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haas:vita2019 [2019/04/15 17:27] – [Overview] wedgehaas:vita2019 [2019/05/20 13:45] (current) – external edit 127.0.0.1
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 The prevailing challenge these past few semester has been with respect to the basic essence of student learning. What was once a rare student lacking intrinsic motivation has only become more and more the norm; where students don't seem to possess any curiosity to learn things unfamiliar or different to them, but instead are concerned only with memorizing and regurgitating a fixed set of answers. The prevailing challenge these past few semester has been with respect to the basic essence of student learning. What was once a rare student lacking intrinsic motivation has only become more and more the norm; where students don't seem to possess any curiosity to learn things unfamiliar or different to them, but instead are concerned only with memorizing and regurgitating a fixed set of answers.
  
-Needless to say, computer science and the very nature of problem solving does not mesh well with such perspectives- where often times not only is a preset path to solution not known up-front, but often multiple approaches to solution must be readily considered. Students who just want to jump through the hoop and be done with the current exercise are demonstrating a cripplingly short-term view, disconnected from the larger picture of where I am trying to guide them within the computing domain of study.+Needless to say, Computer Science and the very nature of problem solving does not mesh well with such perspectives- where often times not only is a preset path to solution not known up-front, but often multiple approaches to solution must be readily considered. Students who just want to jump through the hoop and be done with the current exercise are demonstrating a cripplingly short-term view, disconnected from the larger picture of where I am trying to guide them within the computing domain of study. 
 + 
 +Still, where I am able, and where I capture their fascination (increasingly, through video-game centric themes), I can rekindle the kind of cerebral interactions academic settings thrive on. Witnessing curiosity and enthusiasm are infectious, even if largely in an artificial dream world (the majority of students aren't going to secure jobs in the highly competitive and over-saturated game industry), so I can at least hope that some will recognize the similarity of patterns with things not specifically painted in that "video game" veneer, and further cultivate those essential abstract perspectives necessary for success within Computer Science and applied fields.
  
