IIT – Page 2 – Pertinent Observations

Unbundling Higher Education

In July 2004, I went to Madras, wore fancy clothes and collected a laminated piece of paper. The piece of paper, formally called “Bachelor of Technology”, certified three things.

First, it said that I had (very likely) got a very good rank in IIT JEE, which enabled me to enrol in the Computer Science B.Tech. program at IIT Madras. Then, it certified that I had attended a certain number of lectures and laboratories (equivalent to “180 credits”) at IIT Madras. Finally, it certified that I had completed assignments and passed tests administered by IIT Madras to a sufficient degree that qualified me to get the piece of paper.

Note that all these three were necessary conditions to my getting my degree from IIT Madras. Not passing IIT JEE with a fancy enough rank would have precluded me from the other two steps in the first place. Either not attending lectures and labs, or not doing the assignments and exams, would have meant that my “coursework would be incomplete”, leaving me ineligible to get the degree.

In other words, my higher education was bundled. There is no reason that should be so.

There is no reason that a single entity should have been responsible for entry testing (which is what IIT-JEE essentially is), teaching and exit testing. Each of these three could have been done by an independent entity.

For example, you could have “credentialing entities” or “entry testing entities”, whose job is to test you on things that admissions departments of colleges might test you on. This could include subject tests such as IIT-JEE, or aptitude tests such as GRE, or even evaluations of extra-curricular activities, recommendation letters and essays as practiced in American universities.

Then, you could have “teaching entities”. This is like the MOOCs we already have. The job of these teaching entities is to teach a subject or set of subjects, and make sure you understood your stuff. Testing whether you had learnt the stuff, however, is not the job of the teaching entities. It is also likely that unless there are superstar teachers, the value of these teaching entities comes down, on account of marginal cost pricing, close to zero.

To test whether you learnt your stuff, you have the testing entities. Their job is to test whether your level of knowledge is sufficient to certify that you have learnt a particular subject. It is well possible that some testing entities might demand that you cleared a particular cutoff on entry tests before you are eligible to get their exit test certificates, but many others may not.

The only downside of this unbundling is that independent evaluation becomes difficult. What do you make of a person who has cleared entry tests mandated by a certain set of institutions, and exit tests traditionally associated with a completely different set of institutions? Is the entry test certificate (and associated rank or percentile) enough to give you a particular credential or should it be associated with an exit test as well?

These complications are possibly why higher education hasn’t experimented with any such unbundling so far (though MOOCs have taken the teaching bit outside the traditional classroom).

However, there is an opportunity now. Covid-19 means that several universities have decided to have online-only classes in 2019-20. Without the peer learning aspect, people are wondering if it is worth paying the traditional amount for these schools. People are also calling for top universities to expand their programs since the marginal cost is slipping further, with the backlash being that this will “dilute” the degrees.

This is where unbundling comes into play. Essentially anyone should be able to attend the Harvard lectures, and maybe even do the Harvard exams (if this can be done with a sufficiently low marginal cost). However, you get a Harvard degree if and only if you have cleared the traditional Harvard admission criteria (maybe the rest get a diploma or something?).

Some other people might decide upon clearing the traditional Harvard admission criteria that this credential itself is sufficient for them and not bother getting the full degree. The possibilities are endless.

Old-time readers of this blog might remember that I had almost experimented with something like this. Highly disillusioned during my first year at IIT, I had considered dropping out, reasoning that my JEE rank was credential enough. Finally, I turned out to be too much of a chicken to do that.

Night trains

In anticipation of tonight’s Merseyside Derby, I was thinking of previous instances of this fixture at Goodison Park. My mind first went back to the game in the 2013-14 season, which was a see-saw 3-3 draw, with the Liverpool backline being incredibly troubled by Romelu Lukaku, and Daniel Sturridge scoring with a header immediately after coming on to make it 3-3 (and Joe Allen had missed a sitter earlier when Liverpool were 2-1 up).

I remember my wife coming back home from work in the middle of that game, and I didn’t pay attention to her until it was over. She wasn’t particularly happy about that, but the intense nature of the game gave me a fever (that used to happen often in the 2013-14 and 2008-9 seasons).

Then I remember Everton winning 3-0 once, though I don’t remember when that was (googling tells me that was in the 2006-7 season, when I was already a Liverpool fan, but not watching regularly).

