multijimbo

This post follows on from things I have learned as a manager but I wanted to do something slightly different.  The list of problems one encounters has many more entries, such as the Rashomon moment, and we’ll come back to them at some indeterminate point in the future, but here I wanted to do something slightly different.  Rather than focusing on the problems, I thought it would be interesting to focus on the roles that I’ve found myself taking on in my current role.

THE TIRE BETWEEN THE BOAT AND THE DOCK: There are many things on which reasonable people can disagree, and this fact of reasonable disagreement sometimes runs head on into the need for a decision to be made.  The description of this one comes from the use of old automobile (and truck, perhaps) tires to prevent boats from becoming damaged if they were to run into the dock, even at slow speed.  And yeah, there are days when I spend a significant chunk of my time listening to both sides and then either implementing a decision made on high by the powers that be, or being the one to make the decision which by its nature will cause someone to be disappointed.  And sometimes, it’s just about being the one to listen.

DR NO: This one is related to the previous Tire, Boat and Dock role, but rather than being the listener or the shock absorber, I am the one who prevents my colleagues from doing something they want to do.  Occasionally, the thing they want to do is outwith the regulations, but this is rare.  Most of the time, the request comes down to an interpretation of rules and regulations, and it can be complicated.  A university is a large organisation and like other large organisations, we have precedent and the need to maintain reasonable consistency in our decisions.  But this need to respect precedent and consistency mean that there are (on the surface) seemingly reasonable things that cannot be done, because the existing precedents point towards a different decision.

THE CONSIGLIERE: And just to note at the start, I am taking here a broad interpretation of the word.  One of my favourite characters from The Godfather is Tom Hayden, as portrayed by  Robert Duvall, who is the advisor.  I spend a fair chunk of time talking to colleagues about the different ways to get to their desired outcome within the bureaucratic and administrative structure of the University, where such is possible.  I enjoy this, partially because it allows me to extract some value for the time I’ve spent becoming familiar with how the University works but largely because I like being able to assist my colleagues in reaching reasonable outcomes.  And also, talking to people early in the process often means that I can miss taking on either of the other two roles, and that also makes me happy.

And just because I don’t know when I’ll get back to this topic, the Rashomon moment takes its name from the Kurosawa movie where we get multiple views of a single event from different points of view, which do not easily mesh with one another.  And this happens a lot, where reasonable people can have different memories of what decisions were made at a meeting or what was agreed in conversation, or even different interpretations of things written.

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Milford 2016 has ended and I’ve now made my way home.  It’s been an intense week, catching up with old friends and making new friends, talking late into the night and groaning over puns that snuck in under the radar.  As always, it’s been a superb experience and you can get a day by day summary of the action by going to the Milford blog.

Over the course of the week, we discussed 25 pieces totalling approximately 190 000 words (and I think everyone read all the pieces twice), and yeah, the drive home gave me some time to start working my head back into the real world.  What to read next was one of the topics of conversation and so I’ve added a few (more) books to my ever growing pile of things to read.

Both of my pieces got a good reception and some excellent suggestions, and so the work for the next few weeks is to do the necessary revisions and send them out.  One will be revised and out by the end of September, a challenge given that we’re moving very quickly to the beginning of the new academic year but I WILL, and the second by the end of October.

And yes, please feel free to poke me and ask me how the revisions and submissions are going.

But what I wanted about is something a bit different, which is a realisation that I had on the way home.  It’s a realisation about writing but not only about writing.  It has connections both to teaching, both mathematics and aikido, and to writing mathematics.  Audience.

A lot of the discussion about the pieces focused implicitly, if such a thing is possible, on how the audience might read the piece.  When I do the writing I do, I spend a lot of time thinking about it will be read, but there is always more to be done.  Use of words out of the vernacular, the clever stylistic idiosyncrasies that I like and that my readers find annoying, and all of the things that contribute to the difference between the story I’ve taken from my head and put on paper, and the story that my readers read.