-Still, where I am able, and where I capture their fascination (increasingly, through video-game centric themes), I can rekindle the kind of cerebral and academic interactions I thrive on. Witnessing curiosity and enthusiasm are infectious, even if largely in an artificial dream world (the majority of students aren't going to secure jobs in the highly competitive and over-saturated game industry), so I can at least hope that some will recognize the similarity of patterns with things not specifically painted in that "video game" veneer, and further cultivate those essential abstract perspectives necessary for success within computer science. 
 ====Overview==== ====Overview====
 My subjective perception of each semester is in many way a psychological game I play with myself- tricking myself into being inspired by the current crop of students, where their accomplishments feel substantial, even if when looking in the broader picture, they are more brittle and less capable than students even 3-4 years ago. My subjective perception of each semester is in many way a psychological game I play with myself- tricking myself into being inspired by the current crop of students, where their accomplishments feel substantial, even if when looking in the broader picture, they are more brittle and less capable than students even 3-4 years ago.
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   * students with a very fixed and near-sided short term view of everything. There is no connecting of concepts from this week to the next, or a few weeks prior. Everything is some unique task, and no energy is exerted to recall knowledge or experiences from prior activities to help them avoid similar pitfalls in new tasks.   * students with a very fixed and near-sided short term view of everything. There is no connecting of concepts from this week to the next, or a few weeks prior. Everything is some unique task, and no energy is exerted to recall knowledge or experiences from prior activities to help them avoid similar pitfalls in new tasks.
   * student reasoning is seemingly limited to the tangible and direct as never before. They need specific, memorizable examples, which they then desire to regurgitate as-is into the neatly-provided blank. The concept of a variable or anything remotely abstract (or most things indirect), seems to go over their heads. They won't ask questions, they won't even try to wrap their heads around it. They'll do the parts that seem tangible and direct, then stop cold (as if hitting a wall), unable to proceed when any amount of thought is necessary.   * student reasoning is seemingly limited to the tangible and direct as never before. They need specific, memorizable examples, which they then desire to regurgitate as-is into the neatly-provided blank. The concept of a variable or anything remotely abstract (or most things indirect), seems to go over their heads. They won't ask questions, they won't even try to wrap their heads around it. They'll do the parts that seem tangible and direct, then stop cold (as if hitting a wall), unable to proceed when any amount of thought is necessary.
-  * their behavior indicates a long, established history of operating in this limiting mindset. Their desire to memorize and regurgitate has been catered to, and perhaps in some ways still actively catered to, providing them no opportunity to cultivate these important cognitive abilities prior to hitting my computing classes. On a number of occasions, I've had students come in for "help", the day a project is due, not even having started yet, yet seemingly of full expectation they will be given all the answers, and do not understand the point of starting early (because they've never had to do so before, it would seem).+  * their behavior indicates a long, established history of operating in this limiting mindset. Their desire to memorize and regurgitate has been catered to, and perhaps in some ways still actively catered to, providing them no opportunity to cultivate these important cognitive abilities prior to hitting my computing classes. On a number of occasions, I've had students come in for "help", the day a project is due, not even having started, yet seemingly of full expectation they will be given all the answers, and do not understand the point of starting early (because they've never had to do so before, it would seem).
   * they "work together" in ways that allows the weakest link to persist. Those who understand do not realize they are being gamed by those who do not, weaseling steps and information out of others preventing them from gaining and building experiences of their own. I've had to refocus many of my projects to incorporate far more randomness and variability in order to decrease the economics of this natural "helping" tendency. Still, the compassion seems to run strong.   * they "work together" in ways that allows the weakest link to persist. Those who understand do not realize they are being gamed by those who do not, weaseling steps and information out of others preventing them from gaining and building experiences of their own. I've had to refocus many of my projects to incorporate far more randomness and variability in order to decrease the economics of this natural "helping" tendency. Still, the compassion seems to run strong.
-====The bad==== 
-Describing the terrible students is, once again, predominantly NOT behavioral, but chronic and acute deficiencies in aptitude, discipline, and overall cognition. Last year I lamented on their shaky foundations when it comes to basic writing skills, computer literacy, file management, mathematical reasoning, reading comprehension, and time management. Those same issues persist, and I've got some new ones to add onto the list: 
-  * __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 "just" in a sentence to full out not knowing a number of words to a lack of awareness to cultural colloquialisms: 
-    * __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__: they increasingly suffer from a lack of vocabulary. I will get beleaguered with "what does that word mean?" with increasingly surprising word candidates: tenet, obfuscate, obscurity, subjective/objective, transaction. I have even had to go over how one goes about looking up familiar words (even electronically, where they can use their fancy phones to do so!). Needless to say, my attempts do not appear to have been heeded. Many just ignore everything if they don't understand even a single word, no questions asked, no nothing. 
-    * __unfamiliarity with colloquialisms__: "get your foot in the door", "I need a guinea pig" are but two examples. I am finding I have to routinely break down my words and simplify how I say things in order to get my point across. Even to the good students. 
-    * __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/bandwidth__: perhaps a consequence of this interconnected smart phone reality, too many have grown so acclimated to 'instant gratification' and getting ushered to whatever information they think they need, that their ability to juggle larger quantities of information has been significantly compromised. Some are unable hold attention reading through a couple paragraphs. Give them a chapter in a book, or a set of informative web pages to read, and they simply cannot cope with such a task. Quite sad, considering this is a core responsibility of being a denizen of a computing discipline. 
-  * __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 the average student does not comprehend the nature of a file. What were previously basic to the point of pointless exercises in class are quickly becoming challenging and advanced topics, and I've had to react accordingly. 
-  * __listening comprehension__: there's a rash of inability to listen and productively react to what I am saying in class. They seem unable to connect theory with practice: if they don't immediately see the relevance, they'll ignore it, only to complain they've never encountered the concept before when an assignment comes along taking them to task on it. I've actually had the perverse pleasure of pointing these very students to their own electronic notes they took in class on a given day, proving that they HAD, in fact, encountered such topics before (but again, if they're just acting as mindless automatons and not thinking about the stuff, it becomes no more familiar). 
-  * __brute-forcing mentality__: too many seem to think education is all about memorizing and regurgitating. Or trying every possibly conceivable combination, divorced from reasoning. They are wanting to BE computers, versus being people who instruct computers. I once again blame smart phones for 'training' them in this way. 
-  * __locked into short-term perceptions__: the 'immediate gratification' atmosphere encouraged by their everyday environment has students increasingly locked into seeing tangible things only in the here and now. This sabotages their ability to predict or contemplate future possibilities, especially if they are of a less direct or intangible nature. This can be a problem for effective problem solving (and again, another 'basic skill' that has morphed into a new and challenging skill). 
- 
-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==== ====The good====
-Still, I maintain hope and inspiration in seeing what the good students are capable of achieving:+Still, I maintain hope and inspiration in seeing what the good students are capable of achieving, with suitably-themed emphasis (ie "video games"): 
 + 
 +  * students showing up not only in time for class, but BEFORE class begins. Eager to get started, or spend more time on their class-related endeavors. 
 +  * students showing confidence and excitement in their work, and speaking of it in broader and more abstract perspectives than just specific actions they've taken on their project. 
 +  * questions are more detailed, fluent, and conceptual: possessing a greater awareness of the situation (they don't "don't know", they instead realize a challenge and apply some reasoning to what that challenge may be). 
 +  * in collaborative efforts, the work load is shared; I am not seeing one act as a parasite off another. Instead, each person plays off their strengths, collaborating and contributing in productive fashion. 
 + 
 +Admittedly, it is very inspiring to experience these sorts of interactions from my students. It reminds me of the days when students naturally came into my classes possessing of these attributes, versus me having had to personally cultivate it in baseline fashion in each of them. 
 + 
 +====The bad==== 
 +Generally the same as usual, just more amplified:
  
