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About your graduate studies part 1
The document discusses the importance of research in graduate studies, emphasizing the need for adaptability and critical thinking in an ever-changing technological landscape. It outlines how research contributes to both academic and industry advancements, highlighting the role of graduate degrees in demonstrating research competency. Practical advice is provided for conducting research and evaluating academic literature, with a focus on asking good questions and understanding the implications of research outcomes.
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About your graduate studies part 1
- 1. About your graduatestudies, Part I: Why we do research, and is there a helpful Magic Spell? PSU Surat Thani Seppo Karrila, March 2015
- 2. What do Ithink you are interested in? • Part I: – Why do we study? What is the role of research? – What is the big picture with graduate degrees? What do they mean or signify? – Practical advice to a graduate student? Is there a Magic Spell to help out? • Part II: – What is Science? – How can we keep making “scientific contributions”?
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- 4. Half the liesthey tell about me aren't true. (Yogi Berra.) • I have ‘always’ been in research, in – a managed research facility serving an industry consortium, – academia with self-managed projects, teaching – a large international corporation doing proprietary research • For more introduction, Google me
- 5. The future ain'twhat it used to be. (Yogi Berra.) • Technology changes are happening at an exponential rate (Moore’s Law). • What will be there in ten more years?
- 6. Exponential growth ofresearch (semi-log plot) • Data from Medline • Source of plot: – http://larsjuhljensen.wordpress.com/2008/02/ • Implications: – Splits to subfields – Expertise gets old quickly – Learner must focus
- 7. Every form of communications technologyis doubling price-performance, bandwidth, capacity every 12 months 7
- 8. 8Credit: Ray Kurtzweil,www.singularity.com
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- 10. Educators’ dilemma • Ifwe don’t know what the world is like in 2020, how can we educate students to be prepared for their duties until retirement around 2065? – Honestly, we can’t ! Today’s students must be able to adapt to things we can’t predict.
- 11. Constant adaptation isa must! Life-long learning
- 12. Critical thinking • Studentdetects: –conflicting information –selective information and censorship –disputable assumptions –confirmation bias –answering the “wrong” question –over ambitious claims
- 13. Simplification • Removing repetitionor redundancy • Finding common patterns • Labeling clusters with descriptive names, creating new terms • Unifying perspective, new viewpoint
- 14. Summarization • Detecting whatis essential and what is “filler” • Communicating clearly the essentials • Empathy to audience –What does the other person know? –What do I need to tell?
- 15. Accepting and appreciating uncertainties •Learning to ask good questions • Making hypotheses that direct learning or research effort
- 16. The basis forindependent life-long learning • Critical thinking • Simplification • Summarization • Asking questions, making hypotheses –Being comfortable with uncertainty • Strong basis in stable STEM foundations
- 17. What STEM basiswill you need? • Math: calculus and linear algebra – If you know these, then thermodynamics, physical chemistry and statistics are not very difficult • Statistics – Design of experiments, regression analysis, analysis of variance • Physics, chemistry
- 18. To keep learning… •Pose yourself questions that interest you – Without a question your studies have no direction – Without direction, there is just too much, and more every day… • If you do research, nothing is more important than a “good question”! – There is the other type, too. You want to ask questions that could be answered! For this, you need to know what has become possible to manipulate and observe, with the developments in STEM.
- 19. Why we doresearch? • Today’s research may be tomorrow’s technology • Teachers who don’t follow research might not prepare you for your future! • You do research to – Demonstrate you know how research is done (MS) – Demonstrate mastery of techniques (MS) – Demonstrate mostly independent contribution to science (PhD)
- 20. Why does acompany do research? • Research helps fix problems and enables decisions. R&D = Research and Development. – Could we use a different type of mixer, separator, heat exchanger, raw material mix, … – Can we reduce some quality problem – Can we increase production rate – Could we develop a competitive new product • It is always about product, its quality, and productivity – Novelty or publications have very low priority, unless the novelty is valuable and patentable.
- 21. PhD: driver’s licenseto doing science • Doing a PhD is like a test drive. – You have support from an advisor. Your scope of research is pre-defined. You need to come up with some “new science” and defend your thesis. • Once you have your PhD – You are expected to be an independent researcher who no longer needs an advisor! – Don’t expect your thesis is your career. When you have your license, you will not stay on the test track, you need to learn about other roads and go to places.
- 22. Industry or academicjob? • Academia produces PhD’s who go to academia to produce more PhD’s who go to academia… – It could become a big club, as long as someone pays for the fun. In the long run this is impossible, academia feeding its own growth and not feeding the outside world. – Go outside to see what is done in the “real world” with science. Maintain contact with academics, perhaps come back to tell what you learned.
- 23. Reality restricts youroptions • http://www.theatlantic.com/business/archive/2013/02/how-many-phds-actually-get-to-become- college-professors/273434/
- 24. Discipline… • Safeguard yourdata – Dropbox, Onedrive, Box, … • Organize your project folder – References – Proposal and planning – Materials and methods • Raw materials, data sheets, measurement devices, sampling and sample sources – Experimental designs – Experimental data – Analysis of data – Reporting
- 25. Finding literature • Googlesearch “… AND filetype:pdf” • Google scholar – Check for a prominent researcher in your field • ScienceDirect • JANE: Journal Author Name Estimator
- 26. How to reada paper • Title • Abstract • Conclusions • Figures • Then read the rest… • If you have more time and interest, find some of the references.
- 27. When you reviewa journal article… • You must answer these questions: – What is this about – Why is the topic important – What was done – Key result (or “what happened?”) • Implications on practice OR on research activities – What was left unanswered (according to authors) • … and this is the real test of your understanding: – Your critique of the article
- 28. Here is aMagic Spell • Issue • Significance • Approach • Results • Conclusions
- 29. The Magic Spellapplies to many things • A one-page project proposal • A full project proposal • A summary of someone else’s work • Summarizing your project plan • Writing a poster • Giving a presentation • Writing an article
- 30. Discussion with theBoss man • Yes, you wanted to see me. What is this about? – Issue: what is this about • Well, I have other more important things… – Significance: why this is important • OK, but what can we do about it? – Approach: actions to take • So if we do all that, what do we get? – (expected) results: products of the actions • And what is the value of the results? – Conclusions: effects on decisions, practices, …
- 31. Be prepared tosee the Magic Spell several times today • Issue • Significance • Approach • Results • Conclusions