And so in revising my stories, I’ll bear in mind the comments both specific and general that I’ve acquired over the course of the week.  And as I work on finalising the notes for my class this coming semester (just two weeks until the first lecture – gaak), I will be mindful of the fact that I’m writing for a group of people that won’t have encountered any of it before, whereas I’m on my fifth trip through MATH3033 and I’ve spent a lot of time thinking through the theorems and examples.

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This is the third of a series of indeterminate length.  In a fourth meditation on being a teacher, part 1, I set out my basic goal of keep tracking of what work I am doing to rework and redevelop my (mathematics) teaching.  I also spent a bit of time contemplating the talismanic status that students bestow and bequeath on printed notes.  I’m not sure whether my speculation at the end of that post, that students like printed notes because it delineates the boundaries of what might be taught in the class and more importantly, what might be covered in the exam.

In a fourth meditation on being a teacher, part 2, I speculated on the value that I add beyond the printed notes that I’ll be presenting my students with at the beginning of the semester.

So where are things at present?  I’ve been working on the printed notes and I think they’re coming along nicely.  My current plan is to structure the notes (at least approximately) to have 1 chapter of the notes match to 1 lecture.  To some extent, the material in the printed notes will be the standard sorts of things that a student mathematician could reasonably expect: definitions of basic terms, properties, invariants, and constructions; statements of lemmas, propositions, and theorems; proofs of some, perhaps most, of these lemmas, propositions, and theorems; and the explication of these definitions and constructions, lemmas, propositions and theorems for a fixed set of examples that we carry through all of our Chapters.

None of this is particularly revelatory or new.  Rather, this is all very very standard.  But some of what we’ll have in the Chapters is a bit non-standard, in the sense that it’s not the sort of thing I’ve often seen in textbooks.

Take 2 invariants or properties, seemingly at random, ram them together and ask, can we characterize all graphs that satisfy both properties or that satisfy some equation involving the invariants.  Take a seemingly straightforward example, my personal favorite is the co-prime graph, and try to calculate all of the invariants for it, even where these calculations lead us into unknown territory.  Actually, I like it when these calculations lead us into unknown territory, because this is Teaching-Led Research, and I like Teaching-Led Research.

But these are just the printed notes that I’ll be giving the students taking MATH3033 Graph Theory in a few weeks time.  There is still the question, what is the value that I add, that my presence in the class room adds, beyond the structure of the material that I am presenting to the students in the printed notes.    And that, that I am still working on.  One thing that I can do, and that I will do, is to take an example that isn’t in the printed notes, and to work through each definition, property, et cetera, for this new example, in as conversational a way as possible.

But I should be able to do more.

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A long time ago, I wrote about the most beautiful equation in mathematics and the numbers involved, π and e.  I’ve started slowly working through my backblog and realized that I never finished that particular tale, as I promised.

Looking back on it, it strikes me that I’m not sure I was writing to an appropriate audience.  This is part of a larger internal ponderation I’m having, about writing mathematics in general and writing mathematics for an audience of non-mathematicians in particular.

I have come to believe that spending so much of time thinking about mathematics, and teaching mathematics to others, has shaped how I approach many things.  When I engage in discussions about rules and regulations, process and procedures, I like the ground to be firm beneath my feet.  I like to know the definitions of the terms we use in those discussions, and the rules of argument that we use in our deliberations.

But I think that it does sometimes get in the way when I’m trying to write.  I tend to write very slowly, and there are times I think that my slowness of writing stems from this need to have a clear picture, from beginning to end.  This is relatively straightforward in a piece of mathematics, but much less clear in a work of fiction.  Or a blog.

So back to the matter at hand.  In the previous section, I was talking about levels of complication of numbers.  We started with the rational numbers, quotients of integers.  I then defined the algebraic numbers.  These numbers have the technical definition that they are solutions to equations of the form p(x) = 0, where p(x) is a polynomial with integer coefficients.  Another, heuristic, explanation is that the algebraic numbers are those numbers which can (essentially) specified by a finite collection of integers, much in the same way that rational numbers are specified by pairs of integers.

