CRA-W Workshops bring interesting perspectives on research

The CRA-W tracks at GHC have been really interesting so far. I went to the first one of the Early Career Scientist track, where the top was how to start your own research lab. There was a speaker who works in industry research, a speaker from a research university, and a speaker from a primarily undergraduate institution. They really embrace active learning in the panel, as they gave us 2 minutes exercises throughout the panel: define what your agenda is, define your short medium and long-term goals, and define actions you can take toward those goals. What a great way to take teaching skills and bring them to a conference!

The second session I attended was in the grad track, with a focus on how to do networking. I really enjoyed the stories of how to meet the right people. The third session was also in the grad track, on how to do good research. I was actually surprised that much of this session was geared toward early grad students as opposed to those about to graduate. However, a lot of the advice seems to be relevant. For instance, the fact that you should find an interesting and exciting research area and try to figure out where the next big thing is can not only guide your thesis, but also your entire career. Also, you've got to enjoy what you're doing! I think that's always good advice to remind early researchers of from time to time.

Later in the session there was more discussion on how to do research after the phd. Did you know that HP Labs created color match technology where you can match your foundation color to your face by sending a photo through your mobile phone to an HP server? What an interesting project! The person who worked on this research is a networking researcher who built a collaborative team to solve the problem as presented by a cosmetics company. How unexpected, but a great example of how you can take your research knowledge and apply it in an interesting collaboration.

Ending thought: If you already know how to solve it, it's not research. You've got to be willing to go out there and claim you can solve a problem you aren't sure you can do! No one is perfect, but you'll have your expertise and should use it! "Confidence does not require perfection," always keep that in mind!
What advice do you have about how to choose your research topic after getting your phd?

GHC is just around the corner!

Well, I'm definitely getting psyched about this year's Grace Hopper Celebration of Women in Computing (GHC). I've been twice in the past: 2006 (San Diego, CA) and 2008 (Keystone, CO). Both times I met interesting women working in computer science, and I'm looking forward to re-connecting this year and making new acquaintances! Each year I've become progressively more involved. In 2006 I attended, and in 2008 I presented research in the ACM Poster Competition and was a note-taker. This year I am an official GHC Community Blogger (yay!), I'm on a panel called "Building Bridges and Breaking Barriers: Panel on Diversity and Inclusion in CS Education," and I'm presenting some of my dissertation research in the PhD Forum! There is so much to do before heading down to Atlanta (mostly related to making presentations), so time is really flying. At least I was awarded a scholarship again this year, so my main expenses are covered. That is definitely a stress reducer!

Did you know there are a lot of resources out there about GHC? Not only is there a wiki with notes from each year's sessions, but there is also a Facebook page to keep in touch with other attendees. If you can't attend this year, you can always follow updates on the GHC Blog or community Blog Roll, and Twitter feeds. They are definitely building a great community online in addition to in person.

I only wrote 6 ghc blog posts in 2008 but I'm anticipating more this year. You can also follow my tweets at @umasshokie. Just over a week until Atlanta!

I'm Back!

Well, after a not-so-short hiatus from the Blogger world, I'm back! I decided I needed to take some time away from the blog to work on another time sensitive one, whose time has now passed. I'm looking forward to getting back to chronicling my graduate school adventures, as I am hoping I will graduate within the next year! I have a lot of exciting things happening this year, and I can't wait to write about them!

How to Actually Help the Undergraduate Program

It's interesting what types of cuts our university is willing to make in order to keep the quality of the undergraduate education. Obviously education is the goal, and when you have over 25K undergraduate students they are also the priority to some extent, even in a research focused university. However, one of the cuts the university makes in order to maintain the apparent quality of undergraduate education (i.e., keep from increasing tuition even more or cutting too many classes) is to decrease the funding given to departments for Teaching Assistantships for graduate students.

I can't imagine I'm the first person to consider that this can't possibly keep the same level of education, when students suddenly have fewer TA office hours to attend, and fewer TAs (and therefore less TA time) to answer e-mail or grade homeworks. This is why I say it is keeping an "apparent" quality of undergraduate education, even if it's not really keeping actual quality. As the sole TA for a class of 40+ students, I can say from just a few months of experience that this definitely impacts the undergraduate students. Luckily we were able to hire another graduate student as a grader for 10 hrs/wk, so I have more time to tend to the students' questions, design their homeworks, and put together the lectures I'll be teaching. But I still don't have enough hours in the week to help them. I can't imagine what TAs do when they aren't lucky enough to have just one other person to help with grading! Even spending the 20 hrs/wk I'm technically paid for isn't really enough. I enjoy what I'm doing, and don't want fewer responsibilities; but I'm really overworked, which is NOT good for my students!!

I wish this cycle was more apparent to the upper level "management" of the university. If you want good undergraduate education, pay your graduate students! We do more than research, and we're often a great resource for students. When there is 1 TA to 40 students, the number of minutes they can spend helping each student is minuscule. How does that keep the quality of undergraduate education?

Politeness or Professionalism Classes: Required?

Now that I'm actively involved in undergraduate courses, I've noticed a disturbing trend among students: unprofessional e-mails, inability to remember deadlines, not paying attention in class, and a lack of time management. Even graduate students have been prone to another problem: inappropriate types of question asking during presentations and class (the overbearing, you're wrong and I'm right, type of "question" that is really a statement and is usually incorrect).

