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user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: it also kind of baffles me how many years of study you ask of your students in some fields. for example, a capable 18 year old can start medical school in most countries straight from school. in the us you must be a postgraduate. that's either a money making scheme or a problem with the public education system.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: neoliberalism

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: everything in america is run like a business. money and business are the cultural gods that are worshiped, sacrificed for, and offered all that we have of value to.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: unpopular opinion: there’s no guarantee that some folks sitting in a government office will do a much better job than the the admin who work for the university and at least know a bit about what’s actually happening. i’m not saying universities are wonderful right now but the chance of government improving stuff isn’t that much higher than the chance that they screw up…

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: neoliberalism

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: we have somehow made it so that instead of employers paying employees during training, students and the government pay for their own job training at the expense of actual academics. i’m simplifying, but think about how far something philosophy, once the cornerstone of academic disciplines, has fallen in favor. and it’s common to hear, through barely contained rage, “why did you get a degree in gender studies instead of a business degree?” as if one were supposed to not learn academics in academia. or, as once observed: “the bourgeoisie has stripped of its halo every occupation hitherto honoured and looked up to with reverent awe. it has converted the physician, the lawyer, the priest, the poet, the man of science, into its paid wage labourers…it compels all nations, on pain of extinction, to adopt the bourgeois mode of production; it compels them to introduce what it calls civilisation into their midst, i.e., to become bourgeois themselves. in one word, it creates a world after its own image.” -marx and engels

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: government-backed loans. you literally can't lose.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: well that's because they're mostly businesses

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: something i don't think i saw mentioned is the administrative creep of higher ed. universities used to be largely run through a process of shared governance where faculty had a major voice in the running of a university. faculty generally have preferences to spend university resources on teaching and research. this voice has greatly eroded over time. i have served on many executive level search committees and they will talk about there being an academic side and a business side and that faculty should have no voice in the business operations of a university. what this also means is that faculty have little to no voice in the budget of a university. i've been at 5 different universities, and all of them had a rough budget breakdown of about 1/3 toward academics and 2/3 toward non-academics. that 2/3 also controls the budget and those people are business people. they are lawyers, accountants, finance, mbas, hr, marketing, all the same type people you see running any other business or non-profit. we have people freely move between us and a hospital system or a large corporation or any other large organization. they run the university and many (yes i'm stereotyping, but i have run into too many of these) have disdain for the faculty and students. their job is to audit books or check off compliance reports and the academic mission of the institution just makes their job harder to do. so it all becomes about a mindset. the people really running universities run it like a business because they are the people that also run businesses.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: because they are ….

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: the answer, as always, is capitalism. longer answer: as funding and support for public universities has grown more and more precarious, there was increasing political and economic pressure to emphasize credentialing and "preparing students for the workforce" over the rest of the liberal arts and sciences. this led to increasing dependence on donations from wealthy alumni and businesses, which led to a reduction of power for faculty and departments and an increase in power for upper administration and the boards of trustees, the latter of which are rarely academics or scholars but business types. the university of louisville, for example, used to have the ceo of papa john's on its board, among others. these trustees don't particularly know or care about the quality of education except insofar as it boost the university's reputation and enrollment. this means they want their money invested into expensive vanity projects (new buildings with their names on them, athletics in non-athletic schools, whiz-bang technology and software that everyone hates, expensive guest speakers, etc.), which creates budget shortfalls, which leads to increased tuition and the hiring of more upper administrators (who are outrageously well paid) to manage these expensive projects that no student or faculty want or need. this leads to corporatization of academia, which leads to greater support for "useful" majors like business, which by the way, are mostly taught and run by retired industry people who the trustees are pals with rather than scholars (who go into economics if they study finances). since all of these problems are caused by the people who benefit most from them, and those same people are in charge of budget and policy, this leads to a self-perpetuating cascade of skyrocketing tuition, more and more admin, and weaker quality of actual education and research.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: unpopular opinion: there’s no guarantee that some folks sitting in a government office will do a much better job than the the admin who work for the university and at least know a bit about what’s actually happening. i’m not saying universities are wonderful right now but the chance of government improving stuff isn’t that much higher than the chance that they screw up…

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: the answer, as always, is capitalism. longer answer: as funding and support for public universities has grown more and more precarious, there was increasing political and economic pressure to emphasize credentialing and "preparing students for the workforce" over the rest of the liberal arts and sciences. this led to increasing dependence on donations from wealthy alumni and businesses, which led to a reduction of power for faculty and departments and an increase in power for upper administration and the boards of trustees, the latter of which are rarely academics or scholars but business types. the university of louisville, for example, used to have the ceo of papa john's on its board, among others. these trustees don't particularly know or care about the quality of education except insofar as it boost the university's reputation and enrollment. this means they want their money invested into expensive vanity projects (new buildings with their names on them, athletics in non-athletic schools, whiz-bang technology and software that everyone hates, expensive guest speakers, etc.), which creates budget shortfalls, which leads to increased tuition and the hiring of more upper administrators (who are outrageously well paid) to manage these expensive projects that no student or faculty want or need. this leads to corporatization of academia, which leads to greater support for "useful" majors like business, which by the way, are mostly taught and run by retired industry people who the trustees are pals with rather than scholars (who go into economics if they study finances). since all of these problems are caused by the people who benefit most from them, and those same people are in charge of budget and policy, this leads to a self-perpetuating cascade of skyrocketing tuition, more and more admin, and weaker quality of actual education and research.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: neoliberalism

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: as a 30-year college prof and someone who spent a year on sabbatical in a business -- i can assure you that universities are *not* run like businesses. businesses (at least the functional ones) pay attention to their customers, spend tons of resources developing products, and understand the idea that just because you were profitable in the past doesn't mean that you'll survive in the future. i have yet to come across a university that adopts that same set of behaviors.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: government-backed loans. you literally can't lose.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: as a 30-year college prof and someone who spent a year on sabbatical in a business -- i can assure you that universities are *not* run like businesses. businesses (at least the functional ones) pay attention to their customers, spend tons of resources developing products, and understand the idea that just because you were profitable in the past doesn't mean that you'll survive in the future. i have yet to come across a university that adopts that same set of behaviors.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: well that's because they're mostly businesses

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: as a 30-year college prof and someone who spent a year on sabbatical in a business -- i can assure you that universities are *not* run like businesses. businesses (at least the functional ones) pay attention to their customers, spend tons of resources developing products, and understand the idea that just because you were profitable in the past doesn't mean that you'll survive in the future. i have yet to come across a university that adopts that same set of behaviors.

user: why are american public universities run like businesses? in the us, many universities are public in that they're theoretically owned and operated by the government. why is it then that they're allowed to set their own policy, salaries, hunt for alumni donations, build massive sports complexes, and focus on profitability over providing education as a public service and being more strictly regulated like elementary and high schools? bot: because they are ….

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i would make the apology face to face. it is more personal and does not leave a paper trail. in my institution we are cautioned against any discussion of grades via email.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: in brazil, some years ago, grades would be publicly posted, for all students in a session. i think it really depends much on cultural aspects and/or legislation

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i would not admit to a ferpa violation in writing

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: in my diff eq class the first test had a student who had a perfect score, he had her come up and get her test first and made a big deal out of it. i don't think she minded, she was beaming, and i had always interpreted it as a kudos, good job sort of deal, not really a singling out sort of thing.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i would not admit to a ferpa violation in writing

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: this happen to me in my differential equations class. it was hilarious, i had skipped class after the exam, and didn't come in until wednesday. the professor in front of the class said, just because you got a 100% doesn't mean you can skip class. i blushed and my friends cracked up laughing. i even had a bet with another friend that i beat him on the exam, and he got a 97, going into class i was like, fuck i'm gonna have to buy him a 6 pack. it's a fond memory.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i’m not sure if there’s a cultural difference or not here cause… what’s the big deal?

