• How Student Affairs will make me a better Professor

    How Student Affairs will make me a better Professor

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  • The Class I want to Teach

    The Class I want to Teach

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How Student Affairs will make me a better Professor

How Student Affairs will make me a better Professor
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Over the past two and a half years, I have worked in the Department of Student Life at Michigan State University, helping to coordinate the Sexual Assault and Relationship Violence Prevention Program. Although my time spent working with the office diminished from 25 to 10 to 5 hours a week, I have learned a great deal from this position that I would not have learned otherwise. Additionally, my girlfriend is also a student affairs professional, leading to many a conversation about what Student Affairs is and does. I have been, I feel, well exposed. Or at least, more exposed than most anthropology graduate students.

Needless to say, the culture in a student affairs office is dramatically different from that in my office in the Department of Anthropology. A lot of this has to do with the intent of the department: Student Life adopts a student-first orientation, where the single priority is students, particularly their “life outside of the classroom” (a phrase I hate, but people seem to keep using). An academic department such as Anthropology views their discipline first, and students are viewed as one of the priorities through that lens: how do we use anthropology to teach students about the world and how to view it critically? I think that what I have learned at Student Life will (and has been) valuable to my work as a member of an academic department for two reasons: first, it exposes me to a student-first perspective, and second, it provides me with in-depth knowledge about what student affairs programming exists and how I can use it to enhance what I do.

Disclaimer: I’m not suggesting that many faculty or student affairs professionals aren’t capable, or don’t already do, what I’m about to talk about. Many of them do. I’m simply writing about how my exposure to Student Affairs has led me to these realizations about how I hope to approach my professional life. Carry on.

When I walk in the doors at 101 Student Services, I’m responsible for looking at every idea from the perspective of the student. This means I have to look at our programming to figure out how it is relevant to a 19 year old student in 2010. How will this program benefit the student? How will get them there? How will the program get across its message in an effective, relevant way? In order to do this, you have to “know” the student body. You have to know how they work, what they do, what music they listen to, what music they don’t listen to, and so on. You also have to know about where students are developmentally, what skills they have, what they don’t have, why they do what they do. This is part of the student-first perspective. This perspective allows you to keep in touch with what students are thinking, how they perceive the world, and how they are struggling to function within it.

The importance for faculty and administrators in academic departments, then, seems obvious. Instead of asking how can we teach students through anthropology, we can ask how can we teach anthropology to students in ways they will find relevant to their lives and perspectives? How can our teaching help them develop into better people? Instead of focusing on what questions a student missed in office hours, a student perspective might lead to a discussion about studying habits, or what other elements of student’s life might be impacting their learning. Understanding what a student’s life is like will help me make a student’s education more valuable to them.

Working in Student Affairs has done another thing for me that is also important: it has opened my eyes to the number of things that are happening outside of academic departments. Even more important, it has become clear to me that these are not things that are happening separate of academia, they are happening along side it, and would be better if they were working with academia. Additionally, they offer things for our students that would make academic departments and classes work better. And when these collaborations do happen, it will be a great benefit for the partnership when I’m able to utilize a student-first perspective, in addition to an anthropology-first perspective (and for the student affairs side to do the same). Being able to make connections between academic and student affairs programming will help me a great deal in these situations.

Certainly, these are not the only things that I have learned from this experience, but I think they are the most important. There are plenty of other ways for faculty members to gain this perspective. What are some other important cross-over skills that you think I may have benefited from? On the flip side, do you think Student Affairs may have benefited from my perspective as a researcher? As an anthropologist?

Popularity: 18% [?]

The Class I want to Teach

The Class I want to Teach
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This semester, I’ve been enrolled in a course on college teaching, as well as doing the Graduate Engagement Certificate out of the Office of Engagement. Both experiences have me thinking hard about what type of teacher I hope to be, and also what kinds of courses I’d like to teach. This idea, although requiring a lot resources, time, and energy, would be the ultimate course for me. Let me know what you think.

