secrets to success in cs scholarship … and some advice, thoughts, insights, and observations too

Secrets to SuccessSecrets to Successin CS Scholarship in CS Scholarship

… … and some advice, thoughts, and some advice, thoughts, insights, and observations tooinsights, and observations too

Advice/Thoughts (Fall’12)Advice/Thoughts (Fall’12)

• Write before, during, and after the actual Write before, during, and after the actual experiments are performed. (Daniel)experiments are performed. (Daniel)

• If you fail to communicate, you will If you fail to communicate, you will probably fail to publish. (Matt)probably fail to publish. (Matt)

• Peer reviews are painful but pertinent. Peer reviews are painful but pertinent. (Blake)(Blake)

• Focused reading lessens the research Focused reading lessens the research burden. (Blake)burden. (Blake)


• Testability is the difference between a Testability is the difference between a thought and a theory. (Daniel)thought and a theory. (Daniel)

• Your research pattern is your roadmap Your research pattern is your roadmap to success. (Matt)to success. (Matt)

• A wise man follows research patterns, A wise man follows research patterns, a foolish man ignores them. (Hiro)a foolish man ignores them. (Hiro)

• Don’t pursue the perilous path of Don’t pursue the perilous path of plagiarism. (Matt)plagiarism. (Matt)


• The right thing to do is to write before The right thing to do is to write before you’re certain that you’re writing you’re certain that you’re writing everything right. (Matt)everything right. (Matt)

• Little mistakes erode trust in big Little mistakes erode trust in big results. (Blake)results. (Blake)

• Simple style breeds success. (Daniel)Simple style breeds success. (Daniel)

• Readers benefit from writers’ Readers benefit from writers’ strugglings. (Hiro)strugglings. (Hiro)


• Think more, write less. (Daniel)Think more, write less. (Daniel)

• Wordiness is writing much while saying Wordiness is writing much while saying little. (Matt)little. (Matt)

• Punctuate for clarity—correctness will Punctuate for clarity—correctness will follow. (Daniel)follow. (Daniel)

• Lose the lard in long sentences. (Matt)Lose the lard in long sentences. (Matt)

• We have laid to rest the lie that “lie” We have laid to rest the lie that “lie” and “lay” are the same. (Matt)and “lay” are the same. (Matt)


• Good editing cuts deep but doesn’t leave Good editing cuts deep but doesn’t leave scars. (Daniel)scars. (Daniel)

• P(text) + (1-P)(graphs) = good paper, P(text) + (1-P)(graphs) = good paper, where P is a proper balance factor. (Hiro)where P is a proper balance factor. (Hiro)

• Education cycle: teach to learn, learn to Education cycle: teach to learn, learn to teach. (Hiro)teach. (Hiro)

• Careful curriculum choices can catalyze Careful curriculum choices can catalyze classroom comprehension. (Matt)classroom comprehension. (Matt)

Advice/Thoughts (Fall’12)Advice/Thoughts (Fall’12)• Computer science is the science of Computer science is the science of

precisely encoding thought. (Blake)precisely encoding thought. (Blake)

• Save the “thanks” and keep the Save the “thanks” and keep the conclusion. (Daniel) conclusion. (Daniel)

Secret #1Secret #1• Write a “good” abstract.Write a “good” abstract.

• ““Good” means “exactly” of the form:Good” means “exactly” of the form:– What’s the problem?What’s the problem?– Why’s the problem a problem? (Why does anyone Why’s the problem a problem? (Why does anyone

care?)care?)– What’s the solution? (A startling sentence.)What’s the solution? (A startling sentence.)– Why’s the solution a solution? (How did you determine Why’s the solution a solution? (How did you determine

you succeeded?)you succeeded?)

• See “See “Thesis Proposal” in the Grad Handbook” in the Grad Handbook

• ““Good” also means “Good” also means “containing the essential qualities” of the paper.” of the paper.

http://cs.byu.edu/graduate/handbook

http://osm.cs.byu.edu/CS705/misc/A%20SCRUTINY%20OF%20THE%20ABSTRACT.pdf

http://osm.cs.byu.edu/CS705/misc/A%20SCRUTINY%20OF%20THE%20ABSTRACT.pdf

Secret #2Secret #2

• Embed the review you want to receive in the Embed the review you want to receive in the proposal or paperproposal or paper..– For NSF grants write the “embedded review” in For NSF grants write the “embedded review” in

labeled sections: intellectual merit & broader labeled sections: intellectual merit & broader impactimpact

– For papers, write the “embedded review” in the For papers, write the “embedded review” in the abstract, introduction, and conclusion.abstract, introduction, and conclusion.

