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 In recent years, I would recall each semester as simultaneously the best and worst I'd ever experienced. There would be an ever-widening chasm between the good students and the terrible ones, with no signs of such trends letting up. In recent years, I would recall each semester as simultaneously the best and worst I'd ever experienced. There would be an ever-widening chasm between the good students and the terrible ones, with no signs of such trends letting up.
  
-For the first time in a long while, and I'm not sure what really brought it on, I've actually started feeling a general sense of the semesters being far more productive than detrimental.+For the first time in a long while, and I'm not sure what really brought it on, I've actually started feeling a general sense of the semesters being far more enjoyable and productive than detrimental.
  
-To be sure, the terrible students are still challenging my perceptions of basic requirements of college eligibility and even human sentience, but somehow their embrace of mediocrity and ignorance isn't impacting me as acutely as it has in semester's past.+To be sure, the terrible students are still challenging my perceptions of basic requirements of college eligibility and even basic human sentience, but somehow their embrace of mediocrity and ignorance isn't impacting me as acutely as it has in semesters' past.
  
 ====The bad==== ====The bad====
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   * 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/rubrick-oriented data points, especially related to assignment evaluation, which is tying nicely into my course assessment efforts.     * more quantitative/rubrick-oriented data points, especially related to assignment evaluation, which is tying nicely into my course assessment efforts.
 +      * 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, as well as available data).
 +    * reporting and visualization: I was able to make some further inroads in performing automated and custom visualizations of collected data, which I have been integrating into many existing reporting resources (especially resources shared with each class).
   * 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 "un-google-able" for those seeking to just copy and paste answers without thinking).     * various anti-cheating strategies employed (ie making projects "un-google-able" for those seeking to just copy and paste answers without thinking).
-      * 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/discovered (ie prime number algorithms)+      * 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/discovered (ie strictly range-based prime number trial-by-division algorithms)
       * 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, which is as it should be).       * 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, which is as it should be).
     * 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 "mathematical" and "logical" these computer things are. For those who want to "do video games", this is an eye-opening, if not sobering experience for them.     * 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 "mathematical" and "logical" these computer things are. For those who want to "do video games", this is an eye-opening, if not sobering experience for them.
   * 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, doubled down on their classwork, came in outside of class, and made marked improvements (not only in their particular class standing, but computational literacy in general). 
     * UNIX continues to be "the best class they've ever taken". Where they may be struggling or confused by concepts in other classes, UNIX often solidifies and clarifies things for them, allowing them to succeed not just in my class, but in their other classes. It doesn't happen immediately, but as the semester drags on, more and more come to the realization of how profound and valuable the course is for them.     * UNIX continues to be "the best class they've ever taken". Where they may be struggling or confused by concepts in other classes, UNIX often solidifies and clarifies things for them, allowing them to succeed not just in my class, but in their other classes. It doesn't happen immediately, but as the semester drags on, more and more come to the realization of how profound and valuable the course is for them.
     * I've had specific requests for MORE of a certain theme of projects, which I call "puzzle boxes", which require a sort of creative problem solving and applying of skills in order to solve.     * I've had specific requests for MORE of a certain theme of projects, which I call "puzzle boxes", which require a sort of creative problem solving and applying of skills in order to solve.
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       * file compression/decompression       * file compression/decompression
     * activities requiring basic logic (bitwise ANDing/ORing) continue to be a challenge. A lot of attention is then spent on covering and exposing students to these important concepts, but resistance remains strong (they'll still try to avoid it when they can, even reverting to longer math algorithms just to avoid short and concise logical solutions).     * activities requiring basic logic (bitwise ANDing/ORing) continue to be a challenge. A lot of attention is then spent on covering and exposing students to these important concepts, but resistance remains strong (they'll still try to avoid it when they can, even reverting to longer math algorithms just to avoid short and concise logical solutions).
 +    * 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 "multi-solution" projects. Require not one solution, but (at least) two. I've dabbled in this in various classes with great success, and a wider deployment seems in order.       * more "multi-solution" projects. Require not one solution, but (at least) two. I've dabbled in this in various classes with great success, and a wider deployment seems in order.
  
