October 02, 2022 9:13 AM

Twitter Replies That No One Asked For

I've been pretty quiet on Twitter lately. One reason is that my daily schedule has been so different for the last six or eight weeksr: I've been going for bike rides with my wife at the end of the work day, which means I'm most likely to be reading Twitter late in the day. By then, many of the threads I see have played themselves out. Maybe I should jump in anyway? Even after more than a decade, I'm not sure I know how to Twitter properly.

Here are a few Twitter replies that no one asked for and that I chose not to send at the time.

• When people say, "That's the wrong question to ask", what they often seem to mean -- and should almost always say -- is, "That's not the question I would have asked."

• No, I will not send you a Google Calendar invite. I don't use Google Calendar. I don't even put every event into the calendaring system I *do* use.

• Yes, I will send you a Zoom link.

• COVID did not break me for working from home. Before the pandemic, I almost never worked at home during the regular work day. As a result, doing so felt strange when the pandemic hit us all so quickly. But I came first to appreciate and then to enjoy it, for many of the same reasons others enjoy it. (And I don't even have a long or onerous commute to campus!) Now, I try to work from home one day a week when schedules allow.

• COVID also did not break me for appreciating a quiet and relatively empty campus. Summer is still a great time to work on campus, when the pace is relaxed and most of the students who are on campus are doing research. Then again, so is fall, when students return to the university, and spring, when the sun returns to the world. The takeaway: It's usually a great time to be on campus.

I realize that some of these replies in absentia are effectively subtweets at a distance. All the more reason to post them here, where everyone who reads them has chosen to visit my blog, rather in a Twitter thread filled with folks who wouldn't know me from Adam. They didn't ask for my snark.

I do stand by the first bullet as a general observation. Most of us -- me included! -- would do better to read everyone else's tweets and blog posts as generously as possible.


Posted by Eugene Wallingford | Permalink | Categories: General, Personal

September 18, 2022 9:37 AM

Dread and Hope

First, a relatively small-scale dread. From Jeff Jarvis in What Is Happening to TV?

I dread subscribing to Apple TV+, Disney+, Discovery+, ESPN+, and all the other pluses for fear of what it will take to cancel them.

I have not seen a lot of popular TV shows and movies in the last decade or two because I don't want to deal with the hassle of unsubscribing from some service. I have a list of movies to keep an eye out for in other places, should they ever appear, or to watch at their original homes, should my desire to see them ever outgrow my preference to avoid certain annoyances.

Next, a larger-scale source of hope, courtesy of Neel Krishnaswami in The Golden Age of PL Research:

One minor fact about separation logic. John C. Reynolds invented separation logic when was 65. At the time that most people start thinking about retirement, he was making yet another giant contribution to the whole field!

