Category Archives: programming

Assistant Professor

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First day of class. First day of class on the tenure track. First day of class doing something that, for a while, I wasn’t sure I dared dream I could do.

I don’t know for sure what will stick in memory from this day or from this quarter, but I know there will be things that will stick because of the ephemeral sweetness of a first time doing something.

I know that some things will go well and others poorly, but I will improve from here. Right now I am still acclimatizing to this place, to this culture, and trying to figure out what I need to do.

I didn’t do much math today; mostly I tried to start the foundation of a classroom culture that is warm and accepting, supportive, hardworking, where everyone can have a voice if she or he wants.

The one fun math thing I did was in the numerical methods class for the master’s students. I said epsilon > 0. True or false, 1+epsilon > 1. And we voted. Everyone voted for true. Including me. And I voted for false too. And then explained that for a mathematician the statement is obviously and trivially true. But not so on a computer. I pulled up Python and did a demo to show. And that’s to some extent what the class is about. How and why do computers make mathematical errors and what can we do to avoid them?

And onward from here. Today 3 classes taught. Tomorrow, 9 am, my 4th class taught at my new school.

Tears for Texas A&M

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Dear Texas A&M,

I found myself crying on my bicycle ride home late tonight. I realized I was mourning the loss of our relationship, though it isn’t quite over yet. I can’t see a way forward. I haven’t been able to see a way forward for a while. You may have better days ahead of you, but I think they are going to be without me.

Since we are at the end, there are a few things I want to thank you for.

First, thank you for giving me care of your students. Every day, I have been honored to be in classrooms with them. Every semester, I have gotten to watch them grow in intellect, but more important, in spirit. I have watched these young people learn that they have the power to effect change in their lives.

Second, I want to thank you for what you’ve taught me about myself.

I wanted to teach, but I didn’t know how good I would be at it. I still don’t live up to my own standard most of the time, but I keep growing and getting better. I’ve been grateful for the Center for Teaching Effectiveness. For Wakonse South. For my superb Academic Professional Track Colleagues in Math. They embraced me when I was a visiting assistant professor. They welcomed me into their ranks three years later as a lecturer. They supported me when I went up for promotion. They helped me figure out how to write a syllabus, how to write exams, how to work the classroom computers. They’ve been generous with their notes, week-in-reviews and course materials. They’ve accepted and helped me lead when I’ve been asked to do that. They’ve given me many insights into better teaching.

I came to you thinking I didn’t really ever want to do math or programming again, but slowly, day by day, class by class, you’ve brought me back around to seeing my love for both. I find myself talking over and over again in class about the wonder of the material I teach. And I’ve found myself programming Project Euler problems in my spare time.

You helped me find mentors that have helped me to be able to pull my professional academic credentials together and see that they are worth something on the tenure-track market. If I hadn’t had these people to believe in me first, I would have had a hard time believing in myself. And they’ve been right. I am getting interviews. I may not be right for every school, but I have skills that are extremely valuable in the job market.

Last, you’ve taught me that I am not a doormat; I will stand up for what is right. This past year has been so so hard for me, as I’ve watched things happen that I could not, with integrity, remain silent about. It has been terrifying to speak up. To continue to speak up. And to realize that speaking up required me to start looking elsewhere for employment. I am sad that a better conclusion wasn’t in the cards for us. And I’m angry with you for not having better to offer after all I’ve given to you. But the bottom line is that I am stronger for having lived through this. As angry as I am about what’s gone wrong, I cannot help but be grateful for the growth.

One concept that’s always been dear to my heart is the idea of Aggie Honor. As often as we have students violate our honor code, when you sit them down to talk about it, you can tell that being Aggies and embodying that honor means something to them. Honor means something profound to me too. Integrity. Willingness to do what is right even at a great personal cost. Willingness to speak up when I would prefer to remain silent. Unfortunately, I haven’t seen much honor in you lately, and that makes me sad. I believe you can do better, Texas A&M.

We are going to have some difficult discussions tomorrow. I don’t expect change to happen for me with you, though I hope it happens eventually. I hope, more than anything else, that you can find your way back to honor. To see yourself as I see you. To bring to our students our very best.

I hope you are up for it. I’m not sure I can keep believing in you for now, and that’s part of why I have to go. I know that it is through our darkest moments that we have the most profound break-throughs. I hope for one for me. I also hope for one for you.

With love, and profound sadness,

Dr. Jinx.

