Posts tagged ‘research universities’

MIT creates a College of Computing to integrate across all disciplines

Last month, MIT announced the creation of the MIT Schwarzman College of Computing, with a $1 Billion commitment (see article here).  Below is my favorite part of the press release.  I’ll paraphrase the elements that have me excited about what MIT is going do with this new College:

  • It’s not just about taking CS to the other disciplines. It’s about “allowing the future of computing and AI to be shaped by insights from all other disciplines.”  This is key to Peter Denning’s notion of Computing and not just Computer Science.  Computing is about the rest of the world influencing, pushing, and advancing what we know about computer science.
  • The 50 new positions are going to be in the College and joint with other departments.  That’s a key step to get integration.
  • When they talk about what they’re going to do with this new College, “education” is the first word, and “research and innovation” are second and third.  Does that ordering imply a priority? Will it really keep those priorities? Who knows, but they’re good words.
  • There goal is that every student knows to “responsibly use and develop” computing technologies and AI.  Is MIT going to institute a campus-wide computing course requirement?  Even better would be to make sure that there is significant computing in the disciplinary courses.  The NYTimes article (see here) quotes MIT President Reif as aiming to “educate the bilinguals of the future.”

    He defines bilinguals as people in fields like biology, chemistry, politics, history and linguistics who are also skilled in the techniques of modern computing that can be applied to them.

Yes! That’s an exciting vision.

Headquartered in a signature new building on MIT’s campus, the new MIT Schwarzman College of Computing will be an interdisciplinary hub for work in computer science, AI, data science, and related fields. The College will:

  • reorient MIT to bring the power of computing and AI to all fields of study at MIT, allowing the future of computing and AI to be shaped by insights from all other disciplines;

  • create 50 new faculty positions that will be located both within the College and jointly with other departments across MIT — nearly doubling MIT’s academic capability in computing and AI;

  • give MIT’s five schools a shared structure for collaborative education, research, and innovation in computing and AI;

  • educate students in every discipline to responsibly use and develop AI and computing technologies to help make a better world; and

  • transform education and research in public policy and ethical considerations relevant to computing and AI.

 

November 19, 2018 at 8:00 am 5 comments

Workshops for New Computing Faculty in Summer 2018: Both Research and Teaching Tracks

This is our fourth year, and our last NSF-funded year, for the New Computing Faculty Workshops which will be held August 5-10, 2018 in San Diego. The goal of the workshops is to help new computing faculty to be better and more efficient teachers. By learning a little about teaching, we will help new faculty (a) make their teaching more efficient and effective and (b) make their teaching more enjoyable. We want students to learn more and teachers to have fun teaching them. The workshops were described in Communications of the ACM in the May 2017 issue (see article here) which I talked about in this blog post. The workshop will be run by Beth Simon (UCSD), Cynthia Bailey Lee (Stanford), Leo Porter (UCSD), and Mark Guzdial (Georgia Tech).

This year, for the first time, we will offer two separate workshop tracks:

  • August 5-7 will be offered to tenure-track faculty starting at research-intensive institutions.
  • August 8-10 will be offered to faculty starting a teaching-track job at any school, or a tenure-track faculty line at a primarily undergraduate serving institution where evaluation is heavily based in teaching.

This year we added new organizers, Ben Shapiro (Boulder) for the research-intensive track, and Helen Hu (Westminster) and Colleen Lewis (Harvey Mudd) for the teaching-intensive track.

The new teaching-oriented faculty track is being added this year due to enthusiasm and feedback we heard from past participants and would-be participants. When I announced the workshops last year (see post here), we heard complaints (a little on email, and a lot on Twitter) asking why we were only including research-oriented faculty and institutions. We did have teaching-track faculty come to our last three years of new faculty workshops that were research-faculty focused, and unfortunately those participants were not satisfied. They didn’t get what they wanted or needed as new faculty. Yes, the sessions on peer instruction and how to build a syllabus were useful for everyone. But the teaching-track faculty also wanted to know how to set up their teaching portfolio, how to do research with undergraduate students, and how to get good student evaluations, and didn’t really care about how to minimize time spent preparing for teaching and how to build up a research program with graduate students while still enjoying teaching undergraduate students.

