Discussion Overview
The discussion centers around the question of whether math professors could successfully pass PhD qualifying exams, which are known to be challenging for students. Participants explore the nature of these exams, the differences in content across institutions, and the implications of professors' teaching and research responsibilities on their potential performance.
Discussion Character
- Debate/contested
- Exploratory
- Technical explanation
Main Points Raised
- Some participants note that many PhD math students struggle with qualifying exams, raising the question of whether professors could achieve high scores on these tests.
- Anecdotes are shared about a department chair who performed well on an exam, suggesting that some professors may indeed excel, though this is not universally applicable.
- Participants discuss the variability in qualifying exam difficulty and content across different institutions and departments, indicating that this could affect professors' performance.
- Concerns are raised about the design of qualifying exams, with some arguing that they are intended to push candidates to their limits rather than assess their knowledge comprehensively.
- Some faculty members express uncertainty about their ability to pass qualifying exams, particularly if they have not engaged with the material recently or if the exam covers topics outside their specialty.
- There is a suggestion that professors who regularly teach relevant material may perform better than those focused primarily on research or administration.
- One participant recounts their own experiences with prelims, highlighting the subjective nature of exam difficulty and the varying expectations across institutions.
Areas of Agreement / Disagreement
Participants do not reach a consensus on whether math professors would generally ace qualifying exams. There are multiple competing views regarding the factors influencing performance, including teaching experience, research focus, and the specific content of the exams.
Contextual Notes
Limitations include the lack of standardized criteria for what constitutes a qualifying exam across different programs, as well as the subjective nature of exam difficulty and preparation. Some participants highlight the potential disconnect between what is tested and the knowledge retained by faculty over time.