The topic: Local Cultural History and Heritage. I want to teach a class that would incorporate things I enjoy, think are valuable, and want to convey: archaeology, history, digital humanities, community engagement, and developing an appreciation for community spaces and heritage. I’m going to pretend that this course is offered at MSU, for simplicity’s sake. The course will be on the small end, maybe 15-25. It will survey the literature on cultural heritage, public archaeology, public history, etc. It will work within the confines of a larger digital humanities type of project: the establishment of an interactive and historical city map. This map would provide detailed GIS information about the history of spaces within the City, probably divided by city block.

Such a course would require partnerships across the University and community. University wide, we would partner with a course on Geographic Information Systems: my students would research and create content, while the GIS students would work within the framework of the interactive map to manipulate this data so that it fits within the framework. They would work in groups: something like 2 from my course, 2 from the GIS course.

The research would be done on block-by-block units. Each student group would research a different block, and create the content for those areas: my students working on gathering historical data, GIS students inputting it, both providing interpretation. Admittedly, I read about a professor who was doing this, I think in Richmond, VA. What I want to do, however, takes this towards community engagement, not just for analytical research.

These groups would not stop at four students. The community would also be incorporated into the project. Residents of the neighborhood would be asked work with us, visiting archives, studying their past, providing interviews about the neighborhoods. They would work beside us at each step, learning the power of the past, while we would learn about cultural heritage development, as well as something about the community in which they live.

The final product would take many, many years. Most likely an entire career. I would work neighborhood to neighborhood, so that completed projects could happen more rapidly (So, for example, take Old Town and finish that, then move on to Groesbeck, or something). This way, these neighborhoods could utilize the information for school groups, or whatever.

This class would also have a companion piece: a summer field school. The data collected by students would result in a fantastic overview of these neighborhoods, and potentially identify a number of potential archaeological sites. A field school would allow another opportunity to work with the community, as students and residents worked together to excavate the site, reemphasizing the power of discovery through very tangible means.

Please let me know your thoughts. I am curious if any of you have heard of similar ideas, have any suggestions about how it could be made better, or think it’s just an unobtainable dream…

Photo: http://www.flickr.com/photos/phunk/ / CC BY-NC-ND 2.0

Popularity: 16% [?]

Process or Methodology?

Process or Methodology?
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The role of the advisor is just that, to give advice. My advisor, Kenneth Lewis, came through big time last week during an impromptu meeting we had last week about my dissertation research questions (still being worked on, but I’ll post them once they’re completed). I had a feeling it was going to be an important conversation as it was happening, and thankfully I hit the record button on my iPhone half way through. I have since revisited the discussion a couple of times.

What he asked me revolved around the focus of my dissertation: was I looking at a methodology or process? Obviously, these are both important elements of a research design: you need a model that describes a process of human cultural behavior, and you need a methodology by which to test that model. Both are critical to a research design. But what he wanted to know was which one of these parts will I be emphasizing; which one will be the “new” thing I’m contributing. Of course, it could be both, but that could potentially reinvent the wheel, and in this case, it would be.

Many archaeologists have done analysis and tests of how you can identify the negotiation of power on a plantation. Delle looked at space (Delle 1998), Orser examined ceramic values (Orser 1988), and so on. There is no reason for me to focus my attention on developing new ways to show this negotiation through the material record: it has already been done, and I can use these methods again. A methodologically focused research design would have done something like identifying negotiations of power through a certain artifact, let’s say, marbles, and developing a methodology that would allow that to be done.

What hasn’t been done, however, is to examine the process of the transition from slavery to freedom in border state plantations, particularly in Maryland, and how power was renegotiated between the planters and laborers after the Civil War. This is what my main contribution will be: to see how this occurs, and how it is different or similar to the processes that have taken place in other places. My research, therefore, is focused on questions that are asked of the process, not of the methodology. I will be using methods already adopted by other archaeologists to test a processual model that I have developed using the specific historical context of the area I am investigating.