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i had a professor in from an american university. he made it as a tradition to share three top scores on tests/exams/etc.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i don't think outing is the right term for this cause i thought you were talking about them being gay lmao

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i had a professor in from an american university. he made it as a tradition to share three top scores on tests/exams/etc.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i had a professor tell the whole class i was the only one of her students who knew what was going on. (she said my name, but didn’t point me out). she then read my midterm essay answers out loud to the class as an example of what she was looking for on future tests. she dissected it in front of everyone. the very next week, she told me to my face that i was too stupid to take on my chosen final project. we all had to share our final project plans with her as we left class that day. her response to my plan was that i wasn’t smart enough and should pick something less ambitious. i was so confused. fast-forward a week and she asked to speak with (insert my name) after class. she wanted to chat with her best student. as i walked up, her eyes widened. she had no idea that it was me—that i was her best student. she actually started tripping over her words in what i assumed was embarrassment. i could tell right then she had pre-judged me based on my looks alone and hadn’t known my name. she thought my blonde hair and big boobs made me stupid, and it never crossed her mind that (insert my name) was me. i got no apology. at least you know who your students are.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i had a professor in from an american university. he made it as a tradition to share three top scores on tests/exams/etc.

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: 'outed' for being a top student. what world do we live in. https://youtu.be/p7c1hduhljo?t=60

user: accidentally outed a top student during lecture yesterday i was engaging with students and accidentally let slip that one of the students that answered a question had a perfect score on the midterm. instant regret - but i can’t take that back obviously. i feel like i should write the student an email apologizing, is that sufficient? what would y’all do? bot: i had a professor in from an american university. he made it as a tradition to share three top scores on tests/exams/etc.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: prof here. a quick thank you is always appropriate. it can be a nice way to acknowledge receipt of the message you got, especially if it was a longer one.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: my prof tell ma me she always appreciate thank you emails

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: a note of thanks regarding some particular kindness is nice, but please don’t send “thanks “ when for example you ask a question like, when is the assignment due and i say tuesday.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: communication is *super important* \- letting us know you got our email is extremely helpful, esp. when it leaves a paper trail for *you* as well as *us.* i have had to send students reminders about assignments or whatever and the difference between making or not making a grade adjustment is that student demonstrates responsiveness and engagement. i get not every student has equal email access and some professors explicitly *don't* like email, but in my class if i send you an email and you can respond, it goes a long ways.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: some students don’t reply! thank you is fine.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i was having the same problem...thank you. for asking.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ve always had positive responses to such emails.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: it's far, far more likely that a professor won't read your long, detailed, and important email than that they will read your short, polite, and insignificant email and get upset about it. their email accounts are already colossally cluttered.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: yes. when i graduated my phd i sent a thank you mail to every prof whose classes i had attended and all of them unanimously liked it

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here. literally any form of shorter communication is preferred (can i have an extension vs can i have an extension because of the following 17 things), and thank yous are huge.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ll be disappointed if op doesn’t reply thanks to each comment

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: yup! a simple "thank you!" or "thanks, that cleared up my confusion/answered my question" is great. i once even had a student write me a physical thank you letter after i wrote them a rec letter. that was much appreciated. now, if it was an email sent to half the college faculty and someone replies all, *that* gets me *mad* :)

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ve always had positive responses to such emails.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: yup! a simple "thank you!" or "thanks, that cleared up my confusion/answered my question" is great. i once even had a student write me a physical thank you letter after i wrote them a rec letter. that was much appreciated. now, if it was an email sent to half the college faculty and someone replies all, *that* gets me *mad* :)

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: it's far, far more likely that a professor won't read your long, detailed, and important email than that they will read your short, polite, and insignificant email and get upset about it. their email accounts are already colossally cluttered.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: a note of thanks regarding some particular kindness is nice, but please don’t send “thanks “ when for example you ask a question like, when is the assignment due and i say tuesday.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ve always had positive responses to such emails.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: a note of thanks regarding some particular kindness is nice, but please don’t send “thanks “ when for example you ask a question like, when is the assignment due and i say tuesday.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: it's far, far more likely that a professor won't read your long, detailed, and important email than that they will read your short, polite, and insignificant email and get upset about it. their email accounts are already colossally cluttered.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: communication is *super important* \- letting us know you got our email is extremely helpful, esp. when it leaves a paper trail for *you* as well as *us.* i have had to send students reminders about assignments or whatever and the difference between making or not making a grade adjustment is that student demonstrates responsiveness and engagement. i get not every student has equal email access and some professors explicitly *don't* like email, but in my class if i send you an email and you can respond, it goes a long ways.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: some students don’t reply! thank you is fine.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: communication is *super important* \- letting us know you got our email is extremely helpful, esp. when it leaves a paper trail for *you* as well as *us.* i have had to send students reminders about assignments or whatever and the difference between making or not making a grade adjustment is that student demonstrates responsiveness and engagement. i get not every student has equal email access and some professors explicitly *don't* like email, but in my class if i send you an email and you can respond, it goes a long ways.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i’ve always had positive responses to such emails.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: communication is *super important* \- letting us know you got our email is extremely helpful, esp. when it leaves a paper trail for *you* as well as *us.* i have had to send students reminders about assignments or whatever and the difference between making or not making a grade adjustment is that student demonstrates responsiveness and engagement. i get not every student has equal email access and some professors explicitly *don't* like email, but in my class if i send you an email and you can respond, it goes a long ways.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: it's far, far more likely that a professor won't read your long, detailed, and important email than that they will read your short, polite, and insignificant email and get upset about it. their email accounts are already colossally cluttered.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: communication is *super important* \- letting us know you got our email is extremely helpful, esp. when it leaves a paper trail for *you* as well as *us.* i have had to send students reminders about assignments or whatever and the difference between making or not making a grade adjustment is that student demonstrates responsiveness and engagement. i get not every student has equal email access and some professors explicitly *don't* like email, but in my class if i send you an email and you can respond, it goes a long ways.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: yes. when i graduated my phd i sent a thank you mail to every prof whose classes i had attended and all of them unanimously liked it

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: it's far, far more likely that a professor won't read your long, detailed, and important email than that they will read your short, polite, and insignificant email and get upset about it. their email accounts are already colossally cluttered.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: yes. when i graduated my phd i sent a thank you mail to every prof whose classes i had attended and all of them unanimously liked it

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here. literally any form of shorter communication is preferred (can i have an extension vs can i have an extension because of the following 17 things), and thank yous are huge.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: i was having the same problem...thank you. for asking.