-**__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, including dropping of classes to ensure success, changing programs to align with better identified student interests, etc.   * 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, including dropping of classes to ensure success, changing programs to align with better identified student interests, etc.
   * 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 2017 CCC Open House events. +  * I presented at both the Fall 2017 and Spring 2018 CCC Open House events. 
-    * 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. In fact, one father bringing his son ended up deciding to enroll as a student himself! 
-    * The spring open house turn-out had even more enthusiasm, including people in attendance who were already scheduled and signed up for classes. +      * The spring open house ended up being of a different format, which I found far less flexible (all sort of crammed together into one big competition with other programs). I had a good starting group, that hung around for my presentation, but the format really wasn't conducive for those less certain of what they wanted to pursue.
-  * I recruited a new student through indirect means: when the student was browsing the internet with his father investigating class/school options, they (especially the father), was taken by my apparent style and philosophy, and told the student he needed to speak to me. After our initial conversation, both student and father showed up the next day and we discussed programs and I got him set up into Computer Science (they really liked what they saw, and heard, and experienced).+
  
-**__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 of Computer Science and Linguistics, and lent consideration to certain approaches of concept presentation). +    * attended a talk on the history of mathematics 
-    * attended a talk on applications of GIS, which turned out to include some nice applied problem solving strategies for ekeing out additional insights from data sets. I've toyed with the idea of using GIS as a theme in some projects, and seeing it "in action" by its prime audience was most insightful.+    * viewed a poster involving the mathematical simulation and visualization of a pendulum
     * among many others, sampled some posters/student projects on topics ranging from Discrete Structures to Financial Algorithm Modelling to Soundscape analysis. All in all, a very enlightening day, refueling many Computer Science interdisciplinary insights and giving me some new project ideas and concept presentation strategies/themes.     * among many others, sampled some posters/student projects on topics ranging from Discrete Structures to Financial Algorithm Modelling to Soundscape analysis. All in all, a very enlightening day, refueling many Computer Science interdisciplinary insights and giving me some new project ideas and concept presentation strategies/themes.
-  * 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, compile, install, use). +  * 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, compile, install, use). 
-  * wrote a suite of measurement unit conversion tools (unittools), which was also directly utilized in a project by students (similar software lifecycle process encountered). Additionally, it offered some students an opportunity to further bridge both their CSCS1320 and CSCS1730 classes together, seeing how the two classes and concepts covered therein were not two isolated entities. +  * enhanced my suite of measurement unit conversion tools (unittools), which was also directly utilized in a project by students (similar software lifecycle process encountered). Additionally, it offered some students an opportunity to further bridge both their CSCS1320 and CSCS1730 classes together, seeing how the two classes and concepts covered therein were not two isolated entities. 
-  * 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 and threading. I then stripped it down and placed the skeleton in a repository for my CSCS2730 class to develop some important collaborative development skills on in completing the implementation.+  * constructed, configured, and deployed two 4-node raspberry pi computer clusters, for use in both my UNIX and Systems Programming classes. 
 +    * My Computer Organization class utilized a raspberry pi to learn and implement programs in 32-bit ARM RISC assembly. This posed a nice comparison against the 64-bit x86 CISC assembly we also learned during the semester.
   * 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, algorithm implementation, algorithm optimization, and visualization.   * 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, algorithm implementation, algorithm optimization, and visualization.
-  * My "French relearning" efforts seem to have finally taken off from the plateau I've hit this last year (constant effort, less perceptible advances- par for the course in language learning). +  * My "French relearning" efforts seem to have focused predominantly on listening and listening comprehension; I have specifically sought out French media (music, films) to aid me in this approach. Other general reading and writing efforts still persist, but seemingly less so compared to a recent preference to focus on audible pronunciation and other sound patterns present in spoken language. 
-    * __Reading__: increased ability to read operating instructions, text. +  * updated core server infrastructure (fall2017). Due to aging hardware and increased likelihood of eventual device failures (including an actual router failure), I completely recreated the server infrastructure leading up to the October break (to enable a clean switch-over, then continued to polish and implemented added functionality) 
-    * __Writing__: more related to grammar/structure of the language, I've made many subtle connections with respect to word roots and verb conjugations by composing/translating ideas/sentences into French as a means of practice or interest. +  * 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__: a tangible improvement in listening comprehension skills in French. Able to pick out more words, even unfamiliar ones, and increasingly able to backprocess them in follow-on contemplation. +    * the **spectre** and **meltdown** vulnerabilities reported in January of 2018 required notable interventions and added maintenance.
-    * __Grammar/Structure__: this has always been my primary focus, if not interest, and directly applicable to Computer Science. I've had many insights, especially pedagogical, as I realize something new and can map it to my students encountering new material, optimizing my presentation methods to be better suited for them. Word roots and language patterns reach a level of near infinite fascination for me, as they are insightful on so many levels (and informative of overall language structure, idea encapsulation). In many ways it ties into the value of solving a problem in multiple ways- it leads to a deeper understanding of algorithm development. +
-  * 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/repositories.   * 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/repositories.
  