And then I started thinking about what happened to this game last season, and then remembered that it was a 0-0 draw. Incidentally, it was on the same day that I travelled to Liverpool – I had a ticket for an Anfield Tour the next morning.

I now see that I had written about getting to Liverpool after I got to my hotel that night. However, I haven’t written about what happened before that. My train from Euston was around 8:00 pm. I remember leaving home (which was in Ealing) at around 6 or so, and then taking two tubes (Central changing to Victoria at Oxford Circus) to get to Euston. And then buying chewing gum and a bottle of water at Marks and Spencer while waiting for my train.

I also remember that while leaving home that evening, I was scared. I was psyched out. It wasn’t supposed to be that way. This was a trip to Liverpool I had been wanting to make for the best part of 14 years. I had kept putting it off during my stay in London until I knew that I was going to move out of London in two weeks’ time. Liverpool were having a great season (they would go on to win the Champions League, and only narrowly lose the Premiser League title).

I was supposed to be excited. Instead I was nervous. My nerve possibly settled only after I was seated in the train that evening.

Thinking about it, I basically hate night trains (well, this wasn’t an overnight train, but it started late in the evening). I hate night buses as well. And this only applies to night trains and buses that take me away from my normal place of residence – starting towards “home” late in the night never worries me.

This anxiety possibly started when I was in IIT Madras. I remember clearly then that I used to sleep comfortably without fail while travelling from Madras to Bangalore, but almost always never slept or only slept fitfully when travelling in the opposite direction. While in hindsight it all appears fine, I never felt particularly settled when I was at IITM.

And consequently, anything that reminds me of travelling to IITM psyches me out. I always took the night train while travelling there, and the anxiety would start on the drive to the railway station. Even now, sometimes, I get anxious while taking that road late in the evening.

Then, taking night trains has been indelibly linked to travelling to Madras, and something that I’ve come to fear as well. While I haven’t taken a train in India since 2012, my experience with the trip to Liverpool last year tells me that even non-overnight night trains have that effect on me.

And then, of course, there is the city of Chennai as well. The smells of the city after the train crosses Basin Bridge trigger the first wave of anxiety. Stepping out of the railway station and the thought of finding an autorickshaw trigger the next wave (things might be different now with Uber/Ola, but I haven’t experienced that).

The last time I went to Chennai was for a close friend’s wedding in 2012. I remember waking up early on the day of the wedding and then having a massive panic attack. I spent long enough time staring at the ceiling of my hotel room that I ended up missing the muhurtham.

I’ve made up my mind that the next time I have to go to Chennai, I’ll just drive there. And for sure, I’m not going to take a train leaving Bangalore in the night.

Cookbooks, Code and College

Why Is This Interesting, a fascinating daily newsletter I subscribe to, has this edition on code and cookbooks. The basic crib here is that most coding books teach you to code as if you were trying to become a professional coder, rather than trying to teach you to code as an additional life skill.

This, the author Noah Brier remarks, is quite unlike how most cookbooks teach you to cook, where there is absolutely no pretence of trying to turn you into a professional cook. Cookbooks know that most people who want to learn to cook simply want to cook for themselves or their families, so professional level learning is not required. This, however, is not the case with books on coding.

In fact, this pretty much explains why I completely fell out of love with coding during my undergrad in Computer Science. I remember being rather excited in 2000, when I got an entrance exam score good enough to get admitted to the Computer Science program at IIT Madras. I had learnt to code only two years before, but I’d taken on to it rather well, and had quickly built a reputation of being one of the better coders in school.

And then the four year program in Computer Science sucked out all the love I had for coding. This cooking-code post reminded me why – basically most professors in my department assumed that all of us wanted to be academics and taught us that way. This wasn’t an unfair assumption, since 17 of the 22 of us who graduated in 2004 either immediately or in a couple of years went to grad school.

However, the approach of teaching that assumed that you would be an expert or an academic meant a paradigm that made it incredibly hard to learn unless you were insanely motivated.

For example, the fourth year B.Tech. project was almost always supposed to be a “work of research” that would turn into a paper (or dozen). There was a lot of theory all round (I didn’t mind parts of it, like some bits of algorithm analysis, but most of it was boring). The course was heavy in terms of assignments, which you can argue was a practical concept, but the way the assignments were done by most people meant that the bar was rather academic.

