by chilipepperhott on 6/6/25, 11:15 PM with 21 comments
by mholm on 6/7/25, 1:49 AM
by jonhohle on 6/7/25, 1:51 AM
I went to a good, local engineering college that was respected in my metro area, but otherwise relatively unknown. It made it difficult to find a job on the early 2000s.
I did a masters at night after work at a well known state school (different metro area) and had FAANG recruiters all over the place.
I don’t know if a High School student can really prepare for selecting the “right” school, but a high quality college education is only one part of the equation. Connections and opportunities are equally, if not more important.
by johnea on 6/7/25, 8:50 PM
Obviously, this is just a very first hint, because being "grown-up" is not something that ever actually happens.
But it is cute, and sentimental, to read a young person's first impression of this experience.
Get used to it, you'll keep having ever advancing feelings like this for the rest of your life. At least, if you are the type that chooses to keep growing.
It'll take a few more years before another new stage, where you realize, those high school students aren't listening to you 8-)
After all, did you listen when you were in high school? No...
Just get used to it now, because you'll spend the rest of your life trying to backport the lessons you've learned through hard experience, back to those younger than you. Until you realize, they aren't listening 8-)
Then you'll have a choice, shut up and ignore them, or keep trying to get them to listen.
That's all ahead, but of course, you're not listening...
by neilv on 6/7/25, 2:09 AM
> Compared to me at Mines, an undergraduate with the same major at MIT will enjoy a much-improved networking profile which will probably lead to a higher-paying job. They'll also have more research opportunities, [...] But if earning these benefits equates to spending class time and free time on increasing numbers rather than learning, it all becomes very difficult to justify.
OK, for the sake of argument[1], let's say that it's a choice between playing to the metrics vs. learning.
And, OK, for the sake of argument, that might mean the difference between going MIT vs. going to Colorado School of Mines.
With those givens, how is playing to the metrics difficult to justify?
[1] FWIW, my impression is that MIT incoming undergrads tend to have done both: hit the metrics, and learned.
by satisfice on 6/7/25, 1:53 PM
- when I was 12 I led a breakout from summer camp - when I was 14 I left home - when I was 16 I quit school - I became an emancipated minor at 17
I never enrolled in university. My education comes from being interested in things. I supported myself by having a useful skill— making computers do things.
I’m sure if I had gone to school I’d be telling you about how that helped me. Everyone justifies their own origin story. My story is not really about alternative education— it’s about how the real precious thing is agency. The feeling of self-efficacy.
The sooner you begin to understand that your life is your OWN work of art, the less life you will waste on other people’s business.
by sandspar on 6/7/25, 1:15 AM
by sokoloff on 6/7/25, 1:45 AM
Probably not unrelated: DESCO was also the single highest density of talent that I’ve ever experienced post-graduation.
by tylerapplebaum on 6/7/25, 1:32 AM
by jfengel on 6/7/25, 1:18 AM