VipulNaik

Course se­lec­tion based on instructor

Satis­fic­ing ver­sus op­ti­miz­ing in in­struc­tor selection

Col­lege courses ver­sus LessWrong

Large in­tro­duc­tory sci­ence classes

Sig­nal­ing of what, pre­cisely?

Gane­sal­ingam and Gow­ers on au­to­mated the­o­rem-proving

Choos­ing uni­ver­si­ties based on their ma­jor-spe­cific strengths for un­der­grad­u­ate education

What we learned about Less Wrong from Cog­nito Men­tor­ing advising

Academia as a ca­reer op­tion, its so­cial value, and alternatives

What at­tracts smart and cu­ri­ous young peo­ple to physics? Should this be en­couraged?

Par­ent­ing ver­sus ca­reer choice think­ing in teenagers

Mak­ing LessWrong no­table enough for its own Wikipe­dia page

On the con­cept of “tal­ent-con­strained” organizations

What at­tracts peo­ple to learn­ing things that they con­sider nei­ther in­ter­est­ing nor im­por­tant?

High school stu­dents and effec­tive altruism

Biomed­i­cal re­search, su­per­stars, and innovation

High school stu­dents and epistemic rationality

A sum­mary and broad points of agree­ment and dis­agree­ment with Cal New­port’s book on high school extracurriculars

The failed simu­la­tion effect and its im­pli­ca­tions for the op­ti­miza­tion of ex­tracur­ricu­lar activities

The value of the on­line hive mind