-  * taking after my example, or taking my advice, and running with it: I show them basic information design ideas and encourage regular documentation, and they start to perform the practice, realize how valuable it is to document their progress. +  * lack of time management skills 
-  * even if unfamiliar with certain technologies, the students who take the time and effort to use them, even for other purposes, has consistently enhanced their comprehension and overall success in the class. +  * lack of thinking skills 
-  * asking various questions that aren't directly related to class material, but more around the edge; this shows a deeper thought and exploration of the concepts. +  * lack of observation skills 
-  * 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. +  * lack of motivation 
-  * 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. +  * impression that "school" is nothing more than doing familiar things already known to them. 
-  * 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: exploring and playing.+  * impression that "school" is simply memorization and regurgitation.
  
 ====specifics==== ====specifics====
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     * 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.     * 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).
 +    * due to the new Distance Learning policy, along with the introduction of the online IT: Systems Administration program, I have reviewed my course content and presentation with the campus Informational Technologist, and received a glowing report.
     * 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).+    * Raspberry Pi incorporation. This has been an idea floating around in my head for years, which finally saw some dramatic progress this year.
     * 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).     * 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
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     * 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.
 +    * incorporation of Raspberry Pi single board computers enabling students to interact with GPIO-connected peripherals.
   * CSCS2330 Discrete Structures   * CSCS2330 Discrete Structures
     * some great longer-term exploration of concepts under various themes, including:     * some great longer-term exploration of concepts under various themes, including:
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       * their indirect reasoning skills improved dramatically (the realization of secondary and tertiary details, or "side effects", as a result of performing some primary action).       * their indirect reasoning skills improved dramatically (the realization of secondary and tertiary details, or "side effects", as a result of performing some primary action).
       * some even grew to enjoy the puzzles, and starting picking them up as an extra-curricular recreational habit.       * some even grew to enjoy the puzzles, and starting picking them up as an extra-curricular recreational habit.
 +  * CSCS2650 Computer Organization
 +    * I adopted a "video game" theme, allowing the students to apply the course concepts to a specific system, the 6502-based mid-1980s Nintendo Entertainment System.
 +      * Various game implementations were producted, along with showcase/promotional videos: https://lab46.g7n.org/haas/games
 +        * I have already utilized these videos and games in various outreach presentations I have done.
 +        * One of the games created won the "People's Choice" vote at the 2019 CCC Student Expo.
   * Future considerations:   * Future considerations:
       * I am tempted to roll out some iteration of the weekly puzzles into my other classes. They work particularly well in Discrete, but are certainly applicable everywhere.       * I am tempted to roll out some iteration of the weekly puzzles into my other classes. They work particularly well in Discrete, but are certainly applicable everywhere.
       * I am exploring other numeric manipulation problems as potential project themes, to move away from an increasingly familiar "prime number computation" theme (good and important, but many examples abound on the internet).       * I am exploring other numeric manipulation problems as potential project themes, to move away from an increasingly familiar "prime number computation" theme (good and important, but many examples abound on the internet).
-          * abundant, perfect, weird, and deficient numbers (greek numerology) is increasingly looking like an excellent multi-concept umbrella for Discrete.+        * abundant, perfect, weird, and deficient numbers (greek numerology) is increasingly looking like an excellent multi-concept umbrella for Discrete.
         * instead of prime numbers, tweaking the specification a little bit. What about numbers that have exactly TWO sets of factor pairs (one and itself, plus another-- this would include some squares, and require some specific algorithmic considerations). I am calling them "secondary numbers", and this would end up being a viable theme to explore in both CSCS1320 and CSCS2330 (at the very least).         * instead of prime numbers, tweaking the specification a little bit. What about numbers that have exactly TWO sets of factor pairs (one and itself, plus another-- this would include some squares, and require some specific algorithmic considerations). I am calling them "secondary numbers", and this would end up being a viable theme to explore in both CSCS1320 and CSCS2330 (at the very least).
       * data visualization. I continually toy with this idea, implementing it here and there. I'd love to work it in as more of a base-level topic.       * data visualization. I continually toy with this idea, implementing it here and there. I'd love to work it in as more of a base-level topic.
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   * 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 2017 and Spring 2018 CCC Open House events. +  * I presented at both the Fall 2018 and Spring 2019 CCC Open House events. 
-    * 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 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.
-      * 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.+
  
