pguo-PhD-grind.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

Afterword

THE PH.D. GRIND A Ph.D. Student Memoir Philip J. Guo philip@pgbovine.net http://www.pgbovine.net/PhD-memoir.htm Current release: July 16, 2012 Original release: June 29, 2012

To everyone who aspires to create.

Contents Prologue Year One: Downfall Year Two: Inception Year Three: Relapse Intermission Year Four: Reboot Year Five: Production Year Six: Endgame Epilogue Afterword 1 5 21 33 45 53 69 85 99 109

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 diﬀers 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 suﬀer 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

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