user: do professors appreciate simple email replies such as just a "thank you"? on one hand i would assume sending a quick "thank you" or a one-sentence appreciation would be polite. on the other hand i wonder if this would be annoying as it just clutters up your email more. so are there any guidelines on how i should respond to a professor's reply when only a simple appreciation/thank you is warranted? bot: professor here - thank you emails are somewhat rare and always appreciated by me at least!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: i learned a trick in grad school that helps. if i put my leisure activities of choice in my to-do list, right alongside my work goals, then it's still something to check off. this helps me remember to see those activities as also required. so i check off yoga, bike rides, walks, video games, reading for fun, etc. this has helped me immensely. good luck!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: some ideas to focus on something else: - get some fun videogame to play, - call your parents more often, - watch some shows on netflix with your s.o., - have a baby - start an arts project, - exercise, cook, and eat healthy - let yourself dive into the depths of reddit and find an obscure, yet interesting, topic to talk to other kind strangers however, it is likely that you are feeling that you are not doing enough in your work time. perhaps you can keep track of your tasks during the week to remind you of your hard work so far? then, you can rest assured that you have done your best during the week, and you cannot possibly do better than your best. therapy and meditation can also help with that. science and results are really nice, but they are only a small fraction of all the world has to offer. good luck!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: i learned a trick in grad school that helps. if i put my leisure activities of choice in my to-do list, right alongside my work goals, then it's still something to check off. this helps me remember to see those activities as also required. so i check off yoga, bike rides, walks, video games, reading for fun, etc. this has helped me immensely. good luck!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: i haven’t found the solution myself, but spending time with others and getting back into old hobbies are two strategies to help me feel more balanced. part of it is recognition that the old way of constant work is unhealthy. i’m trying to remind myself that, at the end of my life, i probably will wish i worked less, and i try to think about hoe i could spend my time in a way that adds to my health, not my cv. and, draw strong boundaries (e.g. no weekend work) and try to add new things to your life to fill that time, perhaps starting with activities that used to give you joy but that you haven’t put a lot of time into in recent years.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: i learned a trick in grad school that helps. if i put my leisure activities of choice in my to-do list, right alongside my work goals, then it's still something to check off. this helps me remember to see those activities as also required. so i check off yoga, bike rides, walks, video games, reading for fun, etc. this has helped me immensely. good luck!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: "healthier" ways: exercise, pick up a new hobby, play board games, garden, spend time with people i love "less healthy" ways: alcohol

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: this is why i smoke weed.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: some ideas to focus on something else: - get some fun videogame to play, - call your parents more often, - watch some shows on netflix with your s.o., - have a baby - start an arts project, - exercise, cook, and eat healthy - let yourself dive into the depths of reddit and find an obscure, yet interesting, topic to talk to other kind strangers however, it is likely that you are feeling that you are not doing enough in your work time. perhaps you can keep track of your tasks during the week to remind you of your hard work so far? then, you can rest assured that you have done your best during the week, and you cannot possibly do better than your best. therapy and meditation can also help with that. science and results are really nice, but they are only a small fraction of all the world has to offer. good luck!

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: this is why i smoke weed.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: i haven’t found the solution myself, but spending time with others and getting back into old hobbies are two strategies to help me feel more balanced. part of it is recognition that the old way of constant work is unhealthy. i’m trying to remind myself that, at the end of my life, i probably will wish i worked less, and i try to think about hoe i could spend my time in a way that adds to my health, not my cv. and, draw strong boundaries (e.g. no weekend work) and try to add new things to your life to fill that time, perhaps starting with activities that used to give you joy but that you haven’t put a lot of time into in recent years.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: this is why i smoke weed.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: "healthier" ways: exercise, pick up a new hobby, play board games, garden, spend time with people i love "less healthy" ways: alcohol

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: there are a number of good suggestions here focused in cultivating new pastimes and unplugging from work. i agree with many of these. i would like to take a moment and acknowledge that what your asking isn't, "else should i do with my time?" instead i understand your question to mean, "how do i unlearn compulsive work behaviors i developed during my phd as an adaptation and coping mechanism for sustaining the academic effort i felt was required for success." to my thinking, what you're going through partially a result of all the time dedicated to your phd where you needed to remove non-phd-progressing habits and partially a grown up realization about what we can realistically achieve in life. try to think about what your career is going to look like with your phd. what do you want to achieve professionally and what do you want personally? i presume for most people they desire to feel successful and fulfilled in both arenas of their life. you've spent so much time and energy focused on getting to the phd milestone it's time to cultivate what life looks like after it. what do you want at work? in 30 years looking back what do you think will help you feel accomplished and satisfied; publishing, research, leadership, promotions, things in your discipline or out, serving on boards, etc.? and looking back from that same point what personal things do you want to have achieved; family, marriage, kids, travel, home ownership, etc. once you have an idea what you might want in the end, that list is where you start making your changes. if you don't need to be a dean or academic chair, but you want to stay in your lab - great! go for it. if you won't feel fulfilled until you have kids or travel the world, then figure out those things. make them priorities now. there are no guarantees for the future and it can't be just one thing. when we're old and gray as the cliches go we won't want to look back and think 'gee, i wish i spent more time in the office' by the same token diversion and recreation can be the same. we need a balance between a focus on productivity and personal fulfillment. whatever that balance is try to move it everyday with good habits. i say this because i don't know anyone who can change overnight. as creatures of habit we get the most accomplished and the most achieved when we work on a task consistently over time whether that's a phd, a hobby, weight loss, reading, working out, finding a partner, or cultivating ourselves personally. anyway, that turned into a book. tl,dr; figure out what you want not just what you want to avoid, and work on it over time.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: "healthier" ways: exercise, pick up a new hobby, play board games, garden, spend time with people i love "less healthy" ways: alcohol

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: there are a number of good suggestions here focused in cultivating new pastimes and unplugging from work. i agree with many of these. i would like to take a moment and acknowledge that what your asking isn't, "else should i do with my time?" instead i understand your question to mean, "how do i unlearn compulsive work behaviors i developed during my phd as an adaptation and coping mechanism for sustaining the academic effort i felt was required for success." to my thinking, what you're going through partially a result of all the time dedicated to your phd where you needed to remove non-phd-progressing habits and partially a grown up realization about what we can realistically achieve in life. try to think about what your career is going to look like with your phd. what do you want to achieve professionally and what do you want personally? i presume for most people they desire to feel successful and fulfilled in both arenas of their life. you've spent so much time and energy focused on getting to the phd milestone it's time to cultivate what life looks like after it. what do you want at work? in 30 years looking back what do you think will help you feel accomplished and satisfied; publishing, research, leadership, promotions, things in your discipline or out, serving on boards, etc.? and looking back from that same point what personal things do you want to have achieved; family, marriage, kids, travel, home ownership, etc. once you have an idea what you might want in the end, that list is where you start making your changes. if you don't need to be a dean or academic chair, but you want to stay in your lab - great! go for it. if you won't feel fulfilled until you have kids or travel the world, then figure out those things. make them priorities now. there are no guarantees for the future and it can't be just one thing. when we're old and gray as the cliches go we won't want to look back and think 'gee, i wish i spent more time in the office' by the same token diversion and recreation can be the same. we need a balance between a focus on productivity and personal fulfillment. whatever that balance is try to move it everyday with good habits. i say this because i don't know anyone who can change overnight. as creatures of habit we get the most accomplished and the most achieved when we work on a task consistently over time whether that's a phd, a hobby, weight loss, reading, working out, finding a partner, or cultivating ourselves personally. anyway, that turned into a book. tl,dr; figure out what you want not just what you want to avoid, and work on it over time.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: get a good hobby

