. However much grad students are willing to tolerate in order to do what they love–that’s how much they end up having to tolerate.

*I’m only talking about Ph.D. students and not Masters students. I’ve never heard anyone describe a Masters degree as doing what you love.

In economic terms, we can speak of the “marginal” grad student (a concept similar to the “swing voter”). For the marginal grad student, the expected costs and benefits are exactly equal, such that the decision to go to grad school could go either way. It may be that the marginal grad student thinks they would love being a scientist, but this is exactly offset by the costs. So for some people, grad school may be a good deal. But the deciding factor is not merely whether you love grad school, it’s whether you’d love it more than the marginal grad student.

Beyond that, I think even the marginal grad student is getting a bad deal. The marginal grad student expects they would love grad school, but ends up loving it less than they predicted.

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On work hours in academia

Since I’m looking for jobs, I need a little elevator speech for why I chose to leave academia. “The attitude in academia, is that you’re doing extremely important work, and it’s the passion of your life, and therefore you should be willing to accept terrible work conditions. I would rather have a less glamorous job about actually helping people in my immediate surroundings, instead of slaving towards a distant ideal.” How’s that sound? Eh, maybe.

Poor working conditions are hard to quantify, but one thing we can quantify are the work hours. How many hours do academics work? If the titles of news articles are to be believed, you do not need to work 80 hours a week. The title is hilarious because it suggests some people really do work 80 hours, but it’s just unnecessary. But yes, people tend to overestimate their work hours, and studies suggest that it’s really 50-60 hours a week on average for faculty. But how’s that for an absurd standard? Instead of arguing that we should be working only 40 hours like a normal job, people instead have to argue that the 80-hour week is a myth–or at the very least, unnecessary. This also tells me that even when people work 50-60 hours, they feel like they’re working 80, that everyone around them is working 80, and/or that their colleagues and students should be working 80.

Even when academics argue for a 40 hour work week, the main argument is that you can be just as productive in shorter hours. I appreciate that this is the argument people need to make. But now that I’m on the outside, I can finally say, fuck y’all. Forget productivity. How about being humane to your workers? I don’t know that much about the history of labor rights, but my understanding is that the 40-hour work week was a greater step forward for humanity than any of that stuff I did with superconductors.

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Luck in grad school

I am continuing my blogging series on why grad school sucks.  This series has only had one entry so far, in which I talk about how bad physics talks are, and how this worsens impostor syndrome.  Today I will talk about how scientific success is based on luck.

If you have ever read any popularizations of science, you’ve likely heard that many scientific discoveries are made by serendipity.  This makes sense, because if a discovery isn’t a big surprise, then it’s not much of a discovery, is it?

We have one of these stories in the field of superconductivity too.  Kamerlingh Onnes is credited with the discovery of superconductivity in 1911.  But that’s not what his work was really about.  His real accomplishment was being the first person to liquefy helium.  He just tried cooling a bunch of things, and that’s how superconductivity was discovered.  That’s serendipity!  Kinda?

The thing is, serendipitous discoveries might make for a fun story, but it’s garbage to actually live through.  If you go to grad school, will you hit upon something truly interesting?  Or will you just produce a bunch of unremarkable studies that nobody cares about?  Nobody knows!  But your career success depends on it!

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Why are physics talks so bad?

As I get closer to the end of my PhD, I wanted to talk about why grad school sucks so much. For my first complaint, let’s talk about physics talks. I’m not referring to popular stuff like Stephen Hawking’s TED Talk or whatever. I’m referring to talks given by physicists to other physicists in their field.

By design, a physics talk starts out with a broadly accessible introduction, and dives into technical details that only two people in the audience understand. This is followed by a Q&A where those two people ask (apparently) extremely intelligent questions, and everyone else silently feels stupid as they listen to arguments over arcane details.

When I started out my PhD, approximately 0% of physics talks made sense. I thought that maybe when I got further into my PhD I would understand much more. Nope! Now, maybe 10% of talks make sense. And even that high rate comes from knowing when to avoid going to a talk in the first place.

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