fauxklore: (storyteller doll)
This is partly a reaction to this post by [livejournal.com profile] jim_p about his feelings towards MIT. Given that we’re now into college acceptance season, I thought it would be timely. I’m hoping a few of the things I have to say may be of some use to people trying to deal with the college decision.

My experience at MIT was rather different than Jim's. I certainly shared the shock of having to actually study to get decent grades and I particularly remember the low grade on my very first exam in that context. But I think a few things made a difference in how I handled that:

1) I had had previous exposure to being around other smart people, primarily thanks to the National Science Foundation. I went to Columbia University’s NSF-sponsored Science Honors Program on Saturdays for three years in high school. While SHP did not have exams or grades, it provided both an opportunity to feel lost with material that was over my head and an opportunity to learn that other students felt that way. The summer before my senior year, I went to another NSF program, the Program in Biochemistry at the Loomis-Chaffee School. That was an intense summer of learning biochemistry techniques, killing rats and pureeing their livers for our research, and having to make a reservation to take a nap on the lab couch. But more than pipetting or the ability to tie a knot one-handed, it taught me I could keep up in a competitive environment.

2) I also had the advantage of knowing that there was a fair chance that I’d change my mind about what I wanted to do. I entered MIT thinking I would major in chemistry and do biochemistry, specifically neurochemistry. But my brother was busy setting the Michigan State University record for changing majors. And I knew that there were a lot of other things I was interested in. In fact, one of the reasons I went to MIT was the idea that if I changed my mind, there would be other strong math / science departments to go to, which was potentially an issue at Yale or Dartmouth. A large number of the people I know who had problems at MIT had always known exactly what they wanted to do and didn’t know how to handle it when that didn’t work for them. (For those who don’t know, my degrees are in mechanical engineering.)

3) I grew up in a small town and had the sort of suburban childhood that involved lots of extracurricular activities. The small town aspect is important because one of the ironies of that sort of environment is that you’re forced to be exposed to things you might not realize you’d be interested in. When something was happening in town, everybody went, because there weren’t so many things to choose from. (I suspect this is no longer the case, given the internet.) And the extracurricular activities mattered because it never occurred to me not to get involved in things at MIT, which gave me both balance and community. Freshman year being all pass / fail definitely helped with that. I think that having other things to do forced me to be somewhat more organized about my time and gave me a chance to get some perspective when I was stressed out about school.

Along those lines, I once went to a movie with some friends the night before a final and ran into the TA for that class. He made some snide comment about my going to a movie instead of studying and I pointed out that, if I didn’t know the material then, I wasn’t going to know it much better the next morning. I felt it was more important to be relaxed for the final. (And, yes, I got a good grade in the class.)

4) Somewhere around the middle of my sophomore year, I decided on the consumerist approach to my education. MIT is not exactly a cheap place, so I figured the way to get my (well, my father’s) money’s worth was to take advantage of the resources that were available. It was that attitude that let me get over my psychological barriers to asking for help when I didn’t understand something. I found that professors (at least in the mechanical engineering department) were willing to spend time (either their office hours or an appointment) to help me understand the material.

I do feel lucky that I stumbled into something I liked and was good at fairly early in my college career. Part of 2.02 (Introduction to System Dynamics) clicked with me. People told me that if I liked that, I should take the introductory controls class, 2.14. Control Theory just worked with the way my mind works, so that’s what I ended up doing and what eventually led me to my career (which is much broader). Not everybody does find something that resonates with them the same way, so I appreciate that there is no particular advice I can give on how to do that, beyond being open to it happening.

I’m somewhat hesitant to write this, because it sounds arrogant, but by the time I was a senior, I felt pretty much like I could do anything I wanted. What I hadn’t learned was how to structure my time when I didn’t have anything external to impose structure on me. That became an issue in grad school after I had finished classes and was in the pure research mode. But that’s another story. As are at least three other things I will write about education sooner or later (which, alas, generally means later).
fauxklore: (storyteller doll)
First, a quick obituary note. Mac McGarry, long-time host of It’s Academic has died.

As I mentioned earlier in the week, I went to One Day University on Saturday. This was the first time this had been held in Washington and it was done in conjunction with The Atlantic. The event was at the Hyatt Regency Capitol Hill, which is a reasonably central but slightly bleak location.

There were four sessions, each of which offered tw o75 minute classes to choose from. For the first session, I chose "How the Brain Works: Why We Do What We Do," presented by Marvin Chun of Yale. I am reasonably knowledgeable about neuroscience, but it was interesting to hear about some of the more recent research using functional MRI to investigate brain activity. In particular, Chun showed results from experiments in which scientists could actually get images that indicate what people were thinking about. He also touched on the question of persistent vegetative states and showed research that indicates at least a small percentage of people in such states show relatively normal brain activity. While I can’t say he really answered the "why we do what we do" part of the title, this was a worthwhile lecture. I also found myself wondering if he had any clue that, during the Q&A, he only looked for hands raised in one half of the room.

For the second session, I chose "Beethoven’s Ninth: The Story Behind the Masterpiece," presented by Thomas Kelly of Harvard. Kelly’s emphasis was on what the audience at the piece’s premiere would have known and how they would have reacted to it, versus how we hear it today. I found this truly fascinating. We are so used to thinking of the Ninth as something of a radical work of music, overthrowing the rules of the symphony, but he pointed out ways in which it is less radical than that, e.g. by comparing the opening of the final movement (which becomes the choral movement, after quoting from the earlier parts of the symphony) to a bass rage recitative. Kelly was an enthusiastic and entertaining lecturer. I left feeling enriched.

They sold boxed lunches, but I was more in need of some fresh air and movement, so I went out for a brief walk. After lunch, I went to a session on "Positive Psychology: The Science of Happiness" by Catherine Sanderson of Amherst. She talked about a lot of research on what does and doesn’t make us happy and ran through several things people can do to improve their happiness. While she was a very entertaining speaker, I was a little uncomfortable with some of how she talked about her family. I also wish she had addressed cross-cultural issues.

The final lecture I went to was "Four Books Every Book Lover Should Read" by Joseph Luzzi of Bard College. He actually talked about five books, primarily by reading excerpts from them. My bigger disappointment was that the description had said that he would address how participants could develop their own list of essential reading and he didn’t touch on this at all. Overall, this was the one of the four talks I would not recommend.
fauxklore: (storyteller doll)
I went to One Day University today. I will write about that in more detail, but I am too tired now.

Coincidentally, the topic of taking classes came up at a party I was at tonight. Most of the people taking classes are studying languages. Other people want to study economics or history.

My wish list of topics includes non-Western cultures and art history and classics. In my heart of hearts, I want to be a mix of Dorothy L Sayers and Margaret Mead.

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