SIGITE/RIIT 2014 in pictures

Part of the fun of remembering the 2014 SIGITE/RIIT conference has been in looking at the pictures that Jim Leone took and shared with me. I decided I shouldn’t be the only one to appreciate them, so this post is all about images from the conference.

SIGITE Executive Committee meeting

Mihaela Sabin (University of New Hampshire) and Rob Friedman (UWT)

Richard Helps (BYU), Mihaela Sabin (University of New Hampshire) and Rob Friedman (UWT)

Randy Connolly (Mount Royal University), Richard Helps (BYU), Mihaela Sabin (University of New Hampshire)

Randy Connolly (Mount Royal University), Richard Helps (BYU), Mihaela Sabin (University of New Hampshire)

Amber Settle (DePaul University), Terry Steinbach (DePaul University), Barry Lunt (BYU)

Amber Settle (DePaul University), Terry Steinbach (DePaul University), Barry Lunt (BYU), Randy Connolly (Mount Royal University)

Rick Homkes (Purdue University)

Rick Homkes (Purdue University)

Deborah Boisvert (University of Massachusetts Boston), Edward Sobiesk (USMA), Mark Stockman (University of Cincinnati)

Deborah Boisvert (University of Massachusetts Boston), Edward Sobiesk (USMA), Mark Stockman (University of Cincinnati)

Plenary Session

Terry Steinbach (DePaul University), Arto Vihavainen (University of Helsinki), Amber Settle (DePaul University)

Terry Steinbach (DePaul University), Arto Vihavainen (University of Helsinki), Amber Settle (DePaul University)

Terry Steinbach (DePaul University), William Wesselman (IIT), Maya Embar (IIT), Amber Settle (DePaul University)

Terry Steinbach (DePaul University), William Wesselman (IIT), Maya Embar (IIT), Amber Settle (DePaul University)

Flavio Villanustre, VP Technology Architecture & Product for LexisNexis and HPCC Systems

Flavio Villanustre, VP Technology Architecture & Product for LexisNexis and HPCC Systems

Thanks again Jim for taking and sharing these photos with me!

My favorite service job of all time

Now that I’m beginning to emerge from the work hole that threatened to swallow me, I’m spending more time reflecting on the SIGITE/RIIT 2014 conferences. I wrote last week about the connection that being program chair made me feel to all of the work presented. But the conferences also made me realize that while it’s a ton of work, being program chair may be my favorite service gig ever. And there’s one big reason for that: I love presenting people with best paper awards.

I almost never have pictures on this blog, but this post requires some. In the first photo you see my program co-chair, the winner of the SIGITE 2014 best paper award and me.

IMG_1675

In the second photo you see my program co-chair, the winners of the RIIT 2014 best paper award, and me. (Many thanks to Jim Leone for the photos).

IMG_1677

What the photos don’t capture very well is how completely and utterly thrilled I was to be presenting these awards. The other program co-chair spent several hours laughing at me because I was so jazzed up prior to the plenary session in which the awards were presented. Having received two paper awards before, I can honestly say that I was more excited to be presenting these awards than I was to receive my own. To begin with, presenting people with awards is fun because they enjoy it, and sharing in other people’s joy makes me happy. But more so than with other awards, being able to present people with a best paper award is satisfying. You know, because you’ve read their paper and many (many) others against which it was compared, that the work is highly deserving. Being able to conclude the (perhaps overly) extensive review job that I did this summer by giving out awards to excellent papers made all the work seem worthwhile. Now I just have to try to remember the pain as well as the joy the next time someone asks me to be a program chair.

It’s magic

This week I’m at SIGITE/RIIT 2014 in Atlanta. I’ve been at the SIGITE conferences continually since 2010, but this is the year that I served as program co-chair. The work of putting together the program ate a large portion of my summer, and the exhaustion that I’ve complained about so much recently is directly related to that. In my exhaustion I have to admit that I wasn’t looking forward to attending the same way I have in the past.

Now that the conferences are taking place and I’m attending sessions and roaming through the poster session, I’ve discovered something amazing. I first got to know this work in July, at which point all of it was just text on the screen. My fellow co-chair and I shaped all the submissions into sessions, found chairs for the sessions, and set the authors to work finalizing their submissions. In the months between when we constructed the program and now, the memory of it faded a bit. As I now attend the sessions, it feels like a dream I had coming to life. Watching the session chairs and authors work together to present the work and seeing people stand by posters with incredibly familiar material is astonishing and deeply satisfying. None of the work is mine, but I feel an incredible connection to all of it. I’ve never been so engaged in any conference as I am right now. And I have to say that watching it spring to life is worth every minute I’ve spent.

I used to like October

For a very long time October was my favorite month. I think it started when I began at the University of Chicago in the early 90s, where the fall quarter didn’t even begin until October. The month meant fresh starts, cooler (but not cold) weather, and new energy. Even after I moved to DePaul where the fall quarter begins in September, October was still a happy time for me. Halloween is my favorite holiday, I love walking on brightly colored leaves, and while the amount of sun is waning it’s still bright enough for me to feel cheerful.