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: there are a number of good suggestions here focused in cultivating new pastimes and unplugging from work. i agree with many of these. i would like to take a moment and acknowledge that what your asking isn't, "else should i do with my time?" instead i understand your question to mean, "how do i unlearn compulsive work behaviors i developed during my phd as an adaptation and coping mechanism for sustaining the academic effort i felt was required for success." to my thinking, what you're going through partially a result of all the time dedicated to your phd where you needed to remove non-phd-progressing habits and partially a grown up realization about what we can realistically achieve in life. try to think about what your career is going to look like with your phd. what do you want to achieve professionally and what do you want personally? i presume for most people they desire to feel successful and fulfilled in both arenas of their life. you've spent so much time and energy focused on getting to the phd milestone it's time to cultivate what life looks like after it. what do you want at work? in 30 years looking back what do you think will help you feel accomplished and satisfied; publishing, research, leadership, promotions, things in your discipline or out, serving on boards, etc.? and looking back from that same point what personal things do you want to have achieved; family, marriage, kids, travel, home ownership, etc. once you have an idea what you might want in the end, that list is where you start making your changes. if you don't need to be a dean or academic chair, but you want to stay in your lab - great! go for it. if you won't feel fulfilled until you have kids or travel the world, then figure out those things. make them priorities now. there are no guarantees for the future and it can't be just one thing. when we're old and gray as the cliches go we won't want to look back and think 'gee, i wish i spent more time in the office' by the same token diversion and recreation can be the same. we need a balance between a focus on productivity and personal fulfillment. whatever that balance is try to move it everyday with good habits. i say this because i don't know anyone who can change overnight. as creatures of habit we get the most accomplished and the most achieved when we work on a task consistently over time whether that's a phd, a hobby, weight loss, reading, working out, finding a partner, or cultivating ourselves personally. anyway, that turned into a book. tl,dr; figure out what you want not just what you want to avoid, and work on it over time.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: start training aikido.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: set some boundaries with respect to what time you spend in the office (or, given the current situation, have your computer on at home). focus on your work during that time, but when things start to wind down for the day you should start to write a to-do list of tasks for the next day. be as detailed and expansive as you like, the key here is to try to empty your mind of annoying little things that might pop up later in your head and switch your mind back to work. once that's written, tell yourself you're done for the day. the easiest way to disconnect would be to leave home for an hour or so without your phone or laptop and go for a walk. if you have a stand-alone music player then take it with you, or a book, if you need something to run through your mind. but take the time to give yourself some healthy isolation. hopefully you'll start to appreciate things you see on your little walks that distract you from wanting to *do* stuff. if you really have the desire to learn all the time then channel that into more healthy pursuits than returning to work. if you have any sort of hobby then start learning about it obsessively - if you have a favourite sports team then learn more about that team's history; if you like cooking then choose a recipe to tweak and perfect to the nth degree (/r/macarons would be an easy way in to obsessive cooking/baking, speaking from experience); maybe start to learn a new language...you have plenty to choose from. turn this nervous energy into something positive and set yourself goals to accomplish by the end of the week/month. i could recommend a load of youtube channels of people who set themselves challenges to learn a new skill (useful or not) or change something in their life: the goal guys, mike boyd, wheezy waiter, matt d'avella... above all else, remember your employer pays you for a set number of hours per week. working more than those hours means you work for free, costing you money and your personal time. your boss wouldn't allow your personal life to encroach on your contracted work hours, so you shouldn't allow your work to encroach on your personal time.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: get a good hobby

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: set some boundaries with respect to what time you spend in the office (or, given the current situation, have your computer on at home). focus on your work during that time, but when things start to wind down for the day you should start to write a to-do list of tasks for the next day. be as detailed and expansive as you like, the key here is to try to empty your mind of annoying little things that might pop up later in your head and switch your mind back to work. once that's written, tell yourself you're done for the day. the easiest way to disconnect would be to leave home for an hour or so without your phone or laptop and go for a walk. if you have a stand-alone music player then take it with you, or a book, if you need something to run through your mind. but take the time to give yourself some healthy isolation. hopefully you'll start to appreciate things you see on your little walks that distract you from wanting to *do* stuff. if you really have the desire to learn all the time then channel that into more healthy pursuits than returning to work. if you have any sort of hobby then start learning about it obsessively - if you have a favourite sports team then learn more about that team's history; if you like cooking then choose a recipe to tweak and perfect to the nth degree (/r/macarons would be an easy way in to obsessive cooking/baking, speaking from experience); maybe start to learn a new language...you have plenty to choose from. turn this nervous energy into something positive and set yourself goals to accomplish by the end of the week/month. i could recommend a load of youtube channels of people who set themselves challenges to learn a new skill (useful or not) or change something in their life: the goal guys, mike boyd, wheezy waiter, matt d'avella... above all else, remember your employer pays you for a set number of hours per week. working more than those hours means you work for free, costing you money and your personal time. your boss wouldn't allow your personal life to encroach on your contracted work hours, so you shouldn't allow your work to encroach on your personal time.

user: how do you switch off your brain and resist the constant urge to be productive in your free time? for context, i recently finished a phd in a subject i absolutely love and my graduate studies went really well, but i am frustrated with the academic lifestyle and moving to industry. but all those years in grad school, i developed unhealthy feelings of guilt any time i wasn't trying to "get ahead" somehow in my spare time. even after finishing the phd and having some free time on my hands, i can't switch off. i constantly feel the need to be learning something new or doing something productive, and it causes me a ton of stress, guilt and anxiety if i don't. i learned to live with it during grad school, but i'm surprised to find it still gets to me. how do you guys switch that part of your brain off? bot: start training aikido.

user: how do i cite a transgender author's name hi, everyone! i am trying to cite an old article by an author who has since come out as transgender and changed their name. do i cite the text using the name which appears on it (essentially deadnaming them), or do i use their new name? i feel like this is kind of a tricky situation because, on the one hand, i want to respect the author's new name, but i also want my citations to be "correct" for plagiarism's sake. bot: here’s what mla 9 (idk about other style guides, sorry) says in section 5.15 if you are writing about or working directly with an author whose name changed and you know they do not use their former name in references to their work—for example, trans authors—list their works under the name they use, regardless of the name that appears in the source. do not supply information about the name change or cross-reference entries, and avoid using the former name in your prose.

user: how do i cite a transgender author's name hi, everyone! i am trying to cite an old article by an author who has since come out as transgender and changed their name. do i cite the text using the name which appears on it (essentially deadnaming them), or do i use their new name? i feel like this is kind of a tricky situation because, on the one hand, i want to respect the author's new name, but i also want my citations to be "correct" for plagiarism's sake. bot: a quick google suggests that you should use their preferred name, in the mla style at least: https://style.mla.org/citing-author-who-has-transitioned/ i have also seen that there is some new process to allow a simplification of the name-change process, which is being implemented. might cause some problems with understanding the lineage of your academic ideas though. sorry to give both answers!

user: how do i cite a transgender author's name hi, everyone! i am trying to cite an old article by an author who has since come out as transgender and changed their name. do i cite the text using the name which appears on it (essentially deadnaming them), or do i use their new name? i feel like this is kind of a tricky situation because, on the one hand, i want to respect the author's new name, but i also want my citations to be "correct" for plagiarism's sake. bot: here’s what mla 9 (idk about other style guides, sorry) says in section 5.15 if you are writing about or working directly with an author whose name changed and you know they do not use their former name in references to their work—for example, trans authors—list their works under the name they use, regardless of the name that appears in the source. do not supply information about the name change or cross-reference entries, and avoid using the former name in your prose.

user: how do i cite a transgender author's name hi, everyone! i am trying to cite an old article by an author who has since come out as transgender and changed their name. do i cite the text using the name which appears on it (essentially deadnaming them), or do i use their new name? i feel like this is kind of a tricky situation because, on the one hand, i want to respect the author's new name, but i also want my citations to be "correct" for plagiarism's sake. bot: are you just talking about citing the article, or referring to the article in your text? the purpose of a citation is so other people can look up your references. you cite what someone would use to search for the article, so the citation itself should use the name on the published article. the author can ask the publisher to change their name on the article.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: realize there are more career options than being an academic. even in industry, you are not locked into r&d positions. of friends i have with stem phds: one is in sales of high-end research equipment. one does a kind of technical support, company buys his company's product and he goes on-site until everything is working, he gets to travel all of the time and loves it. another is basically a high level recruiter and talent scout for phds for r&d. another has a job where she just reads articles and attends conferences, her job is stay on top of the literature and the latest/greatest and send reports to the r&d staff so they don't have to waste time doing that stuff. another works for a large academic group writing policy related to stem. if you are in biomedical, look into being a medical science lesion (it is what i would probably be doing if i was not in academics). another got a fellowship (with congress i think) to work on governmental policy (lost track of her). another works doing grants congruency at a university (there is the whole world of research oversight, irb, iacuc, bio/radiation safety, post-award, etc.). i interviewed for a job with the government to be a grants officer (giving out grants rather than writing them). i also interviewed with the military to do evaluations on trainees (the military seemed to take a very broad view of what a phd qualified you to do). and another friend busted is butt working as hard as possible for about 10 years in industry, getting lots of stocks, etc., retired early and is now a documentary film maker. this is on top of getting jobs that are teaching oriented, such as small liberal arts colleges and community colleges. the first job i was offered at a liberal arts college didn't even have a publication requirement for tenure, just giving research presentations at regional conferences would have been enough. my point is, you do not have to become your advisor. being an academic at a research university is only one option. good luck!

