Posts tagged ‘graduate education’
Preparing students for a research career: Gregory Abowd’s 30 PhD Graduates
Georgia Tech’s School of Interactive Computing did an article on my friend Gregory Abowd and his 30 PhD graduates, many of whom have continued in academia. You can find the article here.
The “Abowd family” is a real thing. The article ends talking about how Gregory and his students and their students get together at conferences. I’ve seen pictures of these events. There’s a strong sense of kinship and support in the group, inspired by Gregory.
Here at the University of Michigan, we have just hired two second-generation members of the Abowd family. Gabriela Marcu (see webpage here) and Nikola Banovic (see webpage here) both earned their PhD’s at CMU, working with former Gregory students Jen Mankoff and Anind Dey (who have now moved to U. Washington). What’s striking to me about both Gabriela and Nikola is that they started down the path to academic research by doing undergraduate research with other Abowd graduates: Gillian Hayes at Irvine and Khai Troung at Toronto (respectively).
What does it take to support future academic researchers while they are still undergraduates? Obviously, we don’t want all of our undergraduates to become researchers. But we need some. Academic researchers in computing perform a useful and important role. We particularly want more women getting into computing research, and kudos to Google for awarding fifteen grants to promote more women getting into computing research (see article here). We do not have enough CS academics today (as I described in this blog post), and that’s part of the struggle in dealing with the enrollment boom. So we want more — how do we get them? What do we do at the undergraduate level to make it more likely that we get graduates like Gabriela and Nikola?
We need to expect that CS undergraduates will have careers other than software developers. We often build our undergraduate programs assuming that all of our graduates will become software developers, or will manage software developers. But you can do a lot with a CS degree. We have to build into our programs the features that will help students succeed in the career that they choose, including becoming academic researchers.
One of my colleagues in the Engineering Education Research program here, Joi Mondisa, researches mentoring. She just gave the first EER Seminar, and talked about the importance of being “treated/advised like family.” Mentors give their mentees honest and valuable advice as if the mentee were a family member.
I suspect that that’s part of Gregory’s success — that the notion of being in the “Abowd family” is something that the members feel and actively participate in. That’s likely a lesson that we can use in the future. Personal mentoring relationships play a big role in encouraging future researchers. I don’t know how to build personal “like family” research relationships into an undergraduate program, especially at the enrollment scales we see today. But it’s an important problem to think about, both because we should support a variety of outcomes for our CS undergraduates and because one way of managing the enrollment crisis is to grow more CS faculty.
Join us at the University of Michigan to study Computing Education
As of September 1, Barbara Ericson and I are new faculty at the University of Michigan. The School of Information has a nice write-up about their new faculty, including Barb here. The Computer Science and Engineering Division (of the Electrical Engineering and Computer Science Department) wrote up their new faculty, including me here.
We are both looking to bring on new students in Ann Arbor. Readers of this blog can find out a lot about us. Barb continues to be interested in further developing interactive ebooks as a medium for education and in issues of broadening participation in computing (especially looking to grow Project Rise Up and Sisters Rise Up). I continue to be interested in how students come to understand program execution (building a mental model of the notional machine) and in the role of programs to be a notation for learning (like in Bootstrap).
Because of how we’re situated at the University of Michigan, there are several avenues for new PhD students:
- I am in the Computer Science & Engineering Division and can advise students in the CS PhD program. https://www.eecs.umich.edu/eecs/graduate/cse/apply/
- Barb will be working with PhD students in the School of Information https://www.si.umich.edu/content/phd, where I can co-advise SI PhD students. Katie Cunningham (whose work is mentioned here) is coming with us to Michigan and will be joining the SI PhD program.
- I will be in the new Engineering Education Research PhD program and can advise students there. https://eer.engin.umich.edu/ph-d-program/
The EER program is hosting a prospective student open house on Oct 22, and there are travel grants available. See https://eer.engin.umich.edu/ for more information, and I have part of the flyer pasted below.
Choosing between the degree options depends on what you want to do with your PhD after you graduate, and what kind of preparation you want during your PhD. You can do CS Ed research via the CS PhD at Michigan (I did), and your preparation will involve classes in CS and a CS qualifying examination. SI is more oriented towards psychological and sociological perspectives on computing. EER will be more about CS and education in an Engineering context. If you want a CS faculty job, the CS PhD is the surest bet, but SI PhDs do get hired in CS departments, and we hope EER PhDs do, too. EER PhD opens up possibilities in Engineering Education departments (like at Purdue, Virginia Tech, Ohio State, and Clemson), where a CS or SI Phd is less common.
