Priorities - A: high, B: medium, C: low; Status - _: unfinished, X: finished, C: cancelled, P: pending, o: in progress, >: delegated. Covey quadrants - Q1 & Q3: urgent, Q1 & Q2: important
A1XFix the bug that Oliver found. (PlannerMode)

1. foo bar : 09:40

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2. 1. PAASCU reaccreditation: Pretty much finished. : 15:20

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2. CHED-FAPE survey: Ate Lisa 3. Status of curriculum innovations

a. CS curriculum i. Discrete math issues ii. Distribution of core subjects b. MIS curriculum c. 5-year BSMS curriculum d. MSCS e. MCS f. PhD Theoretical computer science Networks g. Changes of course names 4. Emphasis again on research and publication — effect on permanency and promotion5. Funding from DOST a. Human resource development b. Institutional capacity building c. Research and development 6. Faculty play room 7. Get.together with Philosophy regarding ethics talk 8. Updates from the faculty

Sacha: Started on a teaching journal. Doing well in CS21A; students seem happy and confident. I don't want to teach CS123 next year; I don't feel that I have enough experience for that. Research: Paolo and I have figured out how to do french accents in the MOO they're working on, but the task needs to be defined a bit more (they seem to be trying to make a single-user multi-user object-oriented system). I've got sound working on my laptop again, so I should be able to resume wearable computing work soon.

Sir Maguyon: Bluetooth.


text message processor for wireless center

3. I cram, you cram, everybody crams

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CS21A today was a lot of fun. We posted the project specs - a small inventory thing - and I introduced them to IOApplet. They tried it out, got the hang of it quickly, and (no surprise) started wondering how to get the buttons to line up properly and how to change the layout. I suspect it's because they're not intimidated by the prospects of learning how to make graphical applications. It's... almost there, you know? All they have to do is learn a little more and they won't need the training wheels that IOApplet provides. I think they can do it. =)

Once again, I have to postpone my CS123 midterms. I have managed to write all the text for the UML exam, though - this time, it's mimeo. I need to quickly prepare the diagrams (I've sketched it out on paper already) and send it off for duplication tomorrow. That means that I need to go over the CS123 second drafts tonight and come up with more helpful feedback...

I guess it's really my fault. I want to give meaningful exams - not just purely objective, multiple-choice questions, but an exam that places them in a somewhat authentic situation and forces them to think. I've phrased the exam in terms of work that they might do as a fresh graduate, and I've come up with pretty okay tasks. How embarrassing. At least they'll understand how frustrating slipping deadlines are!

Faculty meeting today. I voiced my concerns about CS123 and I'm relieved to hear that Dr. Vergara will resume teaching it next year. As I've mentioned before, sometimes I manage to pass on things I've learned, but seriously - the students deserve someone with much more experience. I try my best to shepherd them through the process, though, and I am learning first-hand how important grace is. Rediscovering faith! I may be an instrument of divine power all the more clearly because of my limitations.

I learned from Dr. Rodrigo (Didith! I must remember) and Bong (see, I'm trying) that when they were starting out, they were making much more of it up as they went along. They encouraged me not to show fear and to know that this was a normal thing. I don't know. What can I offer my students? All I can share with them are some insights I've picked up from projects (some surprising me, even), encouragement, a little bit of direction... More than in other classes, perhaps, they need to learn how to learn on their own. My evaluations are probably going to suffer for this - oy, there goes my ratings on "The teacher displayed a thorough knowledge of the subject matter" and "The teacher was well prepared for class" - but I know I still have much to learn about software engineering, and I hope that my students can make that journey along with me. It would have been better if they were guided by some master, but here I am, and I must help them.

Met with Dr. Sarmenta, Fanny, Christine and Martin about the grading scheme for the CS21A midterms. I should remember to keep that in mind when designing tests; a gentler curve would be nice. I learned a lot from how Dr. Sarmenta looked at each problem and tried to break it down into common answers. Some of the questions I made weren't granular enough - people who made small mistakes could easily lose a lot of points. It would be really nice if the answers could be electronically gathered and compared; perhaps some Bayesian classification, even?