Quotes of All Topics . Occasions . Authors
In the universities, cheap, vulnerable labor means adjuncts and graduate students.
Almost all of my graduate students say that they got interested in dinosaurs because of 'Jurassic Park.'
In the United States, in poetry workshops, it's now quite a thing to make graduate students learn poems by heart.
My parents met when they were graduate students at UC Berkeley in the 1960s. They were both active in the civil-rights movement.
At the beginning of every semester, I ask my graduate students whether there is something I should read that will help me understand their work.
I think there are ways that graduate students can fact-check their work. I think there are ways that we can do this that don't require massive amounts of resources.
I learned quickly, as I tell my graduate students now, there are no answers in the back of the book when the equipment doesn't work or the measurements look strange.
My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.
You are almost not free, if you are teaching a group of graduate students, to become friends with one of them. I don't mean anything erotically charged, just a friendship.
Very few parents keep up with who the top professors are or whose classes their kids are taking, partially because most undergraduates interact more commonly with graduate students.
I've been lucky enough to work with extraordinary teachers along the way, and I'm excited to share what I've learned with graduate students at SNHU. I'm just as excited for what I'll learn from them.
Leaders in China and India realize that science and technology lead to success and wealth. But many countries in the West graduate students into the unemployment line by teaching skills that were necessary to live in 1950.
I had wanted to write 'The Possessed' as fiction, but everyone told me that no one would read a novel about graduate students. It seems almost uncivilized to tell someone writing a novel, 'No, you have to call this a memoir.'
Today, the Americans have developed a new culture in science based on the slavery of graduate students. Now, graduate students of American institutions are afraid... He's got to perform. The post-doc is an indentured labourer.
We need to align the incentives so that colleges have an incentive to keep down their costs... to graduate students on time with degrees in areas where they're going to be able to get jobs and going to be able to pay back those loans.
Teaching methods are often inadequate for the goals faculties are trying to achieve. Important courses such as expository writing and foreign languages are frequently taught by untrained graduate students and underpaid adjunct teachers.
Evolutionary psychology has often been a field whose most prominent practitioners get embroiled in controversy - witness the 2010 case of Harvard professor Marc Hauser, whose graduate students came forward to say he'd been faking evidence for years.
Every year, I have my graduate students read the great works of history, from classical times to the present. They gamely tackle Tacitus, ponder Plutarch, plow through Gibbon. Then they get to Thomas Carlyle and feel like Dorothy when she touched down in Technicolor Oz.
An intense temperament has convinced me to teach not only from books but from what I have learned from experience. So I try to impress upon young doctors and graduate students that tumultuousness, if coupled to discipline and a cool mind, is not such a bad sort of thing.
The most important thing is to recognize that research is our seed corn. It's a national security priority. It's not just a way to have enough going on that graduate students can do their Ph.D.s and scientists can publish. We have to do research, or we'll fall behind the rest of the world.
Many of our young people spend four years getting very expensive college degrees. But our universities fail them and the nation if they continue to graduate students with expertise in biochemistry, mathematics or history without teaching them to think about what problems are important and why.
I used to tell my graduate students at Stanford, 'Don't worry about what job you have to pick because your job picks you. Let your job pick you. Find something you are passionate about. Then when you are passionate, be persistent. Just keep doing it for a while because progress is always hard work. It never rests in ideas.'
By 1954, as an assistant professor with a group of three graduate students, I was able to initiate more complex experimental projects, dealing with the structure, stereochemistry and synthesis of natural products. As a result of the success of this research, I was appointed in 1956, at age twenty-seven, as professor of chemistry.