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- | **__Instruction__** | + | ======2017-2018 Academic Year Report====== |
- | A common query to me by others is, "So how was your semester/ | + | =====Instruction===== |
+ | Teaching continues | ||
- | The issue with the poor students is not behavioral, it is with deficiencies in aptitude; they lack: basic writing skills, computer literacy/ | + | ====Overview==== |
- | * For the first time, I've had students apprehensive/ | + | In recent years, I would recall each semester |
- | * I witnessed students unable to follow a step-by-step list of directions, both descriptive and in specific steps. On a few occasions I had the " | + | |
- | * For many students, reading apparently is an outdated trend. A favorite game of mine is to hide important clues in a project that are frequently asked as questions. The frequency of those questions being asked remains unchanged (if it hasn't increased). | + | |
- | * I've also scored " | + | |
- | * Other times I tell them a direct answer is in the project instructions, | + | |
- | * I've seen a student, lacking any sort of file management skills whatsoever, lose a previously completed (and successful) submitted project, and wasted a few hours recreating it poorly so they could use some of the concepts in another task. When I discovered this, I pointed to a file listing on their screen and said "It is right there" | + | |
- | * Various " | + | |
- | * Quite a few, clueless as to a concept presented in class weeks ago, get a handout after extensive struggling. Not 5 minutes later, they plead for help, hitting a wall: it ends up being the EXACT same thing I helped them with 5 minutes ago. I'll tell them this, even pointing out the exact line number where they deployed the solution. They demonstrate an inability to resolve this, let alone having learned anything. | + | |
- | * I had a couple | + | |
- | * Some of it can be attributed to sleep deprivation. I had a number of students who were chronically sleep deprived (either due to undisciplined college party/late night gaming lifestyles, or worked a night shift job). But, nothing was ever done to ameliorate | + | |
- | * Students are unable to perform various basic math tasks (isolate the one's place from any given number, obtain the remainder). Some of these individuals are currently taking Calculus II. Very dependent upon the calculator, yet embarassingly are unable to demonstrate conceptual understanding of these simple concepts. | + | |
- | * I've even taken the time to explain these concepts, for the benefit of the doubt; the next class, these same individuals demonstrate the same deficiencies in knowledge. | + | |
- | * They do not come in for help (until it is too late), they do not seek out tutoring (until it is too late), and some even seem to think that admitting/ | + | |
- | * An alarming and increasing trend is that, for a number of students, when they don't understand something, or think it is challenging, | + | |
- | With that said, the good students are amazing. Just some examples of their impressive feats: | + | For the first time in a long while, and I'm not sure what really brought |
- | * after introducing a concept | + | |
- | * related to the above, some of the functionality required far deeper evaluation of technical documentation to isolate particular feature sets or capabilities. | + | |
- | * the questions and conversations are delightfully fluent. You can tell they picked up and understood the concept being taught. They are relating | + | |
- | * They delve into prior semester content and concepts to help and assist them, revisiting and further mastering material from prior semesters. | + | |
- | * Many of these good students, while some themselves are tutors, frequently come in for help, and even seek out other tutors to bounce ideas off of. They use the whiteboard, they discuss concepts, they critique implementation approaches. And the brainstorming that goes on is absolutely incredible. Truly inspiring to be around. | + | |
- | * They not only complete assignments, but they frequently submit them well in advance of the deadline. Any specification-related questions are asked early on in the process (even the first day the assignment is given out), so you know they're prioritizing class work and their education. | + | |
- | * They will reach for a book or perform a more sophisticated concept search on the internet. They' | + | |
- | The widening gap between | + | To be sure, the terrible students are still challenging my perceptions of basic requirements of college eligibility |
+ | |||
+ | ====The bad==== | ||
+ | Describing the terrible students | ||
+ | * __issues with language fluency__: students increasingly do not appear to have a strong grasp on the english language. This makes communicating somewhat challenging. From temporal insensitivities to using the word " | ||
+ | * __basic conversational skills__: many students are unable to communicate in any sort of detail or eloquence. Some don't feel shy to speak up: they simply don't know how to communicate. | ||
+ | * __inadequate vocabulary__: | ||
+ | * __unfamiliarity with colloquialisms__: | ||
+ | * __unfamiliarity with examples__: perhaps not surprising, yet maybe a bit more sudden than I was expecting. They don't know what a "land line" is, so all the serial communication concepts are lost on them. The smart phone way of doing things seems to be quickly eclipsing the previous ways, and this causes problems for them in the learning process. | ||
+ | * __information processing/ | ||