So, this year we made a special extension request to NSF, and we are very pleased to announce that the request was granted and we are able to offer two different workshops. The content will have substantial overlap, but with a different focus and framing in each.

To apply for registration, To apply for registration, please apply to the appropriate workshop based on the type of your position: research-focused position http://bit.ly/ncsfw2018-research or teaching-focused position http://bit.ly/ncsfw2018-teaching. Admission will be based on capacity, grant limitations, fit to the workshop goals, and application order, with a maximum of 40 participants. Apply on or before June 21 to ensure eligibility for workshop hotel accommodation. (We will notify respondents by June 30.)


Many thanks to Cynthia Lee who helped a lot with this post

June 12, 2018 at 6:00 am 1 comment

CS Teaching Faculty are like Tenant Farmers

There are many, many teaching jobs available in computer science right now. Scarcely a day goes by that there isn’t another ad posted in the SIGCSE Members list — sometimes for many positions at the same department. A great many of these are at Universities, with a clear statement that this is a Teaching track position, not a Tenure track position.

Many of these ads, when posted to SIGCSE Members, contain a paragraph like this (edited and hopefully anonymized):

(Highly-ranked University)’s full-time (without tenure) teaching faculty positions are called (pick one of:) Lecturers with Security of Employment, Professors of the Practice, or Teaching Professors, or Lecturers, or Instructors. These positions typically involve a teaching load of two courses each semester, advising responsibilities, and service (committee work) as well. (Highly-ranked University)’s computer science teaching faculty are NOT treated as second class citizens. We vote at faculty meetings, represent the department on university committees, and are generally well respected inside and outside the department. We currently are seeking more (see ad below).

From time to time, I write the person (almost always a teaching track faculty member) who posted the ad, to follow-up on the “NOT second class citizens” part.

  • Do teaching faculty get to serve on the hiring committee for teaching faculty? Usually yes.
  • Do teaching faculty get to serve on the hiring committee for tenure-track faculty? Usually not.  This question often results in a snort of laughter.  Why should teaching professionals be involved in hiring tenure-track faculty? That seemed obvious to me — teaching faculty are hired to be experts in teaching, and tenure-track faculty do teach.
  • Do teaching faculty serve on tenure-track promotion and tenure committees? Almost never, despite the fact that tenure track faculty are expected to teach and are supposed to be evaluated (at least in part) on that teaching. Shouldn’t professionals with expertise in teaching have a voice in evaluating teaching of tenure-track faculty?
  • Do teaching faculty have a voice/position at the Dean/Chair’s Cabinet/Executive Committee? I know of only one in the US.

Maybe I have been watching too much “Downton Abbey.” The treatment of teaching track faculty by tenure track faculty sounds like the relationship between the landed gentry and the tenant farmers. The University teaches as one of its primary roles, just as the estate survived through farming (and the sales and rent that were generated). The tenure track faculty (landed gentry) leave most of that to the teaching track faculty (tenant farmers). It’s a delegated responsibility, like custodial and lawn management services.  The teaching track faculty don’t own the department or programs (land). The tenure track faculty make the decisions about hiring and promoting the teaching track faculty. The teaching track faculty don’t make any of the decisions about tenure track faculty.  Of course, the greatest match with the analogy is that tenured faculty can’t be fired — like the landed gentry, they own their positions.  Teaching track faculty are rarely tenured.  One of the teaching faculty with whom I work has only a six month contract and can be fired with a month’s notice.

It is in our best interests for teaching track to be a profession. Teaching track faculty should be experts in teaching. Members should be expected to join professional organizations like SIGCSE (see previous post about the lack of membership in SIGCSE), to attend and present at organizational meetings, and to improve their practice. They should have a promotion path and evaluation as rigorous as the tenure-track promotion and tenure process.  I’m pleased to see these ads, because they suggest national searches for good teaching track faculty — as opposed to hiring (for example) graduate students and post-docs who don’t want to leave their home institution.

A first step towards professionalization of teaching track faculty is to treat them with the same respect as tenure-track faculty. Tenure track faculty are treated as experts in research.  Teaching track faculty should be treated as experts in teaching. If both teaching and research are important, then treat the teaching track faculty like the research faculty. There should be a comparable sense of responsibility, power, and ownership.

 

February 5, 2016 at 7:47 am 21 comments


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