Michigan is becoming a seriously interesting place for computing education research. Elliot Soloway (my PhD advisor) is still an energetic force in CS. SI just hired Ron Eglash (starting the same time as us), who is one of the founders of ethnocomputing and ethnomathematics (see news article here). I’m eager to collaborate with my friends in the learning sciences here, like Betsy Davis, Barry Fishman, and Chris Quintana. Do come join us!
What’s going on with CS PhD Enrollments: Guest Blog Post from Betsy Bizot
Betsy Bizot at Computing Research Association (CRA) dug into the question that I posed about CS PhD’s, and came up with these answers. Thanks, Betsy!
Percentages are computed from those who answered the question about their postdoctoral status, about 90% of all SED respondents. They include those who said they were returning to or continuing with predoctoral employment, or who have a definite commitment for employment or postdoctoral study. Those who were negotiating with one or more possible employers were not counted.
Values in the Engineering column are from Doctorate Recipients from U.S. Universities: 2014 (for the 2004 and 2009 figures) and Doctorate Recipients from U.S. Universities: 2013 (for the 2013 figure), Table 42, National Center for Science and Engineering Statistics, available from the “data” tab at http://www.nsf.gov/statistics/srvydoctorates/ These were reported in Mark Guzdial’s Computing Education Blog https://computinged.wordpress.com/2016/05/04/what-really-happens-to-new-cs-phds-starving-the-beast/
Values in the Computer Science column are computed using data from the Survey of Earned Doctorates licensed to the Computing Research Association through the National Center for Science and Engineering Statistics at the National Science Foundation. The use of NSF data does not imply NSF endorsement of the research methods or conclusions contained in this report. Licensing of this data was supported by grant B2014-12 from the Alfred P. Sloan Foundation
What really happens to new CS PhDs? A glut of PhDs, even in Engineering.
I was surprised to see the numbers quoted below. PhD unemployment is that high? Aman Yadav just pointed me to an article in The Atlantic, with even more depressing news about the number of years to PhD, the debt after PhD, and the percentage of unemployment — see here.
CS is grouped into Engineering, so I tried to find the stats just on CS PhD’s. The 2014 Taulbee survey (see link here) says “The unemployment rate for new Ph.D.s again this year was below one percent.” But goes on to say, “The fraction of new Ph.D.s whose employment status was unknown was 19.7 percent in 2013-14; in 2012-13 it was 20.8 percent. It is possible that the lack of information about the employment of more than one in six graduates skews the real overall percentages for certain employment categories.” It’s not clear that we know what happens to new CS PhD’s, and what the real unemployment rate is.
Percent of Doctorate Recipients With Job or Postdoc Commitments, by Field of Study
Field 2004 2009 2014
All 70.0% 69.5% 61.4%
Life sciences 71.2% 66.8% 57.9%
Physical sciences 71.5% 72.1% 63.8%
Social sciences 71.3% 72.9% 68.8%
Engineering 63.6% 66.8% 57.0
Education 74.6% 71.6% 64.6%
Humanities 63.4% 63.3% 54.3%
Earn your Human-Centered Computing PhD at Georgia Tech: Applications due Dec 15
Georgia Tech founded the very first HCC degree program in 2004, focusing on the intersection of computing and people – where computing includes not just computers but also different kinds of computational artifacts from games to mobile applications, from robots to bionics and mobile applications; and people includes not only individuals but also teams, organizations, societies and cultures.
Join our 29 faculty in working across the HCC spectrum: learning sciences & technologies, computing education, artificial intelligence, cognitive science, collaboration, design, human-computer interaction, health & wellness, informatics, information visualization & visual analytics, international development, learning sciences & technology, social computing, and ubiquitous & wearable computing.
Join our 39 students, all doing research in one of three broad areas: Cognition, Learning & Creativity, Human-Computer Interaction, and Social Computing. We value diversity in all its dimensions; our students have a broad range of backgrounds, coming from across the world and with a variety of different and undergraduate degrees.
Join a vibrant community of faculty and graduate students that encompasses not just the HCC PhD but also the PhDs in Digital Media, Computer Science with specialization in HCI, Psychology with specializations in Engineering Psychology and Cognitive Aging, Music Technology, and Industrial Design, and the interdisciplinary GVU Center with its multitude of research labs.