– This makes the reviewer’s job easierThis makes the reviewer’s job easier• The “embedded review” consists of The “embedded review” consists of

embedding answers to the following questions embedding answers to the following questions in your introduction and conclusions.in your introduction and conclusions.– What, precisely, is your contribution?What, precisely, is your contribution?– What is your new result?What is your new result?– Why should the reader believe the result?Why should the reader believe the result?

Secret #3Secret #3

• (Subtly)(Subtly) let your reader know that you have let your reader know that you have done something substantial or that you done something substantial or that you have been able to come up with a clever have been able to come up with a clever insight that others have not seen.insight that others have not seen.

• Rather than “this is hard,” sayRather than “this is hard,” say– ““longstanding problem”longstanding problem”– ““challenges include”challenges include”– ……

• Rather than “I am insightful,” sayRather than “I am insightful,” say– ““arriving at this insight was interesting because arriving at this insight was interesting because

…”…”– ““this vantage point allowed … to be seen in an this vantage point allowed … to be seen in an

interesting way”interesting way”– ……

Secret #4Secret #4

• Write to the reviewers.Write to the reviewers.• Several implications:Several implications:

– Catch their attention (Secret #1) & deliver Catch their attention (Secret #1) & deliver what’s promised.what’s promised.

– Make their job easy. (Secret #2)Make their job easy. (Secret #2)– Impress them. (Secret #3)Impress them. (Secret #3)– They’re busy, distracted, interrupted, pressed They’re busy, distracted, interrupted, pressed

for time, and reading many other papers in for time, and reading many other papers in competition with yours.competition with yours.

– They’re not necessarily an expert in your topic They’re not necessarily an expert in your topic (but also possibly the world’s greatest expert).(but also possibly the world’s greatest expert).

Secret #5Secret #5

• Writing shapes research.Writing shapes research.– Organizing text forces you to formulate Organizing text forces you to formulate

and clarify.and clarify.– Writing with thought and care is a Writing with thought and care is a

research activity.research activity.

• Write to learn (as well as learn to Write to learn (as well as learn to write).write).

Secret #6Secret #6• Asking, seeking, knocking, and wondering Asking, seeking, knocking, and wondering

are keys to knowledge and insight.are keys to knowledge and insight.

• ““Ask, and it shall be given you; seek, and Ask, and it shall be given you; seek, and ye shall find; knock, and it shall be ye shall find; knock, and it shall be opened unto you;” (Matt. 7:7)opened unto you;” (Matt. 7:7)

• ““If we wonder often, the gift of knowledge If we wonder often, the gift of knowledge will come.” (Native American proverb)will come.” (Native American proverb)

Secret #7Secret #7• ““The Glory of God is intelligence, The Glory of God is intelligence, or, in or, in

other words, light and truthother words, light and truth.”.” (D&C (D&C 93:36)93:36)– Light: inspiration (D&C 88:12), Light: inspiration (D&C 88:12), – Truth: “knowledge of things as they are …” Truth: “knowledge of things as they are …”

(D&C 93:24)(D&C 93:24)

• ““Knowledge and intelligence [are gained] Knowledge and intelligence [are gained] through … diligence and obedience” through … diligence and obedience” (D&C 130:19)(D&C 130:19)

Cool Insights/ObservationsCool Insights/Observations

• ““If we knew what we were doing, it If we knew what we were doing, it wouldn't be called research, would it?.” wouldn't be called research, would it?.” (Albert Einstein)(Albert Einstein)

• ““The most exciting phrase to hear in The most exciting phrase to hear in science, the one that heralds new science, the one that heralds new discoveries, is not `Eureka!’, but `That’s discoveries, is not `Eureka!’, but `That’s funny’ …’” (Isaac Asimov)funny’ …’” (Isaac Asimov)

• ““The wastepaper basket is the writer’s The wastepaper basket is the writer’s best friend.” (Isaac B. Singer)best friend.” (Isaac B. Singer)


In a major attempt to communicate,In a major attempt to communicate,

An author began to pontificate,An author began to pontificate,

What started inspiredWhat started inspired

Got lost in the mire,Got lost in the mire,

And nothing was left to contributateAnd nothing was left to contributate

(Seth Holladay)(Seth Holladay)