-**__Service__** +====Service==== 
-  * Presented various department student awards at the 2017 Student Awards Luncheon +  * Attended 2018 Computer & Information Science Advisory Board meeting 
-  * Attended 2017 Computer & Information Science Advisory Board meeting +  * 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 this year, requiring quick and emphasized maintenance 
-  * 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, project machines, servers, and network infrastructure. 
-    * there were a few zero-day and local root exploits this year, requiring quick and immediate maintenance +    * As stated above, various security vulnerabilities required some priority maintenance to ensure secure and continued operations. 
-    * there have been at least two power outages experienced on campus, requiring maintenance +    * The main router, in service for over 10 years, finally gave up the ghost with its drive finally failing (around October breakweek in the fall semester). A true testament to a well-configured machine, able to serve its purpose and doing so admirably. 
-  * Maintain R108, the Computer Science/IT lab. This includes student workstations, project machines, servers, and network infrastructure. +    * Setting up a new router and all its related services (firewall, routing, DHCP, DNS). 
-    * As stated above, zero day/local root exploits required some priority maintanence to ensure secure and continued operations. +    * The classroom workstations (pods) were upgraded to a customized Debian 10 Linux snapshot, and continued to be upgraded through this year. Two different system images have emerged, as I've "bulked up" one table with more resources/multimedia capabilities for more advanced project work. 
-    * 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 (supposed to have wrapped up by September of 2017, but as many things go, still crawl along).
-    * 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 a new one and deploying it, and performance issues resolved. +
-    * The classroom workstations (pods) that were upgraded to a customized Debian 9 Linux continued to be upgraded through this year. Two different system images have emerged, as I've "bulked up" one table with more resources/multimedia capabilities for more advanced project work. +
-  * 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, there has been increasing logistics of late as we deal with not only data backups, but drive replacements and RAID rebuildings.     * in addition to general cluster administration, there has been increasing logistics of late as we deal with not only data backups, but drive replacements and RAID rebuildings.
 +  * presented programming at the Kids to College Program (06/02/2017)
 +  * presented programming at the College Life Program (04/13/2018)
 +  * presented programming at the Kids to College Program (05/14/2018)
  
-**__Teaching and Curricula Objectives__**+====Teaching and Curricula Objectives====
  
 ^  Objective  ^  Anticipated Completion  | ^  Objective  ^  Anticipated Completion  |
-|instantiate N-ary factor pair explorations into CSCS1320 project sequence  |possibly summer 2017, aiming for fall 2017  | +|instantiate N-ary factor pair explorations into CSCS1320 project sequence  |aiming for fall 2018  | 
-|instantiate N-ary factor pair explorations into CSCS2330 project sequence  |possibly summer 2017, aiming for fall 2017  | +|instantiate N-ary factor pair explorations into CSCS2330 project sequence  |aiming for fall 2018  | 
-|instantiate abundant/perfect/deficient number explorations into CSCS2330 project sequence  |possibly summer 2017, aiming for fall 2017  |+|instantiate abundant/perfect/deficient number explorations into CSCS2330 project sequence  |aiming for fall 2018  |
 |continue my efforts to revive CSCS1460/CSCS2460, and retiring CSCS1320  |slow-going, but I'm increasingly seeing support in pursue this  | |continue my efforts to revive CSCS1460/CSCS2460, and retiring CSCS1320  |slow-going, but I'm increasingly seeing support in pursue this  |
 |general enhancements/evolutions/progressions of my data/content management efforts  |always on-going  | |general enhancements/evolutions/progressions of my data/content management efforts  |always on-going  |
-|in CSCS2320 or CSCS2330, explore the implementation of a graph and/or hash table project(s)  |assuming we get that far, fall 2017  |+|in CSCS2320 or CSCS2330, explore the implementation of a graph and/or hash table project(s)  |assuming we get that far, fall 2018  |
  