Join, upon graduation, our alumni who have academic or research careers at Adobe Research, CMU, Drexel, Georgetown, Georgia Tech, Google, Kaiser Permanente, Kaltura, U. Maryland, U. Michigan, Michigan State, U. Minnesota, Oak Ridge National Labs, Northeastern, Penn State, Rose Hulman, Samsung, Sassafras, U. Washington, US Military Academy and Virginia Tech.
Our curriculum is flexible, allowing considerable customizing based on individual interests: three core courses, three specialization courses and three minor courses. You get involved with research during your first semester, and never stop!
Students receive tuition and a competitive stipend during their studies; outstanding US students are eligible for the President’s Fellowship.
Applications are due December 15; see http://www.ic.gatech.edu/future/phdhcc for additional program and application information.
Research Outcome: Professors work long hours, spend much of day in meetings, and tuition increases aren’t because faculty are getting raises
To all academics this is totally obvious. But I’m guessing that the general public may not know this. The general public may think that tuition rises are paying for rising faculty salaries, when the dramatic rise in salaries is with coaches and administrators. (Here at Georgia Tech, the faculty have not had raises across the board since January 2008.) As mentioned earlier this month, research funding has decreased dramatically, and the time costs for seeking funding have grown. There’s a blog (meta?) post that is collecting links to all the “Goodbye, Academia” blog posts — faculty who are giving up on academia, and explaining why. All of this context may help explain declining number of American students going into graduate school.
Professors work long days, on weekends, on and off campus, and largely alone. Responsible for a growing number of administrative tasks, they also do research more on their own time than during the traditional work week. The biggest chunk of their time is spent teaching.
Those are the preliminary findings of an ongoing study at Boise State University — a public doctoral institution — of faculty workload allocation, which stamps out old notions of professors engaged primarily in their own research and esoteric discussions with fellow scholars.
via Research shows professors work long hours and spend much of day in meetings | Inside Higher Ed.
Launching Livecoding Network
Interesting announcement from Thor Magnusson and Alex McLean — more energy going into livecoding. Check out the doctoral consortium around livecoding, too.
AHRC Live Coding Research Network
http://www.livecodenetwork.org
We are happy to announce the launch of the Live Coding Research
Network (LCRN), hosting a diverse series of events and activities over
the next two years, funded by the UK Arts and Humanities Research
Council (AHRC). In addition the TOPLAP organisation will run a
year-long programme of performance events around the country,
supported by the Sound and Music national agency for new music.
If you are unfamiliar with the practice of live coding, for now we
refer you to the website of our sister organisation TOPLAP:
http://toplap.org/about/
Following a successful launch symposium last month, we have three more
symposia, an international conference as well as a range of associated
events already planned.
UPCOMING SYMPOSIA
4th-6th July 2014, University of Sussex, Brighton – “Live coding and the body”
Our second symposium will be preceded by an “algorave” night of
performances at The Loft on the 4th July, with the symposium proper
running on the 5th and 6th of July. This symposium will follow after
the NIME conference in London (http://www.nime2014.org/), which will
itself include a good number of live coding performances and papers.
Please see our website for more information:
http://www.livecodenetwork.org/2014/04/12/symposium-on-live-coding-and-the-body-and-algorave/
25th-28th September 2014, Birmingham – “Live coding in collaboration
and network music”
Our third symposium will run from the 25th-26th September 2014, with
the first day focussed on doctoral research. It will lead into the
well established Network Music Festival
(http://networkmusicfestival.org/), running over the weekend, which
will itself showcase network-based live coding music amongst its
programme. Watch our website for details.
UPCOMING ASSOCIATED EVENTS
* 26th April 2014, Gateshead from 10pm – An algorave celebrating great
Northern live coders Holger Ballweg, Hellocatfood, Shelly Knotts, Sick
Lincoln, Norah Lorway, Section_9, Yaxu + more. Organised by the
Audacious Art Experiment.
More info: https://www.facebook.com/events/291980540962097/291989147627903/
* 13th May 2014, London – Sonic Pattern and the Textility of Code, a
daytime symposium in collaboration with the Craft Council. More
details on our website next week.
We have much more in the pipeline, please watch our website and social
media feeds for more information:
http://www.livecodenetwork.org
http://twitter.com/livecodenet/
http://facebook.com/livecodenet/
Or get in contact with network co-ordinators Thor Magnusson <Thor
Magnusson <T.Magnusson@sussex.ac.uk> and Alex McLean
<a.mclean@leeds.ac.uk>
CRA study: How long does it take to get a PhD in CS? Longer for women and minorities
Really interesting new study out of Computing Research Association (CRA). How long does it take to get a PhD in CS? How does that compare to other STEM disciplines? How does it differ based on gender or minority status?
