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CSCAR

radaphat — Fri, 04 Dec 2009 11:31:10 CST

Presented by Joe Kazemi

- What is CSCAR?
(1) Service unit under the Office of Vice President for Research (OVPR)
(2) Provides statistical assistance to faculty members, researchers, and grad students
(3) Has statisticians and bio-statisticians

- Services provided by CSCAR: free consultation and fee-charged workshops
(1) Study design & methodological consultation
(2) Grant proposal assistance
(3) Statistical analysis advice: email for quick help usually will get reply within a same day
(4) Software training
(5) GIS support
(6) Emotional support

- Examples of services in detail
(1) Proposal & hypothesis

a. Make sure that hypothesis is clearly articulated and statistically testable
b. Calculate sample size (power analysis)
c. Design sampling frame
d. Choose appropriate measurement scales

(2) Data collection & cleaning

a. Create data entry template
b. Choose statistical software package
c. Identify data entry error
d. Perform data manipulation

(3) Data plotting & analysis

a. Pick the best plot to visualize your data
b. Choose appropriate statistical model
c. Perform diagnostics checking (see if your dataset meets the assumptions of model you are trying to employ)

(4) Result interpretation

a. Result interpretation and write-up
b. Incorporate reviewers’ comments

- Workshops (a full list is available on their website)
(1) General knowledge on statistics

a. Statistics review: one-day workshop with lecture & lab session (SPSS)
b. Linear regression
c. Logistic regression

(2) Specific techniques

a. Hierarchical linear regression, linear mixed mode (e.g. for data on clustered group)
b. Structure equation modeling (e.g. for identifying nature of relationship of interest)
c. Survival analysis (e.g. rate of event such as adoption of new technology)
d. Sample size calculation

(3) Qualitative data analysis (for contextual data)

a. NVIivo
b. Text mining on common digital texts
c. Survey data analysis

(4) Software training: SPSS, Stata, SAS, R and GIS

- Workshops are
(1) To teach people to be independent investigators and analysts
(2) Not meant to compete with stat courses provided by other departments
(3) Not for credit
(4) Offered at reduced fees for UM members
(5) Usually each workshop is offered once a year (popular ones may be offered twice a year, in Fall and Winter)

- How to access CSCAR?
(1) Location: 3560 Rackham building
(2) Website: www.umich.edu/~cscar
(3) Time: regular service M-F 9 am – 5 pm, evening service M-Th 7 pm – 9 pm
(4) Call to reserve free consultation – 1 hour/week limits, have a fairly long waiting list (2-3 weeks of waiting)
(5) Remote meetings available for off-campus researchers
(6) Walk-in help available by graduate students from Statistics and Bio-statistics departments
(7) Email

General question on statistics – cscar@umich.edu
S/W specific questions: spss.help@umich.edu, stats.help@umich.edu, sas.help@umich.edu

IRB

TrevorBurnham — Fri, 30 Oct 2009 11:36:43 CDT

Notes from Fall 2009

Speaker: Nancy Adair Birk
Notes by Trevor Burnham

A version of the slides used for this presentation can be found at http://www.irb.umich.edu/IRBIntro.ppt. If you have any questions about IRB, you should contact Elaine Kanka (mekanka@umich.edu).

Some history of IRB: Congress passed National Research Act in 1974, which mandated IRBs. The Belmont Report in 1979 established 3 principles: Respect for persons as autonomous agents, beneficience (the need to maximize risk/benefit ratio) and distributive justice (ensuring fairness to potential research participants). These continue to be the guiding principles of IRBs.

Is it regulated by the IRB? Yes, if it's research (systematic investigation) on human subjects (living individuals), using data generated through intervention or interaction with the individual, or private information. Research using public information does not generally require IRB approval.

Identifiability is an issue. Use anonymous data collection whenever possible. In the SI world, privacy and confidentiality issues tend to be primary. Privacy is defined by the IRB as the right to determine what will be known about oneself. Confidentiality is the determination that information will not be disclosed without permission.

Research design: If there is any risk and no potential benefits to your study, then your design will be rejected by the IRB (cost/benefit ratio is infinite). So there is a requirement that you practice good science. If you need to use deception in your study, then the benefits must be exceptional.

Recruitment issues: Is the population vulnerable? Do advertisements focus too heavily on compensation? ("Bring the font size down a little bit.") Will your recruitment reach all potential participants? How are you going to manage the imbalance of power?

Sponsorship issues: Are there financial conflicts of interest?

There are 9 IRBs at UMich. The one pertinent to SI students, generally, is IRBHSBS (Health Sciences & Behavioral Sciences). Only 8% of applications go to the full board. Most applications are "minimal risk or less" and go through an expedited process. You should start new applications through eResearch online: http://eresearch.umich.edu/

Ted's Notes

Doctoral Development Seminar: IRB Behavioral Sciences discussion
19 Sept 2008

Speakers:

Marianne Ryan
Served on IRB review board
5th year doctoral student

Archer Batcheller
4th year doctoral student

When polled, most people in the room had been the PI on a research project and many had been PEERRS certified at U-M.

IRB now more transparent, putting many more information materials online.

Main complaint on campus is that IRB approval takes a lot of time. Secondary complaint is that people were reviewing applications who didn't know anything about the underlying field (leading to irrelevant questions and misleading directions).

All IRB members are volunteers, so that contributes to bottlenecks. And, summers are generally slower periods as well. So, plan ahead.

The web site has a lot more info than it did six months ago, including tracking turnaround times. IRB has put up templates of different types of consent forms.

Three main web sites: OVPR, Human Subjects Protection Program (with manuals and guidelines), Behavioral Sciences IRB. See <http://research.umich.edu/IRB>.

New things since the February update:
- approval periods that last two years instead of one (you don't request it, it's offered to you if you're not expecting federal funding). This also delays continuing review.
- prospectively approved some heavily used data sets on campus. These are listed on the web site.
- reporting of adverse events is a more streamlined process.
- pilot in November to integrate proposal management into e-research.

Net benefit, more flexibility for researchers.

Discussion of multi-site research. Info at OVPR site on how to handle this. Some discussion about international sites where IRB equivalents don't exist, so U-M, unlike some other schools, gets very engaged in ensuring our policies apply in the other country.

Discussion of having IRB offices at multiple sites each wanting to be the last to approve the IRB request. Our IRB can offer dry approval, which gives limited permission and an option of the IRB changing approval later. The IRB can also approve with contingencies---which is better than tabling it (e.g., the translation of a consent form could be approved contingently pending approval of the final translation).

Discussion of using data that was collected incidentally in the research but now something the researchers would like to publish (without going back to the subjects). Answer is to go back to the staff person who shepherded through your proposal and see if you can file an amendment.

Note that even if an IRB request is approved for involving subjects from University housing, you still need to go through a separate Housing approval process.

Who is on the IRB? There are 11-14 people, the majority are faculty or deans who conduct research themselves. There also has to be a community member. There's a specialist in prisoner research and a non-scientist (currently a librarian). Student participation is not high, so volunteer if interested. Marianne learned alot about the process and got insights into innovative methods.

Categories of excluded and exempted is now documented online. First question asked, Is it research? Does it contribute to generalized knowledge? Second, Is it human subjects research? If it is human subjects research, is it exempt? Based on categories of risk.

What about IRB proposal approval for research involving virtual worlds? There is a relevant article on this topic appearing in the International Journal of Internet Research Ethics. Major challenge is not knowing who is behind the avatars---their ages or locations (e.g., international).

Some random notes from David Lee

Ted took really great notes, but here are some of my take away points from the session:
A majority of the people attending has at some point been intimately engaged with an IRB application. There have been major revisions of the information available on the IRB site within the last six months or so. It’s strongly recommended that you take a look at the re-designed IRB website available here: eresearch.umich.edu.

Of particular note the IRB group aims to increase the transparency of the IRB process. One of their changes includes delegation of greater independence to individual reviewers. This change delegates greater responsibility and power to the reviewer, enabling faster turn around times for applications.
In response to complaints regarding consistency, the new IRB website also has a number of templates for consent forms. These consent forms can be used as foundation of your consent form document.

Also relevant to the IRB discussion are a number of resources available from last year’s DDS session. Morgan has complied a number of interesting facts and discussion regarding the IRB process.

From personal experience, I would solicit help from colleagues experienced with the process. These persons may be able to provide tips, previous IRBs, and other stuff that will make your experience a little better. I found it worthwhile to spend some time and see who at the IRB understands your work the best. Everyone is really smart, but some individuals might jive with your work more than others.

At the end of the session Archer emphasized the value of the notes from last year's DDS.

Survey account coordination

dlzz — Wed, 21 Oct 2009 15:39:14 CDT

This page lists people who are actively using Zoomerang account at any point of time. The purpose for this is to give contact information for those who are working on survey using Sue's account so that during editing the survey the account will not log out automatically because someone else has logged in with Sue's account.

Jina Huh is using zoomerang (Oct ~ Dec, 2009).

Comments:

Contact me if you are having problems logging in, so that we can coordinate when to use the account.

Grace Jeon is using zoomerang Oct 21, 2009.

David Lee is using zoomerang for a class survey Oct 2009.

Pre-Candidacy

joanna_steele — Tue, 20 Oct 2009 14:06:08 CDT

November 21, 2008

Pae's notes:

Student 1: pre-candidacy outline:

When coming to SI, he was not part of research team. His funding is from general fund and he was supposed to work with his advisor. His previous research does not count for pre-candidacy project. His study plan is to make sure that his courses will be useful for your particular paper, such as STS courses.
You can get a research grant from Rackham which you can get one for pre-candidate and another one for candidate.
Proposal is a commitment for you to do something. It’s a good exercise to think about what you want to do and use it for funding proposal as well.
Student 2:

She participates in a project of her advisor (Prof. Yan Chen). She uses the project to be her pre-candidacy paper.
In 2006 she did an experiment and turned in her project proposal.
In 2007 she collected all the data and wrote the result part. She also presented the paper in a experimental economic association. After that, she revised her paper with her advisor and submitted the paper. Then, she could start thinking about the pre-lim exam.
Her advice is that just go step-by-step.

Advice: meeting the program requirement is what makes your advisor happy.
The proposal is not written in stone. So you can change your research interest, your data, and thereby changing the proposal. But you should let Stephanie know that you are changing although it is good to stay with the proposal.
If you are planning to do an experiment, need IRB approval or exemption, IRB is a thing that you should learn about it early on because it can delay your research process.
You should plan on your coursework that will be useful for your research. For example, at science and technology research at public policy school, qualitative method at SI, etc. You could use the paper turned in for class as your proposal. The point is to show your understand what are the steps of doing the research project. The scale of the project should be enough to show your advisor and the committee that you are ready to go on your research.
The second readers usually are in SI. The first reader is more familiar with your research. The second reader is kind of validation for your paper. Do not make grand expectation on your readers.
The project gives us an opportunity to learn through the process of the university, e.g. IRB approval, grant searching.

Xingxing's notes:

Senior students overview:

submitted her pre-candidate paper to a conference.
took courses useful for his pre-candidate paper. He also got the pre-candidate research grant from the Rackham (and the proposal was helpful).
suggested to pick up a topic that you are interested in.

