The Ph.D. Grind（博士炼狱）.pdf

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Prologue

Year One: Downfall

Year Two: Inception

Year Three: Relapse

Intermission

Year Four: Reboot

Year Five: Production

Year Six: Endgame

Epilogue

THE PH.D. GRIND A Ph.D. Student Memoir Philip J. Guo philip@pgbovine.net Third Anniversary Reprint with margin notes from the perspective of a ﬁrst-year assistant professor This book is free, but you can support it with a small donation: http://pgbovine.net/support.htm Current release: May 28, 2015 Original release: July 16, 2012 Read it online: http://pgbovine.net/PhD-memoir.htm Copyright Philip J. Guo

To the unexpected.

Contents Prologue Year One: Downfall Year Two: Inception Year Three: Relapse Intermission Year Four: Reboot Year Five: Production Year Six: Endgame Epilogue 1 5 21 33 45 53 69 85 99

These margin notes are These margin notes are written in mid-2015, three written in mid-2015, three years after The Ph.D. years after The Ph.D. Grind was published. Grind was published. At this time, I have just At this time, I have just ﬁnished my ﬁrst year ﬁnished my ﬁrst year as an assistant professor as an assistant professor of computer science, so of computer science, so these notes reﬂect my these notes reﬂect my current opinions as a current opinions as a new faculty member. new faculty member. To download a version To download a version without these notes, visit without these notes, visit http://pgbovine.net/ http://pgbovine.net/ PhD- memoir.htm PhD- memoir.htm Preface This book chronicles my six years of working towards a Ph.D. in com- puter science at Stanford University from 2006 to 2012. A diverse variety of people can beneﬁt from reading it, including: • undergraduates who might be interested in pursuing a Ph.D., • current Ph.D. students who are seeking guidance or inspiration, • professors who want to better understand Ph.D. students, • employers who hire and manage people with Ph.D. degrees, • professionals working in any creative or competitive ﬁeld where self-driven initiative is crucial, • and educated adults (or precocious kids) who are curious about how academic research is produced. The Ph.D. Grind di↵ers from existing Ph.D.-related writings due to its unique format, timeliness, and tone: Format – The Ph.D. Grind is a memoir for a general educated audience, not a “how-to guide” for current Ph.D. students. Although Ph.D. students can glean lessons from my experiences, my goal is not to explicitly provide advice. There are plenty of how-to guides and advice columns for Ph.D. students, and I am not interested in contributing to the fray. These articles are ﬁlled with generalities v

such as “be persistent” and “make some progress every day,” but an advantage of the memoir format is that I can be concrete and detailed when telling my own story. Timeliness – I wrote The Ph.D. Grind immediately after ﬁnish- ing my Ph.D., which is the ideal time for such a memoir. In contrast, current Ph.D. students cannot reﬂect on the entirety of their experi- ences like I can, and senior researchers who attempt to reﬂect back on their Ph.D. years might su↵er from selective hindsight. Tone – Although it’s impossible to be unbiased, I try to maintain a balanced tone throughout The Ph.D. Grind. In contrast, many people who write Ph.D.-related articles, books, or comics are either: • successful professors or research scientists who pontiﬁcate stately advice, adopting the tone of “grad school is tough, but it’s a delectable intellectual journey that you should enjoy and make the most of . . . because I sure did! ” • or bitter Ph.D. graduates/dropouts who have been traumatized by their experiences, adopting a melodramatic, disillusioned, self-loathing tone of “ahhh my world was a living hell, what did I do with my life?!? ” Stately advice can motivate some students, and bitter whining might help distressed students to commiserate, but a general audi- ence will probably not be receptive to either extreme. Finally, before I begin my story, I want to emphasize that there is a great deal of diversity in Ph.D. student experiences depending on one’s school, department, ﬁeld of study, and funding situation. I feel very fortunate that I have been granted so much freedom and autonomy throughout my Ph.D. years; I know students who have experienced far more restrictions. My story is only a single data point, so what I present might not generalize. However, I will try my best to avoid being overly speciﬁc. Happy reading! Philip Guo, June 2012 I already have selective I already have selective hindsight, and I’ve been hindsight, and I’ve been out for only three years. out for only three years. I’m so glad that I wrote I’m so glad that I wrote this book right when I this book right when I graduated. There’s no graduated. There’s no way I can recapture those way I can recapture those raw feelings ever again. raw feelings ever again. I cannot emphasize this I cannot emphasize this point enough. I enjoyed point enough. I enjoyed a ton of privilege during a ton of privilege during my Ph.D., most notably my Ph.D., most notably because I was almost because I was almost fully-funded by fellow- fully-funded by fellow- ships and attended a ships and attended a top-tier school. My ex- top-tier school. My ex- perience would have perience would have differed greatly if that differed greatly if that was not the case. was not the case. So much has changed So much has changed in the past three years. in the past three years. I’ve held four jobs since I’ve held four jobs since writing this book: soft- writing this book: soft- ware engineer at Google, ware engineer at Google, visiting researcher at edX, visiting researcher at edX, postdoc at MIT, and now postdoc at MIT, and now assistant professor at the assistant professor at the University of Rochester. University of Rochester.

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