• God is an engineer, not a scientist. Scientists God is an engineer, not a scientist. Scientists discover new knowledge, while engineers find discover new knowledge, while engineers find ways to leverage already discovered ways to leverage already discovered knowledge. Since God is omniscient, He knowledge. Since God is omniscient, He transcends science transcends science He does not discover He does not discover new knowledge. But, as an engineer, He new knowledge. But, as an engineer, He leverages His infinite knowledge “to bring to leverages His infinite knowledge “to bring to pass the immortality and eternal life of man.” pass the immortality and eternal life of man.” (Kristine Perry) (Kristine Perry)


• There is more to writing than meets There is more to writing than meets the eye. (Richard)the eye. (Richard)

• Expect the expectations. (Scott)Expect the expectations. (Scott)

• Let good questions help determine Let good questions help determine what you choose to read. (Kevin)what you choose to read. (Kevin)

• Science vs. engineering: learn to Science vs. engineering: learn to build, build to learn. (Kevin)build, build to learn. (Kevin)


• Hypotheses should be tested, but Hypotheses should be tested, but testing can change the hypothesis. testing can change the hypothesis. (Scott)(Scott)

• Research without validation is invalid. Research without validation is invalid. (Andrew)(Andrew)

• Pattern your research after reputable Pattern your research after reputable research patterns. (Skyler)research patterns. (Skyler)

• Ethics promote excellence. (Kevin)Ethics promote excellence. (Kevin)


• Just as wood fuels fire, writing fuels Just as wood fuels fire, writing fuels science. (Richard)science. (Richard)

• Concision entails precision and Concision entails precision and excision. (Andrew)excision. (Andrew)

• A writer is a wright whose rite is to A writer is a wright whose rite is to write right. (Andrew)write right. (Andrew)

• Clear and concise is best. (Scott)Clear and concise is best. (Scott)


• Violated expectations a grumpy Violated expectations a grumpy reviewer make. (Richard)reviewer make. (Richard)

• Avoid the boring! (Scott)Avoid the boring! (Scott)

• Punctuate properly. (Kevin)Punctuate properly. (Kevin)

• Respect your readers with consistent Respect your readers with consistent usage. (Andrew)usage. (Andrew)

• To write effectively, learn to draw. To write effectively, learn to draw. (Andrew)(Andrew)


• Eschew lexical sesquipedalianisms. Eschew lexical sesquipedalianisms. (Andrew)(Andrew)

• Teach not to entertain, but to inspire. Teach not to entertain, but to inspire. (Richard)(Richard)

• Example and love water the garden of Example and love water the garden of fruitful teaching. (Kevin)fruitful teaching. (Kevin)

• Education: expect edification—enjoy!. Education: expect edification—enjoy!. (Kevin)(Kevin)


• Review better to write better. Review better to write better. (Skyler)(Skyler)

• Presentations: Pith on every slide. Presentations: Pith on every slide. (Skyler)(Skyler)

• Don’t hide your light under a bushel Don’t hide your light under a bushel of ill-prepared slides. (Kevin)of ill-prepared slides. (Kevin)


• Hook the reviewer or you can sink the Hook the reviewer or you can sink the review. (Seth)review. (Seth)

• A workflow diagram for problem A workflow diagram for problem construction will save you from reviewer construction will save you from reviewer destruction. (Rob)destruction. (Rob)

• A good abstract culls the content of the A good abstract culls the content of the paper while maintaining fidelity. (Rob)paper while maintaining fidelity. (Rob)

• Reading with the goal of just filling your Reading with the goal of just filling your head is inefficient. (Neil)head is inefficient. (Neil)


• Science is a discovery method that Science is a discovery method that expands our engineering potential. (Seth)expands our engineering potential. (Seth)

• Patterns are the forms within which Patterns are the forms within which successful research solidifies. (Rob)successful research solidifies. (Rob)

• Never abuse your peers’ trust. (Neil)Never abuse your peers’ trust. (Neil)

• Write makes right. (Seth)Write makes right. (Seth)

• Fine gems are like fine papers: the rough Fine gems are like fine papers: the rough edges are cut; the product is shaped; edges are cut; the product is shaped; surfaces are smooth. (Rob)surfaces are smooth. (Rob)


• A point precedes a paper. (Rob)A point precedes a paper. (Rob)

• Be careful with your colleagues’ identities Be careful with your colleagues’ identities and reputations. (Neil)and reputations. (Neil)