General discussion:

It's possible to extend one more semester if teaching.
It's very important to talk to your adviser (and make him/her happy): SI requirements vs. adviser's requirements.
Your results need not to be perfect.
You do not need a large amount of data for your paper.
If you get your paper published, it'll be considered as the 2nd reader.
It's okay if your paper is different from your proposal.
Also, take a look at the job market when looking for a topic.
Data collection is time-consuming! Don't put it to the last minute!
IRB also takes time - it's good to know in early stage!
You should take control of your pre-candidate project.
Try to work with courses you take, especially research methods courses.
The point of the pre-candidate paper is to show evidence that you understand how to do research and then you are ready for field-prelim.
It's a measurement of whether you are growing in the program or not. It's doesn't have to be right or wrong.
Choose your second reader based on what you do.
The second reader is for validation purpose; he/she need not to be someone outside SI.
The second reader may or may not invest a lot on your project - if you learn something from him/her, that's already a success.
Communicate with your adviser and leave enough time for him/her to read your paper (also, remind him/her to send it on time).
Enjoy the pre-candidate paper as a test-bed (your dissertation will be ultimately important in you career!)

Joanna's Notes
October 16, 2009
Student Panel: Ricky Punzalan and Daniel Zhou

The pre-candidacy paper experience is largely determined by the relationship you have with your adviser. If your paper topic relates to research that you are doing with your adviser, the advantage is that your adviser will be interested in your work and will help push you to meet the deadlines. For the students who choose their topic, find something that really interests you. Advisers have different styles and expectations; learn to negotiate with your adviser.

Remember that the pre-candidacy paper is a first-year paper. Don't take it too seriously. It is "an exercise of sorts." Consider it a good training experience through which you can learn the research process and have opportunities to publish and present your work. It is not necessarily encouraged to take courses specifically for this paper, except in the case of methods courses.

Taking classes with professors is a good way to help identify your second reader. During a course, you will most likely write a paper for the professor that allows her/him to become familiar with your writing and areas of interest. In some cases, you will be able to incorporate part of your class paper into your pre-candidacy paper. This can be a very natural progression.

The literature review is the key component to the pre-candidacy paper. Don't put it off -- doing the lit review will help you identify the gaps and, thus, where you can make a contribution.

Take advantage of campus resources:

Rackham Research Grant (travel much?)
Sweetland Writing Center (writing therapy)
CSCAR (Center for Statistical Consultation and Research, your new BFF)

GSI Office Hours

bhilligo — Thu, 15 Oct 2009 07:13:01 CDT

Fall 2009

GSI	Day Time Location
SI688 David Lee	Monday 4pm-6pm (Shapiro Basement Office B144) and by appointment
SI 502 John Lin	Tuesday 4pm-6pm (Sharpiro Basement Office B138).
Kevin Nam	Monday 9:30-10:30 AM, Wednesday 5-6 PM
SI 500 Radaphat (Pae) Chongthammakun	Tuesday 12pm-1pm (Shapiro Basement Office B138)
Xiaomu Zhou	Tuesday 6 - 7pm (Shapiro Basement Office B138)
Max Chen	Thursday 3 - 4pm (Shapiro Basement Office B138) and by appointment
Ji Yeon Yang	Thursday 5 - 6pm (Shapiro Basement Office B138) and by appointment
(SI 500 GSI meeting) Ayse Buyuktur	Tuesday 1 - 3pm (Shapiro Basement Office B144) Thursday 10:30-11:30am (Shapiro Basement Office B138)

Special Arrangements Fall 2009

GSM/GSI Feedback Sessions (Brian Hilligoss)	Wednesday, October 14, 1:00 PM to 3:00 PM (B144)
GSM/GSI Feedback Sessions (Brian Hilligoss)	Thursday, October 15, 3PM to 4PM (B144)

GSM/GSI Feedback Sessions (Eric Cook)	Friday, October 15, 11 am to Noon, (B144)
GSM/GSI Feedback Sessions (Brian Hilligoss)	Wednesday, October 28 1:30 PM to 2:30 PM (B144)

Winter 2009

GSI	Day Time Location
SI532/533 Anthea Josias	Thurs. 4pm 5pm (Shapiro Basement Office B138) and by appointment
SI 602/690 Magia Krause	Thurs. 2:30 4:00pm (Shapiro Basement Office B138) and by appointment
SI 622 David Lee	Thurs. 10am Noon (Shapiro Basement Office B138) and by appointment
SI529/SI182 Sean Munson	Monday 4:15-5:30p (Shapiro Basement Office B138) and by appointment
SI 626 Max Chen	Mon. 4:00-5:00p (Shapiro Basement) and by appointment
SI 688: Fundamentals of Human Behavior Emilee Rader (ejrader@umich.edu)	Fridays 11:30am-12:45pm, at Amer's on State, and by appointment

Fall2008

GSI	Day Time Location
SI500:
Max Chen	Tue. 3:30pm 4:30pm (Shapiro Basement Office B138) and by appointment
Morgan Daniels	Thurs. 10:45am 11:45am (Shapiro Basement Office B138) and by appointment
Anthea Josias	Tue. 11am 12pm (Shapiro Basement Office B138) and by appointment
Xingxing Yao	Wed. 11am 12pm (Shapiro Basement Office B138) and by appointment
Jinfang Niu	Thursday 9:30 10:30am(Shapiro Basement Office B138) and by appointment

SI502:
Daniel Zhou. Mon. 2:50pm 3:50pm Wed. 2:50pm 3:50pm. (Shapiro Basement Office B138)

SI 689 (CSCW): Emilee Rader. Thursdays 12:30 2:30pm @ ERC on State St. and by appointment

Time Management

MaciejKos — Sat, 03 Oct 2009 16:52:17 CDT

DDS notes: time management
Presenters: Ixchel Faniel and Emilee Rader
Ixchel:
Found that corporate/ consulting time management skills didn’t transfer to academic environ. Here, 3 roles: teaching, research, and service.
Talked to people, read books for strategies
Judy Olsen’s slides and lecture on this topic are online
Some books helped: Robert Boyce’s
Trying different strategies and finding which worked for her was essential
Starting early and chipping away at them (rather than last minute) is Ixchel’s strategy for this environment (Boyce’s working in moderation)
Breaking up activities while they are going well makes it easier to pick them up again.
In this environment you can keep working and working on something (fix and fix mode) its important to know when to stop- not overwork it
Prep for teaching a few days before rather than a week before, so she doesn’t overwork it
Ixchel’s day to day: everyone is different in terms of the time they need to do things, esp teaching. Uses to-do lists with amount of time for tasks and records how long they actually take. In the beginning she was overworking the amount of time she spent on teaching prep- was able to compare her time spent with other junior faculty. Recording this helps keeps feeling in check about how much is accomplished. She also recorded what happened that day otherwise to see how good day/ bad day influenced how much she got done.
Realized that her expectations for getting things done on a given day were too high, unrealistic- especially on heavy meeting days. Now incorporates time for personal stuff in planning too: like on weekends, setting aside a chunk of time on weekends for personal stuff.
Notices her own patterns throughout the day for the best times for activities: writes at home in the morning when she has more energy and uninterrupted time.
Email: she closes it when she’s not using it- if she’s looking at email she’s not working. Tells students to expect 24 hour turn around on email. Looks at it 2-3 times/ day rather than checking and responding continuously.
Importance of listening to what works for you- your own intuition. Has to work for you. Writes on paper often instead of computer because she gets blocked by editing choices in word processing rather than having her writing flow.
Ixchel uses a white board for long term projects and due dates
Plans an amount of time for each activity based on available blocks of time
Mac dashboard widgets will track what you are doing on your computer
Important not to underestimate time it takes to ramp up for an activity
Free writing as a warm up- unstructured writing with less pressure for perfection- write as you talk

Emilee:
Plans time on her to do list for thinking about work too
Uses Omni Outliner software, so she can close list for other days if its seems overwhelming
Never finishes todo list for the day, can drag things into the next day to reallocate
Doesn’t get worried about planning more than she can do for the day because she can put it onto the next day
Teaching prep: if she feels totally comfortable, she has spent too much time on it.
Starts planning for teaching a section the day before so there is a limited amount of time to work on it
Keeps deadlines for conferences at the bottom of list where she might be able to publish, form which she has used other people’s work that she may want to submit to
Uses Journaler to capture thoughts, notes on readings, etc.
Started a research blog to help her keep focused on research- can justify the time because there may be a few people reading it, and it helps her keep focused
One Note is essentially the same as Journaler for PCs. Helps her keep work centralized.
Has project management software (bought OmniPlan- the open source stuff she tried wasn’t good) for timeline planning to see how many projects she will be doing simultaneously. If she has more than three projects at once she knows she needs to readjust. Revisits it once a month and saves it as a new document so she can track over time how long she spent on things, helps her set her expectations better.
Emilee and Rick have shared Google calendars—bad when she doesn’t have network access. Puts conference deadlines and travel on calendar as well as regular stuff. Can sync with iCal—Ted uses “remember the milk” for tasks which syncs with both.
Cory uses the program “getting things done” which helped him discipline his planning
Reference management- Emilee saves everything she reads in pdf in a folder on her laptop and uses bibtex for references. Copies notes from Journaler into bibtex. Exports from endnote to bibtex was not hard. Can add a field for filename (and can drag and drop file into bibtex, but doesn’t trust it not to lose her files).
Plans personal time into her schedule to help manage stress
Keeps her vita and website updated half an hour once a month, so she doesn’t have to spend half a day stressing about it later.
Keeps teaching evaluations all in one place.
Getting less sleep is not a strategy for getting more done. May need to plan in time for sleep.
Good to know when during the day you do your best work. Help make sure that the time you spend on things is more productive.
OmniFocus has a field for context that lets you track things as ‘errands’ for example, so you can try to do them all together if you want
Ayse outlines papers which helps her save a lot of time

Dharma's notes/reflections
The most important sentiment expressed by Ixchel was to listen to yourself, try a lot of things out and see what works. She and Emily had very different styles of time management. While Emily uses a lot of electronic tools (outline software, project management software, etc), Ixchel seems to use paper more to keep track of what to do and what she has done. One interesting idea they both had was to keep track of how long it actually took to do something. That way, you can learn how to more reasonably estimate time for future projects. Both also saw the value in integrating personal to do's with work/school because otherwise, it's easy to overlook the personal life (even laundry, cooking, etc).

Additional notes

Different need of time management with different environment. Company vs consulting vs academia. Consult your colleagues on what they do.
Different things works for different people. Try out different thinks and figure out what works for you:

When best time to do certain activities: when best to write, when bes to read, etc
- Specify exact time
- vs an estimate on when to do
- vs just to-do list.
Sense of time: how long it takes you to do things
Closing email => source of distraction
Some people will incorporate personal, daily choirs, etc and some don't.

Good time-management habits:

Create a daily to-do list.
- Give you a sense of what things need to be done
- Balance between listing and personal comfort level => Not to freak out/stress out what needs to be done.
Record how long you spent on a task
- Stuffs takes longer than you expected it to be.
- You also underestimate
- Recording help to make them reasonable and know your habits
Constantly review them to see what works for you:
- Where you are spending your time
- How long it takes you to do things
Be realistic on your daily activities.
Set time to think out an assignment besides time to do it.
Make various level of granularity.
- Daily
- Weekly
- Monthly
- Semesters
- Yearly
- Life
Blocking off free-time for things.
- Plan time to not work!
- To manage stress.

Start early on tasks and chip away at it as you go along:

Know when to stop, can't be perfect all the time.
Don't overwork things. Academia is an environment where you can always fix and fix and fix. But need to stop somewhere,

There is difference in Long-term vs short-term planning:

Set fix deadline and routine
Routinely review where you are at completing them

Guide to start writing:

Dictation software to note what you are saying
Freehand writing
Blogs as way to try writing =>.experiment for writing.

Every time management system needs investment:

Lot of startup time
Daily investment to keep them up to date.