+ | * __basic concepts of a file__: smartphones obfuscate notions of data structure and file organization from the end user. Yet, ANY developer needs familiarity with files and paths. To be sure, I've been shocked at how quickly | ||
+ | * __listening comprehension__: | ||
+ | * __brute-forcing mentality__: | ||
+ | * __locked into short-term perceptions__: | ||
+ | |||
+ | Like reading, writing, and basic numerical reasoning, many of these deficiencies are skills that require time to develop fluency, and students have historically had prior exposure to many of these concepts. That no longer seems to be the case. I now have to be the one introducing them to basic file concepts, giving them a primer on english vocabulary, AND giving them their first exposure to abstraction. And still build on top of them to proceed with the course at hand. I am certainly game for a challenge, but I feel sorry for these students, deprived of so many basic aspects of modern basic education, and it impacts their abilities, and of even expressing their humanity. | ||
+ | |||
+ | ====The good==== | ||
+ | Still, I maintain hope and inspiration | ||
+ | |||
+ | * taking after my example, or taking my advice, and running with it: I show them basic information design ideas and encourage regular documentation, | ||
+ | * even if unfamiliar with certain technologies, | ||
+ | * asking various questions that aren't directly related to class material, but more around the edge; this shows a deeper thought and exploration | ||
+ | * some excellent time management skills. Students who immediately start and set to work on a project once it is released, with regular questions being asked, often having the task completed (and deeper understanding gained) with a considerable amount of time remaining until the actual due date. | ||
+ | * community: my room often becomes a student life activity of sorts. Students will flock to my room around their main classes to spend time working on their projects and interact with other students in the program. It has been quite a rewarding experience. | ||
+ | * creativity / thinking outside the box: my classes tend to be a first opportunity to truly start problem solving and thinking outside the box. For many, their prior educational experiences have not been encouraging of such activities, so my classes tend to give them an environment to start actively and critically thinking, and even more importantly: | ||
+ | |||
+ | ====specifics==== | ||
Some course-specific points related to instruction: | Some course-specific points related to instruction: | ||
* In general: | * In general: | ||
- | * further integration into my data collection and reporting infrastructure. This allowed for convenient class-wide analysis of metrics, as well as per-student access to their data to view course progress. | + | * further integration into my data collection and reporting infrastructure. This allowed for convenient class-wide analysis of metrics, as well as per-student access to their data to view course progress. This continues to be a regular work in progress, and such a delightfully large problem where I can focus on different aspects as interest permits. |
* all syllabi for courses taught in a given semester see updating (they are generated from templates integrated into my content management system, so any changes made tends to impact everything). | * all syllabi for courses taught in a given semester see updating (they are generated from templates integrated into my content management system, so any changes made tends to impact everything). | ||
* more quantitative/ | * more quantitative/ | ||
+ | * with the CS program review this year, I have made tangible progress on the course assessment-specific domain of things. Incorporating ILOs, PLOs, CLOs, and making the necessary connections between all relevant data points (and reporting on those connections, | ||
+ | * reporting and visualization: | ||
* CSCS1320: C/C++ Programming | * CSCS1320: C/C++ Programming | ||
* further refining and optimization of projects to dovetail into follow-up courses | * further refining and optimization of projects to dovetail into follow-up courses | ||
* updating of material to reflect changes in student capabilities | * updating of material to reflect changes in student capabilities | ||
* various anti-cheating strategies employed (ie making projects " | * various anti-cheating strategies employed (ie making projects " | ||
- | * my projects tend to be this way by default, but the longer I run with a theme, the more information about it tends to be recorded/ | + | * my projects tend to be this way by default, but the longer I run with a theme, the more information about it tends to be recorded/ |
* I frequently locate existing code samples on the internet, look for implementation patterns, and alter my project specifications so as to require students to conceptually understand the concept (they can still reference the on-line examples, but they will not be as useful to them barring a viable understanding, | * I frequently locate existing code samples on the internet, look for implementation patterns, and alter my project specifications so as to require students to conceptually understand the concept (they can still reference the on-line examples, but they will not be as useful to them barring a viable understanding, | ||
* so many seem to come in with pre-conceived notions of what the class should be about. As I cover the basics, they realize how " | * so many seem to come in with pre-conceived notions of what the class should be about. As I cover the basics, they realize how " | ||
* CSCS1730: UNIX/Linux Fundamentals | * CSCS1730: UNIX/Linux Fundamentals | ||