Past, present and future

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I had a Thanksgiving visit to a faculty colleague’s house. We got to talking about graduate school after dinner and the feelings of inadequacy it seems to bring out in everyone. These feelings relate back to my earlier post on shame. He described the dogged persistence by which he finished up, and he is glad to not have research responsibilities anymore in a teaching-focused faculty position.

As for me … I am glad I am not in a research position, and as I wrote earlier, I feel like a failed researcher. Graduate school sure kicked the stuffing out of my ego. But there’s a part of me that isn’t convinced that I couldn’t be a good researcher now (although exactly at what is still an open question) or couldn’t have been a good one then. The one thing I am sure of is that you can put a perfectly motivated, intelligent, creative person in the wrong circumstance with the wrong people, and you can tear her down so badly that she is almost unable to function. So that she starts to hate things that were enjoyed activities to begin with.

Yes, a good part of that was my own damn fault, and I know it. No one teaches you when to quit; that sometimes the only way to make something better is to run away from it. I should have found other people and another direction, but when things didn’t work, I was far too busy blaming myself, feeling like a failure. That does not help give you strength to pick yourself up, walk away, and start over.

I got on Project Euler this summer; discovering that I do really like programming was a revelation. After leaving my last software job, I thought I had made a huge mistake going into the field. Must’ve been guilt or pressure, being one of the few women who could to go on and pursue math and software. But that’s not right either. Over the past years of teaching, I keep discovering that I do love problem-solving, math, and programming, and not just when I am working with students. I enjoy them in their own right. And what does that mean?

I am always going to be a teacher first; give me students and they will take priority in my life. I want more than that out of life too. I want to write articles and books; I really want to write things that people read and care about. I don’t want to just write musty math articles.

I know I approach problems differently now than back then; now I’m all about finding the low hanging fruit and plucking it down. Way back when I was in graduate school, I wanted to understand the things that most confused me. Which is, for the record, not the best way to pick a thesis topic.

One thing for certain is that we cannot go back and fix the past. The only thing we can do is learn from it, and use our lessons to help ourselves and others. I don’t know where my journey will take me; maybe into more research and maybe not. One thing I am always telling my students is that they are capable. They are worthy. They are strong. They will find a way, even though it may not be what they currently imagine. And that is the message I need to bring to myself. I am capable. I am worthy. I am strong. I will find a way, even if it is nothing that I currently imagine.

Project Euler

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Lately I’ve been thinking about what I wanted to do with an honors class I am teaching in the fall. The three things you can give a student that will help them most in the future are: good communication skills (make them write, make them give presentations), programming skills, and work on decent-sized projects that go beyond the routine weekly homework. These are discussed in this Washington Post article: Starting College? Here’s how to graduate with a job.

I’m getting burned out on teaching large projects and lots of writing. That’s not appropriate for this class anyhow. But I could throw in some programming problems. And we might do a small project with some writing/presentation. Or we might not! #1 Rule for the Moment: take it easy on yourself, Dr. Jinx. You have a lot of irons in the fire, and you work too hard.

One of my students recently pointed me to the Project Euler (http://projecteuler.net) website, which is a compendium of nice problems requiring programming and basic mathematics to solve. I am sure friends into math and programming have mentioned this site to me in the past, but I didn’t have the motivation to go check it out.

There are several small problems early on the site that I can use for my students. Then they get more interesting/harder. What I wasn’t expecting was how much fun I would have solving these.

I’m 21 problems in. The problems are getting harder. I am building a small library of general-purpose tools to make solving them easier.

I worked in software for 10 years, and when I got out, I questioned myself on many counts. Did I really like doing math, or was I just sucked in because I was one of the few women who could, and I seemed to be reasonably good at it? Did I really like programming, or did I just get sucked into it, too? While it seems possible that other paths might have been good ones for me, it also seems that I got a first-hand look on how environment can deeply effect your enjoyment of things. A poisonous environment can cause you to start to dislike and feel incompetent at activities that you are actually reasonably competent at and enjoy.

The number one advice I tend to have for students is to find people and environments that make them feel good about themselves and spend more time in them. I wish I had gotten and taken that advice myself.

Whether you are a supervisor or a teacher or a Ph.D. advisor, good advice to keep in mind is to put some thought into keeping the environment supportive and healthy. While yes, whatever you are doing is work, if you can make work fun, you win. Your employees and students will work hard and happily for you in that case.