Today my Alma mater hosted a conference for undergraduate research in mathematics and computer science. Since that school is a scant two and a half hour drive from our school, my colleague (and partner in crime in the department) spread word and attempted to find interested students to present at the conference. In the end, no students from our department managed to get a paper submitted in time, but three students were interested in going to the conference anyway. I was interested too, but with five of us going, that's a bit more than can be comfortably squeezed into one car for 2.5 hours, even if my car is fairly roomy. So my colleague and I debated whether or not to reserve a van through the university. We both pretty much agreed that the odds favored at least one of the students dropping out before the trip, but she decided (wisely, I think) to reserve a van anyway.
On Thursday, one of the students dropped out of the trip. So we canceled the van and planned to go in my car.
We planned on leaving about 6 am to allow enough time to arrive. One of the two students showed up at 6 am, and we finally gave up trying to find the other around 6:30 and hit the road. When we were about 15 miles outside of town my colleague got a call on her cell phone confirming that the student had indeed overslept, and in fact had just woken up. So in the end the trip with three students became a trip with one. So the van was definitely not needed, just as we suspected. It remains to be seen if it was canceled early enough that we will not be charged for it.
My colleague performed admirably when tasked with keeping me awake on the drive into Ohio, so we arrived without my getting my morning jolt of adrenalin by driving off the road or something. We even had enough time to get settled before the first talk started.
The talks were lovely and interesting. A few were in fields that went completely over my head. I have found in those cases that it is much easier to remain awake and alert looking if one stops trying to follow a talk that sounds like gobbledygook and instead just thinks about other things. Like, for instance, what I was going to write about tonight. This paragraph, for example.
But other talks were understandable and interesting. Even many of the CS talks I found fairly accessible, which was nice. The student who actually came was a CS student (but is also fairly mathy), and he seemed very charged up about a number of the topics, so I'm very glad he got a chance to come. He's actually about to graduate and plans to head off to grad school, so who knows what some of these ideas could inspire him to look into.
An invited speaker talked about art created via operations research, including such interesting projects as Obaminoes (which involved using 44 complete sets of dominoes to make a pretty darn good pictures of our 44th president). It was a neat talk, and the various art projects he'd worked on through operations research were pretty cool.
The student talks covered a wide variety of topics, including dissecting regular polygons into squares, simulating a robot, and solving sudoku and ken ken puzzles using some some algebraic geometry tools. All of the students did a great job. We need to get some students coming out and presenting at this thing.
Besides, our students might not have so far to travel next time. The hosts of the conference indicated they needed a host institution for next year, and my colleague and I talked to them about the possibility. It's a reasonably small conference and sounds like it might be manageable, so we are going to be looking into what resources we have and what support we might get if we wanted to try and host next year. It sounds like a lot of fun in addition to being enough work to make us truly frantic.
We briefly checked out the campus after the talks, grabbed some dinner, and headed home. On the drive, the three of us ended up in a light and fluffy discussion about education, history, social trends, biological engineering, the nature of knowledge, computability, the limits of human thought, and what constituted "writing down" or storing information. You know: the easy stuff. It was almost like being back in college again.
All in all a good day, although it was fairly tiring. And there goes Saturday. Tomorrow of course is Sunday, which means I have to get on the ball on getting ready for the next week, which thankfully only includes two days before Thanksgiving break.
Saturday, November 21, 2009
Friday, November 20, 2009
Registration
It's registration time at the university again, so (some) of my advisees are coming to see me to get scheduled. Actually they pretty much have to come see me to get scheduled, since I'm the only one with their PIN that allows them to register. The school does that to force the students to actually get advising before they register for classes to help cut down on the students doing foolish things. This doesn't keep the students from doing foolish things, of course, but it might help.
Mostly I advise computer science majors, which I understand because we are a mixed department and most of our majors are CS. Most of the "math" majors are actually secondary education majors, and are advised in the education department. Although I still don't understand why I keep hearing about the few math majors we do have being advised by CS professors. But at least I get an opportunity to see the trajectory of the typical CS major. Or at least, the typical declared CS majors. They really don't have that many more majors than we do, they just get lots of people who think they want to be CS majors. I think some of the students think, "Hey, I love computer games; I'll major in computer science!" For many of those, things don't go so well. I often find myself advising a major who is repeating the introductory programming course and the introductory math class multiple times. Eventually, they usually give up and switch majors. Or fail out.
