updates

demystify.tex

@@ -8,6 +8,9 @@
 % \setcounter{tocdepth}{3}
 \usepackage{enumitem}
 \usepackage{epigraph}
+\newcommand{\myepigraphsimpsons}[1]{
+\epigraph{\vspace{-0.2in} \emph{#1}}{\textsc{The Simpsons}}
+}
 \usepackage{cite}
 \usepackage{caption}
 \captionsetup{font=small}
@@ -302,7 +305,7 @@ \chapter{Should You Apply?}\label{sec:should}
 
 \chapterinfo{Yes, definitely.  CS PhD study in the US is often fully funded and admission into good universities in the US is not any harder than in other countries.}
 
-\epigraph{\vspace{-0.2in} Don't make fun of graduate students. They just made a terrible life choice.}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``Don't make fun of graduate students. They just made a terrible life choice.''}
 
 International students, especially those from less well-known universities and smaller countries, often wonder if they should apply to a CS PhD program in the US. Common concerns include (i) the \textbf{difficulty of getting admitted}, (ii) the \textbf{cost of graduate study} in the US, and for some, the fear of \textbf{discrimination} e.g., based on gender identity or cultural background.
 Much of these uncertainties stem from the lack of information and guidance on the admission process in the US (social places like Facebook and Reddit are full of confusion and contradictory information).  This document aims to address these concerns.
@@ -483,8 +486,6 @@ \chapter{How is Your Application Evaluated?}\label{sec:evalapps}
 
 \chapterinfo{Applications are evaluated by the \emph{PhD Admission} (\textbf{adcom}) committee and each application is typically reviewed by three faculty members.}
 
-\epigraph{How is education supposed to make me feel smarter? Besides, every time I learn something new, it pushes some of the old stuff out of my brain. Remember when I took that home wine making course, and I forgot how to drive?}{\textsc{The Simpsons}}
-
 After you submit your PhD application, it will first be checked for general requirements, e.g., did you submit your transcripts and standard scores? Usually, this screening process is done through a central university system, i.e., not by CS faculty.
 
 After screening, your application is complete and forwarded to the CS department for further evaluation. If you don't pass screening,  the system will tell you what is missing and what you need to do. So pay attention to your email and check your application status regularly.
@@ -566,7 +567,7 @@ \part{Application Materials}\label{part:application}
 
 %\partinfo{.}
 
-\epigraph{Son, if you really want something in this life, you have to work for it. Now quiet! They’re about to announce the lottery numbers.}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``Son, if you really want something in this life, you have to work for it. Now quiet! They’re about to announce the lottery numbers.''}
 
 
 The goal of adcom is to evaluate your research experience, potential, and interest to see if you \textbf{fit into its PhD program}! The emphasis here is \emph{fitting}, which varies from school to school, faculty to faculty, and even from year to year.  
@@ -576,6 +577,8 @@ \part{Application Materials}\label{part:application}
 \chapter{Letters of Recommendation (LoR)}\label{chap:lor}
 \chapterinfo{LORs are very important, but only if they are \textbf{personalized} and \textbf{research focused}.}
 
+\myepigraphsimpsons{``To whom it may concern… D’oh!''}
+
 \begin{center}
   \includegraphics[width=0.6\linewidth]{files/c6.png}
 \end{center}
@@ -1060,9 +1063,9 @@ \part{After You Apply}\label{part:after-apply}
 \chapter{Interview and the Waiting Game}\label{chap:interview}
 \chapterinfo{Getting an interview is typically a good sign; but no interview does not mean rejection}
 
-\epigraph{Bart: ``Are we there yet? Are we there yet? Are we there yet?''\\
+\myepigraphsimpsons{Bart: ``Are we there yet? Are we there yet? Are we there yet?''\\
 Homer: ``No!''\\
-Bart: ``Okay, how about now?''}{\textsc{The Simpsons}}
+Bart: ``Okay, how about now?''}
 
 After you submit your applications, the waiting game begins! For many students, this is a very stressful time. This section provides some information and tips to help you get through this time.
 