Table 3 and Figure 1 show the median time to complete a Ph.D. since first beginning a graduate program, for each subgroup, for each cohort.
Gender . Women take longer than men. This is true in both cohorts; there is a larger difference (almost a year) in the second cohort.
Citizenship status. In the earlier cohort, students on temporary visas take less time than citizen or permanent resident students. In the later cohort, the median times of the two groups are exactly the same.
Minority status. Students from underrepresented minorities (URM) – that is, racial and ethnic groups underrepresented in computing – take longer than majority students to complete a Ph.D.. In the first cohort, the difference is almost two years; in the second cohort it is close to one year.
Carnegie Class. Eighty percent of doctorates in computing are granted by “Very high research activity” institutions; students at those institutions take noticeably less time to complete their degrees than those at the less-research-intensive institutions.
via Computing Research News – Online – Computing Research Association.
Call for Participation in ACM SIGCSE’s ICER 2014 Doctoral Consortium
Sally Fincher and I are organizing this year’s Doctoral Consortium for students working in computing education. Do come join us in Glasgow!
ICER DC Call for Proposals
The ICER 2014 Doctoral Consortium provides an opportunity for doctoral students to explore and develop their research interests in a workshop environment with a panel of established researchers. We invite students to apply for this opportunity to share their work with students in a similar situation as well as senior researchers in the field. We welcome submissions from students at any stage of their doctoral studies.
Sally Fincher, University of Kent at Canterbury
Mark Guzdial, Georgia Institute of Technology
Contact us at: icerdc2014@gmail.com
What is the Doctoral Consortium?
The DC has the following objectives:
- Provide a supportive setting for feedback on students’ research and research direction
- Offer each student comments and fresh perspectives on their work from researchers and students outside their own institution
- Promote the development of a supportive community of scholars
- Support a new generation of researchers with information and advice on research and academic career paths
- Contribute to the conference goals through interaction with other researchers and conference events
The DC will be held on Sunday, August 10 2014. Students at any stage of their doctoral studies are welcome to apply and attend. The number of participants is limited to 12. Applicants who are selected will receive a limited partial reimbursement of travel, accommodation and subsistence (i.e., food) expenses of $600 (USD).
Preparing and Submitting your Consortium Proposal Extended Abstract
Candidates should prepare a 2-page research description covering central aspects of your PhD work, which follows the structure, details and format specified in the ICER Doctoral Consortium submission template Word<http://icer.hosting.acm.org/wp-content/uploads/2013/05/ICER2013-dc-template.doc> / LaTeX<http://icer.hosting.acm.org/wp-content/uploads/2013/05/ICER2013_dc_template.zip>.
Key points include:
- Your situation, i.e., the university doctoral program context in which your work is being conducted.
- Context and motivation that drives your dissertation research
- Miniature Background/literature review of key works that frames your research
- Hypothesis/thesis and/or problem statement
- Research objectives/goals
- Your research approach and methods, including relevant rationale
- Results to date and your argument for their validity
- Current and expected contributions
Appendix 1. A letter of nomination from your primary dissertation advisor, that supports your participation in the DC, explains how your work connects with the ICER community, and describes the expected timeline for your completion of your doctorate.
Appendix 2. Your concise current Curriculum Vita (1–2 pages)
Once you have assembled – and tested – the PDF file, the entire submission file should be emailed to icerdc2014@gmail.com no later than 17:00 PDT on 21 May 2014. When submitting the applications, please put “ICER DC 2014 – <Last Name>” in the Subject line.
Process Timeline:
Friday 21st May – initial submission
Monday 2nd June – notification of acceptance
Monday 16th June – camera ready copy due
Doctoral Consortium Review Process
The review and decision of acceptance will balance many factors. This includes the quality of your proposal, and where you are within your doctoral education program. It also includes external factors, so that the group of accepted candidates exhibit a diversity of backgrounds and topics. Your institution will also be taken into account, where we are unlikely to accept more than two students from the same institution. Confidentiality of submissions is maintained during the review process. All rejected submissions will be kept confidential in perpetuity. Upon Acceptance of your Doctoral Consortium Proposal Authors will be notified of acceptance or rejection on 2 June 2014, or shortly after.