- | * it is interesting how overall class personalities change from semester to semester. In the fall, I had students who had trouble following literal bullet point directions. In the spring, I had a preponderance of students who were rather computer illiterate. The difference is that the deficient students in the fall largely did little to correct their ways, where the spring students actually demonstrated desire for improvement, | ||
* UNIX continues to be "the best class they' | * UNIX continues to be "the best class they' | ||
* I've had specific requests for MORE of a certain theme of projects, which I call " | * I've had specific requests for MORE of a certain theme of projects, which I call " | ||
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* file compression/ | * file compression/ | ||
* activities requiring basic logic (bitwise ANDing/ | * activities requiring basic logic (bitwise ANDing/ | ||
+ | * I placed specific restrictions on how they could NOT go about solving problems, to enable them to explore other paths to solution. | ||
* I gave weekly logic puzzles (logic grids, word math, sudokus), which were largely met with disdain and loathing, but those who hunkered down and worked through them saw the following benefits: | * I gave weekly logic puzzles (logic grids, word math, sudokus), which were largely met with disdain and loathing, but those who hunkered down and worked through them saw the following benefits: | ||
* they developed better critical thinking and reasoning skills | * they developed better critical thinking and reasoning skills | ||
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* more " | * more " | ||
- | **__Advising__** | + | ====Advising==== |
* Due to the comfortable atmosphere of the room and interacting with students, many would come to me with concerns related to challenges in other classes. This has led to some early interventions, | * Due to the comfortable atmosphere of the room and interacting with students, many would come to me with concerns related to challenges in other classes. This has led to some early interventions, | ||
* I’ve instilled a desire that “earlier is better than later” with respect to signing up for classes. I was getting questions about fall courses 1-2 weeks before registration even started. | * I’ve instilled a desire that “earlier is better than later” with respect to signing up for classes. I was getting questions about fall courses 1-2 weeks before registration even started. | ||
* With registration underway, many an advising experience began with “are you free any time today?” to which the timing was right, enabling me to say “how about right now?”. So many of my advising experiences came about this way. | * With registration underway, many an advising experience began with “are you free any time today?” to which the timing was right, enabling me to say “how about right now?”. So many of my advising experiences came about this way. | ||
- | * I presented at both the Fall 2016 and Spring | + | * I presented at both the Fall 2017 and Spring |
- | * I actually saw some of the fall attendees act on their interest and took classes with me this spring semester. | + | * I actually saw some of the fall open house attendees act on their interest and took classes with me this spring semester. |
- | * The spring open house turn-out had even more enthusiasm, including people in attendance who were already scheduled and signed | + | * The spring open house ended up being of a different format, which I found far less flexible |
- | * I recruited | + | |
- | **__Professional Development__** | + | ====Professional Development==== |
- | * I attended the 2017 GREAT Day at SUNY Geneseo | + | * I attended the 2018 GREAT Day at SUNY Geneseo |
- | * attended a talk on bilingual code switching (which demonstrated to me many interconnections | + | * attended a talk on the history |
- | * attended | + | * viewed |
* among many others, sampled some posters/ | * among many others, sampled some posters/ | ||
- | * wrote a suite of command-line math operation tools (pipemath), which was directly utilized in a project by students (making them go through the entire software build process-- download, read instructions, | + | * continued to polish my suite of command-line math operation tools (pipemath), which was directly utilized in a project by students (making them go through the entire software build process-- download, read instructions, |
- | * wrote a suite of measurement unit conversion tools (unittools), | + | * enhanced my suite of measurement unit conversion tools (unittools), |
- | * wrote a very feature-rich prime number computation tool (pncX), sort of a culmination of many of the in-class efforts, complete with extensive command-line arguments, file processing, process forking | + | * constructed, configured, and deployed two 4-node raspberry pi computer clusters, for use in both my UNIX and Systems Programming classes. |
+ | * My Computer Organization | ||
* exploring patterns of factor pairs of numbers (prime, secondary, tertiary, etc.) and potential visualizations therein. My efforts so far are already hatching ideas for future CSCS1320 and CSCS2330 projects (at least), with areas spanning from output specification, | * exploring patterns of factor pairs of numbers (prime, secondary, tertiary, etc.) and potential visualizations therein. My efforts so far are already hatching ideas for future CSCS1320 and CSCS2330 projects (at least), with areas spanning from output specification, | ||
- | * My " | + | * My " |
- | * __Reading__: | + | * updated core server infrastructure (fall2017). Due to aging hardware |