I'm not thinking about retirement at all yet, but I am past my early days as a fresh, energetic, new assistant prof. It's good to be reminded every once in a while that the work we do at all stages of our careers can matter. I didn't make giant contributions when I was younger, and I'm not likely to make a giant contribution in the future. But I should strive to keep doing work that matters. Perhaps a small contribution remains to be made.

~~~~

This isn't much of a blog post, I know. I figure if I can get back into the habit of writing small thoughts down, perhaps I can get back to blogging more regularly. It's all about the habit. Wish me luck.


Posted by Eugene Wallingford | Permalink | Categories: General, Personal

August 29, 2022 4:44 PM

Radio Silence

a photo of a dolomite outcropping in Backbone State Park, Iowa

I did not intend for August to be radio silence on my blog and Twitter page. The summer just caught up with me, and my brain took care of itself, I guess, by turning off for a bit.

One bit of newness for the month was setting up a new Macbook Air. I finally placed my order on July 24. It was scheduled to arrive the week of August 10-17 but magically appeared on our doorstep on July 29. I've been meaning to write about the experience of setting up a new Mac laptop after working for seven years on a trusty Macbook Pro, but that post has been a victim of the August slowdown. I can say this: I pulled out the old Macbook Pro to watch Netflix on Saturday evening... and it felt *so* heavy. How quickly we adjust to new conditions and forget how lucky we were before.

Another pleasure in August was meeting up with Daniel Steinberg over Zoom. I remember back near the beginning of the pandemic Daniel said something on Twitter about getting together for a virtual coffee with friends and colleagues he could no longer visit. After far too long, I contacted him to set up a chat. We had a lot of catching up to do and ended up discussing teaching, writing, programming, and our families. It was one of my best hours for the month!

My wife and I took advantage of the last week before school started by going on a couple of hikes. We visited Backbone State Park for the first time and spent an entire day walking and enjoying scenery that most people don't associate with Iowa. The image at the top of this post comes from the park's namesake trail, which showcases some of the dolomite limestone cliffs leftover from before the last glaciers. Here's another shot, of an entrance to a cave carved out by icy water that still flows beneath the surface:

a photo of the entrance to a dolomite cave in Backbone State Park, Iowa

Closer to home, we took a long morning to walk through Hartman Reserve, a county preserve. Walking for a couple of hours as the sun rises and watching the trees and wildlife come to light is a great way to shake some rust off the mind before school starts.

I had a tough time getting ready mentally for the idea of a new school year. This summer's work offered more burnout than refreshment. As the final week before classes wound down, I had to get serious about class prep -- and it freed me up a bit. Writing code, thinking about CS, and getting back into the classroom with students still energize me. This fall is my compilers course. I'm giving myself permission to make only a few targeted changes in the course plan this time around. I'm hoping that this lets me build some energy and momentum throughout the semester. I'll need that in order to be there for the students.


Posted by Eugene Wallingford | Permalink | Categories: General, Personal

August 15, 2022 12:49 PM

No Comment

a picture of the orchid in my office from April 2021

From the closing pages from The Orchid Thief, which I mentioned in my previous post:

"The thing about computers," Laroche said, "the thing that I like is that I'm immersed in it but it's not a living thing that's going to leave or die or something. I like having the minimum number of living things to worry about in my life."

Actually, I have two comments.

If Laroche had gotten into open source software, he might have found himself with the opposite problem: software that won't die. Programmers sometimes think, "I know, I'll design and implement my own programming language!" Veterans of the programming languages community always seem to advise: think twice. If you put something out there, other people will use it, and now you are stuck maintaining a package forever. The same can be said for open source software more generally. Oh, and did I mention it would be really great if you added this feature?

I like having plants in my home and office. They give me joy every day. They also tend to live a lot longer than some of my code. The hardy orchid featured above bloomed like clockwork twice a year for me for five and a half years. Eventually it needed more space than the pot in my office could give, so it's gone now. But I'm glad to have enjoyed it for all those years.


Posted by Eugene Wallingford | Permalink | Categories: General, Personal, Software Development

July 31, 2022 8:54 AM

Caring about something whittles the world down to a more manageable size

In The Orchid Thief, there is a passage where author Susan Orlean describes a drive across south Florida on her way to a state preserve, where she'll be meeting an orchid hunter. She ends the passage this way:

The land was marble-smooth and it rolled without a pucker to the horizon. My eyes grazed across the green band of ground and the blue bowl of sky and then lingered on a dead tire, a bird in flight, an old fence, a rusted barrel. Hardly any cars came toward me, and I saw no one in the rearview mirror the entire time. I passed so many vacant acres and looked past them to so many more vacant acres and looked ahead and behind at the empty road and up at the empty sky; the sheer bigness of the world made me feel lonely to the bone. The world is so huge that people are always getting lost in it. There are too many ideas and things and people, too many directions to go. I was starting to believe that the reason it matters to care passionately about something is that it whittles the world down to a more manageable size. It makes the world seem not huge and empty but full of possibility. If I had been an orchid hunter I wouldn't have see this space as sad-making and vacant--I think I would have seen it as acres of opportunity where the things I loved were waiting to be found.

John Laroche, the orchid hunter at the center of The Orchid Thief, comes off as obsessive, but I think many of us know that condition. We have found an idea or a question or a problem that grabs our attention, and we work on it for years. Sometimes, we'll follow a lead so far down a tunnel that it feels a lot like the swamps Laroche braves in search of the ghost orchid.

Even a field like computer science is big enough that it can feel imposing if a person doesn't have a specific something to focus their attention and energy on. That something doesn't have to be forever... Just as Laroche had cycled through a half-dozen obsessions before turning his energy to orchids, a computer scientist can work deeply in an area for a while and then move onto something else. Sometimes, there is a natural evolution in the problems one focuses on, while other times people choose to move into a completely different sub-area. I see a lot of people moving into machine learning these days, exploring how it can change the sub-field they used to focus exclusively on.

As a prof, I am fortunate to be able to work with young adults as they take their first steps in computer science. I get to watch many of them find a question they want to answer, a problem they want to work on for a few years, or an area they want to explore in depth until they master it. It's also sad, in a way, to work with a student who never quite finds something that sparks their imagination. A career in software, or anything, really, can look as huge and empty as Orlean's drive through south Florida if someone doesn't care deeply about something. When they do, the world seems not huge and empty, but full of possibility.

I'm about halfway through The Orchid Thief and am quite enjoying it.


Posted by Eugene Wallingford | Permalink | Categories: Computing, General, Teaching and Learning

July 28, 2022 11:48 AM

A "Teaching with Patterns" Workshop

the logo of PLoP 2022, a red block with block letters, PLoP in white and 2022 in black

Yesterday afternoon I attended a Teaching with Patterns workshop that is part of PLoP 2022.

When the pandemic hit in 2020, PLoP went virtual, as did so many conferences. It was virtual last year and will be again this year as well. On the spur of the moment, I attended a couple of the 2020 keynote talks online. Without a real commitment to the conference, though I let my day-to-day teaching and admin keep me from really participating. (You may recall that I did it right for StrangeLoop last year, as evidenced by several blog posts ending here.)

When I peeked in on PLoP virtually a couple of years ago, it had already been too many years away from my last PLoP, which itself came after too many years away! Which is to say: I miss PLoP and my friends and colleagues in the software patterns world.

PLoP 2022 itself is in October. Teaching with Patterns was a part of PLoPourri, a series of events scheduled throughout the year in advance of the conference proper. It was organized by Michael Weiss of Carleton University in Ottawa, a researcher on open source software.

Upon joining the Zoom session for the workshop, I was pleased to see Michael, a colleague I first met at PLoP back in the 1990s, and Pavel Hruby, whom I met at one of the first ChiliPLoPs many years ago. There were a handful of other folks participating, too, bringing experience from a variety of domains. One, Curt McNamara, has significant experience using patterns in his course on sustainable graphic design.

The workshop was a relaxed affair. First, participants shared their experiences teaching with patterns. Then we all discussed our various approaches and shared lessons we have learned. Michael gave a few opening remarks and then asked four questions to prime the conversation:

  • How do you use patterns when you teach a topic?
  • What format do you use to teach with patterns?
  • Do you teach with your own or existing patterns?
  • What works best/worst?
He gave us a few minutes to think about our answers and to post anything we liked to the workshop's whiteboard.

My answers may sound familiar to anyone who has read my blog long enough to hear me talk about the courses I teach and, going way back, to my work at PLoP and ChiliPLoP.