And that meant that someone like me, who didn’t want to be “an engineer” to begin with, but had entered with a love for coding, quickly fell out of love with the field itself. In hindsight, given the way I was taught, I’m not surprised that my first option upon exit was to go to business school, and it would be at least five years later that I would begin to appreciate that I had an aptitude for code.

(Interestingly, business school was different. Nobody assumed anybody would become an academic, so the teaching was far more palatable.)

The Base Rate in Hitting on People

Last week I met a single friend at a bar. He remarked that had I been late, or not turned up at all, he would have seriously considered chatting up a couple of women at the table next to ours.

This friend has spent considerable time in several cities. The conversation moved to how conducive these cities are for chatting up people, and what occasions are appropriate for chatting up. In Delhi, for example, he mentioned that you never try and chat up a strange woman – you are likely to be greeted with a swap.

In Bombay, he said, it depends on where you chat up. What caught my attention was when he mentioned that in hipster cafes, the ones that offer quinoa bowls and vegan smoothies, it is rather normal to chat up strangers, whether you are doing so with a romantic intent or not. One factor he mentioned was the price of real estate in Bombay which means most of these places have large “communal tables” that encourage conversation.

The other thing we spoke about how the sort of food and drink such places serve create a sort of “brotherhood” (ok not appropriate analogy when talking about chatting up women), and that automatically “qualifies” you as not being a creep, and your chatting up being taken up seriously.

This got me thinking about the concept of “base rates” or “priors”. I spent the prime years of my youth in IIT Madras, which is by most accounts a great college, but where for some inexplicable reason, not too many women apply to get in. That results in a rather lopsided ratio that you would more associate with a dating app in India rather than a co-educational college.

In marketing you have the concept of a “qualified lead”. When you randomly call a customer to pitch your product there is the high chance that she will hang up on you. So you need to “prime” the customer to expect your call and respond positively. Building your brand helps. Also, doing something that gauges the customer’s interest before the call, and calling only once the interest is established, helps.

What you are playing on here in marketing is is the “base rate” or the “prior” that the customer has in her head. By building your brand, you automatically place yourself in a better place in the customer’s mind, so she is more likely to respond positively. If, before the call, the customer expects to have a better experience with you, that increases the likelihood of a positive outcome from the call.

And this applies to chatting up women as well. The lopsided ratio at IIT Madras, where I spent the prime of my youth, meant that you started with a rather low base rate (the analogy with dating apps in India is appropriate). Consequently, chatting up women meant that you had to give an early signal that you were not a creep, or that you were a nice guy (the lopsided ratio also turns most guys there into misogynists, and not particularly nice. This is a rather vicious cycle). Of course, you could build your brand with grades or other things, but it wasn’t easy.

Coming from that prior, it took me a while to adjust to situations with better base rates, and made me hesitant for a long time, and for whatever reason I assumed I was a “low base rate” guy (I’m really glad, in hindsight, that my wife “approached” me (on Orkut) and said the first few words. Of course, once we’d chatted for a while, I moved swiftly to put her in my “basket”).

Essentially, when we lack information, we stereotype someone with the best information we have about them. When the best information we have about them is not much, we start with a rather low prior, and it is upon them to impress us soon enough to upgrade them. And upgrading yourself in someone’s eyes is not an easy business. And so you should rather start from a position where the base rate is high enough.

And this “upgrade” is not necessarily linear – you can also use this to brand yourself in the axes that you want to be upgraded. Hipster cafes provide a good base rate that you like the sort of food served there. Sitting in a hipster cafe with a MacBook might enhance your branding (increasingly, sitting in a cafe with a Windows laptop that is not a Surface might mark you out as an overly corporate type). Political events might help iff you are the overly political type (my wife has clients who specify the desired political leadings of potential spouses). Caste groups on Orkut or Facebook might help if that is the sort of thing you like. The axes are endless.

All that matters is that whatever improved base rate you seek to achieve by doing something, the signal you send out needs to be credible. Else you can get downgraded very quickly once you’ve got the target’s attention.