@@ -1152,7 +1155,7 @@ \chapter{Getting Admitted}\label{sec:accepted}
 \chapterinfo{Congrats! Now it is your turn to evaluate the school!
 Attend \emph{Open House} to learn more about the place and \emph{interview} profs---they would be much more willing to talk to you now.}
 
-\epigraph{``Oh... and how is education supposed to make me feel smarter? Besides, every time I learn something new, it pushes some old stuff out of my brain. Remember when I took that home wine-making course and I forgot how to drive?''}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``Oh... and how is education supposed to make me feel smarter? Besides, every time I learn something new, it pushes some old stuff out of my brain. Remember when I took that home wine-making course and I forgot how to drive?''}
 
 By around March you should hear back from most PhD programs that want to admit you. 
 But you likely won't hear back from schools that do not want to admit you (\autoref{sec:late-rejection}).
@@ -1296,7 +1299,7 @@ \part{Types of Funding and Choosing Schools and Profs.}\label{part:funding-schoo
 \chapter{Funding}\label{sec:funding}
 \chapterinfo{TAs, RAs, and fellowships are main funding sources for PhDs.  TAs are provided by the department to help with classes. RAs are given by profs. to help with their research.  Fellowships, provided by the university, department, or external sources such as government or industry, give move flexibility but can be very competitive.}
 
-\epigraph{Bart, with \$10,000, we’d be millionaires! We could buy all kinds of useful things like…love!’}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``Bart, with \$10,000, we’d be millionaires! We could buy all kinds of useful things like ... love!''}
 
 If you're admitted to a \emph{good} CS PhD program, you should not have to worry about funding!
 In the US, the common types of funding for PhDs are \emph{graduate teaching assistant} (GTA or TA), \emph{graduate research assistant} (GRA or RA), and \emph{Fellowship}.
@@ -1460,8 +1463,7 @@ \chapter{Choosing Schools and Professors}\label{sec:schoolsandprofs}
 
 \chapterinfo{Not every university has a CS PhD program. Not every professor, even those in CS, can advise or graduate CS PhD students.}
 
-\epigraph{\vspace{-0.2in} The answer to life's problems aren't at the bottom of a bottle. Heh heh! They're on TV!}{\textsc{The Simpsons}}
-
+\myepigraphsimpsons{``The answer to life's problems aren't at the bottom of a bottle. Heh heh! They're on TV!''}
 
 Choosing a school and an adviser is clearly among the most important things in your mind when you apply and especially when you get admitted.  This is further complicated due to cultural differences and the unfamiliarity of international students with the US higher education system.  This section aims to mitigate some confusion and help you make informed decisions.
 
@@ -1470,7 +1472,7 @@ \section{Choosing a University}\label{sec:choosing-university}
 
 We will first discuss universities in the US that offer PhD in CS. Then we will talk about how to select them.
 
-\subsection{Schools that offer PhD in CS}
+\subsection{Schools offering PhD in CS}\label{sec:schools-offering-phd}
 
 Most US universities have CS studies, but many of them do not have a PhD program in CS. These universities might offer just Bachelor's degrees (e.g., BS) and no graduate studies (i.e., no MS or PhD degrees), or they just offer MS programs (but no PhD). For example, Penn State in University Park has PhD in CS,  but Penn State in Harrisburg only has BS and MS in CS, and Penn State in York only has BS in CS.  On the other hand, multiple locations of the University of Texas, e.g., Austin, Dallas, and Arlington, have PhDs in CS.
 
@@ -1755,7 +1757,7 @@ \subsection{Are profs. so busy that they completely ignore emails?}\label{sec:bu
 \part{Miscs and FAQs}\label{part:faqs}
 \chapter{Miscs and FAQs}\label{sec:faqs}
 
-\epigraph{``I want to share something with you – the three little sentences that will get you through life; number 1: Cover for me, number 2: Oh, good idea, Boss, and number 3: It was like that when I got here.''}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``I want to share something with you – the three little sentences that will get you through life; number 1: Cover for me, number 2: Oh, good idea, Boss, and number 3: It was like that when I got here.''}
 
 %\section{"Chance me" questions}\label{sec:chance-me}
 
@@ -1782,19 +1784,20 @@ \section{``Chance me'' on getting admitted to Top 10}\label{sec:chance-me}
 \section{How long does it take to evaluate an application?}\label{sec:ievaluate}
 \sectioninfo{It takes me about 10--15 minutes to review an application.}
 