- | * __Writing__: | + | * Maintaining the student workstations, addressing the contemporary security issues of the day, and incorporating new functionality (much of it requested by top-tier students seeking added resources for exploring course concepts). |
- | * __Listening__: | + | * the **spectre** and **meltdown** vulnerabilities reported in January of 2018 required notable interventions and added maintenance. |
- | * __Grammar/ | + | |
- | * Maintaining the lab systems, addressing the contemporary security issues of the day, and incorporating new functionality (much of it requested by top-tier students seeking added resources for exploring course concepts). | + | |
* My development efforts, along with preparing new/updated projects, has had me revisit and become more acclimated with various development tools, including: Makefiles, version control/ | * My development efforts, along with preparing new/updated projects, has had me revisit and become more acclimated with various development tools, including: Makefiles, version control/ | ||
- | **__Service__** | + | ====Service==== |
- | * Presented various department student awards at the 2017 Student Awards Luncheon | + | * Attended |
- | * Attended | + | * Maintain Lab46, the public UNIX shell box that Computer Science and IT students utilize for much of their coursework and explorations (now celebrating its 19th year in existence) |
- | * Assisted Institutional Advancement / Communications by playing the Geneseo Knight mascot for a CCC vs. Geneseo video during the 2017 SUNY Mascot Madness competition | + | * there were some notable security vulnerabilities |
- | * Maintain Lab46, the public UNIX shell box that Computer Science and IT students utilize for much of their coursework and explorations (now celebrating its 18th year) | + | * Maintain R108, the Computer Science/IT lab (aka "the LAIR"). This includes student workstations, |
- | * there were a few zero-day and local root exploits | + | * As stated above, |
- | * there have been at least two power outages experienced on campus, requiring | + | * The main router, in service for over 10 years, finally gave up the ghost with its drive finally failing |
- | * Maintain R108, the Computer Science/IT lab. This includes student workstations, | + | * Setting |
- | * As stated above, | + | * The classroom workstations (pods) were upgraded to a customized Debian |
- | * Power outages similarly required some dedicated time (unravel file server synchronization issues). | + | * Provided continued support and administration of cluster resources to Dr. James McLean for his physics particle simulations at SUNY Geneseo |
- | * The file server this past year has been experiencing some odd performance degradations. No errors, merely unanticipated high load and stalling performance. I ended up building | + | |
- | * The classroom workstations (pods) | + | |
- | * Provided continued support and administration of cluster resources to Dr. James McLean for his physics particle simulations at SUNY Geneseo. | + | |
* this is a continuation of activities related to the Armor Dynamics grant back in 2008. I've been maintaining the cluster for this project ever since. | * this is a continuation of activities related to the Armor Dynamics grant back in 2008. I've been maintaining the cluster for this project ever since. | ||
* in addition to general cluster administration, | * in addition to general cluster administration, | ||
+ | * presented programming at the Kids to College Program (06/ | ||
+ | * presented programming at the College Life Program (04/ | ||
+ | * presented programming at the Kids to College Program (05/ | ||
- | **__Teaching | + | ====Teaching |
^ Objective | ^ Objective | ||
- | |instantiate N-ary factor pair explorations into CSCS1320 project sequence | + | |instantiate N-ary factor pair explorations into CSCS1320 project sequence |
- | |instantiate N-ary factor pair explorations into CSCS2330 project sequence | + | |instantiate N-ary factor pair explorations into CSCS2330 project sequence |
- | |instantiate abundant/ | + | |instantiate abundant/ |
|continue my efforts to revive CSCS1460/ | |continue my efforts to revive CSCS1460/ | ||
|general enhancements/ | |general enhancements/ | ||
- | |in CSCS2320 or CSCS2330, explore the implementation of a graph and/or hash table project(s) | + | |in CSCS2320 or CSCS2330, explore the implementation of a graph and/or hash table project(s) |
- | **__Advising Objectives__** | + | ====Advising Objectives==== |
^ Objective | ^ Objective | ||
|keep doing what I'm doing; I seem to be plenty accessible to students for advising efforts (both my own and those who are not my official advisees) | |keep doing what I'm doing; I seem to be plenty accessible to students for advising efforts (both my own and those who are not my official advisees) | ||
- | **__Professional | + | I should note my dissatisfaction with the removal of faculty' |
+ | ====Professional | ||
^ Objective | ^ Objective | ||
|continue my French relearning endeavors | |continue my French relearning endeavors | ||
- | |explore | + | |continue to explore |
|explore Calculus from a philosophical point-of-view | |explore Calculus from a philosophical point-of-view | ||
|explore the haskell programming language | |explore the haskell programming language | ||
- | **__Service | + | ====Service |
- | |rebuild Lab46 |an activity I perform every few years to keep software up-to-date; depending on software release schedule | + | |continue to implement resources |
- | |update infrastructure | + | |continue |
|general content management system enhancements | |general content management system enhancements | ||
+ | |||