4) Dr. Webber's Commitments

This section was written by Dr. Webber to express his commitments to the group.

My job as advisor is to do the following:

1. Give research students some direction for their research,

2. Provide the resources that are needed to execute the research,

3. Provide critical feedback about the research methodology and results,

4. Teach students how to communicate effectively,

5. Review resource products (papers, presentations, and patents) before they are made public,

6. Help students manage their growth as independent researchers, and

7. Mentor students as they contemplate their various career directions and opportunities.

Research supervision is conducted through one-on-one meetings and reviews of papers, presentations and patents. Those interactions are a chance for me to ask questions about the methodology, assumptions, data, and findings. It is important to keep in mind that research is very different than classwork: for coursework I have the answer key. I know the right way to solve the problem, and I’m testing you to see if you can figure it out on your own. But for research I don’t know the answer any better than the student. That means we spend our time discussing the student’s approach mostly by the student presenting it to me, noting the places where they are hitting hurdles, and giving me a chance to ask questions. During those meetings, I try to listen closely so that I can make useful recommendations, but I do not micromanage the research process. Rather, I try to stay out of the student’s way so that they can flourish on their own.

Another of my key commitments is that I will procure the resources students need to succeed. That means I will write proposals for grants and research contracts so that each student will have the necessary computing resources, so each student can travel a few times each year to relevant conferences, and so that the group can conduct meaningful group activities such as retreats. Those retreats are used as an opportunity to work on communications and career skills, such as speaking and goal-setting, by bringing in outside coaches and mentors to work with the group.

I also pledge to give each student critical feedback on a timeline that is useful for their work. My reviewing queue is usually quite long, so I need guidance from students about the relative urgency of their work. Dissertations and theses always move to the top of the priority list for me, and typically re-quire 2 weeks of turnaround time for reviews (though if my schedule is heavily backlogged, it can take longer).

The biggest challenge I face is managing my busy schedule while making sure I am available to the students. While I will not be available for students whenever they want me, I will always be available whenever they need me.