Gults and Grammar

Back in IIT, it was common to make fun of people from Andhra Pradesh for their poor command over the English language. It was a consequence of the fact that JEE coaching is far more institutionalised in that (undivided) state, because of which people come to IIT from less privileged backgrounds (on average) than their counterparts in Karnataka or Tamil Nadu or Maharashtra.

Now, in hindsight, making fun of people’s English doesn’t sound particularly nice, but sometimes stories come up that make it incredibly hard to resist.

This one is from Matt Levine’s newsletter. And it is about an insider trading ring. This is a quote that Levine has quoted in his newsletter (pay attention to the names):

According to the SEC’s complaint, Janardhan Nellore, a former IT administrator then at Palo Alto Networks Inc., was at the center of the trading ring, using his IT credentials and work contacts to obtain highly confidential information about his employer’s quarterly earnings and financial performance. As alleged in the complaint, until he was terminated earlier this year, Nellore traded Palo Alto Networks securities based on the confidential information or tipped his friends, Sivannarayana Barama, Ganapathi Kunadharaju, Saber Hussain, and Prasad Malempati, who also traded.

The SEC’s complaint alleges that the defendants sought to evade detection, with Nellore insisting that the ring use the code word “baby” in texts and emails to refer to his employer’s stock, and advising they “exit baby,” or “enter few baby.” The complaint also alleges that certain traders kicked back trading profits to Nellore in small cash transactions intended to avoid bank scrutiny and reporting requirements. After the FBI interviewed Nellore about the trading in May, he purchased one-way tickets to India for himself and his family and was arrested at the airport.

You can look at Levine’s newsletter to understand his take on the story (it’s towards the bottom), but what catches my eye is the grammar. I think it is all fine to refer to the insider-traded stock as a “baby”, but at least be grammatically correct about it!

“Enter few baby” is so obviously grammatically incorrect (it’s hard to even be a typo) that when intercepted by someone like the SEC, it would immediately send alarm bells ringing. Which is what I suppose possibly happened.

So my take on this case is – don’t insider trade, but even if you do, be grammatical about your signals. If you’re so obviously grammatically wrong, it is easy for whoever intercepts your chats to know you’re up to something fishy.

But then if you’re gult..

Wimpy

This was posted by the dean of Alumni Affairs on LinkedIn.

The comments so far have been boilerplate – some just listing out some nicknames, and others saying a lot of them are not for public consumption.

In any case, for me, my nickname is a source of identity. I think there are a few criteria that it satisfies that make it so.

My “real name”, as I write it in most places (“Karthik S”), is incredibly common. So identifying myself as “Karthik” or “Karthik S” or “S Karthik” is hard. Not that many people (especially those I mostly interacted with more than 10 years back) easily identify me by my “full name”
My nickname is not obscene (I’ve found that names such as “cock”, “dildo”, “condom”, which are rather common in places like IITM don’t stick after graduation)
My nickname is rather unique. I don’t know anyone else (at all – either at IITM or otherwise) named Wimpy (apart from the Popeye character). So among people who know that Wimpy is one of my names, identifying myself thus means they can instantly recognise me

Guests at a party over the weekend included a couple of guys from IITM. My wife primarily know them by their nicknames (since that’s how I’ve always referred to them), and proceeded to introduce them as such to her friends (it helps again that both of them have rather unique nicknames, and common first names) using their nicknames.

So “seniors” at elite institutions – when you go through the rituals of giving “freshies” their names – keep in mind that if you make your choice well, the names you endow will continue to be used for decades. So eschew the lunds and the condoms and the dildos, and get creative. And a nice back story for the name helps as well!

Java and IIT Madras

At the end of my B.Tech. in Computer Science and Engineering from IIT Madras, I was very clear about one thing – I didn’t want to be an engineer. I didn’t want to pursue a career in Computer Science, either. This was after entering IIT with a reputation of being a “stud programmer”, and being cocky and telling people that my hobby was “programming”.

I must have written about this enough times on this blog that I can’t be bothered about finding links, but my Computer Science degree at IIT Madras made me hate programming. I didn’t mind (some of) the maths, but it was the actual coding bit that I actively came to hate. And when an internship told me that research wasn’t something I was going to be good at, fleeing the field was an obvious decision and I quickly went to business school.