Authors of accepted submissions will receive instructions on how to submit publication-ready copy (this will consist of your extended abstract only), and will receive information about attending the Doctoral Consortium, about preparing your presentation and poster, about how to register for the conference, travel arrangements and reimbursement details. Registration benefits are contingent on attending the Doctoral Consortium.
Please note that submissions will not be published without a signed form releasing publishing copyright to the ACM. Attaining permissions to use video, audio, or pictures of identifiable people or proprietary content rests with the author, not the ACM or the ICER conference.
Before the Conference
Since the goals of the Doctoral Consortium include building scholarship and community, participants will be expected to read all of the Extended Abstracts of your colleagues prior to the beginning of the consortium with a goal of preparing careful and thoughtful critique. Although many fine pieces of work may have to be rejected due to lack of space, being accepted into the Consortium involves a commitment to giving and receiving thoughtful commentary.
At the Conference
All participants are expected to attend all portions of the Doctoral Consortium. We will also be arranging an informal Welcome Dinner for participants and discussants on Saturday August 9, 2014 before the consortium begins. Please make your travel plans to join us this evening to get acquainted.
Within the DC, each student will present his or her work to the group with substantial time allowed for discussion and questions by participating researchers and other students. Students will also present a poster of their work at the main conference. In addition to the conference poster, each student should bring a “one-pager” describing their research (perhaps a small version of the poster using letter or A4 paper) for sharing with faculty mentors and other students.
After the Conference
Accepted Doctoral Consortium abstracts will be distributed in the ACM Digital Library, where they will remain accessible to thousands of researchers and practitioners worldwide.
———–
AUTHORS TAKE NOTE: The official publication date is the date the proceedings are made available in the ACM Digital Library. This date will be one week prior to the first day of the conference. The official publication date affects the deadline for any patent filings related to published work.
————
ACM NDC Report Confirms Growth in Graduates With Computing Skills
The first ACM study of non-doctoral computing (NDC) departments has just released its report (to contrast with the Taulbee Survey which is focused on doctoral-granting department). Below is the coverage in the Huffington Post.
The study shows that enrollment in undergraduate computer science (CS) programs within these departments increased 11 percent between 2011-12 and 2012-13. Computer science bachelor’s degree production in these departments is expected to increase nearly 14 percent during this period. Other areas of computing, such as software engineering and information technology, also are experiencing growth according to the report. Only in the information systems area is there no real evidence of growth. Master’s degree production in the NDC departments also generally is increasing, adding to the skilled employment base in these key technology areas.
via ACM Report Confirms Growth in Graduates With Computing Skills | Stuart Zweben.
A Collision Between Changes in Higher Education and Changes in Publishing | The Next Bison: Social Computing and Culture
Amy Bruckman has been doing a great job of finding the interesting issues in our on-line MS in CS degree program. She’s doing innovative work in making project-based learning work in MOOCs. In this blog post, she considers a problem with doing graduate classes in a MOOC setting.
How do you assign readings to a large number of people in a free online course?
I’ve been puzzling over this question this week. I voted against the creation of our online master’s of computer science, and I still have serious reservations about it–particularly about the hastiness of the development plan. But since we’re going ahead with the program, I was thinking maybe I’d offer a class. (We’re doing it–I might as well help.) Our model is that classes have a for-credit section for which students pay a low tuition, and a free not-for-credit one (MOOC). The for-credit students will have access to our library. The free students of course can’t. So this week I asked what I thought was a simple question: how do we get readings to the MOOC students?
I asked colleagues teaching online classes, administrators, and our library. No one really had an answer. One colleague suggested the students “will just have to find the reading on their own.” (That seems like a lawsuit in the making–encouraging copyright infringement.) Another said “I might not assign any reading, since the MOOC students can’t get access to it.” (Really? Does the future of higher education involve watching videos and not reading?)
PostDoc Best Practices: For Programs Supporting PostDocs in Computer Science
Post-docs are becoming more common in computer science. A new effort is aiming to help the community learn how to support these post-docs.
Developing new talent to carry out high impact research is of paramount importance to the Computer Science & Engineering research enterprise. An appointment as a postdoctoral researcher is an increasingly common starting point for a research career. The National Science Foundation (NSF) Computer & Information Science and Engineering (CISE) Directorate and the CCC recognize the critical importance in having an excellent postdoc training experience to help junior researchers advance their careers.