Updates from 10/2/09

Some advice on time management, work/life balance:
-learn to say no to extra commitments that might take away from working on what's important. In other words, don't accept everything that comes your way.
-slot time for research on your calendar and put specific tasks
-leave some things to last minute or they will expand and overtake your time
-keep track of how much you're working. 45-55 might be considered normal..sometimes you will go beyond this, but it's good not to let it become a habit.
-try to avoid feeling guilty for taking time off
-ask advice from senior colleagues if doubtful about taking something in particular on
Set priorities...this speaker's was Family, Health and Work in that order

Academics is an endurance sport-make time for exercise
Working early in the day helps you get space in which people aren't expecting things like replies to emails. Can work without distraction at that time.
This profession is about 50 hour/week career. 10 hour days-you have to figure out how to find those 10 hours.

And oh yeah: Snickers satisfies.

assertiveness

most important, politely reject; talk to senior colleagues, advisior to see what is appropriate to reject
more important to make a strong, good impression on people you work close rather than on your weaker ties
however, good to get involved in things like talks,etc. as long as you can keep up with other, core, commitments

schedule / block off time for research
40-45hr work week; good to keep of it to see if I am below or above; helps to get away, get time off,

multitasking may not work some; check if it works for you

set your priorities:

family
health
work

Paul prefers to work early in the morning (4am - 7am?) b/c nobody expects you to even be awake at that time and people don't bug you

find time for exercise every day, integrate it in your day, bike to work, walk, take stairway

meetings:
every 1hr meeting is in fact 2 hour meeting (transportation, preparation + future commitments)
meetings also have a social value to them
face to face more efficient than email

food:
coffee may be good for you (concentration) unless side effects kick in
insomnia common among academics; better not to work at night
protein bars, balanced bars good for food cravings,
tap and track - tracks calorie consumption. FoodJournal and DailyBurn for iPhone are also worth checking out

HCI Writers' Group

smunson — Fri, 02 Oct 2009 12:55:00 CDT

The HCI Writers' Group meets every Tuesday 12-1:30 in the SI North Convergence Room. Lunch is served.

Charter: The focus of this group is writing papers for CHI and related conferences and journals. These include all of the ACM SIGCHI-affiliated conferences (e.g., CSCW, UIST, DIS) as well as a few others where HCI folks might publish on a somewhat regular basis. We have a full list of conferences of interest along with submissions deadlines farther down on this page.

Upcoming Weeks

Date	Topic	Todo
8/25/09	2-minute drill Archer - CHI paper on Citizen Science (15 min)	Plan to talk about a current or proposed project for 2 minutes, using either the Heilmeier Catechism or Judy Olson's Famous Ten Questions as a template.
9/1/09	Continued 2-minute drill Jude - Twitter CHI note Sean - 3GT CHI note/paper	If anyone has even a rough draft of a CHI paper, feel free to distribute for review!
9/8/09	9 days til CHI deadline Mick - CHI paper Archer/Ann - CHI note (if there's room/time)
9/15/09	2 days til CHI deadline Sean - Diversity presentation CHI paper(end of the previous week ideal for swapping)

Past Weeks

Date	Discussion Signup	Todo items
5/12/09	Archer - CSCW paper on Citizen Science	Add a conference/journal special issue deadline list
5/19/09	Mick - Research design for Diversity Representation study	IRB documents sent to HCI mailing list
5/26/09	Xiaomu - CSCW paper on physicians' use and documentation of psychosocial information Archer - CSCW paper draft on citizen science (circulated beforehand)	CSCW deadline: June 1st
6/2/09	Mark A. - Read CHI paper and original Dourish-Bell paper http://doi.acm.org/10.1145/1518701.1518835 http://portal.acm.org/citation.cfm?id=1265387.1265397&jmp=cit&coll=ACM&dl=ACM&CFID=37559843&CFTOKEN=96636266#CIT	help Mark and Tom prep for CSST workshop and learn about the latest and greatest CHI battle-of-the-methods!
6/9/09	Ethno Smackdown, Part II
6/16/09
6/23/09
6/30/09
7/7/09
7/14/09
7/21/09
7/28/09
8/4/09	Mick - Draft of TabViz paper	send copies on 31 July
8/11/09

Upcoming Conference and Special Issue Deadlines

This list should be maintained in chronological order, with the soonest deadlines appearing first. Deadlines in bold indicate archival publication opportunities.

What should go in this list? All the obvious ones, obviously, as well as any conferences you're considering submitting something to. Don't feel obliged to post everything that turns up on CHI-ANNOUNCE (which you should subscribe to, by the way) on here, as there are gazillions of workshops and minor conferences that would make this list grow to an absurd length.

Deadline	Conference	Track	Conference Date/Location
August 6, 2009^	WSDM 2010	Papers	4-6 February 2010, New York, NY
September 16, 2009	WWW 2010	Workshops	26-30 April, Raleigh, NC
Sept 17, 2009	CHI 2010	Papers & Notes	April 10-15, 2010 in Atlanta, Georgia
Sept 25, 2009*	IUI 2010	Papers & Notes	*February 2010 in Hong Kong, China**
Oct 1, 2009	JCSCW	Journal	Special issue of JCSCW, Supporting Scientific Collaboration Through Cyberinfrastructure and e-Science
Oct 16, 2009	Pervasive 2010	Papers & Notes	May 11-14, 2010 in Helsinki, Finland
October 26, 2009^	WWW 2010	Papers	26-30 April, Raleigh, NC
Jan 2010?	ICWSM 2010	Papers	May 2010, Washington DC area
Feb 15, 2010	DIS 2010**	Papers	August 18-20, 2010 in Aarhus, Denmark
May 1, 2010	DIS 2010**	Short Papers, Demos, Doc Cons.	August 18-20, 2010 in Aarhus, Denmark
Dec 5, 2010	C&T 2011	Papers	29 June - 2 July 2011, Brisbane, Australia

*: tentative date
**: biannual or irregularly scheduled conference
^: Abstract deadline, paper deadline is later.

Passed Conference Deadlines

Sorry, too late! The purpose of this list is to track when previous deadlines were in cases where the next deadline has not been announced. As soon as a new paper submission deadline is announced, the old record should be removed from this list.

Deadline	Conference	Track	Conference Date/Location
Nov 3, 2008	WWW 2009	Papers	20-24 April 2009, Madrid, Spain
Nov 8, 2008	CSCL 2009	Papers & Notes	June 8-13, Rhodes, Greece
Jan 14, 2009	INTERACT 2009**	Papers & Notes (abstract only, full paper due Jan. 30)	August 26-28 2009, in Uppsala, Sweden
Jan. 15, 2009	GROUP 2009**	Papers & Notes	May 10-13, 2009 in Sanibel Island, Florida
Jan. 20, 2009	SIGGRAPH 2009	Technical Papers	July 26-30 in Los Angeles, California
Feb. 2, 2009	NCeSS 2009	Long & Short Papers	June 24-26 2009, Maternushaus, Cologne, Germany
Mar. 31, 2009	UIST 2009	Papers & Technotes	October 4-7, 2009 in Victoria, BC
Apr. 17, 2009	Ubicomp 2009	Papers & Notes	September 30-Oct. 3, 2009 in Orlando, Fl
June 1, 2009	CSCW 2010	Papers & Notes	February 6-10, 2010 in Savannah, Georgia
June 1, 2009^	CIKM 2009	Papers	2-6 November 2009, Hong Kong
June 15, 2009	HICSS-43	Papers	January 5-8, 2010 in Kauai, HI
June 25, 2009	Ubicomp 2009	Posters	September 30-Oct. 3, 2009 in Orlando, FL
June 30, 2009	UIST 2009	Posters, Demos, Doctoral Symposium	October 4-7, 2009 in Victoria, BC
July 31, 2009	eScience 2009	Papers	Dec 9-11, 2009 in Oxford, UK

**: biannual or irregularly scheduled conference.

WhatILearned

libbyh — Tue, 22 Sep 2009 17:06:45 CDT

Purpose:

Some of you might be familiar with Esquire magazine's feature: "What I have learned". It has a particular style of knowledge transfer that I am a big fan of. If you are not familiar with the feature, you can see some samples at:

(walter Cronkite) - http://www.esquire.com/features/ESQ0406WILCRONKITE_170
(best of) - http://www.esquire.com/features/ESQ0103-JAN_WILBESTOF_rev_
(best of 2) - http://www.esquire.com/features/what-ive-learned/ESQ0104-JAN_BESTOF?id=gSNaRJ3PWMLPHBC2NPUq
(homer simpson) - http://men.msn.com/articlees.aspx?cp-documentid=760907&wa=wsignin1.0

What I would like to do is create a new tradition where part of the graduation processes from SI is to identify a similar collection of thoughts that can be collected and then made accessible to the current SI Ph.D's. There are many times during the program that I have held on to the gems that you all have said at bars, dinners, or other informal conversations. To me, it was a great help and I think others might benefit as well.

Cal Lee - Graduated '05 - Advisor M. Hedstrom. Now: University of North Carolina at Chapel Hill - School of Information and Library Science

Three things: persistence, organization and thick skin
Seek out numerous mentors. They'll all provide something different and important.
Develop your own internal criteria for productivity and success. Meeting those criteria should be your goal.
Attend every single proposal defense, dissertation defense and job talk that you can. This will be time better spent than whatever you would have been doing on your research. Trust me.
This is a marathon, not a sprint. Don't burn yourself out.
Spend time with your family. They're more important than your PhD.
If you have an interesting idea, get it down in writing. It might be useful for your dissertation. If it's not related to your dissertation, then be willing to set it aside until you're done with doctoral program.
Learn to say "no" often. When you say "no" to a major commitment, file this no away and take pride in it. This is an accomplishment.
When your advisor says you're done, you're done. You can tweak and extend all you want once you have the degree.
Rely on your fellow doctoral students for support however you can. They understand what you're going through in ways that few other people do.
Decide for yourself why you want to be part of the Academy. Remind yourself of those reasons when you get frustrated with aspects of academia that you find annoying or even unhealthy. You don't have to embrace all of the prevailing values of the system in order to make valuable contributions.
Consider using bibliographic software. You really don't want to be dealing with citation styles by hand.
Get to know people within your field of study and make yourself known to them. You want them to already know who you are and be interested in you BEFORE you apply for jobs.

Jeremy Birnholtz - Graduated '05 - Advisor T. Finholt. Now: Cornell - Communications

Working hard on your research and being productive do not always correlate. Learn to spend time on stuff that matters and leverage your effort/time in as many ways as possible.
Relatedly, it's always possible to spend more time doing work. Sometimes this is the right thing to do. Sometimes it's not. Understand the difference.
Some elements of the process are a game. In many ways, you have to play these games to be successful, and learning to play is therefore important and makes things easier. Don't forget, though, that other things are important too. Stuff like having an impact and doing work that others will respect.

Erik Johnston- Graduated '07 - Advisor J. Olson. Now: Arizona State University - Public Affairs

The tough part was getting into the program. The rest is details and hoops.
The first year is the toughest, not the most work, not the most stress, just the toughest.
We all have weaknesses. However, being comfortable asking for help eases most every weakness.
I chose to be here and I am happy to deal with the consequences.
I am going to miss milestones.
This is a great time to have children. Flexibility with your time is invaluable when struggling to be a parent.
Some things take time to learn and no amount of effort can help you learn them faster.
Everyone can be great because everyone can serve.
The program is humbling regardless of performance.
Field studies are like Venus Fly Traps, easy to get into, impossible to publish.
Kulthau talks about the emotional roller-coaster of high schoolers doing a class research project. Amplify that to grad school and remember that the ups and downs are all part of the ride that everyone experiences.
The school has an agenda for you. Once you know this, take time to create your own.
In the first year explore as much as you can what SI and Michigan has to offer. In the second year publish something small, just to learn the process and know you can. In the third year, teach, publish something big, this will be what gets you noticed and get you a job. In the fourth year, stop publishing, find a job, finish dissertation. If you choose to spend more time, spend it repeating the third year.
Your first summer is the only one that will be a vacation.
The dissertation is a collection of 100 ah-ha moments.
The dissertation is a small piece of work, done very well.
You want to do great research? For every different article you read, think of one colleague who would also benefit form that article, buy them a drink and ask them about their research, but first ask them how they are doing, and listen.
Being in the program is one of the safest places to make mistakes. Plan on making many of them with the goal of learning from each of them…
In the same thread, the most untapped source of learning is the learning from mistakes. If you do not have the courage to make your own, spend time to learn from the scars of others.
An average research paper will be read by one person and will take less than 30 minutes to read, a class will be attended by an average of 20 people who will give you an hour each, 15 week in a row.
There are many models of success. Find the one that fits you best. Better yet, create your own.

