Some food for thought………

I was going through an article today morning and it had me fixated. I must confess that I have given this tremendous amount of thought and contemplation! However, this article did provoke some serious questions demanding immediate answers. I was very determined with my desire to get a doctoral degree. Now I am absolutely certain that I do want to get one. It is a recommended read for all prospective PhD students. Specially CS students…..

http://www.cs.cmu.edu/~harchol/gradschooltalk.pdf

Graduate school skills!!

We all know that there are certain basic skills without which we can never survive in Graduate School. The issue is to try and determine what they exactly are. We are familiar with most of them I guess. But I thought it would be wise to try and document it! Well, guys at UC Berkeley had thought of it 10 years back…….and this is what they have to say:

Research and Scholarship Skills:

• Has the candidate learned core material/topics/basics in his/her field.
• Does the candidate keep up with the current developments in this field, and evaluate them independently and critically? Ability to critically reason is of paramount importance even if it is not totally independent.
• How has the candidate demonstrated his/her ability to successfully carry out research? In admission applications, it is determined through recommendations.
• Is the candidate able to judge his/her own results, experimental or theoretical, critically and objectively?
• Has the candidate learned how to acquire new knowledge or skills on his/her own?
• What research skills (e.g., analysis, synthesis, creativity, initiative, follow-through) are this student’s strengths and weaknesses? If there are any weaknesses, what steps can be /are being taken to remedy them?

Interaction Skills:

• Does the student work well independently, but ask for guidance when necessary?
• Does the candidate contribute to group discussions (oral or email)? Does s/he give others substantive feedback in oral presentations and papers? Does s/he engage in discussion, dispute and sometimes criticism without taking or giving offense unnecessarily?
• Has the student had enough opportunities to practice collaboration and leadership (i.e., within the research group, the department, or the outside research community)? Does s/he collaborate effectively with colleagues (e.g., is cooperative, dependable, considerate, fair)?
• What interaction skills are the student’s strengths and weaknesses? If there are any weaknesses, what steps can be/are being taken to help remedy them?

Goal Management:

• What goals, plans and schedules have you and your student agreed upon? Are these goals realistic?
• Is the student progressing at a satisfactory rate toward these mutual goals? Does s/he complete tasks on time? If not, what are the impediments to progress? What specific actions do you recommend to remove theses impediments?
• If his/her progress is unsatisfactory or s/he lacks enthusiasm or direction, has the time come for a change?
• Does the candidate strike the appropriate balance between research, coursework, teaching, volunteer service, consulting, industrial contact, and other extracurricular activities? If not, what actions should be taken to better achieve balance?
• What are this student’s good work habits? What practices need to be improved?

Communications Skills:

• Has the student been practicing written and oral presentations enough?
• Does the candidate give effective oral research presentations and respond well to follow-up questions? If not, what specific suggestions do you have for improvement?
• Does the candidate communicate effectively in speech and writing? If not, what remedial steps should be taken to help him/her?
• Are there any other particular communication strengths that this student possesses? Are there any areas which need further improvement?

Career Skills and Integrity:

• Does the candidate keep a proper record of his/her work and document his/her results (e.g., tech reports, workshop papers, conference proceedings, journals)?
• Has the candidate made an adequate impression, either through publications, networking with other researchers at conferences or via email, or interviews on potential employers? On your colleagues?
• Is the candidate a responsible member of the research community (e.g., shows integrity in reporting results, correctly attributes ideas to their originators, shows consideration for the interests of others, and treats others fairly and honestly)?
• Do you have any praise or advice on the development of this student’s career-related skills?

This document is the work of EE Department of UC Berkeley and they have the original rights! I believe that many of these pointers are not only helpful to pin point and then work on our weaknesses but might also be useful to project strengths in our admission essays and more importantly, recommendations!