With NSF’s backing, the CCC is announcing a program to develop, implement and institutionalize the implementation of best practices for supporting postdocs. This program will award grants to institutions or consortia of institutions to implement best practices for strengthening the postdoc experience in computer science and computing-related fields. These supporting programs will enable PhD graduates to transition effectively to research roles in a variety of sectors.
via PostDoc Best Practices | The Website for Programs Supporting PostDocs in Computer Science.
Doctoral Consortium at the Australasian Computing Education Conference
Call for Papers: Special Issue of CS Ed for Doctoral Research
CALL FOR PAPERS
THE JOURNAL OF COMPUTER SCIENCE EDUCATION
SPECIAL ISSUE OF COMPUTER SCIENCE EDUCATION:
DOCTORAL RESEARCH IN COMPUTING EDUCATION
JUNE 2014
Guest Editor:
Allison Elliott Tew, University of Washington Tacoma
Submission Deadline: November 15, 2013
Journal Information: http://www.informaworld.com/cse
Research undertaken in pursuit of a doctorate in any discipline is
important because it is the first work of the next generation of
researchers and highlights the most promising directions for the field.
Doctoral research in our field is particularly interesting because the
researchers have a unique perspective. Much of the research in computer
science education is undertaken by teaching-active faculty. Doctoral
students have the opportunity to reflect on our field from the
perspective of studying the teaching and learning practice, often apart
from being the actual teacher or learner. Thus, doctoral research offers
a compelling lens from which to view the computing discipline.
The guest editor invites authors to submit manuscripts for a special
issue devoted to doctoral dissertation research on areas pertaining to
computer science education. This issue will feature doctoral research
that reports novel contributions to the field of computer science
education and meets high academic standards. Manuscripts should include
a description of the problem, appropriate background research, method of
data collection and analyses, findings, open problems, and future
research agenda.
Full papers will feature doctoral work completed within the past two
years. It is anticipated that these articles will be on the order of
5,000 to 8,000 words. Shorter articles, between 2,000 and 4,000 words,
introducing well developed doctoral research that is not yet completed
can also be published.
Total length of the manuscript must be indicated, including word number
equivalents for illustrations, tables, figures, and charts. Papers must
contain an abstract summary of about 150 words, briefly summarizing the
essential contents.
Prospective authors are invited to send email indicating their intention
to submit a manuscript to the guest editor of the special issue, Allison
Elliott Tew (aetew@u.washington.edu). General questions may also be sent
to The Journal of Computer Science Education editors, Sally Fincher or
Laurie Murphy (CSE.Editors@gmail.com).
Submit manuscripts electronically to:
Allison Elliott Tew
Institute of Technology
University of Washington Tacoma
1900 Commerce Street
Tacoma, WA 98402
Phone: 253-692-4700
aetew@u.washington.edu
Important Dates:
November 15, 2013 : Manuscripts due
January 15, 2014 : Author notification
March 1, 2014 : Final submission due
June 2014 : Publication
Please apply to ICER 2013 Doctoral Consortium!
I’ve been involved in the SIGCSE Doctoral Consortium when it was associated with the SIGCSE Symposium, and it’s even more valuable now that it’s associated with the ICER Conference. I think I’m allowed to say that I’ve been invited to be a discussant at this year’s DC, and I’m looking forward to being there. Graduate students, please do apply; Advisors of students working in computing education, please encourage your students to apply!
The ICER 2013 Doctoral Consortium provides an opportunity for doctoral students to explore and develop their research interests in a workshop under the guidance of a panel of distinguished researchers. We invite students who feel they would benefit from this kind of feedback on their dissertation work to apply for this unique opportunity to share their work with students in a similar situation as well as senior researchers in the field. The strongest candidates will be those who have a clear topic and research approach, and have made some progress, but who are not so far along that they can no longer make changes. However, we welcome submissions from students at any stage of their doctoral studies. In addition to stating how you will gain from participation, both you and your advisor should be clear on what you can contribute to the Doctoral Consortium.
Allison Elliott Tew, University of Washington Tacoma
Jonas Boustedt, University of Gävle
icerdc2013@gmail.com
What is the Doctoral Consortium?
The Consortium has the following objectives:
- Provide a supportive setting for feedback on students’ current research and guidance on future research directions
- Offer each student comments and fresh perspectives on their work from researchers and students outside their own institution
- Promote the development of a supportive community of scholars and a spirit of collaborative research
- Support a new generation of researchers with information and advice on research and academic career paths
Computing Ed Research - Guzdial's Take 
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