Derek Hansen - Graduated '07 - Advisor Paul Resnick. Now: University of Maryland at College Park - College of Information Studies

Choosing a research area is really about choosing who you want to hang out with [shamelessly ripped off from Mark Ackerman].
There are countless potential conferences to attend in an interdisciplinary field like ours. Explore several, but make one your home where "everybody knows your name." You can always venture out beyond that when necessary.
The most stressful time for me was when I was on the job market. Just remember, most applicants are turned down, so don't take your rejection letters personally.
Having a job lined up is a great motivator for completing your dissertation. Having started my job I am very glad that I managed to finish before leaving SI - although I certainly cut it much closer than I should have (just ask my wife who was driving the moving truck to Maryland while I was making my final revisions before catching up to her the next morning).
Stay connected to the SI community, even when you are busy. There is a time to buckle down, shut the door to your office, and ignore your IM, but it's not a year or two before your graduate - it's a month or two before you submit your dissertation and even then you should come up for air enough to keep things in perspective.
Schedule time for the most important things in life (for me that included my family, my church activities, and Ultimate frisbee). I benefited greatly from taking an entire day of the week off of all school and work and I know those around me did too.
I agree with Erik that grad school is a good time to have young children, and Ann Arbor is a great place to have them.
Make time to excercise a few times a week!
And finally, don't miss out on signing yourself and your family members up for all those great paid studies - like the one where I went sleep deprived for 2 weeks and couldn't exercise;the one where my wife collected her (and our new babys) spit for 2 months; or the many where our toddlers had electrodes hooked up to their scalp while they played computer games. Great fun.

Libby Hemphill - Graduating '09 - Advisor: Stephanie Teasley. Now: Research Fellow at UMich, Visting Scholar at Arizona State University, Founder of RAW (Research at Work)

Choosing a research area is really about choosing who you want to hang out with [shamelessly ripped off from Mark Ackerman and Derek Hansen]
Today's (or this year's) "new hotness" in research may not be your favorite thing. Don't ignore it, but don't sell out either. You can have both if you are patient.
Academia is not the only place to find a job that fulfills you and keeps food on your table; in fact, you may find that starting your own business or working in industry makes you happier. Happier is good.
Methods classes are the best use of coursework. You can always learn from journals on your own instead of in class. You can't always get someone to teach you how the proverbial sausage gets made.
Ashley's has wireless and outlets in the back of the bar. You can enjoy British Isle happy hour and get work done. You can even do so with friends.

DDS Topics

yjeon — Sat, 19 Sep 2009 20:33:51 CDT

Each DDS topic is a child of this page. Look at the list over on the left.

Fall 2009 Notes Sign up (2 notetakers/week)

October 2- Time Management. Dharma, Maciej
October 16-- Precandidacy Project (Joanna,
October 30- IRB (Trevor, ?)
November 13- Selecting Courses
December 4- CSCAR (Pae, Grace)

DDS Fall 2008

TrevorBurnham — Fri, 18 Sep 2009 12:05:17 CDT

Sept 12, 2008: Getting to Know Your Cohort and the Doctoral Student Community
Introductions and overview of the seminar. What it means to be a community of grad students. PhD students only. [ Sullivan article on graduate education ]

Food: Cory, Magia (food generously paid for by DEC)
Wiki notes: N/A

Sept 19, 2008: Institutional Review Board (IRB)
An overview of the UM Behavioral Sciences IRB process will be followed by a discussion (with examples) of students’ experiences preparing and applying for IRB approval for different types of projects.
[ Behavioral Sciences IRB website | IRB Applications on the SI Wiki ]

Food: Dharma, Ted
Wiki notes: Ted, David, Ji Yeon, Pablo

Sept 26, 2008: Taking Full Advantage of UM Library and Information Resources
Donna Hayward of the Hatcher Graduate Library will present a session customized for SI PhD students on the various resources offered by the University of Michigan Libraries to assist you in conducting research.

Food: David, Eytan
Wiki notes: Morgan, Rahmad, David, Brett

Oct 3, 2008: Working in Industry or Academy as a PhD?
A PhD in Information can lead down many roads, not all of them resulting in an academic career. Faculty and doctoral students with the perspective of working in both worlds will present on the pros and cons of working in each environment, and will discuss how to consider which may be more appropriate for you.

Food: Ayse, Sean
Wiki notes: Daniel, Ted, Sean, Ayse

Oct 10, 2008: Time Management
Life as a doctoral student is demanding, especially on the allocation of time, attention, and energy. This session will include tips on how to get a grip on the varying demands made on your time.

Food: Morgan, Xingxing
Wiki notes: Morgan, Dharma, Rahmad, Devan
[ Judy Olson's TIme Management Talk (audio only) | Judy Olson's Time Management Slides (ppt) attached at bottom of this page ]

Oct 17, 2008: The Dissertation Proposal
The dissertation is the capstone of the doctoral experience. In this session, doctoral students who have completed this milestone will discuss the process and share lessons learned.

Food: Brett
Wiki notes: Daniel, Dharma, Eytan, Brett

Oct 24, 2008: Collaboration
In the information sciences, we study various types of collaborations, but do we know how to do it well as a practice? This session will focus on the skills and dynamics of being a successful collaborator.

Food: Daniel, Pae
Wiki notes: Morgan, Daniel, Xingxing, Ayse

Oct 31, 2008: Negotiating Your First Job after the PhD
Debbie Apsley, Director of SI Human Resources, will conduct a session on the insides of faculty compensation packages. The aim of this session is to understand the value of different configurations of offers, including how to negotiate a starting position, and what to bargain for.

Food: Rahmad
Wiki notes: David, Pae, Devan, Ji Yeon

Nov 7, 2008: Getting the Mentoring You Want
A productive relationship with your dissertation advisor is arguably one of the most critical "make or break" aspects of the doctoral experience. This seminar aims at providing strategies and perspectives in building a good relationship with your dissertation advisor, as well as finding the mentoring you need in other places PhD students only.

Food: Devan
Wiki notes: Dharma, Xingxing, Pae, Ayse
There is a Rackham Guide of the same title.

Nov 14, 2008: Service
Alongside research and teaching, service is the third major aspect of an academic's career. This session will discuss various types of service, its role in creating and maintaining community, and how to find the time and right balance of service to fit into your plans.

Food: Ji Yeon
Wiki notes: Sean, Eytan, Brett, Pablo

Nov 21, 2008: The Precandidacy Project
Sue Schuon and a faculty member will join us for a short discussion of expectations regarding the precandidacy research project. Then, advanced students will reflect on their experiences with their projects. Q&A will follow. PhD students only.

Food: Pablo
Wiki notes: Pablo, Xingxing, Pae, Ji Yeon

Dec 5, 2008: In the Public Eye
Scott Page, professor of economics, political science, and complex systems, will talk about his experiences as an academic who actively engages public discourse (as opposed to the academic discourse).

Food: Cory, Magia
Wiki notes: Ted, Sean, Rahmad, Eytan

Fall 2009 Potluck

TrevorBurnham — Fri, 18 Sep 2009 11:31:35 CDT

DEC will be hosting a welcome back potluck on the Huron River for incoming and current SI doctoral students, faculty, and families.
When: Thursday, September 3, 2009, from 4pm-7pm
Where: Gallup Park (map)

DEC will provide drinks, cups, plates, utensils, etc. as well as charcoal if anyone is bringing stuff they'd like to grill. You should bring a dish to share. Please edit this page with your name, the number of people (including yourself) in your party, and what you plan to bring. We'll also be organizing rides to the park from SI-North if you don't have a way to get there. So, please let us know if you need a ride or can offer space in your car to those who need it. If you prefer not to edit the wiki, email Dharma with the same information (dharmrae@umich.edu).

Hope to see you there!

Attendees

Dharma Akmon (1)-homemade zucchini bread
Morgan Daniels (2)- bringing pasta salad
Ted Hanss (2) - bringing roasted vegetable dip (starter)
Cory Knobel (1) - bringing some sort of dessert
Beth St. Jean (2) - bringing chocolate chip cookies

Yan Chen (3 or 4) - bringing Waehe
Mark N (3 or 4, but 2 are little)-bringing veggies to grill & share
Ann Zimmerman (2)-some sort of main dish that doesn't require grilling

Margaret Hedstrom (2) - something using whatever excess vegetables I have in my garden
Steve Jackson (4 - 2 adults, 2 kids) - fruit or fruit salad
Kathleen Fear (1) - greek salad (or maybe a dessert)
Maria Souden (4- 2 adults, 1 kid, 1 new puppy) - some kind of yummy side that I will sweet-talk my hubby into making
David Lee (1) - Sausages to grill
Devan Donaldson (1) - BBQ Chicken Wings

Eric Cook (3: 2 adults, 1 kid) -- rice crust veggie pie.
Paul Edwards (plus 1 kid) -- salad with toasted walnuts, cherry tomatoes, and mustard vinaigrette
Brian Hilligoss (1) -- Greek-style Quinoa Salad
Chris Leeder (1)
Stephanie, Tom and kids (4)- grillables and dessert
Paul Resnick (4)- veggie burgers and hot dogs to gril
Jessica Hullman (1) - not sure if bringing anything, coming from orientation
Mick McQuaid (4) - jambalaya
Jude Yew (3 - 2 adults, 1 infant) - Pasta salad

Matt Burton (2)
Matt Simmons (4)

Ricky Punzalan (1) - Pie(s)
Joanna Steele (1) - dessert
Alissa Centivany (3: 2 adults, 1 bee) -- pesto pasta

Regrets

Jeff MM (0) - sorry, will be at Cornell
Martha(0) --wish I could come, but it's same time as the new student convocation

Sean(0) - sorry, will be at Yahoo
Karen Markey

Need a Ride

Dharma
Kathleen
Chris Leeder

Have a Ride

Morgan (can take 3, although I may need to leave a bit early from SI North to help set up)
Beth (can take 3, but I will be leaving here early to help set up)
Ted (can take 3, leaving from Med School and can stop at SI-N)

Project Planning

TrevorBurnham — Fri, 18 Sep 2009 11:25:56 CDT

Doctoral Development Seminar: Project Planning

(March 27, 2009)

Guests: Ixchel Faniel, Paul Conway, and Ann Zimmerman

Ixchel:
Ixchel teaches SI 501: Contextual Inquiry and Project Management.

The following factors need to be considered when developing and executing a project plan:
1. Requirements and goals of the project.
2. Resources, including people.
3. Scheduling.

Managing schedule is the most difficult part. Useful advice:
1. Knowing your major milestones and steps.
2. Estimating time carefully. Asking other people who have similar experience.
3. Being realistic! Don’t overlook personal obligations.
4. Shared calendar like Google Calendar works well for collaborative projects.

Managing project plan:
1. Ixchel creates very detailed plan in planning stage and thinks about how it should change each semester.
2. As for human resource, making the roles and responsibility clear! Discussing author order and make associated roles and responsibilities clear up front are important.