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: congratulations. i finished my materials science phd in november 2019 and felt the exact same. it's a terrible time looking for a job right now and i'm doing some living-wage work in politics for a bit while i try to have a rethink about what i want to do next.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: realize there are more career options than being an academic. even in industry, you are not locked into r&d positions. of friends i have with stem phds: one is in sales of high-end research equipment. one does a kind of technical support, company buys his company's product and he goes on-site until everything is working, he gets to travel all of the time and loves it. another is basically a high level recruiter and talent scout for phds for r&d. another has a job where she just reads articles and attends conferences, her job is stay on top of the literature and the latest/greatest and send reports to the r&d staff so they don't have to waste time doing that stuff. another works for a large academic group writing policy related to stem. if you are in biomedical, look into being a medical science lesion (it is what i would probably be doing if i was not in academics). another got a fellowship (with congress i think) to work on governmental policy (lost track of her). another works doing grants congruency at a university (there is the whole world of research oversight, irb, iacuc, bio/radiation safety, post-award, etc.). i interviewed for a job with the government to be a grants officer (giving out grants rather than writing them). i also interviewed with the military to do evaluations on trainees (the military seemed to take a very broad view of what a phd qualified you to do). and another friend busted is butt working as hard as possible for about 10 years in industry, getting lots of stocks, etc., retired early and is now a documentary film maker. this is on top of getting jobs that are teaching oriented, such as small liberal arts colleges and community colleges. the first job i was offered at a liberal arts college didn't even have a publication requirement for tenure, just giving research presentations at regional conferences would have been enough. my point is, you do not have to become your advisor. being an academic at a research university is only one option. good luck!

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: what field are you in if i may ask?

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i felt similar when i got my phd. when i started, it seemed like this fantastic thing, to put dr. in front of my name. but after a while, you realize that the title is just that: a title. i always figured that was part of the process, and that's why getting a phd takes such a long time: you become so intimately familiar with what is known overall about some small part of human knowledge, that it becomes almost mundane. so, what to do? first, take a step back: you've done a great thing! be proud of your accomplishment. and secondly: start living the rest of your life, whether that's inside or outside of academia. industry isn't all that bad: you can make more money, enjoy shorter deadlines, and more free time.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: congratulations. i finished my materials science phd in november 2019 and felt the exact same. it's a terrible time looking for a job right now and i'm doing some living-wage work in politics for a bit while i try to have a rethink about what i want to do next.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i felt similar when i got my phd. when i started, it seemed like this fantastic thing, to put dr. in front of my name. but after a while, you realize that the title is just that: a title. i always figured that was part of the process, and that's why getting a phd takes such a long time: you become so intimately familiar with what is known overall about some small part of human knowledge, that it becomes almost mundane. so, what to do? first, take a step back: you've done a great thing! be proud of your accomplishment. and secondly: start living the rest of your life, whether that's inside or outside of academia. industry isn't all that bad: you can make more money, enjoy shorter deadlines, and more free time.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: what field are you in if i may ask?

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: sleep and play videogames for a week, then job hunting or post doc? at least this is my plan..

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: what field are you in if i may ask?

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: sleep and play videogames for a week, then job hunting or post doc? at least this is my plan..

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i found meaning in life, and work is work . jobs come and go , they can end from things not outside your control . hobbies and what bring me joy is totally in my control which is why i seek it outside of my work. sure i still want to do well at work and i’d like not hate or or find it boring, sometimes it’s interesting sometimes it’s paint dry boring but i specifically chose a post phd career path that frowned upon to work overtime and has lots of vacation because i want to explore life outside of work.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: sleep and play videogames for a week, then job hunting or post doc? at least this is my plan..

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i’m sorry you’ve ended up feeling this way. i feel like it happens very often though. for me i did 4 years of a phd in “geology” and left before finishing. this was after 2 years for a masters in it. it’s a long story, but i am so happy i went back to my biology degree bachelors roots and am now finishing up a one year post bachelors program to become a clinical laboratory scientist in a hospital lab setting. the job and pay will be more stable than anything i could have had before (especially with covid now as i would have been finishing my degree when all universities seemed to have a hiring hold). i also get to directly contribute to my society with meaningful work. the program i’m currently in has been one of the hardest things i’ve ever done, not just because they take the last two years of their traditional bachelors degree and shove it into 1, but my biology mindset needed a lot of refreshing at the beginning of the program with a ten year gap. i don’t regret it at all! i did not get along well with some of the graduate students i used to work with. i’m a bit of a passive person that wants good work flow and apparently telling someone to work with another student because the advisor said so means others will literally just give you the cold shoulder until you leave and yell at you when they find you alone in a room lol. i found people hated you when you did better than them too. the only people congratulating me on grants i received or big projects i got to work on were professors, then students would be jealous kids and hide your special weigh boats and things. but i also was finding things like a huge lack of lab understanding from every level in the academic world. my advisor never went into her own lab for years at a time, the other students from my university and others across the world typically didn’t know what running standards with your samples meant or why it was important, and it was a challenge to publish anything that didn’t follow a preset story. it was only getting worse, so i left. my field was one i don’t tell many about today because of the atmosphere on it all (pun intended) but it was stable isotopes with the purpose of using the produced records for climate models. all i can say is, do something you won’t go crazy in, or at least that you can find a good pay with so you can use your non work hours as fun. get into a career line that values a good work life balance. don’t stay and become more bitter. hope this helps :)

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: >i know i can't be the only person who's gone through this. how did you pivot to something else? yep, that's pretty normal. i knew before i finished my phd that i hated my research and wanted to do something different, so i got a few internships to expand my skill sets and experience beyond my phd projects. because of that now i have a full time job in a field unrelated to my phd. >how do you find meaning in your work? it's gonna sound very shallow to many people but i just went for the best offer that i thought would hate the least. so far it's working out pretty well. to me it's just a job, if a better offer came up next month i wouldn't hesitate to jump ship.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i’m sorry you’ve ended up feeling this way. i feel like it happens very often though. for me i did 4 years of a phd in “geology” and left before finishing. this was after 2 years for a masters in it. it’s a long story, but i am so happy i went back to my biology degree bachelors roots and am now finishing up a one year post bachelors program to become a clinical laboratory scientist in a hospital lab setting. the job and pay will be more stable than anything i could have had before (especially with covid now as i would have been finishing my degree when all universities seemed to have a hiring hold). i also get to directly contribute to my society with meaningful work. the program i’m currently in has been one of the hardest things i’ve ever done, not just because they take the last two years of their traditional bachelors degree and shove it into 1, but my biology mindset needed a lot of refreshing at the beginning of the program with a ten year gap. i don’t regret it at all! i did not get along well with some of the graduate students i used to work with. i’m a bit of a passive person that wants good work flow and apparently telling someone to work with another student because the advisor said so means others will literally just give you the cold shoulder until you leave and yell at you when they find you alone in a room lol. i found people hated you when you did better than them too. the only people congratulating me on grants i received or big projects i got to work on were professors, then students would be jealous kids and hide your special weigh boats and things. but i also was finding things like a huge lack of lab understanding from every level in the academic world. my advisor never went into her own lab for years at a time, the other students from my university and others across the world typically didn’t know what running standards with your samples meant or why it was important, and it was a challenge to publish anything that didn’t follow a preset story. it was only getting worse, so i left. my field was one i don’t tell many about today because of the atmosphere on it all (pun intended) but it was stable isotopes with the purpose of using the produced records for climate models. all i can say is, do something you won’t go crazy in, or at least that you can find a good pay with so you can use your non work hours as fun. get into a career line that values a good work life balance. don’t stay and become more bitter. hope this helps :)