-In most schools I've been at, the application deadline is in December, and adcom meets begins when school starts in mid or end of January. Adcom chair sends out review assignments to adcom members, about 30ish per faculty (\autoref{sec:adcom}). We usually have about 2 weeks to review all applications. As mentioned in~\autoref{sec:adcom-discuss}, adcom members review applications individually and independently. We only discuss when there are disagreements (adcom chair will determine which applications to discuss).
+In the schools I've been at, the application deadline is in December, and adcom meets when school starts in mid or end of January. Adcom chair sends out review assignments to adcom members, about 30ish per faculty (\autoref{sec:adcom}). We usually have about 2 weeks to review all applications. As mentioned in~\autoref{sec:adcom-discuss}, adcom members review applications individually and independently. We only discuss when there are disagreements (adcom chair will determine which applications to discuss).
 
-I typically reserve a whole day to review all applications (this is to be fair to all applicants).
+I typically reserve a whole day to review all applications.
 On average, I spend about 10--15 minutes reviewing each application (less for clear rejections and more for potential acceptances). While this seems short, it is not that difficult to tell if an application is good or bad.  In fact, this
 is twice what other faculty spend on average, e.g., Philip Guo spent \href{https://pg.ucsd.edu/PhD-application-tips.htm}{3--5 minutes} per application.
 
 For each application, our system compiles a single PDF file, which consists of a summary (degrees, GPAs, etc), transcripts, test scores, LoRs, a CV, SOP, and writing samples. I usually read in this order. I start with the \emph{summary}, checking for low GPAs or test scores below the university minimum (\autoref{chap:standard-tests}). I then skim the \emph{transcripts} for low grades in relevant courses, noting issues like ``many low grades in main courses or unknown international school with good GPA''.  These are not as important as LORs or SOP but I read them first because the review system has questions about them (e.g., ``is GPA good? is IELTS sufficient?'')
 
-I read carefully \emph{strong LoRs} and skim weaker ones, noting either strong letters from well-known professors/researchers or generic content. I skim over \emph{CV} and look for publications, research experiences, and notable achievements. I take notes of things like ``published papers in top venues'' or ``gold medal in an international competition''.
+I read carefully \emph{strong LoRs} and skim weaker ones, noting either strong letters from well-known professors/researchers and talk about research experiences or weak letters with generic content (e.g., ``student was in my class''). I skim over \emph{CV} and look for publications, research experiences, and notable achievements. I take notes of things like ``published papers in top venues'' or ``gold medal in an international competition''.
 
-I skim weak \emph{SOPs} but read strong ones thoroughly. I note whether the SOP is exciting, research-oriented, standing out, e.g., applicant is minority (\autoref{sec:urm}), and tailored to our program (e.g., if they are familiar with the work of some faculty or have talked to them). These notes are entered into the evaluation system.
+I skim weak \emph{SOPs} but read strong ones carefully. I note whether the SOP is exciting, research-oriented, standing out, e.g., applicant is minority (\autoref{sec:urm}), and tailored to our program (e.g., if they are familiar with the work of some faculty or have talked to them). These notes are entered into the evaluation system.
 
-Finally, I enter my decision, which is usually either a rejection or an offer of admission with full funding (e.g., from TA). I also recommend very strong candidates for the University Presidential fellowship. Note that while the system has other decision options, eg., admit without funding, provisional admission (e.g., if they need to take some courses), I rarely use them, simply because we want to fully fund our PhD students. 
+Finally, I enter my decision, which is usually either a rejection or an offer of admission with full funding (e.g., from TA). I also recommend very strong candidates for the University Presidential fellowship., which is a fellowship from GMU that provides funding similar to an RA (\autoref{sec:funding}).
+Note that while the system has other decision options, eg., admit without funding, provisional admission (e.g., if they need to take some courses), I rarely use them, simply because we want to fully fund our PhD students. 
 