Paul:
Being able to delegate is very important. There are two ways to delegate:
1. Supervisor-supervisee relationship. It’s easier to get things done.
2. Collaborating relationship with shared responsibility and credit. For instance, co-authoring might be difficult with different writing styles.

Developing a project:
1. Identifying a research question based on your experience or wholes in literature.
2. Tying/adjusting your research question to funding opportunity.
3. Developing a research program.
a. Thinking about your long-term goal and what you want to get from the partnership (if any).
b. Designing a project that data can be collected and analyzed efficiently.

Publishing is a validating and rewarding system.

Don’t forget to balance your research and life.

Ann:
Ann is research professor. 90% of her salary comes from outside sources.

Advice on project management:
1. Arranging meetings and spending time to know a person before collaboration.
2. Keep your short-term and long-term goals around you!
3. Being able to push little things back – prioritizing your to-do list.

We have great research support at SI!
Making sincere efforts to meet deadlines is the key of managing relationship with staff.

Advice on managing relationship with collaborator:
1. Value other people’s expertise.
2. Share similar research interests.
3. Negotiate for an agreement.

It’s never too early to start working on publication, so start early!

General discussion:
Both expertise and network are essential for getting early opportunities.

Starting small, showing your accomplishments before considering bigger grants.

Course Selection

TrevorBurnham — Fri, 18 Sep 2009 11:25:27 CDT

Taking Classes Outside of SI

John Lin

Most of the classes John took were in Econ, specifically micro theory and econometrics. Also took Advanced Social Psychology, which is a required class for Psych PhD students, good if you're interested in doing psychological research. When you choose a class, try to tell a story about how it could be useful for your research.

Once you're in a class outside of SI, make an effort to get to know the people in the class. Talk to the people around you. Take advantage of faculty office hours to get to know the professors. For example, when taking Advanced Social Psychology, John found it very useful to learn how the Psych students thought about the material, which made the readings much clearer and more useful. Also, as for faculty, remember that you will need a professor outside of SI for your dissertation committee.

Make an effort to become part of the culture of the department that you're taking the class from.

Anthea Josias

Anthea took an introductory statistics course from ISR, which she recommends to those who don't have a solid background in statistics, or to those who would like to take a refresher course. This was an intensive month-long course that met for two hours everyday for the month of June.

The other courses she took outside of SI were in Sociology, on Culture and Knowledge, and, Culture, Memory and History. For those interested in archives and social memory issues, these courses are very useful. Both courses were very reading intensive, and drew on the works of classical sociological theorists, enabling useful insights into how the information profession fits into broader societal processes. There were a mix of students from sociology, history, urban planning, architecture - and the classes were relatively small.

Discussion

Archer noted that it can be useful to take undergraduate courses, although the credits don't count and the course might be too easy. For example, if you are a beginner-level programmer and would like to learn more, then graduate-level EECS courses will be too advanced for you.

There was a discussion of certificate programs. John strongly recommended getting a certificate only if it aligns with your research interests. For instance, if you are interested in archives, then the certificate in Museum Studies might be of interest. A list of certificate programs available at UMich can be found at https://secure.rackham.umich.edu/academic_information/programs/#certificate

Magia asked about methodology courses. Archer strongly recommended the summer ISR course on qualitative methods, which included semi-structured survey methodology. Someone else recommended the Intro to Statistics course from the Urban Planning department.

Dharma asked about the logistics of finding methodology courses. Unfortunately, the university still doesn't have a unified course catalog suitable for browsing, so the best way to search seems to be department-by-department.

Teaching in the Life of a Scholar

TrevorBurnham — Fri, 18 Sep 2009 11:24:06 CDT

March 20, 2009: Teaching in the life of the scholar
Chris Groscurth
Center for Research on Learning and Teaching (CRLT) http://www.crlt.umich.edu/

How teaching fit into the research life and tenure? What is the role of teaching and gaining from it in academic life?

When you apply for the tenure track...
25-30% of Universities ask job candidates for the teaching philosophy, student evaluations, and teaching portfolios. Throughout the recruiting process, they also might ask for other documents to evaluate the candidates’ teaching effectiveness such as description of teaching interest and course syllabi. There are also other opportunities to communicate your teaching effectiveness when you answer the interview question on teaching, meet with the students, and give a teaching job talk (actually being asked to teach a class in front of the factuality members).

Description of teaching interests: a reflective statement on how research influences your teaching
Teaching philosophy: a value statement about how your values inform different learning objectives for the courses.
Sample syllabi: syllabi of courses that you have taught or your creative ones. Sooner you develop your own syllabi, more time you can revise. Produce syllabi earlier and get feedbacks!

Questions asked:
1. What is the role of teaching and career development?
Teaching is a critical component in almost any field and directly related to job satisfaction.
2. How much does teaching help you to get a job in research intensive universities? How much does teaching matter?
Different units weigh teaching differently, but all the public research universities advocate good teaching. How well you can perform in the classroom will be assessed accordingly.
3. How can I best differentiate myself from other applicants in those teaching related documents when I apply for the tenure tracks?
Align the schools’ philosophical values and your values on teaching. Especially, make them concrete (not just describing at the abstract level).
4. In SI, we don’t lead a course (we are TAs for master’s level classes). How can we be prepared for teaching undergraduate level courses?
You can pull out your GSI experiences as your strength for teaching undergraduates. Pull from those experiences such as your experience in course design and assessments of student works. You can also get some insights by getting involved in the process of course revision with the faculty members. You can also get some experience in SI undergraduate courses in the informatics certificate.

Dr. Beth Yakel
About her personal experience about how teaching has influenced the scholarly life…

Research is reflected on the syllabi. Syllabi continuously evolve by including new research papers and new systems. Those are also reflected in the selection of readings and assignments. Teaching courses requires her to keep up with current research and practice and that is why teaching courses related to research is beneficial.
Teaching and scholarship: you have to balance those two. Think about how you can incorporate your research into teaching. Think about why you are asked to teach certain courses.
Team teaching experiences: you need to be very careful about other teaching members. Beth has had very bad and very good team teaching experiences.
You need to build teachings more broadly, in a long term perspective. Think about how to develop the stable of courses.
Questions asked:
1. How to involve students in the research projects?
It is hard to make student being involved in the research project in the class context. Better to hire them as RA.
2. How does SI evaluate faculty members?
We see their teaching experiences, teaching evaluation (mostly written in the letters of recommendations) and get informed from their presentations (as proxy of teaching style).
3. What is the role of teaching in tenure process?
In teaching colleges, teaching evaluation takes over 75%, while it takes around 30% in research universities like Michigan. During the tenure track, you need to teach at least one course related to your research area. Advising, mentoring, and assisting on committees are also included.
4. What is the life cycle of course?
First time it’s difficult to teach, but, second time around you know what’s the narrative you want to tell through the course. It can be informed by the students’ evaluation and your own observations.

Second Life

TrevorBurnham — Fri, 18 Sep 2009 11:23:24 CDT

March 13, 2009

Eytan Bakshy, the second-year SI PhD student talks about Second Life (http://www.secondlife.com) as a large-scale research in virtual community.

On Second Life, there is an emergence of the data that can be analyzed in several aspects, such as chat data, group membership, transaction records, usage patterns, and item ownership. With these kinds of data, a researcher could build a model on human social dynamics, i.e. structure and evolution of social networks, social influence – activities of a user which influence to another user – predicting popularity of content, and so on.

The results from visualization and qualitative analysis can be used for research in social networks, social interaction in online community, virtual economy, and provide tips and information for people in online sales and marketing.

An example of research on Second Life is a paper Eytan and his advisor, Prof. Lada Adamic, along with his colleague, have done on diffusion of user group on Second Life.

Funding

TrevorBurnham — Fri, 18 Sep 2009 11:22:38 CDT

[[I'm glad to see that the doctoral students are interested in the SI budget, and appreciate whomever posted these notes taking the time to do so. Because many people are currently very concerned about the budget situation, I thought it was important to correct a few misconceptions on this page. --mep]]

[[[Since I believe I'm the one being quoted here, let me also add my two cents. Tom]]]

Q: what is the impact of the administration change
A: Little change in the next 3 years. Obama believes foundation research is vital to the society, but it won’t help too much if the economy is not that good and there are other priorities. The directors of NSF or other institutions might change, and thus influencing policymaking. Conclusion: near term forecast (3 years) expects no funding growth.
[[Actually, there's enormous uncertainty in the federal budget right now; I wouldn't draw any conclusions one way or the other.]]

[[[My point was that according to analysis by the AAAS, as reported in the late fall 2008, there is little expectation for significant real growth in the level of federal funding for basic research over the first years of the Obama administration. This is conditioned on a number of assumptions, some of which I mentioned (continuing wars in Iraq and Afgahnistan, costs of recovery from natural disasters, costs of economic downturns) -- change in any of these assumptions could dramatically alter the prospects for federal funding. Additionally, the final outcome of the economic stimulus package could have a significant one-time positive impact on funding.]]]

Q: what’s the impact of the financial crisis.
A: Financial crisis is real. Endowment is down. But the U has a buffer. Michigan is already in recession, and has the experience to cope with things. We don’t have much money from the state, and thus not very dependant on the state economy. 3% cut in salary is very likely, but PhD students and faculties are protected. Admin budget is cut (fewer free lunch, travel expenses cut, etc.). Funding is pretty secure for PhDs. SI annual budget: 12-15 millions.
[[It is *not* true that a 3% cut in salary is likely. At present we are planning for a very modest salary increase, but because of the finanical uncertainty, we cannot at this time make any guarantees about the amount. However, no one is currently thinking about salary cuts. Also, as stated, funding for Ph.D. students is secure. As is the case with nearly all investments, the endowment has decreased over the past year, but we are not as reliant on endowment funds as private universities are. We do, however, rely on state funding and we are likely to see cuts there.]]

[[[My observation here was that the UM goes through an annual budget exercise reflecting a range of assumptions about growth or decline -- I didn't say anything about salaries. I did mention that the central administration does like to see overall scenarios oriented around target numbers, such as a 3% overall increase or a 3% overall decrease. I believe this was misinterpreted as a comment about salaries. The only thing I said about salaries is that there is uncertainty about the extent of any salary increases.]]]

Q: why should we care for funding program?
A: Because everything is paid for by funding. Down the road, PhDs are only funded by GSI/GSRA. No such things as “SI fellowship”, except for 1st and 2nd years.
[[Ph.D. students are paid in different ways. Some are paid out SI "base funding": this includes students on SI fellowships (mainly first-year students) and students who are teaching. Others are paid from research grants that faculty members obtain from sources such as the NSF or the IMLS. A small number of students are paid by externally funded fellowships. We made the transition to the current funding model, in which Ph.D. students are either on research grants or teaching after their first year, well before the current economic downturn; the decision to move to that model is not related to the current budget situation.]]

[[[I also noted that PhD students can be funded by outside fellowships, such as NSF Graduate Research Fellowships, Javits, IBM and others -- I noted these specifically because we've had recent examples at SI.]]]

Q: what’s the difference between different funding?
A: It comes from different sources. National institutes: NSF, DoD, etc. Private foundations: Kellogg, etc., which are more focused in certain areas (to apply for their funding, we need to have common interests with theirs). Corporations: Microsoft Research, Yahoo Research, internship, etc. The University: Rackham, Provost office, etc. Niches: alumni center, professional societies, etc. In SI, Sue, Marianne know a lot about funding opportunities.

Q: what is a cost of a graduate student?
A: PhD total – 78K per year (including tuition, stipend, overhead, etc.). Post-doc: 50K per year. Some faculties might prefer post doc than phds. [[These numbers aren't accurate. Doctoral students cost less than stated; post-doc salaries vary widely, but in general once benefits are paid will cost more than stated.]]