These levels of complication are related to one another.  Every rational number n/m is an algebraic number, where the polynomial is p(x) = mx – n (since p(m/n) = n (m/n) – m = m – m = 0).  In fact, the rational numbers are the simplest algebraic numbers, if we take as our yardstick of simple to be the degree of the relevant polynomial.

But not every algebraic number is a rational number.  The classical example, classical in the sense of Pythagoras and the ancient Greeks and things we have known for a very very long time, is √2 with associated polynomial p(x) = x^2 – 2.

There are lots of directions we can go from here.  One direction is the question, are there any real numbers which are not algebraic.  Another direction is the question, what other flavours of numbers are there.  And you won’t be surprised to find out, there are many.  Mathematicians have been busy for centuries exploring numbers and their properties.

So how do we demonstrate the existence of real numbers that are not algebraic numbers?  There are hard to construct explicitly, such is their nature.  My favorite demonstration takes us on a detour into a different, and difficult, topic, which is the strange nature infinity.

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For the past 2 years and a bit, I have been in a position of university middle management. My role, as Associate Dean (Education and Student Experience), runs the gamut from the low level operational to the high level strategic.  The breadth of that gamut, I have to say, is one of the reasons I love my role.  The variety of it appeals to me.

But I’ve never received any formal training for my role.  That is not uncommon for such roles in academia, and indeed isn’t uncommon for any of the roles we take on in academia.  I have learned things through my own experience, talking to colleagues, observing and reflecting on my conduct and theirs, my decisions and theirs, my mistakes and theirs.  There is a never stated expectation, not entirely unreasonable, that we academics are reasonably smart people and we can pick things up as we go along.  And we do.

I like to believe that I’m good at what I do.  And when new members of academic staff or postgraduate students ask me, as they sometimes do, how I learned to operate in the ways I operate, whether it’s as a teacher (relatively common), a researcher (much more rare) or as a manager and administrator (again, relatively common), I always start with the same first piece of advice.

Take every opportunity to watch people.  Watch the people you believe are effective, and emulate the things they do well.  But also watch the people you believe are less effective, and actively work not to emulate the things they do that you believe are not effective.  I don’t think we spend enough time learning from things that don’t work.

There are some things I’ve learned to watch out for.  I am confident that nothing on the list below is new.  As noted above, one of the things that we tend to undertake as academics is the reinvention of wheels.  We do this by following the same path as underlies our research.  We start from what we feel are basic principles and we work logically from this starting point.  We do our literature reviews, to find out what is known about our topic of current interest, but we question, and we challenge, and we wonder, can I do better by working from basic principles.

Nonetheless, I’ll list a few of them here.  I would be interested to know what you, dear Reader, think of the items on this list and to suggest relevant additions.

THE LEFT HAND RIGHT HAND PROBLEM:  One issue that bedevils all large organizations is internal communication.  Universities are no exception.  A not-uncommon problem is that 2 (or more) parts of the organization are working to solve a problem, each without the other(s) knowing.  This is rarely deliberate, and often can arise from people being proactive and wanting to do better for the organization.

THE TOO MANY COOKS PROBLEM:  Being an communication issue, this one is related to the previous mentioned issue, and indeed sometimes follows from it.  When several groups are working to address an issue of interest, even when there is communication between them, it’s possible that confusion erupts because too many possible solutions are being proposed and discussed in too many different fora.  The path towards the solution to the issue of interest can become confused, with too many possible overlapping solutions.

THE MOMMY DADDY PROBLEM: Perhaps in the modern age, I should retitle this as the parent 1 parent 2 problem, but to my ear it doesn’t scan as nicely.  A child wants to do or wants to have something and goes to ask one parent, can I do this or can I have this.   The parent, being sensible, says no.

The child, unhappy with that answer and unwilling to accept it, then does what seems to them to be reasonable.  They go ask the other parent, without providing the full disclosure that they had already asked the first parent.

This is my least favorite problem on my list.  The first two are communication problems where the solution, the fix, is reasonably clear.  This one, though, this issue stems as much from attitude as from communication.