This was extremely helpful way of compartmentalizing the sections of my research design, and helped me describe what it is I am hoping to contribute with this research. Hopefully, it may also help some of you out there who are working on proposals themselves…

Delle, James A.

Popularity: 17% [?]

Campus Culture and Teaching

Campus Culture and Teaching
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A long while back, I wrote a blog post about my views on colleges as culture factories. Long story short, I believe that the process of attending a university or college is to shape and mold a student into an individual with certain types of skills and values that are specific to the institution that he or she attended. So, for example, a graduate of Michigan State University should be representative of MSU’s cultural values: a practical leader who believes in community engagement and has a global perspective. Every element of a college education should reflect the values of the institution that is offering that education. Student Affairs programming should reinforce these values, department programs and degrees should reflect these values, community engagement programming should reflect these values, and, for our topic in this post: teaching should reflect these values.

Teaching has been on my mind a lot lately, considering I am enrolled in a course on Teaching Higher Education this spring. Naturally, I wanted to see how well my thoughts on campus culture fit into a model of teaching, and how well it informs my teaching philosophy, which is in progress (and will be viewable on my portfolio, here).

Teaching, I believe, should incorporate more than simply dispensing knowledge about a topic from a teacher to a student. Certainly, I think it is important that a student understand how to read stratigraphy, and a physics professor wants them to understand how gravity works, and an English professor wants them to understand iambic pentameter. But these don’t necessarily reflect a University’s culture. These are simply means to this end. Why do I want my students to understand stratigraphy? How does understanding iambic pentameter reflect the values of the institution that we teach at? These are, I think, very important questions that faculty members don’t ask themselves enough.

An example. I am a teacher of archaeology at St. Mary’s College of Maryland. This institution prides itself on a commitment to the environment. I can easily teach a course on archaeology at this school. I can even utilize the fantastic archaeology museum next door to really enhance my teaching, to give a hands-on approach so that people can see how archaeological interpretation can be recreated. But this still isn’t connected to the College’s mission of environmental stewardship.

However, if I expand my reach, and begin to talk about the use of archaeology as a means of cultural heritage development, and discuss how a greater appreciation for the history of our space can result in better care for our spaces, may very well help to place this course into a context that makes the class relevant to our college mission.

There are obvious benefits to this. First, it means that you always have an answer to the question, “why am I in this class, anyway?” Answer: “You’re in this class because you came to St. Mary’s College, which means you appreciate the environment, and this is how what your learning here connects to that mission.”

Second, it makes teaching a little bit more challenging. Making this connection can be fun. How do you keep your class relevant? The objective isn’t just to figure out how to teach the material, but how to do it in a a way that makes it relevant to the overall education of the student.

Third, it makes it fun for the student. All of a sudden, they may start seeing connections between classes that otherwise seem unrelated. Most importantly, since their education is more explicit, they begin to learn how they can apply these values in their lives.

Fourth, it makes you more relevant. When the Dean comes knocking and wants to know why your department or classes are important to the college, you can pretty much give the same answer you gave to that student who wanted to know why your class was important.

Of course, there is a lot that might not work out so well, and this obviously makes the process of teaching more difficult. It also makes course plans non-transferable to other institutions. What are your thoughts? Is this important? Realistic? Or am I still in my pipe-dream-never-taught-a-class world?

Popularity: 18% [?]

The Thinking Stage

The Thinking Stage
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I am working on my dissertation proposal.

Or so I say. I haven’t really written much. But, that should all change this week. This week, I start writing. Up until that point, I’ve been Thinking. I’ve been in the Thinking Stage.

For me, this stage often takes up the most amount of time in my process. For a lot of people, writing happens through drawn out processes, while for me it all sort of happens in one giant jolt. My comprehensive exams were that way, I spent an hour reading the question, jotting an outline…then all of a sudden I looked up and I had written 10 pages in two hours.