[[[What I said is that my usual heuristic for calculating the cost of a doctoral student within SI is about $65 K, which is the cost including stipend, tuition, fringe benefits, and indirect cost, assuming a 12 mos. appointment at .5 effort. This is for approximation only, the true costs are available from the SI research wiki. My main point was that doctoral students are an important investment that should not be taken lightly. I believe it is the case that some faculty make a calculation that for some kinds of research projects, a postdoctoral fellow is a better investment than a doctoral student. Depending on the training and experience level of the post-doc candidate, there can be very little difference in the cost to a project for choosing a doctoral student VS. a post-doc.]]]

Q: is there incentive for faculties to get us out faster?
A: In the annual report, students graduated rate is a factor. But the dominated factor is research outcome. But the U and the school don’t want student to graduate too late because of human cost. General time to completion in SI is 4-5 years.
[[The reason to encourage students to complete their degrees in a timely fashion is because it benefits them to learn to make steady progress on a research project (their dissertation) and to get out and do their own research and teaching sooner rather than later.]]

Q: where’s the funding comes from?
A: The root is us, the tax payers. You can write to Congress man who represents you, and really make some change! The US tax payers pay the international students because in the long run, this is good for the well being of Americans too.
[[Funding for SI comes from several sources: tuition, state funding, research grants, and endowment and gifts. State funding is of course ultimately from the taxpayers of Michigan. Much of the funding we receive in research grants is from federal agencies, and so that is also provided by taxpayers. But other research comes from corporations, and of course endowment and gift money comes from private individuals who chose to make a contribution to the school.]]

[[[This question was specific to research funding, and not SI generally. In terms of research conducted at SI, state funding plays little or no direct role, but is important as a source of support for the larger institution. Specific research funding at SI relies heavily on federal, corporate, foundation, and university resources -- largely in that order. About 80% of sponsored research at SI is supported by federal awards.]]]

Consulting

TrevorBurnham — Fri, 18 Sep 2009 11:21:48 CDT

DATE: January 16, 2009
TIME: 9:30AM – 11:00AM
SPEAKER: Dr. Jeffrey MacKie Mason, Associate Dean for Academic Affairs, School of Information, Arthur W. Burks Collegiate Professor of Information and Computer Science, Professor or Economics and Public Policy, University of Michigan
TOPIC: Consulting
NOTES TAKEN BY: Devan Donaldson

His Experience as a Consultant:

Jeff started consulting work as a graduate research assistant while at MIT.

His consulting work dealt with economic anti-trust and energy economics issues.

In one case for DuPont, research from this turned into a journal article. It is less common that consulting work turns into journal publishing opportunities, because, a lot of times, consulting deals with confidential information and usually one case in particular—which doesn’t allow you to publish results or is not large enough in scope to warrant journal publication.

All of his work is for private clients, i.e. corporations, class actions on behalf of consumers, etc.

Rise of Reputation/Business:

Jeff became an expert by having experience in successful cases for which he was a consultant. Continued success led to him being sought after by others who wanted to benefit from his expertise.
What began as a side for job for Jeff grew into a business of which he was the sole proprietor. The first case he did alone went to trial and won. The trial ended up going to the Supreme Court. This positive publicity led to more opportunities for him to do consulting and, in part, led to the expansion of his consulting business.
His consulting workload averaged a steady flow of one or two cases, each of which normally lasted for about two to three years.

He was able to hire graduate students as research assistants.

As time went on, he got bigger cases, which required more people, i.e. a case he got against Microsoft.
The volume of large cases necessitated expansion of the company to a LLC, sharing proprietorship with three other experts who work in Ann Arbor, MI. The company, ApplEcon, is housed in the top two floors of Harris Hall and currently has 18 full-time employees.

Jeff focuses his consulting work on issues of technology; past/current clients include; HP, AT&T, IBM, Compuware, Electronic Arts, etc.

Jeff only takes cases he’s interested in.

Why Consult?

1) Intellectual benefits
2) Real-world experience
3) Entrepreneurial experience
4) Managerial experience
5) Money – (the money can be good, but remember, just because you open up a consulting firm does not automatically mean you’ll make money)

Overall, Jeff warns against letting money be your primary motivating factor for getting involved in consulting or starting a consulting firm—primarily because it’s not worth the hassle. He recommends doing consulting because you get something out of it intellectually as a primary motivating factor.

Sacrifices

1) Your time (consulting is a time-commitment with unpredictable demands on your time because of the nature of the work and the parties involved. For example, in anti-trust consulting, your schedule is dependent upon the court system—which has no regard for your personal schedule.)
2) You give up sleep
3) You give up vacation time
4) You give up time with your family

Advice

1) Prioritize—Let what do you want to do and what you want career-wise to govern how you move forward.
2) Once you decide what you want to do and how you want to do it, keep a focus!
3) Always keep the mission/your mission in mind. This will allow you to make decisions more quickly.
4) Think long term! Weigh long-term considerations when making decisions.
5) Think about what’s important to everything you’re doing. In Jeff’s example, successfully attaining tenure was important to his career as an academic, but also very favorably affected his credibility as a consultant. Thus, making sure he did everything he needed to do to get tenure helped out both of his jobs.
6) Conflicts of interest—if it turns out you have them, it doesn’t automatically mean problems for you. You must make sure, however, that you manage them well! There are several different types of conflicts of interest: 1) time—as part of having a full-time position as a faulty member at a university, your contract might limit the amount of time you can devote to other activities. Make sure that you familiarize yourself with your school’s policies regarding this. Also, remember that the school is trying to help its faculty to not become over-committed. 2) competition—make sure the activities and services you are providing elsewhere do not compete with the activities and services of the university by which you are employed. Otherwise, this could constitute a conflict of interest. 3) In your role as a research assistant adviser – make sure your interests don’t interfere with your research assistants’ academic progress. For example, you might not want them to leave because they do good work, but they need to graduate—whether you want them to leave or not! Make sure you’re not exploiting students just because you may be in a position to provide funding and support for them.
7) Make sure you manage relationships with your colleagues in academia well, even if some of your colleagues might misinterpret your reasons for working both as a professor and consultant. Sometimes misunderstanding and jealousy can arise, but remember to manage your relationships well because your colleagues most likely will remain your colleagues for a long time.
8) Your work as a consultant can reflect well on the University, so manage the work that you do as an academic and the work that you do as a consultant well.
9) Be careful what you write! Make sure something you say cannot be used to come back to haunt you, no matter how harmless you may think it is at the time. Don’t say anything you don’t mean, and make sure you’re very careful in articulating what you mean.

Integrity:

Rule of thumb: Make sure you aren’t engaging in any activities in your role as a consultant that you wouldn’t feel comfortable sharing with your Dean or Department Head.
Make sure you’re making decisions out of honesty as opposed to just saying or doing things to make your clients look favorable because they are paying you.

Jeff says that at ApplEcon they only take cases where: 1) they think their clients are on “the right side”, and 2) the outcome of the case will make a difference in society.

Answers to Questions/Statements from Doctoral Students:

The issue of time-constraint on hours for outside activities can be managed in a number of ways; 1) sometimes people don’t work on consulting some weeks, and during other weeks, focus on consulting more, 2) sometimes people with 9-month appointments can use time during the summer months to focus on consulting, 3) sometimes people take leave/sabbatical to focus on consulting. 4) sometimes people reduce their university contracts (i.e. reduce their hours of obligation to the university and pay) such that they are allowed to devote more time to outside activities (i.e. to start up a company). It all depends on your situation.

More on conflicts of interest: You have to be careful when using university resources. For example, if you develop software for research you are doing on behalf of the university, you cannot go off and make money on that invention without the university. There are intellectual property issues to bear, and you need to make sure those considerations are appropriately sorted out before moving forward.
Universities typically have a share in patents and innovation, so you need to make sure you’re abiding by proper university guidelines.

The Range of Consulting:—1) Advice to people on how to run their business(es), 2) product consulting, 3) managerial consulting, 4) technical consulting, 5) non-profit consulting, etc., 6) People might want to hire you to help them learn how to do something.

If you want to be a consultant and you know you want to be one, here’s what you should do:

1) Develop your reputation, and then the people come to you
2) The university will help you—put your info in a specific database, list your expertise, and people will contact you based on their needs
3) Some firms act as matchmakers; the idea here is you tell a firm that you want to be a consultant, list your expertise, and they match you with the appropriate consulting firm. Be careful with which firm you deal with to play matchmaker for you because some firms exploit people who don’t know the business.

How much money should we be asking for if we want to begin consulting now?

You should be compensated at least as well as you are now. Because GSRAs including tuition, insurance, etc. cost about $50,000/year, you should be making at least that much, or better, as it would relate to an hourly wage.

Beyond the monetary benefit, sometimes the real benefit of consulting to you could be the access you could get to information, i.e. data sets, that you wouldn’t ordinarily have access to.

In terms of testifying—even if lawyers on the other side try to make you look bad, just continue to be honest and maintain your integrity. It might be their job to make you look bad (so that they can win the case) but just do what you know is right.

What skill set do you recommend?

In Jeff’s case, the skill set needed for consulting is identical to the skill set needed for academia. People hire him for his expertise and research skills. In other cases, like technical consulting, the skill sets between academia and consulting may be more divergent.

Tools for Making Graphs of Data

dharmrae — Tue, 15 Sep 2009 06:57:59 CDT

Excel
Plot (for OS X) http://plot.micw.eu/-free. It has a good GUI through which you can customize just about everything. It produces good looking plots from the start and it doesn't take too much work to make them gorgeous. I've found importing data to be somewhat of a mixed bag, but there are MySQL bindings and it supports Perl scripting (though neither are required for simple plots).
ggplot2 Library for R (especially good for data and models already in R.
R-It outputs vector based graph files (.ps, .pdf) that handle being resized well.
Omni graffle

Papers by SI Doctoral Students

bhilligo — Thu, 10 Sep 2009 11:51:26 CDT

2009

Birnholtz, J., Rader, E., Horn, D.B., and Finholt, T. (2009). Enabling Remote Participation in Research. To appear in B. Whitworth and A. de Moor (Eds.) Handbook of Research on Socio-Technical Design and Social Networking Systems. [ paper ]

Cohen, M. D., & Hilligoss, P. B. (forthcoming). The Published Literature on Handoffs in Hospitals: Deficiencies Identified in an Extensive Review. Quality and Safety in Healthcare

Kim, Y.-M., Rieh, S. Y., Yang, J. Y., & St. Jean, B. (2009). “An online activity diary method for studying credibility assessment on the Web”. Research Poster to be presented at the ASIS&T 2009 Annual Meeting, Vancouver, BC, Canada, November 6-11, 2009.

Markey, K., Rieh, S. Y., Rosenberg, V., Swanson, F., Peters, G., Jennings, B., Yao, X., & St. Jean, B. (2009). Building the games students want to play: BiblioBouts Project Interim Report #1. Available: http://deepblue.lib.umich.edu/handle/2027.42/62072

Markey, K., Swanson, F., Jenkins, A., Jennings, B., St. Jean, B., Rosenberg, V., Yao, X. & Frost, R. L. (in press). Engaging undergraduates in research through a storytelling and gaming strategy. Journal of Academic Librarianship.

Munson, S; Zhou, DX; Resnick, P. (2009). "Sidelines: An Algorithm for Increasing Diversity in News and Opinion Aggregators." ICWSM 2009.