-**__Advising Objectives__**+====Advising Objectives====
  
 ^  Objective  ^  Anticipated Completion  | ^  Objective  ^  Anticipated Completion  |
 |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)  |on-going  | |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)  |on-going  |
  
-**__Professional Development Objectives__**+I should note my dissatisfaction with the removal of faculty's ability to issue instructor overrides. With the often prolific presence of banner errors, encountering a one-off issue turned out to be far more common than would be expected (ie prerequisite coding error, a student taking a higher math class being restricted from a class having a lower math course listed). Advising per student has now increased in duration and complexity, and far more sessions end up incomplete as additional actions need to be requested to sort out these issues. I can only imagine the increased burden and workload placed on the newly-deemed "privileged few" who are now being inundated with the sheer number of requests. Definitely not a viable optimization to the process workflow. 
 +====Professional Development Objectives====
  
 ^  Objective  ^  Anticipated Completion  | ^  Objective  ^  Anticipated Completion  |
 |continue my French relearning endeavors  |the true aspiration of knowing a language is to never stop using it; ideally I'd love to create content, but in general, on-going insights from being multi-lingual (it really is the gift that keeps giving)  | |continue my French relearning endeavors  |the true aspiration of knowing a language is to never stop using it; ideally I'd love to create content, but in general, on-going insights from being multi-lingual (it really is the gift that keeps giving)  |
-|explore agriculture and carpentry, both as a developed skill but as a theme for concept presentation  |some students come from agricultural and carpentry backgrounds; it may be helpful to have deeper insight into these areas for encapsulating concepts in examples  |+|continue to explore my agricultural pursuits, both as a developed skill but as a theme for concept presentation  |extended exposure to new domains allows me to better isolate familiar computing patterns  |
 |explore Calculus from a philosophical point-of-view  |this keeps popping up on my radar; I've just not had the opportunity to delve into it. With an increasing number of students being plug-n-chug calculator centric, I feel I need to expose them to the conceptual underpinnings of calculus, especially to aid in algorithm development  | |explore Calculus from a philosophical point-of-view  |this keeps popping up on my radar; I've just not had the opportunity to delve into it. With an increasing number of students being plug-n-chug calculator centric, I feel I need to expose them to the conceptual underpinnings of calculus, especially to aid in algorithm development  |
 |explore the haskell programming language  |Haskell is a functional programming language, and my endeavors have yet to really dig into this paradigm. Like French, it could offer up increasing insights and approaches to solutions  | |explore the haskell programming language  |Haskell is a functional programming language, and my endeavors have yet to really dig into this paradigm. Like French, it could offer up increasing insights and approaches to solutions  |
  
-**__Service Activity Objectives__** +====Service Activity Objectives==== 
-|rebuild Lab46  |an activity I perform every few years to keep software up-to-date; depending on software release schedule  | +|continue to implement resources  |with the major infrastructure reboot, there are still a number of auxiliary services not yet back in operation  | 
-|update infrastructure to Debian 9 or similarly modern system  |whenever I get to it - not critical, but long term useful as current software ages  |+|continue to maintain infrastructure  |whenever I get to it - not critical, but long term useful as current software ages  |
 |general content management system enhancements  |on-going, functionality generally implemented as needed  | |general content management system enhancements  |on-going, functionality generally implemented as needed  |
 +
  
haas/vita2018.1525716633.txt.gz · Last modified: 2018/05/07 14:10 by wedge