Thinking back about it, I think my problem is that I give up when faced with steep learning curves. I like systems that are easy and intuitive to use, and have a great user experience. The “geeky” products that are difficult to use and geeks take pride in, I have no patience for. I remember learning to code macros in Microsoft Excel in my first post B-school job in 2006 being the time when I started falling in love with Computer Science once again.

The big problem with CSE in IIT Madras was that they made you code. A lot. Which you might think is totally normal for a program in computer science. Except that all the professors there were perhaps like me, and wanted systems that were easy to use, which means that just about anything we needed to build, we needed to build a user interface for. And in 2002, that meant coding in Java, and producing those ugly applets which were interactive but anything but easy to use.

The amount of Java coding I did in those four years is not funny. And Java is a difficult language to code – it’s incredibly verbose and complicated (especially compared to something like Python, for example), and impossible to code without a book or a dictionary of APIs handy. And because it’s so verbose, it’s buggy. And you find it difficult to make things work. And even when you make it work, the UI that it produces is incredibly ugly.

So it amused me to come across this piece of news that my old department has “developed a new framework that could make the programs written in JAVA language more efficient“. I don’t know who uses Java any more (I thought the language of choice among computer scientists nowadays is Python. While it’s infinitely easier than Java, it again produces really ugly graphics), but it’s interesting that people in my old department are still at it. And even going about making things more efficient!

Also, you might find the article itself (this is on the IIT alumni website) amusing. Go ahead and give it a read.

To solve this problem, V Krishna and Manas Thakur tweaked the two compilation procedures. In the first compilation step, more elaborate and time-consuming analysis is performed and wherever the conversion stalls due to unavailability of the library from the computer, a partial result is created. Now, during the second stage of compilation, the just in-time compilers, with available libraries from the computer, work to resolve the partial values to generate final values and finally a more precise result. As the time taken during the first exhaustive compilation does not get included in execution time, the whole procedure still remains time-saving, while leading to highly efficient codes

The popularity of nicknames and political correctness

It is a rite of passage in an institution such as IIT (Indian Institute of Technology) that a first year student be given a potentially embarrassing nickname following “interaction” with senior students. The profundity of these nicknames varies significantly, with some people simply being given names that correspond to body parts in different languages, which others have more involved names.

Based on a conversation yesterday, the hypothesis is that more profound nicknames which are embarrassing only in a particular context are more likely to propagate, and thus stick, while the more crass names are likely to die out more easily.

The logic is simple – the crass names (a few examples being “lund”, “condom” and “dildo” – there is at least one person with each of these names in every hostel of every batch at IIT Madras) are potentially embarrassing for an “outsider” to use, and to be used in public. So when the bearer of such a name graduates and moves on to a new setting, the new people he encounters make a prudent choice to not use the embarrassing word, and the nickname dies a quick death.

When the nickname is embarrassing or derogatory for more contextual reasons, though, the name quickly loses its context and becomes incredibly simple for people to use. Take my own name “Wimpy”, for example – not too many people know it has an embarrassing origin, and it is a perfectly respectable word to shout out in public, or even in an office setting. And so it has propagated – in at least two offices I worked in, everyone called me “Wimpy”.

It is similar for lots of other “benign” names. But it is unlikely that a name like “condom” or “dildo” will propagate, and it is in fact more likely that even the people who bestowed such names upon the unsuspecting will stop using them once everyone graduates and moves on to a more formal environment.

There are exceptions, of course, a notable one being “Baada“. It is a cuss-word representing a body part, except that it is in a non-standard (though not small by any means) language, but everyone I know calls Baada Baada. He used to be my colleague, and people at work also called him Baada. It is unlikely that his nickname would’ve propagated, though, had it been the synonym in English or Hindi.

Thanks to Katpadi Katsa for discussions leading up to this post. In a future post, I’ll talk about models for propagation of nicknames across institutions.

JEE coaching and high school learning

One reason I’m not as good at machine learning as I can possibly be is because I suck at linear algebra. I totally completely suck at it. Seven years of usage of R has meant that at least I no longer get spooked out by the very sight of vectors or matrices, and I understand the concept of matrix multiplication (an operator rotating a vector), but I just don’t get linear algebra.