• For successful introduction construction, use For successful introduction construction, use Embley’s rules for production. (Rob)Embley’s rules for production. (Rob)

• To write prose like pros, use good grammar To write prose like pros, use good grammar to compose. (Rob)to compose. (Rob)

• The clearest writers express their stories’ The clearest writers express their stories’ crucial actions with lively verbs. (Neil)crucial actions with lively verbs. (Neil)


• Make the math on your page worth Make the math on your page worth the work to decipher it. (Seth)the work to decipher it. (Seth)

• Strong elements (math, figures, Strong elements (math, figures, graphs, tables, algorithms, textual graphs, tables, algorithms, textual explanation) stand well alone and explanation) stand well alone and even stronger together. (Seth)even stronger together. (Seth)

• A teacher and his students should A teacher and his students should form a single clique. (Neil)form a single clique. (Neil)


• Effective teachers don’t just augment Effective teachers don’t just augment knowledge; they empower action. (Rob)knowledge; they empower action. (Rob)

• Engaging students in practical work Engaging students in practical work makes learning outcomes come makes learning outcomes come naturally. (Seth)naturally. (Seth)

• A picture is worth a thousand words, but A picture is worth a thousand words, but a good caption tells which thousand. a good caption tells which thousand. (Neil)(Neil)


• If you’re not sure where to start, start If you’re not sure where to start, start writing. (Seth)writing. (Seth)

• No matter how good the results, No matter how good the results, nobody will notice until you write it nobody will notice until you write it right. (Seth)right. (Seth)

• Write to convince the skeptic. (Mike)Write to convince the skeptic. (Mike)

• ““This” can be added to the list of bad This” can be added to the list of bad four-letter words. (Derrall)four-letter words. (Derrall)


• Science & engineering pull each Science & engineering pull each other along. (Derrall)other along. (Derrall)

• The key to research is a problem The key to research is a problem people care about. (Mike)people care about. (Mike)

• Will power does not validate a Will power does not validate a hypothesis; carefully designed hypothesis; carefully designed experiments and carefully presented experiments and carefully presented facts do. (Lanny)facts do. (Lanny)


• To do research right—write! (Lanny)To do research right—write! (Lanny)

• In writing, less is more and often better. In writing, less is more and often better. (Mike) (Mike)

• PITHY = Pointed, Informative, Timely, PITHY = Pointed, Informative, Timely, Helpful, Yet short. (Brian)Helpful, Yet short. (Brian)

• ““Clarity never faileth.” (Aaron)Clarity never faileth.” (Aaron)

• Punctuation—ambiguously eliminating Punctuation—ambiguously eliminating ambiguity in writing. (Derrall)ambiguity in writing. (Derrall)


• Make every word count. (Mike)Make every word count. (Mike)

• Using “etc.” is usually bad, etc. (Derrall)Using “etc.” is usually bad, etc. (Derrall)

• Proofs: match your steps to your Proofs: match your steps to your audience. (Aaron)audience. (Aaron)

• Go figure! (Aaron)Go figure! (Aaron)

• Teach with heart, not chalk. (Lanny)Teach with heart, not chalk. (Lanny)

• Chicken Chicken Chickens, Chicken. Chicken Chicken Chickens, Chicken. (Derrall)(Derrall)


• Being a good teacher is better than being Being a good teacher is better than being thought to be a good teacher. (Derrall)thought to be a good teacher. (Derrall)

• Knowing where you want to be helps you Knowing where you want to be helps you get there. (Lanny)get there. (Lanny)

• A presentation is a technical A presentation is a technical advertisement for a paper. (Aaron)advertisement for a paper. (Aaron)

• Review unto others as you would have Review unto others as you would have others review unto you. (Aaron)others review unto you. (Aaron)


• Writing is like programming: once you start, Writing is like programming: once you start, the flaws in your ideas become apparent. the flaws in your ideas become apparent. (David)(David)

• Like “following the yellow brick road,” Like “following the yellow brick road,” following good writing guidelines leads to following good writing guidelines leads to success. (Sole)success. (Sole)

• Write clearly and concisely; if readers can’t Write clearly and concisely; if readers can’t follow your logic, they won’t be convinced of follow your logic, they won’t be convinced of the validity of your claim. (Sabra)the validity of your claim. (Sabra)