I use patterns to teach design techniques and trade-offs. It's easy to to lecture students on particular design solutions, but that's not very effective at helping students learn how to do design, to make choices based on the forces at play in any given problem. Patterns help me to think about the context in which a technique applies, the tradeoffs it helps us to make, and the state of their solution.

I rarely have students read patterns themselves, at least in one of the stylized pattern forms. Instead, I integrate the patterns into the stories I tell, into the conversations I have with my students about problems and solutions, and finally into the session notes I write up for them and me.

These days, I mostly teach courses on programming languages and compilers. I have written my own patterns for the programming languages course and use them to structure two units, on structurally recursive programming and closures for managing state. I've long dreamed of writing more patterns for the compiler course, which seems primed for the approach: So many of the structures we build when writing a compiler are the result of decades of experience, with tradeoffs that are often left implicit in textbooks and in the heads of experts.

I have used my own patterns as well as patterns from the literature when teaching other courses as well, back in the days when I taught three courses a semester. When I taught knowledge-based systems every year, I used patterns that I wrote to document the "generic task" approach to KBS in which my work lived. In our introductory OOP courses, I tended to use patterns from the literature both as a way to teach design techniques and trade-offs and as way to prepare students to graduate into a world where OO design patterns were part of the working vocabulary.

I like how patterns help me discuss code with students and how they help me evaluate solutions -- and communicate how I evaluate solutions.

That is more information than I shared yesterday... This was only a one and a half-hour workshop, and all of the participants had valuable experience to share.

I didn't take notes on what others shared or on the conversations that followed, but I did note a couple of things in general. Several people use a set of patterns or even a small pattern language to structure their entire course. I have done this at the unit level of a course, never at the scale of the course. My compiler course would be a great candidate here, but doing so would require that I write a lot of new material to augment and replace some of what I have now.

Likewise, a couple of participants have experimented with asking students to write patterns themselves. My teaching context is different than theirs, so I'm not sure this is something that can work for me in class. I've tried it a time or two with master's-level students, though, and it was educational for both the student and me.

I did grab all the links posted in the chat room so that I can follow up on them to read more later:

I also learned one new tech thing at the workshop: Padlet, a real-time sharing platform that runs in the browser. Michael used a padlet as the workshop's whiteboard, in lieu of Zoom's built-in tool (which I've still never used). The padlet made it quite straightforward to make and post cards containing text and other media. I may look into it as a classroom tool in the future.

Padlet also made it pretty easy to export the whiteboard in several formats. I grabbed a PDF copy of the workshop whiteboard for future reference. I considered linking to that PDF here, but I didn't get permission from the group first. So you'll just have to trust me.

Attending this workshop reminded me that I do not get to teach enough, at least not formal classroom teaching, and I miss it! As I told Michael in a post-workshop thank-you e-mail:

That was great fun, Michael. Thanks for organizing! I learned a few things, but mostly it is energizing simply to hear others talk about what they are doing.
"Energizing" really is a good word for what I experienced. I'm hyped to start working in more detail on my fall course, which starts in less than four weeks.

I'm also energized to look into the remaining PLoPourri events between now and the conference. (I really wish now that I had signed up for The Future of Education workshop in May, which was on "patterns for reshaping learning and the campus".) PLoP itself is on a Monday this year, in late October, so there is a good chance I can make it as well.

I told Michael that Teaching with Patterns would be an excellent regular event at PLoP. He seemed to like that thought. There is a lot of teaching experience out there to be shared -- and a lot of energy to be shared as well.


Posted by Eugene Wallingford | Permalink | Categories: Patterns, Teaching and Learning

July 06, 2022 4:13 PM

When Dinosaurs Walked the Earth

a view of UNI's campanile from just west of the building that houses Computer Science

Chad Orzel, getting ready to begin his 22nd year as a faculty member at Union College, muses:

It's really hard to see myself in the "grizzled veteran" class of faculty, though realistically, I'm very much one of the old folks these days. I am to a new faculty member starting this year as someone hired in 1980 would've been to me when I started, and just typing that out makes me want to crumble into dust.

I'm not the sort who likes to one-up another blogger, but... I can top this, and crumble into a bigger, or at least older, pile of dust.