But somehow over the past four years, October has become the month of crushing pressure. It started when I attended the SIGITE conference for the first time in 2010, the same year I was first elected to the SIGCSE board. The SIGITE conference is always in October as are the SIGCSE board meetings, and traveling twice in a month automatically makes it stressful. Once I started on SIGITE conference organization and became the SIGCSE treasurer, the workload grew. Add in research projects, midterm exams, academic progress reports, and advising, and suddenly the month of October is a pressure cooker. Even the smallest additional tasks, like Academic Integrity violations or recommendations, is enough to make it feel like I can’t possibly get it all done. To be fair, I almost always do finish everything in October. But it’s draining, and with the stressful summer I had I’m finding it hard to maintain anything remotely resembling a positive attitude.

So I’m making a vow to try to find a way to make October fun again. I’m not sure that 2015 will be the first year I can implement this plan, given that we’re hosting the SIGITE conference in Chicago. But I will work to find ways to relieve the pressure or at the very least to be more prepared for the push. I want my favorite month back.

A little experience goes a long way

For at least the past decade my main teaching focus has been introductory programming. The language and context have differed as our curriculum and the courses I taught shifted, but I primarily spend my time teaching relatively inexperienced people to program. For the most part I love it. There is something special about being a student’s first programming instructor, which is partially why I think many of my students are so enthusiastic when they see me in the hallways or at events. It’s also a challenging enough task that I don’t ever find myself bored, which means I’m generally quite happy about what I do.

But I also have to admit that developing and teaching the accelerated Python course was a revelation for me. It has been historically unusual for me to teach people who have successfully learned a (different) programming language before, and there were a lot of things I didn’t anticipate about it. To begin with, they always get and laugh at my jokes, which seems trivial but is in fact a lot of fun. More significantly, they pay rapt attention to more esoteric things like a discussion of how Python treats objects and memory. They really want to know why it is that an assignment of a variable to a list acts differently than an assignment of a variable to an integer, and you can see it in their eyes and their body posture when you draw pictures of the representations on the board. It’s also easier to give them general hints on assignments and have them run with your vague ideas to produce working solutions. Perhaps more importantly, when they get working results they get genuinely excited about it. For example, I made a suggestion to a student about modifying a nested loop on this week’s assignment, and I got the following response:

Ohhh okay, thank you! I just sat and fiddled with it for awhile after getting it to work in order to fully understand what was actually happening after your hint, and when I realized that the range in the second for loop was getting smaller as the first for loop iterates I kind of exploded. That’s so coooool!

People learning their first language are a little too overwhelmed to experience giddiness rather than relief, so seeing a student so happy about discovering why and how his solution is working is such fun. I enjoy teaching novices too much to completely give it up, but having a class where I interact with more experienced programmers is a good balance and something about which I’m grateful.

Voices from the past

As tired as I am, the start of the fall quarter has felt more discouraging than usual. Normally the energy I feel from being back tends to dissipate any unhappiness from watching students struggle with programming, but this quarter it’s gotten to me much more. It’s been painful to watch my some of my students drop the course as they decide that it’s not right for them. And to be fair, a lot of them are doing really well. But when I’m tired, I’m more negative and less able to see the bright side of things.

So the timing of two comments from former students couldn’t be better. Yesterday I had an advising meeting with a former student. When he was a first-year student there were many fewer sections of the Python courses since computer science majors were the only ones taking them and the CS enrollments were smaller then. As a result, I taught nearly all of the people majoring in CS for their first two programming classes. We talked about what he needs to do to graduate, and near the end of the meeting he told me that he and his classmates often say to each other that they wished I was there to teach them whatever it is that they’re learning. It was such a sweet thing to say and so spontaneously shared that it made me very happy.

Then today I got an email from a student who took the accelerated Python course with me last year. He wrote:

I just had to say: thanks again for being a great professor. The skills I learned in your class have stuck with me, and are really helping me in CSC 300. In particular, every time I start to solve a problem, I always think about the special cases first — it really helps!

That he took the time to contact me and specifically mentioned my technique for tackling recursion is so great.

I don’t know whether they realize it, but these two have given me the energy to get through another week. That’s so valuable to me right now.

Yes kids, I’m old

Although I have an account on the site and regularly get requests from students and colleagues, I don’t consider myself to be an avid LinkedIn user. But the site has caught my attention recently. A reminder to people that my work anniversary was here must have gone out, and for some reason it’s caught on with my connections. I’ve had several people congratulate me on it, which I suppose makes sense given that 18 years on the job is somewhat impressive.

At the same time, the number didn’t mean much to me until the start of this quarter. I usually give a brief biography of myself on the first day of class, typically telling them where I got my various degrees and when I started teaching at DePaul. When I gave this little speech to my Introduction to Computer Science course, which consists almost entirely of first-year students, they looked visibly shocked when I told them I had been teaching at DePaul since 1996. Doing the math in my head I realized that I had been teaching at DePaul as long as most of them had been alive, hence the surprised looks. So I followed up their shocked looks with the comment that I was in fact old, which I’m sad to say didn’t get even a laugh since I’m sure they all firmly believe it.

I’ve written before that the increasing age gap between me and my students is a good thing, making me into more of a mother figure. But I recently realized that in another 18 years, which I”m sure will fly by before I know it, I’ll be more of a grandmother figure to them. I plan to bake more cookies and tell them stories about the bad old days when I had to wait fifteen minutes for my program to compile on the mainframe at the University of Arizona. I can’t wait!

Follow

Get every new post delivered to your Inbox.

Join 69 other followers