• Wondering what others will question about Wondering what others will question about your work helps writing be clear from the your work helps writing be clear from the start. (Sole)start. (Sole)


• Read with a purpose: if you know your Read with a purpose: if you know your destination ahead of time, it’s a lot easier to destination ahead of time, it’s a lot easier to end up there. (Sabra)end up there. (Sabra)

• Debate your hypothesis in your mind. (David)Debate your hypothesis in your mind. (David)• Scientific research never ends up exactly as Scientific research never ends up exactly as

expected—neither do exacting thesis expected—neither do exacting thesis statements. (David)statements. (David)

• Just because a research problem is important Just because a research problem is important to you doesn’t mean it’s important to to you doesn’t mean it’s important to everyone (Sabra); conjoining research with everyone (Sabra); conjoining research with established claims and strategies and avoiding established claims and strategies and avoiding fallacies can help increase importance.fallacies can help increase importance.


• Don’t let readers second-guess your Don’t let readers second-guess your findings: validate your results properly. findings: validate your results properly. (Sole)(Sole)

• Write early and often—writing stimulates Write early and often—writing stimulates research, and research stimulates writing. research, and research stimulates writing. (Sabra)(Sabra)

• Writing is like coding: it requires skillful Writing is like coding: it requires skillful debugging. (Sabra)debugging. (Sabra)

• No matter how meticulously written, if no No matter how meticulously written, if no one reads your paper, they’ll never know one reads your paper, they’ll never know your results. (David)your results. (David)


• When editing, two sets of eyes are better When editing, two sets of eyes are better than one. (Sabra)than one. (Sabra)

• If you’re unsure about a grammar rule, at If you’re unsure about a grammar rule, at least be consistent. (David)least be consistent. (David)

• Positive and active words will keep your Positive and active words will keep your prose short and readable. (David)prose short and readable. (David)

• Avoid discouraging readers—be precise, Avoid discouraging readers—be precise, consistent, and lively. (Sole)consistent, and lively. (Sole)

• You may not be able to judge a book by its You may not be able to judge a book by its looks, but you can often judge a paper by looks, but you can often judge a paper by its looks. (David)its looks. (David)


• (1) Write (2) Review (3) Edit (4) “Rinse” & (1) Write (2) Review (3) Edit (4) “Rinse” & Repeat. (Sabra & Sole)Repeat. (Sabra & Sole)

• Knowledge is like a good dessert—share it! Knowledge is like a good dessert—share it! (Sole)(Sole)

• Just like good writing, good teaching Just like good writing, good teaching requires good editing. (Sabra)requires good editing. (Sabra)

• Children are learning machines. Since we Children are learning machines. Since we are all children in a spiritual sense, the are all children in a spiritual sense, the learning process should never end. (David)learning process should never end. (David)

• The presentation shouldn’t be flashier than The presentation shouldn’t be flashier than the presenter. (David)the presenter. (David)


• Always aim for pithifying and editing Always aim for pithifying and editing anything you write, or present. (Sole)anything you write, or present. (Sole)

• Good presenters aren’t born; they’re Good presenters aren’t born; they’re iteratively refined. (David & Sabra)iteratively refined. (David & Sabra)

• The Golden Rule applies to refereeing: The Golden Rule applies to refereeing: review for others as you would have them review for others as you would have them review for you. (Sabra)review for you. (Sabra)


• The less you have to say, the more words The less you have to say, the more words you need to say it. (Philip Cook)you need to say it. (Philip Cook)

• Make scientific writing pithy Make scientific writing pithy concise but concise but meaningful. (Jie Long)meaningful. (Jie Long)

• Good research may overturn past Good research may overturn past assumptions. (Terry Wilcox)assumptions. (Terry Wilcox)

• Literature search Literature search yet another case of yet another case of “less is more.” (Terry Wilcox)“less is more.” (Terry Wilcox)

• If you start with a clear hypothesis, it is If you start with a clear hypothesis, it is easier to end with a clear contribution. easier to end with a clear contribution. (Philip Cook)(Philip Cook)


• Honestly convince yourself first of the Honestly convince yourself first of the validity of your claim, then it will be easy validity of your claim, then it will be easy to convince the rest of the world. (Oliver to convince the rest of the world. (Oliver Nina)Nina)

• Writing and research stimulate each other. Writing and research stimulate each other. (Jie Long) (Jie Long)

• Don’t worry about writing; worry about Don’t worry about writing; worry about editing. (Alan Atherton)editing. (Alan Atherton)