In May, I finished my 30th year as a faculty member. I am as old to a 2022 hire as someone hired in 1962 would have been to me. Being in computer science, rather than physics or another of the disciplines older than CS, this is an even bigger gap culturally than it first appears. The first Computer Science department in the US was created in 1962. In 1992, my colleagues who started in the 1970s seemed pretty firmly in the old guard, and the one CS faculty member from the 1960s had just retired, opening the line into which I was hired.

Indeed, our Department of Computer Science only came into existence in 1992. Prior to that, the CS faculty had been offering CS degrees for a little over a decade as part of a combined department with Mathematics. (Our department even has a few distinguished alums who graduated pre-1981, with CS degrees that are actually Math degrees with a "computation emphasis".) A new department head and I were hired for the department's first year as a standalone entity, and then we hired two more faculty the next year to flesh out our offerings.

So, yeah. I know what Chad means when he says "just typing that out makes me want to crumble into dust", and then some.

On the other hand, it's kind of cool to see how far computer science has come as an academic discipline in the last thirty years. It's also cool that I am still be excited to learn new things and to work with students as they learn them, too.


Posted by Eugene Wallingford | Permalink | Categories: Computing, Personal

July 03, 2022 9:00 AM

The Difference Between Medicine and Being a Doctor Is Like ...

Morgan Housel's recent piece on experts trying too hard includes a sentence that made me think of what I teach:

A doctor once told me the biggest thing they don't teach in medical school is the difference between medicine and being a doctor — medicine is a biological science, while being a doctor is often a social skill of managing expectations, understanding the insurance system, communicating effectively, and so on.

Most of the grads from our CS program go on to be software developers or to work in software-adjacent jobs like database administrator or web developer. Most of the rest work in system administration or networks. Few go on to be academic computer scientists. As Housel's doctor knows about medicine, there is a difference between academic computer science and being a software developer.

The good news is, I think the CS profs at many schools are aware of this, and the schools have developed computer science programs that at least nod at the difference in their coursework. The CS program at my school has a course on software engineering that is more practical than theoretical, and another short course that teaches practical tools such as version control, automated testing, and build tools, and skills such as writing documentation. All of our CS majors complete a large project course in which students work in teams to create a piece of software or a secure system, and the practical task of working as a team to deliver a piece of working software is a focus of the course. On top of those courses, I think most of our profs try to keep their courses real for students they know will want to apply what they learn in Algorithms, say, or Artificial Intelligence in their jobs as developers.

Even so, there is always a tension in classes between building foundational knowledge and building practical skills. I encounter this tension in both Programming Languages and Translation of Programming Languages. There are a lot of cool things we could learn about type theory, some of which might turn out to be quite useful in a forty-year career as a developer. But any time we devote to going deeper on type theory is time we can't devote to the concrete languages skills of a software developer, such as learning and creating APIs or the usability of programming languages.

So, we CS profs have to make design trade-offs in our courses as we try to balance the forces of students learning computer science and students becoming software developers. Fortunately, we learn a little bit about recognizing, assessing, and making trade-offs in our work both as computer scientists and as programmers. That doesn't make it easy, but at least we have some experience for thinking about the challenge.

The sentence quoted above reminds me that other disciplines face a similar challenge. Knowing computer science is different from being a software developer, or sysadmin. Knowing medicine is different from being a doctor. And, as Housel explains so well in his own work, knowing finance is different from being an investor, which is usually more about psychology and self-awareness than it is about net present value or alpha ratios. (The current stock market is a rather harsh reminder of that.)

Thanks to Housel for the prompt. The main theme of his piece — that experts makes mistakes that novices can't make, which leads to occasional unexpected outcomes — is the topic for another post.


Posted by Eugene Wallingford | Permalink | Categories: Computing, Software Development, Teaching and Learning

June 28, 2022 4:12 PM

You May Be Right

Billy Joel performing 'We Didn''t Start the Fire' at Notre Dame Stadium, June 25, 2022

I first saw Billy Joel perform live in 1983, with a college roommate and our girlfriends. It was my first pop/rock concert, and I fancied myself the biggest Billy Joel fan in the world. The show was like magic to a kid who had been listening to Billy's music on vinyl, and the radio, for years.