For example, when I see terms such as “singular value decomposition” I almost faint. Multiple repeated attempts at learning the concept have utterly failed. Don’t even get me started on the more complicated stuff – and machine learning is full of them.

My inability to understand linear algebra runs deep, and it’s mainly due to a complete inability to imagine vectors and matrices and matrix operations. As far back as I remember, I have hated matrices and have tried to run away from it.

For a long time, I had placed the blame for this on IIT Madras, whose mathematics department in its infinite wisdom had decided to get its brilliant Graph Theory expert to teach us matrices. Thinking back, though, I remember going in to MA102 (Vectors, Matrices and Differential Equations) already spooked. The rot had set in even earlier – in school.

The problem with class 11 in my school (a fairly high-profile school which was full of studmax characters) was that most people harboured ambitions of going to IIT, and had consequently enrolled themselves in formal coaching “factories”. As a result, these worthies always came to maths, physics and chemistry classes “ahead” of people like me who didn’t go for such classes (I’d decided to chill for a year after a rather hectic class 10 when I’d been under immense pressure to get my school a “centum”).

Because a large majority of the class already knew what was to be taught, teachers had an incentive to slack. Also the fact that most students were studmax had meant that people preferred to mug on their own rather than display their ignorance in class. And so jai happened.

I remember the class when vectors and matrices were introduced (it was in class 11). While I don’t remember too many details, I do remember that a vocal majority already knew about “dot product” and “cross product”. It was similar a few days later when the vocal majority knew matrix multiplication.

And so these concepts were glossed over, and lacking a grounding in fundamentals, I somehow never “got” the concept.

In my year (2000), CBSE decided to change format for its maths examination – everyone had to attempt “Part A” (worth 70 marks) and then had a choice between “Part B” (vectors, matrices, etc.) and “Part C” (introductory statistics). Most science students were expected to opt for Part B (Part C had been introduced for the benefit of commerce students studying maths since they had little to gain from reading about vectors). For me and one other guy from my class, though, it was a rather obvious choice to do Part C.

I remember the invigilator (who was from another school) being positively surprised during my board exam when I mentioned that I was going to attempt Part C instead of Part B. He muttered something to the extent of “isn’t that for commerce students?” but to his credit permitted us to do the paper in whatever way we wanted (I fail to remember why I had to mention to him I was doing Part C – maybe I needed log tables to do that).

Seventeen odd years down the line, I continue to suck at linear algebra and be stud at statistics. And it is all down to the way the two subjects were introduced to me in school (JEE statistics wasn’t up to the same standard as Part C so the school teachers did a great job of teaching that).

Teaching and research

My mind goes back to a debate organised by the Civil Engineering department at IIT Madras back in the early 2000s. A bunch of students argued that IIT Madras was “not a world class institution”. A bunch of professors argued otherwise.

I don’t remember too much of the debate but I remember one line that one of the students said. “How does one become a professor at IIT Madras? By writing a hundred papers. Whether one can teach is immaterial”.

The issue of an academic’s responsibilities has been a long-standing one. One accusation against the IITs (ironical in the context of the bit of debate I’ve quoted above) is that they’re too focussed on undergraduate teaching and not enough on research – despite only hiring PhDs as faculty. From time to time the Indian government issues diktats on minimum hours that a professor must teach, and each time it is met with disapproval from the professors.

The reason this debate on an academic’s ability to teach came to my mind is because I’ve been trying to read some books and papers recently (such as this one), and they’re mostly unreadable.

They start with some basic introductory statements and before you know it you are caught up in a slew of jargon and symbols and greeks. Basically for anyone who’s not an insider in the field, this represents a near-insurmountable barrier to learning.

And this is where undergraduate teaching comes in. By definition, undergrads are non-specialists and not insiders in any particular specialisation. Even if they were to partly specialise (such as in a branch of engineering), the degree of specialisation is far less than that of a professor.

Thus, in order to communicate effectively with the undergrad, the professor needs to change the way he communicates. Get rid of the jargon and the sudden introduction of greeks and introduce subjects in a more gentle manner. Of course plenty of professors simply fail to do that, but if the university has a good feedback mechanism in place this won’t last.

And once the professor is used to communicating to undergrads, communicating with the wider world becomes a breeze, since the same formula works. And that vastly improves the impact of their work, since so many more people can now follow it.