Some students are not so good at getting around to getting registration done. I had one who stopped by my office suddenly on Monday right before I was about to go to class and want to get his PIN so he could register. (Registration started some time earlier.) I spoke to the student briefly about the fact that he was failing his intro programming class and had withdrawn from his math class (see? I wasn't kidding). He indicated he wanted to change majors. So I took a minute to talk to another professor about a suitable major closer to what he wanted. Then he told me he actually wants to transfer to some other school, so he just wants to take some classes for spring and transfer credits. I asked where he was transferring. He didn't know. I told him I had to go to class, but I could talk to him tomorrow morning. He was worried all the classes would fill up and needed his PIN right away. I wasn't giving in on that, but offered to meet him after my classes finished that night at 8. He decided he could wait 'til tomorrow morning after all. But he didn't actually show up. I didn't see him again until Thursday. Then I could finally sit down and talk to him about what he was going to do, and make some semi-recommendations, which I know he isn't going to take. I suspect he's not going to end up transferring, changing majors, or doing anything else before next spring's registration, when I fully expect him to come rushing into my office towards the end of registration again, telling me he needs his PIN right away.
On the bright side, I do actually have a computer science major graduating this semester. That one, by the way, came to see me early in the registration period, always had a plan, passed his classes, and took what little advice I had the opportunity to give him. I wonder if there's any correlation.
Mostly I advise computer science majors, which I understand because we are a mixed department and most of our majors are CS. Most of the "math" majors are actually secondary education majors, and are advised in the education department. Although I still don't understand why I keep hearing about the few math majors we do have being advised by CS professors. But at least I get an opportunity to see the trajectory of the typical CS major. Or at least, the typical declared CS majors. They really don't have that many more majors than we do, they just get lots of people who think they want to be CS majors. I think some of the students think, "Hey, I love computer games; I'll major in computer science!" For many of those, things don't go so well. I often find myself advising a major who is repeating the introductory programming course and the introductory math class multiple times. Eventually, they usually give up and switch majors. Or fail out.
Some students are not so good at getting around to getting registration done. I had one who stopped by my office suddenly on Monday right before I was about to go to class and want to get his PIN so he could register. (Registration started some time earlier.) I spoke to the student briefly about the fact that he was failing his intro programming class and had withdrawn from his math class (see? I wasn't kidding). He indicated he wanted to change majors. So I took a minute to talk to another professor about a suitable major closer to what he wanted. Then he told me he actually wants to transfer to some other school, so he just wants to take some classes for spring and transfer credits. I asked where he was transferring. He didn't know. I told him I had to go to class, but I could talk to him tomorrow morning. He was worried all the classes would fill up and needed his PIN right away. I wasn't giving in on that, but offered to meet him after my classes finished that night at 8. He decided he could wait 'til tomorrow morning after all. But he didn't actually show up. I didn't see him again until Thursday. Then I could finally sit down and talk to him about what he was going to do, and make some semi-recommendations, which I know he isn't going to take. I suspect he's not going to end up transferring, changing majors, or doing anything else before next spring's registration, when I fully expect him to come rushing into my office towards the end of registration again, telling me he needs his PIN right away.
On the bright side, I do actually have a computer science major graduating this semester. That one, by the way, came to see me early in the registration period, always had a plan, passed his classes, and took what little advice I had the opportunity to give him. I wonder if there's any correlation.
Thursday, November 19, 2009
Student projects again
My numerical class finished up the second (and final) week of student projects tonight, and I am still very pleased. So are the students. They told me they enjoyed it. I enjoyed it. I learned about a number of things that I hadn't before, including some tantalizing glimpses into topics such as the use of quaternions in computer graphics and how GPS works.
I had good students, and I think I structured the assignment well. Early in the semester, I asked everyone to pick (separately or in groups) a tentative topic one week as part of their homework. The next week, I asked everyone to find three sources about their topic. Next came a brief outline, and I started meeting with the students in their groups. We met about once a week, and I think it made a real difference. I got to find out what was going on and direct each group of students a little more each week, refining and refocusing their work. Most of the projects needed to be significantly reduced, but sometimes they needed redirected, too.
Over the past two weeks I also watched each group show me a practice run of their presentation and made some final suggestions for improvement. You know what the number one suggestion I had to give almost every group (including my very best students)? "Make sure you start by telling people what problem you are trying to solve." It was an odd sense of deja vu when I watched each new group during the practice presentations dive in and start explaining how to carry out, say, the Wronski-Schwarzchild Decomposition Algorithm,* without ever mentioning what the algorithm was supposed to accomplish. But this is why asking to see the presentations first is such a wise idea (for anyone who plans to do this); I got to let the students know that they ought to discuss such things. And to my delight, I found that the students by and large took my suggestions when they actually presented to the class.