THE TAIL AND DOG PROBLEM:  The task before us here is to make sure that we understand what drives the actions we take, and how we remain sure that what is actually driving our actions is what we believe should be driving our actions.

Perspicaciousness is one of my favorite words.  And the only way around the tail and dog problem that I know is to keep the end goal in mind.  We can sometimes lose sight of the shining city on the hill when we are trudging through the slough of despond, but when the darkness falls, we need to search for the glow of the city.

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Those of you who know me, know that I carry around a paper journal and that I do a lot of writing long hand.  I’ve always done a lot of writing long hand, but I was thinking recently about the current generation of students.  What follows will, I suspect, prove to be fodder for further discussions and so I’m going to touch on a lot of things, diving into none of them deeply.  I should also note that what comes below, as all the posts in this blog, are my personal views and speculations.

For coursework, the essays and project work that we ask students to do during the semester, we allow them to use word processors or perhaps mathematical typesetting programmes such as LaTeX.  In fact, we tend to go a bit further and we require them, by and large, to produce electronic versions rather than write things out by hand.   The question is, why?

None of the documents I produce for the consumption of others are written out long hand.  This isn’t just because my handwriting tends to be somewhat indecipherable when I’m writing freely.  It’s also because I find, as I suspect many others find, that drafting and editing and redrafting is far far easier when using a word processor or suchlike.  I find a certain appeal to writing things out by hand, but this is a private appeal.

And so, I have come across a question.  Why do we ask students to write out 2 hour examinations long hand?  For a few subjects, such as mathematics, I see an argument, because typesetting mathematical symbols can be very time consuming.  But for many subjects, we are asking students to do something that they would not ordinarily do, and if fact that we as the teachers might not ordinarily do.

There is a significant logistical answer to this question, namely the difficulty in having enough machines which are sufficiently secure to be appropriate for examination conditions.  One issue here is that having a sufficient volume of machines to use during examination time would be difficult to justify, as they wouldn’t be used at other times of the semester or the other times of year.  Letting students use their own machines, even under supervised conditions, would create the opportunity for some students having greater access to materials and materiel than others, depending on what files folk would have on their machines and what access they would have to the internet, and it would be impossible to effectively police this.  

But this then just leads us back to the question that started us along this particular line.  Namely, why do we use 2 hour examinations at the end of the semester to gauge what students have learned over the course of a semester.  This is a much more difficult question.  On the one hand, having an end of semester examination allows us as teachers to test students under controlled conditions: do these questions, in this time, starting either with a blank examination book or having access to some set collection of material, formula sheets, et cetera.

But on the other hand, this sort of timed examination is not the sort of thing that most people face once they finish their university programme.   A few people will, when they take professional examinations, but a relatively few.  And so I’m starting to speculate, why do we need end of semester examinations, and if we move to something else, what might that something else be. 

I am not the first person to think about this, not by a long way, and the increase of coursework only or coursework majority modules is a significant sign that this is not only something that people are thinking about, but it is something that people are working on.  And so let’s leave this one for the moment.

The next question, moving back one more step, is why we structure the information we deliver by the semester.  Again, there are strong reasons for doing so, and not just the inertia of history keeping us doing the same thing over time.  But I do think that there is an interesting point here for ponderation, namely how we structure the ways in which we structure the material we deliver.  And this isn’t even getting into the question of how we deliver material, which is a massive question in its own right.

One thing that is interesting is that the deeper we dig into these questions and the more we start to question some of the fundamental ways in which higher education institutions are structured educationally, there are institutions doing things differently.  But I do think that universities with large numbers of students face particular challenges.  Over time, we’ll try and come back to some of these, but I think I need to do a bit of reading first, to find out what the current state of the art is.

I suspect that for you, as for me, this has been a somewhat unsatisfactory point at which to conclude.  I have raised a lot of questions, with no clear answers, but I do think that the shape of higher education is changing.  And I think it’s going to be an exciting ride.

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