Nam, K. K., Mark, S. A., and Adamic, L. Questions in, Knowledge iN? A Study of Naver’s Question Answering Community. Proceedings of CHI 2009. ACM Press. Available: http://www-personal.umich.edu/~ladamic/papers/NaverKnowledgeiN/NaverKnowledgeiN.pdf

Rader, E. (2009). Yours, Mine, and (Not) Ours: Social Influences on Group Information Repositories. Proceedings of CHI 2009, 2095-2098. [ paper ]

St. Jean, B., Rieh, S. Y., Yakel, E., Markey, K., & Samet, R. (2009). “Institutional repositories: What’s the use?”. Research Poster to be presented at the ASIS&T 2009 Annual Meeting, Vancouver, BC, Canada, November 6-11, 2009.

Yakel, E., Rieh, S. Y., Markey, K., St. Jean, B., & Yao, X. (2009). Secrets of success: Identifying success factors in institutional repositories. Paper to be presented by Elizabeth Yakel at OR 2009: The Fourth International Conference on Open Repositories, Atlanta, GA, May 18-21, 2009.

Zhou, X., Mark, S. A., and Zheng, K. I just don't know why it's gone: Maintaining Informal Information Use in Inpatient Care. Proceedings of CHI 2009, 2061-2070, ACM Press. [paper]

Eytan Bakshy, Brian Karrer, and Lada Adamic. Social Inﬂuence and the Diﬀusion of User- Contributed Content. 10th ACM Conference on Electronic Commerce. Stanford, CA. July 6-10, 2009.

Yakel, E., Conway, P. & Krause, M. (2009). Thinking like a digital curator: Creating internships in the cognitive apprenticeship model. Proceedings of DigCCurr, April 1-3, 2009, Chapel Hill, NC.

2008

Krause, Magia G. (2008). Learning in the archives: A report on instructional practices. Journal of Archival Organization, 6(4), 233-268.

Markey, K., St. Jean, B., Rieh, S. Y., Yakel, E., & Kim, J. (2008). Institutional repositories: The experience of master’s and baccalaureate institutions. portal: Libraries and the Academy, 8(2), 157-173. Available: http://miracle.si.umich.edu/bibliography/Article_Submitted_to_Portal_2008.pdf.

Markey, K., Swanson, F., Jenkins, A., Jennings, B., St. Jean, B., Rosenberg, V., Yao, X., & Frost, R. L. (2008). Engaging undergraduates in research through a storytelling and gaming strategy: Final report to the Delmas Foundation. Available: http://deepblue.lib.umich.edu/handle/2027.42/58630.

Markey, K., Swanson, F., Jenkins, A., Jennings, B., St. Jean, B., Rosenberg, V., Yao, X. & Frost, R. L. (2008). The effectiveness of a Web-based board game for teaching undergraduate students information literacy concepts and skills. D-Lib Magazine, 14(9/10), September/October 2008. Available: http://www.dlib.org/dlib/september08/markey/09markey.html

Markey, K., Swanson, F., Jenkins, A., Jennings, B., St. Jean, B., Rosenberg, V., Yao, X. & Frost, R. L. (2008). Designing and testing a Web-based board game for teaching information literacy skills and concepts. Library Hi Tech, 26(4), 663-681.

Markey, K., Swanson, F., Jenkins, A., Jennings, B., St. Jean, B., Rosenberg, V., Yao, X., & Frost, R. L. (2008). Engaging undergraduates in research through a storytelling and gaming strategy: Final report to the Delmas Foundation. Available: http://deepblue.lib.umich.edu/handle/2027.42/58630.

Munson, S (2008). "Motivating and Enabling Organizational Memory with a Workgroup Wiki," Proceedings of the 2008 International Symposium on Wikis, Porto, Portugal.

Rader, E. and Wash, R. (2008). Influences on Tag Choices in del.icio.us. Proceedings of CSCW 2008, 239-248. [ paper ]

Rieh, S. Y., & Hilligoss, B. (2008). College students' credibility judgments in the information seeking process. In A. J. Flanagin & M. J. Metzger (Eds.), Digital media, youth, and credibility (pp. 49-71). Cambridge, MA: MIT Press.

Rieh, S. Y., St. Jean, B., Yakel, E., Markey, K., & Kim, J. (2008). Perceptions and experiences of staff in the planning and implementation of institutional repositories. Library Trends, 57(2), 168-190. Available: http://miracle.si.umich.edu/publications/rieh_LibTrends2008.pdf

St. Jean, B., Rieh, S. Y., Yakel, E., Markey, K., Kim, J., Yao, X., & Samet, R. (2008). “Toward successful institutional repositories: Listening to IR staff’s experiences”. Research Poster presented at SI Research Orientation (August 25, 2008), SI Doctoral Student Poster Session (October 15, 2008), and at the ASIS&T 2008 Annual Meeting, Columbus, OH, October 24-29, 2008.

Wash, R. “Mental Models of Home Computer Security.” (July 2008). SOUPS, The Symposium on Usable Privacy and Security, Poster Session

Wash, R. and Rader, E. (2008). Understanding del.icio.us Tag Choice Using Simulations. iSchools Conference 2008, Los Angeles, CA. [ paper ]

Yakel, E., Rieh, S. Y., St. Jean, B., Markey, K., & Kim, J. (2008). Institutional repositories and the institutional repository: College and university archives in an era of change. The American Archivist, 71(2), 323-349. Available: http://miracle.si.umich.edu/publications/American_Archivist_IRs.pdf

Zhou, D. X., Oostendorp, N., Hess, M., & Resnick, P. (2008). Conversation Pivots and Double Pivots. Paper presented at the ACM CHI2008.

Zhou, X. (2008) Evaluating Archival Instruction: A Case Study at the Bentley Historical Library. Journal of American Archivist, Fall/Winter, 2008, 476-498.

Zhou, X. (2008) Social Construction of Medical Information, IBM Research Human-Computer Interaction Symposium, 2008, Watson, New York.

Zhou, X., Ackerman, M.S, Zheng, K. Re-formation of Healthcare Information: An Opportunity for Health IT. poster presented at AMIA (American Medical Informatics Association) 2008 Annual Symposium, Washington, D.C., 2008.

Zhou, X., Zheng, K., Ackerman, M.S., and Schoville, R. A Case Study of CPOE (Computerized Provider Order Entry ) Adoption and Use: Work-arounds and Their Social-Technical Implications. poster presented at AMIA (American Medical Informatics Association) 2008 Annual Symposium, Washington, D.C., 2008.

2007

Batcheller, A. L., Hilligoss, B., Nam, K., Rader, E., Rey-Babarro, M., & Zhou, X. (2007). Testing the Technology: Playing Games with Video Conferencing. Proceedings of CHI 2007, San Jose, CA. [paper]

Bos, N., Zimmerman, A., Olson, J., Yew, J., Yerkie, J., Dahl, E., et. al. (2007). From shared databases to communities of practice: A taxonomy of collaboratories. Journal of Computer-Mediated Communication, 12(2), article 16. [ paper ]

Cook, E. The Knot of Amateurs & Professionals: Untangling Social Roles in Creative Practice. To be presented at ACM Creativity and Cognition 2007, Doctoral symposium, in Washington, D.C. on June 13-15, 2007

Edwards, P.N., Jackson, S.J., Bowker, G.C., Knobel, C.P. (2007). Understanding Infrastructure: Dynamics, Tensions, and Design. Report on the NSF Workshop on "History & Theory of Infrastructure: Lessons for New Scientific Cyberinfrastructures." [ pdf ]

Hansen, D; Ackerman, M; Resnick, P; Munson, S (2007). "Virtual Community Maintenance with a Repository," ASIS&T Annual Meeting '07. Milwaukee, Wisconsin.

Hemphill, L. (in press) Human-Machine Reconfigurations: Plans and Situated Actions, 2nd Edition. Lucy Suchman. Cambridge, UK: Cambridge University press; 2007: 314 pp. $29.99 (ISBN: 0-521-67588-X). Journal of the American Society of Information Science and Technology. [pdf]

Hemphill, L. and Yew, J. (2007) TWiki and WetPaint: Two wikis in academic environments. Proceedings of the 2007 International ACM SIGGROUP Conference on Supporting Group Work, Sanibel Island, FL. [pdf]

Hilligoss, B., & Rieh, S. Y. (2007). Developing a unifying framework of credibility assessment: Construct, heuristics, and interaction in context. Information Processing & Management, forthcoming.

Huh, J. Ackerman, M. Douglas, R. 2007. The use of aesthetics in HCI systems. In CHI '07 Extended Abstracts on Human Factors in Computing Systems (San Jose, California, April 28 - May 3). [pdf]

Huh, J. Jones, L. Erickson, T. Kellogg, W. Bellamy, R. Thomas, J. 2007. BlogCentral: The Role of Internal Blogs at Work. In CHI '07 Extended Abstracts on Human Factors in Computing Systems (San Jose, California, April 28 - May 3). [pdf]

Huh, J. Ackerman, M. Erickson, T. Harrison, S. Sengers, P. 2007. Special-Interest-Group: Beyond usability: Taking social, situational, cultural, and other contextual factors into account. In CHI '07 Extended Abstracts on Human Factors in Computing Systems (San Jose, California, April 28 - May 3). [pdf]

Jackson, S.J., Edwards, P.N., Bowker, G.C., Knobel, C.P. (2007). "Understanding Infrastructure: History, Heuristics, and Cyberinfrastructure Policy." First Monday. 12(6), June 2007. [ online article ]

Krause, M.G. and Yakel, E. (2007). Interaction in virtual archives: The Polar Bear Expedition Digital Collections Next Generation Finding Aid. The
American Archivist, 70(2), 282-314. (This paper won the Society of American Archivists’ Ernst Posner Award).

Lampe, C., Johnston, E., & Resnick, P. (2007) Follow the reader: Filtering comments on Slashdot. Forthcoming in the Proceedings of the SIGCHI conference on Human Factors in computing systems, CHI-2007.

Lonn, S., Teasley, S.D., Hemphill, L. (2007, April) What Happens to the Scores? Investigating the Effects of Online Technology Usage on Students’ Course Evaluations. American Educational Research Association Annual Meeting, Chicago, IL, April 9-13.

Lutters, W., Ackerman, M.S., Zhou, X. (2007) Group Information System, book chapter appeared in Personal Information Management, University of Washington Press

Markey, K. Rieh, S. Y., St. Jean, B., Kim, J., & Yakel, E. (2007, February). Census of institutional repositories in the United States: MIRACLE Project research findings. Washington, D.C.: Council on Library and Information Resources. Available: http://www.clir.org/pubs/reports/pub140/pub140.pdf.

Markey, K., St. Jean, B., Rieh, S. Y., Yakel, E., Kim, J., and Kim, Y.-M. (2007). Nationwide census of institutional repositories: Preliminary findings. Journal of Digital Information, 8(2). Available: http://journals.tdl.org/jodi/article/view/194/170.

Nam, K.K. and Ackerman M.S. 2007. Arkose: Reusing Informal Information in Online Communities.Proceedings of the 2007 International ACM SIGGROUP Conference on Supporting Group Work. [pdf]

Rader, E. and Wash, R. “Influences on Tag Choices in del.icio.us.” In ACM Conference on Computer Supported Cooperative Work (CSCW) (2008).

Rieh, S. Y., Hilligoss, B., & Yang, J. (2007). Toward an integrated framework of information and communication behavior: College students' information resources and media selection. Paper presented at the Annual Meeting of the American Society for Information Science, Milwaukee, WI. October 18-25.

Rieh, S. Y., Markey, K., St. Jean, B., Yakel, E., & Kim, J. (2007). Census of institutional repositories in the U.S.: A comparison across institutions at different stages of IR development. D-Lib Magazine, 13(11/12), November/December 2007. Available: http://www.dlib.org/dlib/november07/rieh/11rieh.html.