In this case, I have been surrounded by this research project for years. I was given access to the St. Mary’s City project the summer after I started graduate school, in 2007. I’ve written a good deal about it already: a couple research proposals, two conference presentations, a comprehensive report. This is the collection process: gathering the info. Collecting the data. Seeing the pieces, but not how they fit together.

But since I gave the paper at SHA, I haven’t done much writing. I’ve been taking some notes, talking with my advisor, scribbling a little on a white board. Trying to see what fits and what doesn’t. I’m in the Thinking Stage.

The Thinking Stage is an important part of the process for me. This is when I gather my thoughts. Start connecting the pieces that I have collected. This is when the creative process occurs: when two seemingly unrelated objects are connected, or linked, together. This is the fun part. Sometimes this happens in a flow chart, or an outline, or on the back of a napkin. It’s the best part. It’s when it all comes together.

I have some good news: the Thinking Stage is nearing a close. The pieces have begun to come together.

So, this week, I write. See you on the other side.

How about you? What is your process? Do you have an equivalent stage?

Popularity: 13% [?]

The Real Next Step: Dissertation Proposal

The Real Next Step: Dissertation Proposal
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As fun as it is to think that I will have all the time in the world to sit around and read great books, passing comprehensive exams is really just the beginning of the important part of my time in graduate school. The fun/hard part starts now. Writing the dissertation. And the first part of that process is writing a dissertation research proposal.

My research is going to use data excavated by Historic St. Mary’s City in St. Mary’s County, Maryland. St. Mary’s City is the site of the first capital of Maryland, which was settled by British catholics in 1634. It remained the capital, and has been historically examined as the birthplace of religious toleration. When the capital moved to Annapolis after the Protestant Revolution in the 1680s, St. Mary’s was abandoned, and eventually fell into ruins.

During the 18th and 19th centuries, the space went through multiple transitions as a slave plantation. There has been a good deal of survey work that has identified these transitions, and historical work that links these transitions to changes in ownership through sale, marriage, and inheritance. My dissertation research will look at one of the final transitions: the shift from before to after the Civil War.

During this period, the plantation was owned by Dr. John Mackall Brome, who had a very specific idea as to how he wanted to organize his plantation and surrounding space. His quarters appear to be organized in a straight line, along a road leading from behind his manor home to the agricultural center. He organized his slaves in family sized single and duplex quarters, and controlled the entrypoints to his community by constructing a wharf. Dr. Brome was very much in control of the landscape.

After the Civil War, instead of renegotiating new terms for the former slaves who lived on his property, he began to work out additional deals to industrialize the region. Unfortunately, none of this worked out. The power he had lost during the Civil War was more than his control of labor: he had lost significant amounts of regional power, as well.

Historic St. Mary’s City has excavated two of the buildings that once housed some of Dr. Brome’s laborers. One of these structures, a duplex quarter, was occupied from 1840 until 1950, and still stands, although in a different location. The other building, which was next to the duplex, was a single quarter and stood until the 1930s, although it was probably uninhabited soon after emancipation. Both quarters are in the photograph above.

My dissertation research will be examining the material record of these two structures. In particular, I will be looking at how the inhabitants of these buildings adapted to their newfound freedom. Some evidence of this is already apparent: after emancipation, the walls that separated the duplex were knocked down. The African Americans were already beginning to exercise their newfound power within a household that had now become their own, not Dr. Brome’s.

I am excited about this research. I am also excited to share what I can with all of you. I am hoping that I will be able to share some of the exciting pieces of history and culture that I uncover, run ideas past you as I work them out, and hopefully develop a meaningful dialogue with you. I am hopeful that there will be a number of different communities following along: certainly there will be archaeologists and non-archaeologists. My hope is that this will be a space where both groups will feel comfortable asking questions, challenging my work, and engaging in good conversation about archaeology. If anything I write about is unclear, please, ask. Nobody learns if you don’t.