 ====Professional Development==== ====Professional Development====
  
-  * I attended the 2018 GREAT Day at SUNY Geneseo +  * I attended the 2019 GREAT Day at SUNY Geneseo
-    * attended a talk on the history of mathematics +
-    * 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.+
   * 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).   * 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).
   * 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.   * 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.
-  * 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 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. +  * My "French relearning" efforts continue, although they are increasingly changing to a "Language Study and Observation" focus, for I have also commenced on the learning on German.
-  * 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)+
   * 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).   * 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).
-    * the **spectre** and **meltdown** vulnerabilities reported in January of 2018 required notable interventions and added maintenance. 
   * 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.
 +  * What started as a UNIX project to further cultivate critical thinking has blossomed into a wonderful project and exploration of its own: letter division. I had introduced this in my UNIX class, but students in my other classes wanted a turn. Additionally, friends of various students tasked with the project got hooked, and apparently it has even caught the interest of some in the Engineering Science program.
  
 ====Service==== ====Service====
-  * Attended 2018 Computer & Information Science Advisory Board meeting+  * Attended 2019 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)   * 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)
     * there were some notable security vulnerabilities this year, requiring quick and emphasized maintenance     * there were some notable security vulnerabilities this year, requiring quick and emphasized maintenance
-  * Maintain R108, the Computer Science/IT lab (aka "the LAIR"). This includes student workstations, project machines, servers, and network infrastructure.+  * Maintain CHM123, the Computer Science/IT lab (aka "the LAIR"). This includes student workstations, project machines, servers, and network infrastructure.
     * As stated above, various security vulnerabilities required some priority maintenance to ensure secure and continued operations.     * As stated above, various security vulnerabilities required some priority maintenance to ensure secure and continued operations.
     * 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.     * 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.
     * Setting up a new router and all its related services (firewall, routing, DHCP, DNS).     * Setting up a new router and all its related services (firewall, routing, DHCP, DNS).
-    * 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. +  * Provided continued support and administration of cluster resources to Dr. James McLean for his physics particle simulations at SUNY Geneseo (once supposed to have wrapped up by September of 2017, but the very attempt to wrap it up seemed to invigorate new development, and I found myself setting up a new cluster, now in use).
-  * 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).+
     * 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 "Full STEAHM Ahead" event (08/01/2018-08/02/2018) 
-  * presented programming at the College Life Program (04/13/2018) +  * presentation at STEM Day (11/20/2018) 
-  * presented programming at the Kids to College Program (05/14/2018)+  * participated in the Horseheads HS Science Club Career panel (03/29/2019) 
 +  * presentation at the College Life Program (04/26/2019) 
 +  * presentation at STEM Academy (05/03/2019) 
 +  * supported student exhibition at CCC Student Expo (05/10/2019)
  
 ====Teaching and Curricula Objectives==== ====Teaching and Curricula Objectives====
  
 ^  Objective  ^  Anticipated Completion  | ^  Objective  ^  Anticipated Completion  |
-|instantiate N-ary factor pair explorations into CSCS1320 project sequence  |aiming for fall 2018  | +|develop projects for Pi-oriented C for engineers  |underway, aiming for fall 2019  | 
-|instantiate N-ary factor pair explorations into CSCS2330 project sequence  |aiming for fall 2018  | +|develop database of letter division puzzles  |currently underway  |
-|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 2018  |+|explore the development of some projects allowing students in CSCS1320 to 'make' NES games  |fall 2019  |
  
 ====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 quite accessible to students for advising efforts (both my own and those who are not my official advisees)  |on-going  |
  
-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==== ====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/Language Study and Observation 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 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  | |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  | 
  
 ====Service Activity Objectives==== ====Service Activity Objectives====
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 |continue to maintain infrastructure  |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/vita2019.1555349279.txt.gz · Last modified: 2019/04/15 17:27 by wedge

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