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i'm with you. haven't applied for a single academic job since receiving my doctorate. honestly feel like a sucker for the amount of time spent and bs i put up with to get it. the experience was frankly deeply abusive (and i don't say that lightly) and passion crushing. still employed in higher ed on a multi-year non-tenure track position but honestly not sure what to do next. the well is dry. someone once told me graduate study was different from military training in that while they both broke you down, only the military attempted to build you back up. not sure if that's true or not but do suspect there is a bit of truth to the saying.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i’m sorry you’ve ended up feeling this way. i feel like it happens very often though. for me i did 4 years of a phd in “geology” and left before finishing. this was after 2 years for a masters in it. it’s a long story, but i am so happy i went back to my biology degree bachelors roots and am now finishing up a one year post bachelors program to become a clinical laboratory scientist in a hospital lab setting. the job and pay will be more stable than anything i could have had before (especially with covid now as i would have been finishing my degree when all universities seemed to have a hiring hold). i also get to directly contribute to my society with meaningful work. the program i’m currently in has been one of the hardest things i’ve ever done, not just because they take the last two years of their traditional bachelors degree and shove it into 1, but my biology mindset needed a lot of refreshing at the beginning of the program with a ten year gap. i don’t regret it at all! i did not get along well with some of the graduate students i used to work with. i’m a bit of a passive person that wants good work flow and apparently telling someone to work with another student because the advisor said so means others will literally just give you the cold shoulder until you leave and yell at you when they find you alone in a room lol. i found people hated you when you did better than them too. the only people congratulating me on grants i received or big projects i got to work on were professors, then students would be jealous kids and hide your special weigh boats and things. but i also was finding things like a huge lack of lab understanding from every level in the academic world. my advisor never went into her own lab for years at a time, the other students from my university and others across the world typically didn’t know what running standards with your samples meant or why it was important, and it was a challenge to publish anything that didn’t follow a preset story. it was only getting worse, so i left. my field was one i don’t tell many about today because of the atmosphere on it all (pun intended) but it was stable isotopes with the purpose of using the produced records for climate models. all i can say is, do something you won’t go crazy in, or at least that you can find a good pay with so you can use your non work hours as fun. get into a career line that values a good work life balance. don’t stay and become more bitter. hope this helps :)

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: writing my thesis was one of the worst experiences of my life, and sent me into a pretty deep depression (someone on my committee even commented he could tell i hated writing, and it definitely wasn't my strong suit). i thought i was going to be in a lot of trouble for my future career, since anyone will tell you the bulk of your work will be writing. i'm now almost a decade into my career and am now sought after as a proof reader of papers/proposals. i write a lot a lot of my own stuff, but i've found ways to delegate the initial drafts to other people where i'm still...not great. i help with prewriting, blocking out the flow, etc, and then get involved again after the first draft has gone through. same with writing papers. my team's found it to be a very effective way for us to all excel in our separate ways.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i’m sorry you’ve ended up feeling this way. i feel like it happens very often though. for me i did 4 years of a phd in “geology” and left before finishing. this was after 2 years for a masters in it. it’s a long story, but i am so happy i went back to my biology degree bachelors roots and am now finishing up a one year post bachelors program to become a clinical laboratory scientist in a hospital lab setting. the job and pay will be more stable than anything i could have had before (especially with covid now as i would have been finishing my degree when all universities seemed to have a hiring hold). i also get to directly contribute to my society with meaningful work. the program i’m currently in has been one of the hardest things i’ve ever done, not just because they take the last two years of their traditional bachelors degree and shove it into 1, but my biology mindset needed a lot of refreshing at the beginning of the program with a ten year gap. i don’t regret it at all! i did not get along well with some of the graduate students i used to work with. i’m a bit of a passive person that wants good work flow and apparently telling someone to work with another student because the advisor said so means others will literally just give you the cold shoulder until you leave and yell at you when they find you alone in a room lol. i found people hated you when you did better than them too. the only people congratulating me on grants i received or big projects i got to work on were professors, then students would be jealous kids and hide your special weigh boats and things. but i also was finding things like a huge lack of lab understanding from every level in the academic world. my advisor never went into her own lab for years at a time, the other students from my university and others across the world typically didn’t know what running standards with your samples meant or why it was important, and it was a challenge to publish anything that didn’t follow a preset story. it was only getting worse, so i left. my field was one i don’t tell many about today because of the atmosphere on it all (pun intended) but it was stable isotopes with the purpose of using the produced records for climate models. all i can say is, do something you won’t go crazy in, or at least that you can find a good pay with so you can use your non work hours as fun. get into a career line that values a good work life balance. don’t stay and become more bitter. hope this helps :)

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: you should go job hunting. first, just go to one of the big job sites and google your degree or overall field (so anything from e.g. neuroscience over biology to stem), then some specific skills you always liked to applying. those can be specific like "microscopy" or broader soft skills. see what types of jobs come up. you could also try to check out alumni from your institution on linkedin to see where they went, although it can be hard to find those from the same department. after getting a first idea what you could even imagine to do, try to apply to jobs, get done interviews, "orientation days" done companies offer or if possible informal interviews with either alumni or any other contacts you can find. at that stage you don't necessarily expect to find a job but just dig deeper to see whether you might like a job. after finishing my phd i thought i might like consulting for a company that covers a broad field of problems but attending their orientation day made it crystal clear to me that i would actually dislike that job. otherwise r/leavingacademia is dedicated to that topic, although not huge has some nice insights every now and then.

user: just got my phd. now what? it all feels less spectacular than it should. i loved my field when i decided to pursue a phd. and then i started getting worn out. i dropped out because i was having too much trouble working with other graduate students. i found a job in the field, and seeing how my profession works in practice killed any last passion i had remaining for the subject. i ended up losing my job during the pandemic and decided to finish my degree. it was the easiest option, and an option that meant i could stay at home. the passion never came back, but i was able to finish writing and defend my dissertation. so, now what? i'm working for my advisor and will do so for the next couple of months. i hate every minute of it. doing anything feels like a hassle. the thing i hate doing most is *writing*, which is not a good omen for a future academic career. i can't imagine doing this for the rest of my life. i feel trapped. i know i can't be the only person who's gone through this. how did you pivot to something else? how do you find meaning in your work? bot: i’m sorry you’ve ended up feeling this way. i feel like it happens very often though. for me i did 4 years of a phd in “geology” and left before finishing. this was after 2 years for a masters in it. it’s a long story, but i am so happy i went back to my biology degree bachelors roots and am now finishing up a one year post bachelors program to become a clinical laboratory scientist in a hospital lab setting. the job and pay will be more stable than anything i could have had before (especially with covid now as i would have been finishing my degree when all universities seemed to have a hiring hold). i also get to directly contribute to my society with meaningful work. the program i’m currently in has been one of the hardest things i’ve ever done, not just because they take the last two years of their traditional bachelors degree and shove it into 1, but my biology mindset needed a lot of refreshing at the beginning of the program with a ten year gap. i don’t regret it at all! i did not get along well with some of the graduate students i used to work with. i’m a bit of a passive person that wants good work flow and apparently telling someone to work with another student because the advisor said so means others will literally just give you the cold shoulder until you leave and yell at you when they find you alone in a room lol. i found people hated you when you did better than them too. the only people congratulating me on grants i received or big projects i got to work on were professors, then students would be jealous kids and hide your special weigh boats and things. but i also was finding things like a huge lack of lab understanding from every level in the academic world. my advisor never went into her own lab for years at a time, the other students from my university and others across the world typically didn’t know what running standards with your samples meant or why it was important, and it was a challenge to publish anything that didn’t follow a preset story. it was only getting worse, so i left. my field was one i don’t tell many about today because of the atmosphere on it all (pun intended) but it was stable isotopes with the purpose of using the produced records for climate models. all i can say is, do something you won’t go crazy in, or at least that you can find a good pay with so you can use your non work hours as fun. get into a career line that values a good work life balance. don’t stay and become more bitter. hope this helps :)