Follow my running commentary via twitter @brockter through the topic #TerrysDis!

photo from 1923 Swepson Earle, in The Chesapeake Bay Country.

Popularity: 21% [?]

Congratulations! You just passed your Comps! What are you going to do now??

Congratulations! You just passed your Comps! What are you going to do now??
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Read a book.

More specifically, a book that has nothing to do with archaeology. Or history. Or any combination of the two. In fact, I’m hoping that this book will have no basis in reality. In other words, it will be a book of fiction.

For the past year, I have been working on preparing for my comprehensive exams. The process includes the construction of two 75 source bibliographies, which my committee then writes exams for, which I take, and then about which I am subjected to two hours of questioning by said committee. The exam part takes a couple weeks to do. The bibliographies, however, can take quite a while, since you’re responsible for choosing the articles, reading them, organizing them, and so on. Needless to say, it was a lot of reading.

Whenever I would pick up a book that wasn’t related, a number of things happened. First, I was pretty tired of reading. In some cases, I’d spent a better part of the day reading something. Investing in a book for fun didn’t seem, well, fun. It felt like work. So, instead reading a book before bed, I’d just roll over and go to sleep.

If I hadn’t spent my day reading (which was, sadly, more often than not), picking up a book unrelated to my bibs didn’t seem right…if I could spend time leisure reading, shouldn’t I have at least spent some time during the day reading for school? So, reading for fun did not happen often. Certainly not often enough for me to complete many books.

So, that is what I’m going to be doing. Reading. Books. And since I’ve missed the entire 2009 reading season, what were some of your favorites? Any suggestions? Use the comment field below to let me know!!

photo from guldfisken at flickr.

Popularity: 24% [?]

Early Chesapeake History and Culture Conference: Recap

Early Chesapeake History and Culture Conference: Recap
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This past weekend I was in Solomon’s Island, Maryland, for the Early Chesapeake History and Culture Conference, which was hosted by the Omohundro Institute of Early American History and Culture, in cooperation with Historic St. Mary’s City and St. Mary’s College of Maryland. It was quite an impressive conference, particularly because of the accumulation of scholars that were in attendance. I want to start this post by mentioning a couple of things: first, my focus has been primarily on the 19th century, while this conference focused on the 17th and early 18th. Second, despite having spent a couple of summers researching at Historic St. Mary’s City, I was unaware of the significance of the early scholarship that occurred there. This weekend was a crash course. I’m going to highlight some of the elements of the conference that I thought were significant, many of which Philip Morgan highlighted in his closing Plenary Address.

The Scholars

Every member of the “Chesapeake Mafia” was in attendance: Lois Green Carr, Lorena Walsh, Cary Carson, Paul Clemens, Allan Kulikoff, Gloria Main, Russell Menard, Henry Miller, Edward Papenfuse, and Thad Tate all sat on a roundtable discussion at the beginning of the conference, each discussing the earliest years of Chesapeake scholarship in the 1970s and 80s, where they saw the scholarship headed, and what traditions that it came out of. For any archaeologist, some of these traditions are pretty inclusive of our style of research. Emphasis on quantitative research, collaboration across disciplines, inclusion of material culture, focusing on the history of the “common” people, and the emphasis on public engagement through museums. Paul Clemens also made a fascinating comment about the make up of scholars: he said he went to grad school where in a history class of 150 students, there was only one woman, to working with a group of scholars (the ones above) where the leadership was by women. Lastly, and which was on display throughout this conference, was the level of decorum and respect they all had for each other and for each other’s scholarship. A lot happened at this conference that was challenging and reanalyzing the work they had done; no one got upset. Everything was done cordially, a stark contrast, I have been assured, to other regional groups. It was, in many regards, a revolutionary approach to American history.

Having these scholars at the conference was an incredible experience for me and the other graduate students in attendance. To be able to put faces to names, and to understand the tradition that we were taking part in was an incredible opportunity. To shake these people’s hands, watch them interact, and to listen to them take and give criticism…it was truly a once in a lifetime opportunity.