Rieh, S. Y., Markey, K., Yakel, E., St. Jean, B., & Kim, J. (2007). Perceived values and benefits of institutional repositories: A perspective of digital curation. An International Symposium on Digital Curation (DigCCurr 2007), Chapel Hill, NC, April 18-20, 2007. Available: http://www.ils.unc.edu/digccurr2007/papers/rieh_paper_6-2.pdf.

Souden, M. and Walker, D. (2007) Anticipating Community Needs: A Model From Practice. Poster presentation at ALISE 2007; Seattle, WA. [abstract (#39)]

Wash, R. and Rader, E. (2007). Public Bookmarks and Private Benefits: An Analysis of Incentives in Social Computing. ASIS&T Annual Meeting '07.

Wash, R. and MacKie-Mason, J. “Incentive-Centered Design for Information Security.” (May 2007). International Conference on Electronic Commerce. [ paper

Zhang, J., Ackerman, M. S., and Adamic, L. Expertise Networks in Online Communities: Structure and Algorithms, accepted by the 16th International World Wide Web Conference (WWW2007), Banff, Canada, 2007. [ paper ]

Zhang, J., Ackerman, M. S., and Adamic, L. CommunityNetSimulator: Using Simulations to Study Online Community Network Formation and Implications, accepted by 3rd International Conference on Communities and Technologies (C&T2007), East Lansing, Michigan, 2007. [ paper ]

Zhang, J., Ye, Y., Ackerman, M.S., and Qu, Y. SISN: A Toolkit for Augmenting Expertise Sharing via Social Networks, accepted by 12th International Conference on Human-Computer Interaction (HCII2007), Beijing, China, 2007. [ paper ]

Zhang, J., Ackerman, M.S., Adamic, L. and Nam, K.K. QuME: A Mechanism to Support Expertise Finding in Online Help-seeking Communities, accepted by UIST2007.

Zhou, X. (2007) Examining Search Functions of EAD Finding Aids Websites, Journal of Archival Organization, 3(3/4)(2007), 99-118.

2006

Bos, N., Olson, J., Nan, N., Hoch, S., Johnston, E. (2006) Collocation blindness in partially distributed teams: Is there a downside to being collocated. Proceedings of the SIGCHI conference on Human Factors in computing systems, CHI-2006. 1313-1321. [ paper ]

Chiao, B. and MacKie-Mason, J. “Using Uncensored Communication Channels to Divert Spam Traffic”. Proceedings of the 34th Research Conference on Communication,
Information and Internet Policy. 2006.

Cook, E. Socio-technical Factors of Practice Transmission in an Online Creative Community. Presented at ACM CHI 2006, at the About Face: Interface Creative Engagment in New Media Arts and HCI workshop sesson, in Montreal, ON on April 22-23, 2006.

Durrance, J. C., Walker, D., Souden, M., & Fisher, K. (2006). The Role of Community-Based, Problem-Centered Information Intermediaries in Local Problem Solving. In A. Grove (Ed.), 2006 Proceedings of the 69th Annual Meeting: Information Realities: Shaping the Digital Future for All (Vol. 43): Information Today. [ paper ]

Durrance, J. C., Souden, M., Walker, D., & Fisher, K. E. (2006). Community Problem-Solving Framed as a Distributed Information Use Environment: Bridging Research and Practice. Information Research, 11(4). [ paper ]

Huh, J. Ackerman, M. 2006. The Knowledge in Design Research for “Exploring Design” Workshop position paper. ACM DIS 2006. http://design.schweitzerhome.net/

Johnston, E. (2006) Making difficult collaboration simple: Slow growth as a mechanism for sustained cooperation. North American Association for Computational Social and Organizational Science. NAACSOS-2006.

Johnston, E. and Yamami, K. Setting the pace: Understanding the dynamics of adopting sustainable standards for higher education in Uzbekistan. Westminster University in Tashkent, Conference on Higher Education Management: International Trends and Local Sustainability. Tashkent, Uzbekistan, 5/2006.

Lian Jian and Jeffrey K. MacKie-Mason (2006), "Generalized Reciprocity on Peer-to-Peer Networks," Workshop on the Economics of Networked Systems (NetEcon06), Ann Arbor, MI, 11 June 2006. [ paper ]

Thede Loder, Marshall Van Alstyne, and Rick Wash. (2006). An Economic Solution to Unsolicited Communications. Advances in Economic Analysis and Policy, vol. 6, no. 1, Berkeley Electronic Press [ paper ]

Ryan, M. (2006). Conducting research in online communities. In B. Schrag (Ed.), Research Ethics: Cases and Commentaries: Vol. 7 (pp. 3-15). Bloomington, IN: Association for Practical and Professional Ethics.

Walker, D. (2006). Blog Commenting: A New Political Information Space. In A. Grove (Ed.), 2006 Proceedings of the 69th Annual Meeting: Information Realities: Shaping the Digital Future for All (Vol. 43): Information Today. [ paper ]

Walker, D. (2006). Accidental Activists: Information, Objectivity and the Struggle for Civic Credibility. Paper presented at the Society for the Social Studies of Science (4S) Annual Conference, Vancouver, Canada. [ paper ]

Rick Wash and Jeff MacKie-Mason. (2006). Incentive Centered Design and Information Security. Presented at the First Workshop on Hot Topics in Security (HotSec). [ paper ]

Yew, J., J., Gibson, F. & Teasley, S. (2006). “Learning by Tagging: The Role of Social Tagging in Group Knowledge Formation”. In, MERLOT Journal of Online Learning and Teaching, Vol. 2, No. 4, December 2006. [ paper ]

2005

Cyber-state [Maria Souden] (2005). Can everyone read your website? Guidelines for all-literacy websites. [paper]

Knobel, C. (2005) "Information Science as Emerging Metadiscipline." First Conference of the I-School Communnity. September 28-30. Penn State University. [ paper ]

Knobel, C., Ryan, M., and S. Jackson. (2005) "Matters of Scale and the Scales that Matter." First Conference of the I-School Community. September 28-30. Penn State University. [ paper ]

Lampe, C., Johnston, E. (2005) Follow the (Slash) dot: Effects of feedback on new users in a virtual public sphere. Proceedings of the 2005 international ACM SIGGROUP conference on supporting group work. 11-20. [ paper ]

Mirel, B. Maher, M. Huh, J. (2005). User Needs in e-Government: Conducting Policy Analysis with Models-on-the-Web. Proceedings of the HCI'05 Conference on People and Computers XIX 2005 p.131-148 [ paper ]

Nan, N., Johnston, E., Olson, J., Bos, N. (2005) Beyond being in the lab: Using multi-agent modeling to isolate competing hypotheses. Proceedings of the SIGCHI conference on Human Factors in computing systems, CHI-2005. 1693-1696. [ paper ]

Souden, M., & Wooden, S. (2005). Ripples of impact of a basic literacy program: Washtenaw Literacy. In J. Durrance, K. Fisher & M. B. Hinton (Eds.), How Libraries And Librarians Help: A Guide To Identifying User-Centered Outcomes. Chicago: American Library Association.

Walker, D., & Fisher, J. (2005). Putting the Pieces Together: An Outcome Evaluation of the Ypsilanti (MI) District Library Senior Deposit Collection. In J. Durrance, K. Fisher & M. B. Hinton (Eds.), How Libraries And Librarians Help: A Guide To Identifying User-Centered Outcomes. Chicago: American Library Association.

Design Decisions in the RideNow Project, Rick Wash, Libby Hemphill, and Paul Resnick. In ACM GROUP 2005 [ paper ]

Yew, J. (2005). “Collaborative Narratives: Collaborative Learning in the Blogosphere”. In, C. K. Looi, D. Jonassen & M. Ikeda (Eds.) , Towards Sustainable and Scalable Educational Innovations Informed the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation. Volume 133, Frontiers in Artificial Intelligence and Applications. (pp. 1023 – 1024). Amsterdam, NL: IOS Press.

Zhang, J. and Ackerman, M. S. 2005. Searching for expertise in social networks: a simulation of potential strategies. In Proceedings of the 2005 international ACM SIGGROUP Conference on Supporting Group Work (GROUP’05), Sanibel Island, Florida, 2005. [ paper ]

Zhou, X. (2005) A Comparison of Users' Response to Digital versus Physical Archival Material. Society of American Archivist Annual Meeting, New Orleans, 2005

2004

Bietz, M. J., & Birnholtz, J. (2004). How data contribute to scientific practice. Paper presented at the Academy of Management 2004 Annual Meeting, New Orleans, Louisiana.

Johnston, E., Hicks, D. (2004) Speaking in teams: Motivating a pattern language for collaboration. Interdisciplinary Description of Complex Systems. Volume 2, Number 2. 136 – 143.

Lee, A., Girgensohn, A., and Zhang, J. (2004). Browsers to Support Awareness and Social Interaction. IEEE Computer Graphic and Applications, 24, 5 (Sep. 2004), 66-75. [ paper ]

Thede Loder, Marshall Van Alstyne, and Rick Wash. (2004). An Economic Solution to the Spam Problem. Proceedings of the ACM Conference on Electronic Commerce, 2004. [ paper ]

Zhang, J. and Van Alstyne, M. (2004). SWIM: fostering social network based information search. In CHI '04 Extended Abstracts on Human Factors in Computing Systems (CHI’04), Vienna, Austria, 2004 [ paper ]

Zhang, J. and Van Alstyne, M. (2004). Support knowledge sharing in social networks, In Proceedings of Annual Conference of the North American Association for Computational Social and Organizational Sciences (NAACSOS’04), Pittsburg, PA, 2004

2003

Bietz, M. J. (2003). Distributed medicine and interpersonal interaction: Implications for technology design. Paper presented at the HELINA 2003: Communication and Information Technology in the Global Fight Against HIV/AIDS, Johannesburg, South Africa.

Birnholtz, J., & Bietz, M. J. (2003). Data at work: Supporting sharing in science and engineering, Proceedings of the 2003 International ACM SIGGROUP Conference on Supporting Group Work (pp. 339-348). New York, NY: ACM Press.

Benjamin Chiao (2003). “An Economic Theory of Free and Open Source Software: A Tour from Lighthouse to Chinese-Style Socialism,” Proceedings of the International Conference on Open Source 2003.

Olson, G. M., Bietz, M. J., Naidoo, M., Cogburn, D. L., & Teasley, S. (2003). Collaboratories for HIV/AIDS research in southern Africa. Paper presented at the HELINA 2003: Communication and Information Technology in the Global Fight Against HIV/AIDS, Johannesburg, South Africa.

Van Alstyne, M. and Zhang, J. (2003). EmailNet: automatically mining social networks from organizational email communications, In Proceedings of Annual Conference of the North American Association for Computational Social and Organizational Sciences (NAACSOS’03), Pittsburg, PA, 2003

Project Openings

smunson — Tue, 01 Sep 2009 09:28:23 CDT

There are rumblings that master's students and doctoral students might be interested in working together. If you have a project that needs more team members, or you're looking to start a new project, tell us about it here.

Project Name

SIWiki - start up and seeding

Team Members

Libby Hemphill
Rick Wash

Description

Derek Hansen, an SI doctoral students, studies wikis and reminded us that they are more likely to succeed when they include content of general interest and point to other resources (like the SI email list) when appropriate. We could use help seeding this wiki with useful info. We could also use help migrating existing Twiki content to this new format. We're looking for early adopters to start using the wiki and telling their friends and neighbors.

Missing Resources

Content of general interest
Motivated students who want to see if a wiki works for SI

How to get involved

Start editing and contributing to this wiki. Contact Rick if you'd like to help migrate Twiki content.