It's been a good few weeks for this class, and we'll be off next week for Thanksgiving break, so it will be a while before I see them again. It was a good place to take a pause.
---
*Yes, I just thoroughly made this algorithm up. And it was fun. Although I had a friend who came up with the idea that, should he ever develop some new mathematical operation which he got to name, he was going to call it the "Poopyface matrix," which I also like a lot. I think that also shows that he's funnier than I am.
I had good students, and I think I structured the assignment well. Early in the semester, I asked everyone to pick (separately or in groups) a tentative topic one week as part of their homework. The next week, I asked everyone to find three sources about their topic. Next came a brief outline, and I started meeting with the students in their groups. We met about once a week, and I think it made a real difference. I got to find out what was going on and direct each group of students a little more each week, refining and refocusing their work. Most of the projects needed to be significantly reduced, but sometimes they needed redirected, too.
Over the past two weeks I also watched each group show me a practice run of their presentation and made some final suggestions for improvement. You know what the number one suggestion I had to give almost every group (including my very best students)? "Make sure you start by telling people what problem you are trying to solve." It was an odd sense of deja vu when I watched each new group during the practice presentations dive in and start explaining how to carry out, say, the Wronski-Schwarzchild Decomposition Algorithm,* without ever mentioning what the algorithm was supposed to accomplish. But this is why asking to see the presentations first is such a wise idea (for anyone who plans to do this); I got to let the students know that they ought to discuss such things. And to my delight, I found that the students by and large took my suggestions when they actually presented to the class.
It's been a good few weeks for this class, and we'll be off next week for Thanksgiving break, so it will be a while before I see them again. It was a good place to take a pause.
---
*Yes, I just thoroughly made this algorithm up. And it was fun. Although I had a friend who came up with the idea that, should he ever develop some new mathematical operation which he got to name, he was going to call it the "Poopyface matrix," which I also like a lot. I think that also shows that he's funnier than I am.
Wednesday, November 18, 2009
Nighttime reading
There are certain books--only a few--that soothe me as a I read them. They're old familiar friends, and as the words and scenes start to flow around me, it's like slipping into a warm bath. I know the lines and cadences, I know the plot twists and the characters, and I'm not likely to find anything new, but I'm not really looking for it. It's a calming experience, almost like a trance. These books I read to enjoy but also to relax, unwind, and shed the cares of the world.
I finished one of these again just a bit ago. I own a copy now, but I found it first in our town library when I was growing up. I used to visit the library pretty much every weekend, walking out with a precarious pile of books every Saturday. I don't do as much reading anymore I guess, but I still enjoy it. In fact, I still enjoy some of the same books after all these years, those old familiar works that I track down to read again, which sweep me back to my childhood escape. I re-read books back then too, picking out the same books again and again from the library sometimes. Some old favorites haven't weathered time well; I recall them fondly, but don't much care to revisit them. But others form the core of my nighttime reading, the books I pull out when I need to relax, before I try to sleep.
I finished one of these again just a bit ago. I own a copy now, but I found it first in our town library when I was growing up. I used to visit the library pretty much every weekend, walking out with a precarious pile of books every Saturday. I don't do as much reading anymore I guess, but I still enjoy it. In fact, I still enjoy some of the same books after all these years, those old familiar works that I track down to read again, which sweep me back to my childhood escape. I re-read books back then too, picking out the same books again and again from the library sometimes. Some old favorites haven't weathered time well; I recall them fondly, but don't much care to revisit them. But others form the core of my nighttime reading, the books I pull out when I need to relax, before I try to sleep.
Tuesday, November 17, 2009
Never mind
I mentioned recently that I was slightly panicked because I didn't see how I could finish everything in pre-calculus during the limited number of classes remaining. This week, I had to figure that out. I needed to put together the last assignment sheet that gets the class to the end of the semester.
So I sat down and did a major hatchet job over the weekend. Topics got pared down to almost bone. In the last chapter I cut all exposition and essentially covered two sections by just saying, "here's two equations, now use them." But I finally came up with a schedule that could (minimally) cover everything I needed to by the last day of classes, although I wasn't proud of what I was going to do.