 \section{Member of an underrepresented or LGBTQ+ groups}\label{sec:urm}
 \sectioninfo{Being a minority can make you stand out and help your application.}
@@ -1942,8 +1945,7 @@ \chapter{Glossary}\label{sec:glossary}
 
 \chapter{Visa for International Students}\label{sec:visa}
 
-\epigraph{\vspace{-0.2in} I didn’t do it. Nobody saw me do it. You can’t prove anything!}{\textsc{The Simpsons}}
-
+\myepigraphsimpsons{``I didn’t do it. Nobody saw me do it. You can’t prove anything!''}
 
 % \begin{center}
 %     \includegraphics[scale=0.8]{files/visa.pdf}
@@ -1983,7 +1985,7 @@ \section{For Spouses and Children}
 \chapter{Domestic Students}\label{sec:domestic-students}
 \chapterinfo{Specific benefits and opportunities for domestic students applying to CS PhD programs.}
 
-\epigraph{\vspace{-0.2in} I’m not a bad guy! I work hard, and I love my kids. So why should I spend half my Sunday hearing about how I’m going to Hell?}{\textsc{The Simpsons}}
+\myepigraphsimpsons{``I’m not a bad guy! I work hard, and I love my kids. So why should I spend half my Sunday hearing about how I’m going to Hell?''}
 
 Most of what is written in this document applies to both domestic\footnote{For simplicity domestic means you did your undergrad (or MS) at a US university. Different universities might have different definitions, e.g., permanent residents or US citizens.} and international students.  However, there are some differences and benefits that domestic students should be aware of and can leverage to improve their chances of admission.
 \paragraph{Standing out \autoref{sec:improve-your-chance}} There are \emph{few} domestic applications compared to international ones, i.e., domestic students are the minority (\autoref{sec:urm}) in the CS PhD application pool. Many US universities want to increase the number of domestic students in their programs (and as mentioned later, there are specific fellowships and funding for domestic students).
@@ -2116,9 +2118,7 @@ \section{Selecting and Ranking Schools}\label{sec:selecting-ranking-schools-ms}
 \chapter{Research Opportunities}\label{chap:research-opportunities}
 \chapterinfo{How to get research experience as an undergrad.}
 
-\epigraph{\vspace{-0.2in} Kids, you tried your best and you failed miserably. The lesson is: never try.}{\textsc{The Simpsons}}
-
-
+\myepigraphsimpsons{``Kids, you tried your best and you failed miserably. The lesson is: never try.''}
 
 \begin{center}
     \includegraphics[scale=0.5]{files/phd100404s.png}
@@ -2178,14 +2178,12 @@ \chapter{Research Opportunities}\label{chap:research-opportunities}
 
 \chapter{Academic and Cultural Differences}\label{sec:cultural}
 
-\epigraph{\vspace{-0.2in} Ay caramba!}{\textsc{The Simpsons}}
-
+\myepigraphsimpsons{``Ay caramba!''}
 
 This section lists some general academic and cultural issues that students, especially international ones, might want to pay attention to.
 
 % \paragraph{Diversity} US universities prioritize diversity and inclusion. Students need to respect and appreciate varied opinions, backgrounds, and cultures. Unlike some countries where certain voices are marginalized, in the US, all perspectives are valued equally (especially at universities). Racism or discrimination will have serious consequences, including academic and disciplinary actions.
 
-
 \section{Academic Integrity (Cheating and Plagiarism)}
 
 Plagiarism and cheating (e.g., exams and assignments) are a BIG no-no in the US.  If you're caught cheating, you will face serious consequences and likely be expelled from the university (e.g., after the second time at Mason).   This is quite different from many international countries where cheating is common and often tolerated.  Faculty is extremely good at detecting cheating (we have been dealing with these situations so many times over so many years), and \emph{will} report cheating cases.  In short, whatever you do, don't cheat---not worth it.
@@ -2272,8 +2270,7 @@ \section{Maintaining Good Relationships with your Profs.}
 \chapter{CSRankings: Rankings of CS PhD programs}\label{sec:ranking}
 \chapterinfo{CSRankings.org is a ranking system based on faculty publications at top CS conferences.}
 
-\epigraph{\vspace{-0.2in} The whole damn system is wrong!}{\textsc{The Simpsons}}
-
+\myepigraphsimpsons{``The whole damn system is wrong!''}
 
 \begin{table}[h]
   \centering