Since then, I've seen him more times than I can remember, most recently in 2008. My teenaged daughters went with me to that one, so it was magic for more reasons than one. I've even seen a touring Broadway show built around his music. So, yeah, I'm still a fan.

On Saturday morning, I drove to Elkhart, Indiana, to meet up with three friends from college to go see Billy perform outdoors at Notre Dame Stadium. We bought our tickets in October 2019, pre-COVID, expecting to see the show in the summer of 2020. After two years of postponement, Billy, the venue, and the fans were ready to go. Six hours is a long way to drive to see a two- or three-hour show, especially knowing that I had to drive six hours back the next morning. I'm not a college student any more!

You may be right; I may be crazy. But I would drive six hours again to see Billy. Even at 73, he puts on a great show. I hope I have that kind of energy -- and the desire to still do my professional thing -- when I reach that age. (I don't expect that 50,000 students will pay to see me do it, let alone drive six hours.) For this show, I had the bonus of being able to visit with good friends, one of whom I've known since grade school, after too long a time.

I went all fanboy in my short post about the 2008 concert, so I won't bore you again with my hyperbole. I'll just say that Billy performed "She's Always A Woman" and "Don't Ask Me Why" again, along with a bunch of the old favorites and a few covers: I enjoyed his impromptu version of "Don't Let the Sun Go Down on Me", bobbles and all. He played piano for one of his band members, Mike DelGuidice, who sang "Nessun Dorma". And the biggest ovation of the night may have gone to Crystal Taliafero, a multi-talented member of Billy's group, for her version of "Dancing in the Streets" during the extended pause in "The River of Dreams".

This concert crowd was the most people I've been around in a long time... I figured a show in an outdoor stadium was safe enough, with precautions. (I was one of the few folks who wore a mask in the interior concourse and restrooms.) Maybe life is getting back to normal.

If this was my last time seeing Billy Joel perform live, it was a worthy final performance. Who knows, though. I thought 2008 might be my last live show.


Posted by Eugene Wallingford | Permalink | Categories: General, Personal

June 14, 2022 2:48 PM

A Two Cultures Theory of Meetings

snow falling on a redwood cabin

Courtesy of Chad Orzel's blog:

This ended up reminding me of the Two Cultures theory of meetings that I heard (second-hand) from a former Dean (a Classics professor, for the record). This was prompted by her noticing that the scientists and engineers always seemed grumpy and impatient about having meetings during work hours, where folks from the non-STEM fields were more cheerful. She realized that this was largely because the STEM folks tended to do research in their labs and offices on campus, during the day, so having a meeting was directly taking them away from productive time. For folks on the more literary side of academia, the actual scholarly work of reading and writing was mostly done elsewhere— at home, in coffee shops, at archives— and at times outside the normal academic workday— in the evening, during the summer, etc. As a result, they tended to only come to campus for classes, meetings, and socialization, and the latter two tended to blend together.

Now I'm thinking back over my years as a faculty member and department head. I've been attending meetings mostly with administrators for so now long that I my experience is blunted: the days of science department heads are less different from the days of arts and humanities department heads than the differences for the corresponding faculty. Most admins seem reconciled, if ruefully, to their meetings.

Being a computer scientist affects my experience, too. Most of our faculty are software people who can read and write code from anywhere. In this regard, we are perhaps more like arts and humanities folks than other scientists are. When I think back on my interactions with CS colleagues, the ones least likely to want to meet at any old time are (1) people who do work with hardware in their labs and (2) people doing the most serious research. The second group tend to guard their creative time more carefully in all respects.

The other thing coloring my experience is... me. I am frequently grumpy and impatient about having meetings at all, during regular work hours or not, because so many of them come up on the wrong side of the cost/benefit ledger. A lot of university meetings happen only because they are supposed to happen. Many of my colleagues are congenial about this and manage to find ways to put the time to good use for them and, presumably, many other participants. I'd generally like to get back to work on more pressing, or interesting, matters.

But that is getting a bit far afield from the basic observation of a Two Cultures-style split, which is founded, I think, on the notion that the meetings in question are essential or at least important enough to hold. In that narrower context, I think Chad's colleague may be on to something.

~~~~~

Photo by Nikola Johnny Mirkovic on Unsplash.


Posted by Eugene Wallingford | Permalink | Categories: General, Managing and Leading