I feel that college is the best place to either learn about professional and appropriate behavior or to improve one's behavior even more, so that upon graduation it will possible to interact correctly in any work environment including graduate school. So why do we not require students to take a professionalism class? I was lucky in that my university (Virginia Tech) required computer science students to take a professionalism seminar their junior or senior year, but I have since discovered that is not normal. We not only discussed and practiced interactions and professional writing, but also had panels related to ethics and the social impact of computing. I don't think this class was done perfectly (for one thing, anyone who did internships could have used it much earlier in the curriculum), but at least it was there to prepare students. Other computer science departments should really consider this type of class as well!

We do have professionalism seminars that happen a few times a semester at my current university, but they only cover a few topics, are the same every year, and are more geared toward applications and research methods for graduate students. This is great, but the undergraduates really need more guidance!

Teaching Assistant Life

So, I'm finally living the life of a graduate teaching assistant. I was a teaching assistant as an undergraduate, but had not yet been one as a grad student. It's actually great, because my responsibilities are much higher level than they were as an undergraduate.

It could have been a horrible TA semester though; there are 42 people in the class and I'm the only TA. Can you imagine the grading? I can, since I graded as an undergraduate. But as an undergraduate we had multiple people grading for that same size class! It would have been horrible. Luckily, another graduate student is getting paid to grade 10 hrs/wk, so I have little to no grading to do.

That means I have more time for the more interesting aspects of being a TA! I am creating the homeworks, I'll create the midterm, and I might even create the final. I also had to create the answer keys, which were a decent amount of work themselves, but at least mostly done in the creation of the homework (I don't want to give impossible problems!). I'm also giving multiple lectures, with the first one being next week. Unfortunately that lecture is on a topic I'm not particularly comfortable with, but I know I can ramp up in time to teach it. The series of lectures I'm giving later in the semester will at least be things I know relatively well already.

Happily, I'm getting lots of great experience this semester. Sadly, it is time consuming even when I'm not doing the 20 hrs/wk I'm paid for! Just a little bit of a peek into the life of faculty, I think.

Undergrad Class Again

Earlier in the year I wrote about experiencing undergrad class again. Later in the semester I sat in on two lectures of my own department's intro programming class, as part of an observation for my "teaching undergraduates" class. I was in the same horrible classroom/auditorium I was in for the other class, but it was much emptier and thus quieter.

Overall, I was very impressed with the faculty member giving the lectures. Sure, he wasn't perfect, but he had a great energy to him. This is one of the reasons I had chosen to observe him over some other professors; I knew he brought a lot of energy and excitement to teaching at the graduate level, and I really wanted to see that happen at the undergraduate level.

In the second of the two lectures he brought his research area (Computer Vision) into it. He helped the kids think about how they might go about solving problems in the area with what they had learned in the class: arrays, I/O streams, etc. Really, I think if more professors used this type of lecture throughout their intro courses, we would have a better retention rate in Computer Science. It takes a step back from what can often be boring topics, and shows that there is an interesting use for all of it after all. I hope when I start teaching I am able to bring this sort of thing to my lectures as well.

Experiencing Undergrad Class Again

Classes just started up again, and although I am officially done with all course credits for my MS and PhD, I am sitting in on a class. This is not just any class though; it's an undergrad biology class! I know, I know...shocking.

The first class meeting was yesterday morning, in an auditorium. It wasn't a huge auditorium though, probably only about 100 people can sit in there (at least if you are limiting people to sitting on chairs). Of course, my first impression was "oh my goodness, they are all so little and young!" but after that all I could think was "shush!"

Sure, sure, I might not be able to say anything about looking young (I can still be mistaken as an undergrad by people over the age of 30!), but I definitely have no qualms talking about the noise level. It was quieter during class than before or after, but the chatter never completely stopped! I can see people thinking they could get away with it in a 200 or 300 person class, but 100? Maybe it was just because I was in the 3rd to last row that I heard it all, as maybe the first 10 rows know how to be quiet, but I doubt it. There was a girl sitting 2 seats away from me who was only quiet when the professor was explaining how the class would be graded. Otherwise she was chattering away with the people around her the entire time!

On top of the general noise, 5 minutes before class was supposed to end it got very noisy. I was very confused for about 20 seconds, and then the professor said "By my watch it is only 12:00, and class ends at 12:05 unless we end early." Apparently everyone was packing up and chatting and getting ready to go! 5 minutes early! I still can't believe it. We knew better than that in high school, and I'm really not THAT much older than these kids. To be fair, where we were at in the slides at 12 easily could have been mistaken for a stopping point, but the professor hadn't stopped. At least they quieted down rather quickly, we had 5 more minutes of class, and then we left.

I do feel sorry for the kids in the class though. They have FOUR exams this semester, quizzes, and the class is going to be taught differently than normal. Usually it is on 2 topics, half and half, but this semester it is primarily only 1 of those topics. It should be interesting to see how much that affects their later classes. Not to mention that those seats are hard, close together, and not very comfortable! There was lots of dried gum under the pull-out writing desk for my seat as well. Gross!

I have to say that I do not miss taking this type of class, and I think it will definitely be interesting to be teaching one in a few years!