To finish the schedule, I looked up our final exam time so I could put that on too. Then I... oh, look at that: We actually have two weeks after we get back from Thanksgiving break, not one. I can finish the chapter up in a reasonable way after all.
Never mind.
So I sat down and did a major hatchet job over the weekend. Topics got pared down to almost bone. In the last chapter I cut all exposition and essentially covered two sections by just saying, "here's two equations, now use them." But I finally came up with a schedule that could (minimally) cover everything I needed to by the last day of classes, although I wasn't proud of what I was going to do.
To finish the schedule, I looked up our final exam time so I could put that on too. Then I... oh, look at that: We actually have two weeks after we get back from Thanksgiving break, not one. I can finish the chapter up in a reasonable way after all.
Never mind.
Monday, November 16, 2009
We are Borg now
I joined the ranks of the cell-phone enabled over the weekend. Sort of.
I purchased a cheap phone on a prepaid plan with no contract. For under $50, I got the phone plus three months of service and about 4 hours of airtime. I'm not sure I'll even use the four hours, but it's there for all the traveling that I'm doing over the next few months. Next weekend I'm off to help a colleague shepherd students to a conference in Ohio. After that, it's off to Kentucky to see my partner. A few weeks later and I'm off to Dallas to see my folks. Then in early January I'm off to California for the Joint Meetings of the AMS and MAA, plus some general happy sightseeing. There may be extra trips in there somewhere, but I hope not.
So I'll be glad to have the phone as an option when I'm traveling, and I'm sure there will be other occasionally uses for it. I'll probably keep it active. If I really like it, I may think about upgrading to something fancier. But for the moment basic functionality seems like plenty. After all, I got along this long without having one at all, and generally only had any possible use for one a few times a year. It's always seemed mostly unneeded to me, like just one more thing to have to keep track of and pay for. But I figured there was some point to having it while traveling, so it seemed like a time to give it a try.
Resistance is futile.
I purchased a cheap phone on a prepaid plan with no contract. For under $50, I got the phone plus three months of service and about 4 hours of airtime. I'm not sure I'll even use the four hours, but it's there for all the traveling that I'm doing over the next few months. Next weekend I'm off to help a colleague shepherd students to a conference in Ohio. After that, it's off to Kentucky to see my partner. A few weeks later and I'm off to Dallas to see my folks. Then in early January I'm off to California for the Joint Meetings of the AMS and MAA, plus some general happy sightseeing. There may be extra trips in there somewhere, but I hope not.
So I'll be glad to have the phone as an option when I'm traveling, and I'm sure there will be other occasionally uses for it. I'll probably keep it active. If I really like it, I may think about upgrading to something fancier. But for the moment basic functionality seems like plenty. After all, I got along this long without having one at all, and generally only had any possible use for one a few times a year. It's always seemed mostly unneeded to me, like just one more thing to have to keep track of and pay for. But I figured there was some point to having it while traveling, so it seemed like a time to give it a try.
Resistance is futile.
Sunday, November 15, 2009
Overpackaging
I was happy to find a great sale over the weekend and picked up some more slacks and long-sleeved shirts. (Which is good, because I always have the fear that my students will eventually notice I keep re-wearing the same things over and over. I know it's unlikely, but it still bothers me.) It struck me while I was trying to get everything into the laundry that shirts have way too much stuff attached when sold.
For the standard (folded) shirt, I had to remove: a size sticker on the back of the collar and another on the front, pieces of cardboard and plastic to hold the collar up just so, three clips and a pin from the back of the shirt so I could get to and remove the big flat piece of cardboard and some tissue paper (for some reason), another pin at the neck, and then two tags attached on the front somewhere (one from manufacturer and one from the store). Some shirts had a few extra clips/pins to stick one cuff out on the front of the shirt.
I'm glad I don't feel the need to store shirts this way in my closet, because I don't think I have the origami skills to put it all back the way I found it, either.
For the standard (folded) shirt, I had to remove: a size sticker on the back of the collar and another on the front, pieces of cardboard and plastic to hold the collar up just so, three clips and a pin from the back of the shirt so I could get to and remove the big flat piece of cardboard and some tissue paper (for some reason), another pin at the neck, and then two tags attached on the front somewhere (one from manufacturer and one from the store). Some shirts had a few extra clips/pins to stick one cuff out on the front of the shirt.
I'm glad I don't feel the need to store shirts this way in my closet, because I don't think I have the origami skills to put it all back the way I found it, either.
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