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: if i am working with someone passive aggressive i parse their sentences into explicit and implicit comments, things that they wish to be noted, tasks for me and questions. i just break it al down and say what i agree with or disagree with. like robotically candid. including, “i sense you are implying that x; i believe not x. unless this is an urgent or very serious question i do not wish to discuss it further.” just get all the bullshit in the open and refute it. you mark him.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i deal with it by treating them like they're insecure and need a lot of reassurance (which is generally the case), and also by refusing to engage if they decide they want to argue. don't get sucked into long back-and-forths with a student who just wants to argue - it's fine to ignore emails that don't contain a question. it's also fine to ignore every part of an email but the questions. if he doubles down on it, pass him along to the professor of record for the class, and let them deal with him. it's probably wise to forward the whole exchange to the professor in advance, to let them know this is going on and that they might have to deal with it.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: kill him with kindness, but at a certain point you just give him the tools and enough rope to hang from and leave it at that. he can choose what to do with the rope. you could, this time, dedicate a portion of class to reminding the students why we use the analyses we use for different situations. you could also ask if his major is stats. if it is. good luck, i have met a few who dont understand that in many applied fields we have very noisy data and must do things to deal with that. the only thing i have to add is that, if you want to bring up him being rude to you via email as a learning opportunity you can phrase it to come from a place of concern. i.e.: "hey is everything ok? the tone of your email came off like you were pretty stressed. you cant get any body language across, so it might help you to choose your words more carefully in that format. otherwise people may think things are not ok."

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i think the biggest mistake here is pressing the 'reply' button. i've had a student looking for a msc project supervisor. he wad quite open about being very picky about it. i told him straight about his attitude and the reason he's in the uni. never seen him again.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: do you need to reply emails? i worked as a ta, i didn't contact any students out of office hours. if he had questions he should have asked during the class period. i wouldn't put so much effort onto that and i agree i would just grade their quizzes, assignments etc. don't be too helpful, i get where you are coming from but that's so draining and they would take you as granted, some wouldnt even respect you because you're very available and friendly (sad but true)

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've encountered students like this in the past, and i honestly email my supervisor with a heads up and then forward the email chain or bcc them so they'll have it for documentation. i'd recommend this as a cya move regardless. i had a student a about 3 years ago that i caught plagiarizing. i emailed my direct supervisor about it the night before i returned papers. when the student questioned me on it, he became so hostile that he tried to corner me so i couldn't leave, then demanded to follow me to my next class. when i refused, he went immediately the department chair and told him that i'd failed him on "common knowledge." (it was a straight copy and paste from the internet.) by the time i came out of my next class, i already had an email and a missed call telling me i needed to see the department chair. if i hadn't already given my direct supervisor a heads up, there would have been an issue. if there's a potential problem, always cya and let your supervisor know.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: what a dummy that kid is. ignore him, and mark him down (fairly and) accordingly. sorry that you’re dealing with this, by the way.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: state your point and do your job, but you do not need to engage in long debates with arrogant and incorrect students. if they continue this respond to their question politely and succinctly. if they continue to be rude, you can speak to your professor. and you can grade his homework taking off for his mistakes.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i think the biggest mistake here is pressing the 'reply' button. i've had a student looking for a msc project supervisor. he wad quite open about being very picky about it. i told him straight about his attitude and the reason he's in the uni. never seen him again.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: if i am working with someone passive aggressive i parse their sentences into explicit and implicit comments, things that they wish to be noted, tasks for me and questions. i just break it al down and say what i agree with or disagree with. like robotically candid. including, “i sense you are implying that x; i believe not x. unless this is an urgent or very serious question i do not wish to discuss it further.” just get all the bullshit in the open and refute it. you mark him.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i think the biggest mistake here is pressing the 'reply' button. i've had a student looking for a msc project supervisor. he wad quite open about being very picky about it. i told him straight about his attitude and the reason he's in the uni. never seen him again.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: if i am working with someone passive aggressive i parse their sentences into explicit and implicit comments, things that they wish to be noted, tasks for me and questions. i just break it al down and say what i agree with or disagree with. like robotically candid. including, “i sense you are implying that x; i believe not x. unless this is an urgent or very serious question i do not wish to discuss it further.” just get all the bullshit in the open and refute it. you mark him.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: do you need to reply emails? i worked as a ta, i didn't contact any students out of office hours. if he had questions he should have asked during the class period. i wouldn't put so much effort onto that and i agree i would just grade their quizzes, assignments etc. don't be too helpful, i get where you are coming from but that's so draining and they would take you as granted, some wouldnt even respect you because you're very available and friendly (sad but true)

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: if i am working with someone passive aggressive i parse their sentences into explicit and implicit comments, things that they wish to be noted, tasks for me and questions. i just break it al down and say what i agree with or disagree with. like robotically candid. including, “i sense you are implying that x; i believe not x. unless this is an urgent or very serious question i do not wish to discuss it further.” just get all the bullshit in the open and refute it. you mark him.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: what a dummy that kid is. ignore him, and mark him down (fairly and) accordingly. sorry that you’re dealing with this, by the way.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: oof. i’ve had to deal with so many students like that (& the numbers seem to be increasing over the years). my situation is slightly different cause i’m hired externally as a part time lecturer but i’d say the same steps can apply. normally, i wouldn’t engage in email ping pong but keep my answers brief, firm, & to the point (making it clear they are wrong & backing up where i’m right) then stop responding when they start being rude/ condescending. i’d also let my higher up (in your case, the professor in charge of the class) know of the details (students behaviour, my response, etc) so in case the student appeals when they (predictably) score poorly, then they can back me up. oh, and during marking i make it very very clear why they’re wrong & use almost the exact same words i use in the email.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've always believed that back and forth through email does come across rude. its always to "clear the air" in person. i've found that people are less rude while talking in-person.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: just grade him appropriately if he gets the wrong answer he fails and that's it. bak in my undergrad i remember a student trying to correct the proffessor constantly despite the guy being fully and utterly wrong. the proffessor one day walked out for 5 minutes, walked back in and kept the lecture pretty much ignoring the guy for the rest of it. i thought that was a fairly decent way to prevent ripping the idiot in front of the class.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: don't do anything special to or for the student. talk to your supervisor/the instructor/your mentor/whomever is supposed to be in charge of you as a ta.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i think the work as teacher is guide your students to the knoweldge, you can help them with someproblems, but if your students don't try to learn something and don't listen you, you must not keeping help them. i think you should give up whit him and use his emaik as evidence.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: hello ! this post just appeared in my feed for whatever mysterious reason. i am curious to know what is a ta. anybody could explain ? thanks in advance !