• Very very good writing uses “very” very Very very good writing uses “very” very very few times. (Philip Cook)very few times. (Philip Cook)

• One paragraph, one topic. (Cui Tao)One paragraph, one topic. (Cui Tao)


• When editing, trim the “fat” first, then When editing, trim the “fat” first, then tone the “muscles.” (Alan Atherton)tone the “muscles.” (Alan Atherton)

• Using precise words is hard, but necessary Using precise words is hard, but necessary to deliver precise thoughts to readers. to deliver precise thoughts to readers. (Yihong Ding)(Yihong Ding)

• When we use a graph or a figure, it should When we use a graph or a figure, it should first be pleasant to our eyes. (Cui Tao)first be pleasant to our eyes. (Cui Tao)

• One clear figure is better than one One clear figure is better than one hundred vague words. (Yihong Ding)hundred vague words. (Yihong Ding)

• Forgotten rules have no power. (Terry Forgotten rules have no power. (Terry Wilcox)Wilcox)


• Teach as you would be taught. (variation of Teach as you would be taught. (variation of thoughts by Philip Cook & Jie Long)thoughts by Philip Cook & Jie Long)

• Learning is like walking together Learning is like walking together both the both the teacher and the student have the teacher and the student have the responsibility to move toward the light. (Oliver responsibility to move toward the light. (Oliver Nina)Nina)

• Good teachers not only teach, they inspire. Good teachers not only teach, they inspire. (Oliver Nina)(Oliver Nina)

• A good presentation requires a passionate A good presentation requires a passionate presenter. (Yihong Ding)presenter. (Yihong Ding)

Advice/Thoughts (Winter’07)Advice/Thoughts (Winter’07)

• Quickly convey or extract the relevant Quickly convey or extract the relevant information in a paper that you are either information in a paper that you are either writing or reading. (Matt Smith)writing or reading. (Matt Smith)

• Unity of purpose encourages learning; Unity of purpose encourages learning; contention stifles learning. (Jared Jardine)contention stifles learning. (Jared Jardine)

• Researchers have an inherent responsibility to Researchers have an inherent responsibility to present their work truthfully and clearly. present their work truthfully and clearly. (Neha Rungta)(Neha Rungta)

• Your time is precious, research with a Your time is precious, research with a purpose. (Richard Arthur)purpose. (Richard Arthur)

• Creativity comes from a solid understanding Creativity comes from a solid understanding of the area. (Lei Wang)of the area. (Lei Wang)


• Writing a hypothesis is an iterative process Writing a hypothesis is an iterative process that can be refined through that can be refined through experimentation. (Jun won Lee)experimentation. (Jun won Lee)

• An appropriate discussion of limitations An appropriate discussion of limitations sometimes provides readers with really sometimes provides readers with really good insights. (Lei Wang)good insights. (Lei Wang)

• Write while you research. (Lei Wang)Write while you research. (Lei Wang)• Organizing your paper properly can clarify Organizing your paper properly can clarify

your work. (Richard Arthur)your work. (Richard Arthur)• Don’t worry about style before you have Don’t worry about style before you have

something to say. (Jun won Lee)something to say. (Jun won Lee)


• Writing is like fine silverWriting is like fine silverlots of polish lots of polish makes it shine. (Jared Jardine)makes it shine. (Jared Jardine)

• You can’t teach something effectively You can’t teach something effectively unless you really care about it. You can’t unless you really care about it. You can’t teach someone effectively unless you teach someone effectively unless you really care about them. (Kristine Perry)really care about them. (Kristine Perry)

• It’s what you want your students to do or It’s what you want your students to do or be, not what you want in your lectures. be, not what you want in your lectures. (James Carroll)(James Carroll)

• Teachers need to constantly evaluate what Teachers need to constantly evaluate what they teach and how they teach. (Josh they teach and how they teach. (Josh Keeler)Keeler)


• Good presentations have the potential to Good presentations have the potential to increase your reputation as a researcher. increase your reputation as a researcher. (Kristine Perry)(Kristine Perry)

• Effective critiquing can help you fine-tune Effective critiquing can help you fine-tune your writing ability. (Richard Arthur)your writing ability. (Richard Arthur)

• Refereeing: With great power comes great Refereeing: With great power comes great responsibility. (Neha Rungta)responsibility. (Neha Rungta)

secrets to success in cs scholarship … and some advice, thoughts, insights, and observations too

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