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: in my experience, my professors always told me that if a student escalates beyond the 2nd or 3rd email that you just forward it to the professor. from my pi's own words, they usually don't pull this stuff with professors, only with tas.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: oh, i just ignore them. they may think they will win the battle, but i will inevitably win the war. (especially in statistics, because they never know what they are talking about.) honestly, i find that being cheerfully nonchalant strikes the tone i want to convey and also irritates these types of students so deliciously. one thing i don't do, though, is get drawn into long back-and-forths with students. i am more than willing to admit when i've made a mistake and give students points, but when they're wrong and i know they're wrong...why am i going to argue with you? you're in this class because you *don't* know what you're doing. i will send them the resources; if they continue to try to argue, i will ignore them unless they are asking an actual question.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i've always believed that back and forth through email does come across rude. its always to "clear the air" in person. i've found that people are less rude while talking in-person.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: >ta dealing with a condescending student save those e-mail exchanges. grade him according to what he's supposed to be learning.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i think the work as teacher is guide your students to the knoweldge, you can help them with someproblems, but if your students don't try to learn something and don't listen you, you must not keeping help them. i think you should give up whit him and use his emaik as evidence.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: >ta dealing with a condescending student save those e-mail exchanges. grade him according to what he's supposed to be learning.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: hello ! this post just appeared in my feed for whatever mysterious reason. i am curious to know what is a ta. anybody could explain ? thanks in advance !

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: >ta dealing with a condescending student save those e-mail exchanges. grade him according to what he's supposed to be learning.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i (f28) have only had that that kind of thing happen once like 5 years ago and it was super shitty. if i had that happen today with a student i think i would tell them they can ask the professor if they like. it might be that he doesn’t want to hear it, might be that he just doesn’t want to hear it from you. either way he will lose credit if he’s wrong

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: sorry to hear about this experience. like a lot of respondents i've been there... unfortunately in my experience universities aren't great with dealing with bullying of staff by students, but i still think it's worth letting your department head know (or someone above them if they're not trustworthy) so there's at least a record in case the students behaviour doesn't improve. maybe also start one of your classes with a little chat about what sorts of behaviours are in/appropriate? i had to do that once because (absurdly) a student apparently complained about me wearing flip flops to class. i know that seems trite and i hope it doesn't come across as a belittling example. anyway in that case the class took it well and i didn't have any further problems with them. a silly case i know, but there just a little "i'm actually at work, not talking sh*t in the pub" helped. hopefully things improve for you soon.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: i have had a couple of students like that. i probably didn't deal with this the most constructively, but i used to cc the unit coordinator or another colleague in (sometimes male) to "confirm their ideas". the colleagues would confirm that i was correct, and i have even had students apologise to me afterwards. i also get someone else to mark the work if possible or get it cross checked. it is not really worth engaging with these students to argue. i have done that in the past and it has lead to further emails that are nastier, and even being threatened/stalked.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: just fail him. why bother even talking so much to a student?

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: maybe cc the professor in your next communication. and email the professor ahead of time too. i think it would be a good idea to be professional, maybe if he continues it might be a good idea to point out his rudeness. it’s up to you. do what feels best for the situation. dude just sounds like an entitled prick.

user: ta dealing with a condescending student hi all, have any of you had to deal with a condescending student? how did you deal with it (or did you?)? i (30f) have a student (19m) this semester who emails me frequently with questions that have always seemed to insinuate that i didn't know what i was talking about. but i assumed i was being oversensitive or paranoid, so i have always answered him promptly and cheerfully. however, today, the student got in a long back and forth with me (over email) about a basic statistical analysis in which he is fully incorrect, but has continued doubling down no matter what i say (or how many resources i send him). finally he wrote back something along the lines of "fine i still think it means xyz but i guess i just won't include how we got our results." to be clear, he literally added a new statistical test that is not part of the assignment, and makes no sense with the data. the last email especially was honestly very rude, and i'm not sure how to proceed. i'm leaning towards just leaving it alone, since he apparently cares so much about having the last word, but i'm worried about grading his final paper if he continues to double down on this. has anyone else encountered something like this, and what did you do? bot: as a ta, your are there to support students and if they fail to respect you, the conversation ends. if you have illustrated the correct answer/approach and they believe you are wrong, they have two options: proceed as if you are wrong or take it to the professor. if a student came to me and said “my answer is right and the ta is wrong, i would listen to the student, ascertain they were wrong, and the have the, explain their answer to me and the ta. then i would proceed to illustrate the correct answer all the while noting ‘as the ta told you’. if a student was disrespectful, then they would be speaking to me. it is was sufficient serious, it would be in writing copied to the chair and dean. universities are places of work and disagreement is fine, disrespectful conduct is not. in short, you have done your job, don’t engage further, their choices have consequences.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i bought a copy of my thesis and a frame for my diploma.  it was a two panel frame.  i was going to put my undergraduate diploma in one and doctorate in the other, but then my dog graduated obedience school so i put her certificate by my doctorate.  i want her to know i'm proud of her.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: "i'm going to buy a nice mechanical watch" that was four years ago, still haven't gotten around to it.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i bought a copy of my thesis and a frame for my diploma.  it was a two panel frame.  i was going to put my undergraduate diploma in one and doctorate in the other, but then my dog graduated obedience school so i put her certificate by my doctorate.  i want her to know i'm proud of her.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: my husband bought me the full set of roald dahl children's books when i completed. love them.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i bought a copy of my thesis and a frame for my diploma.  it was a two panel frame.  i was going to put my undergraduate diploma in one and doctorate in the other, but then my dog graduated obedience school so i put her certificate by my doctorate.  i want her to know i'm proud of her.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: my partner is entering his phd this year. some ideas i have for him: quality leather satchel/laptop bag (will last forever), shadow box containing his graduation regalia and degree, bound copy of thesis, etc. the leather bag is probably the best “gift to self” idea on the list because you can use it daily in your work and it will only become better with use.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i bought a copy of my thesis and a frame for my diploma.  it was a two panel frame.  i was going to put my undergraduate diploma in one and doctorate in the other, but then my dog graduated obedience school so i put her certificate by my doctorate.  i want her to know i'm proud of her.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i won't defend until next summer, but i plan on getting myself a tattoo.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i buy myself a small gift after every milestone. often it’s affordable jewelry that i can then wear when i’m feeling like an imposter. it’s like armor, reminding me of my successes. after i defended my phd i did a long road trip to celebrate. i have no regrets and many amazing memories from that trip.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: my partner is entering his phd this year. some ideas i have for him: quality leather satchel/laptop bag (will last forever), shadow box containing his graduation regalia and degree, bound copy of thesis, etc. the leather bag is probably the best “gift to self” idea on the list because you can use it daily in your work and it will only become better with use.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i buy myself a small gift after every milestone. often it’s affordable jewelry that i can then wear when i’m feeling like an imposter. it’s like armor, reminding me of my successes. after i defended my phd i did a long road trip to celebrate. i have no regrets and many amazing memories from that trip.

user: did you buy yourselves a nice gift when you defended your phd? i was talking to a fellow grad student recently and she told me she’s been planning to buy herself a really nice pair of shoes when she defends, as a gift to herself for making it through. i defend in a little over a month and i can’t stop thinking about this. i feel like i should commemorate this milestone with something that i can hold onto forever but i’m at a loss for ideas. have you ever given yourself a really nice gift either for defending or reaching some other academic milestone? if so, what was it? bot: i won't defend until next summer, but i plan on getting myself a tattoo.