Issues of Scale: Chesapeake and Beyond

One of the most contentious debates at the conference was the discussion of scale. Unfortunately, the debate started with a paper challenging whether or not the Chesapeake region was “dead”, which set a bad tone for the rest of the conference. The debate seemed to hedge over how different many elements of Maryland and Virginia seemed to appear. This had, I fear, more to do with a misunderstanding of what a region should be used as: a framework within which to ask questions, not an area in which everything is the same. That is, in fact, an impossibility. As all archaeologists know, scale can get as small as you want it: down to a 5 x5 foot unit or a single grave. What is valuable about the Chesapeake is the ability to look at certain similarities (i.e. type of agriculture, environment, etc.) and compare and contrast within that region, to see how humans reacted differently.

The other part of this discussion on scale was the potential for inclusion of other areas, such as the Piedmont or North Carolina, to enhance the comparative elements. Two impressive papers by Warren Hofstra and Bradford Wood highlighted interesting similarities due to settlement that could certainly become part of the scholarship. Also, David Hancock of the University of Michigan gave a fantastic Plenary Address discussing the inclusion of the Chesapeake within the recent scholarship of the Atlantic World, a discussion which was paramount during this conference.

Material Culture, Archaeology, and the Internet

The inclusion of archaeology within the conference was a highlight of the conference. Some fantastic papers were given which emphasized the importance of the data sets that existed. Joanne Bowen gave a wonderful talk about the enormous faunal record that they have accumulated at Jamestown, and the number of things they can track regarding human behavior, such as behaviors in diet and agriculture. Doug Owsley, a physical anthropologist from the Smithsonian who worked closely with researchers from Jamestown and Historic St. Mary’s City on the Written in Bone Exhibit at the Smithsonian, gave a paper discussing the contribution his enormous database of over 300 17th century individuals can provide to our knowledge of daily life for colonists. His discussion of pipe stem facets in teeth allowed him to distinguish between burials of native colonists and newly arrived indentured servants, while additional analysis allowed him to see what types of nutrition they were getting, or how pervasive disease was among different classes of individuals.

Lorena Walsh gave a fantastic commentary on this session, discussing how, in the 1980s, archaeology had not developed significant sized data sets, but now, with over thirty years worth of excavations, these data sets are large enough to not just fill in gaps in history, but to answer big questions. She also emphasized the importance of collaboration with new fields such as Physical Anthropology, in addition to the availability of these data sets on online databases such as A Comparative Archaeological Study of Colonial Chesapeake Culture and the Digital Archaeological Archive of Comparative Slavery, both which provide the opportunity for historians and archaeologists alike to access this data for comparative and collaborative study.

Finally, the day trip to Historic St. Mary’s provided the opportunity for people to see first hand the way in which archaeology can be used to answer questions both large and small. The recreation of numerous structures, including a 17th century Jesuit chapel, provides insight into the daily lives of colonists that would otherwise be missed from the historical record. This was certainly driven home by the tours given by the archaeologists who work on the site, Henry Miller, Tim Riordan, Ruth Mitchell, and Silas Hurry.

Re-Writing the History of Slavery

Throughout the conference, the significance of slavery was mentioned. Russell Menard proclaimed during a question and answer session that “the rise of slavery is the most important issue in early American history.” This was driven home during one session in which Menard and John C. Coombs each gave papers that challenged and revolutionized previous conceived notions about the origins and evolution of slavery. Coombs argued that slavery did not begin with Bacon’s Rebellion in 1676, as has been commonly thought by scholars since Edward Morgan’s American Slavery, American Freedom. Twitter _ Terry Brock_ Menard_ the rise of Africa ...-1His research shows that Virginia elites had been owning slaves for a significant period before that, and that these early beginnings were beginning to catch on. Menard argues that the transition from a Society with Slaves to a Slave Society was much more gradual then previously thought, and instead argued for a continuum from Elite Slave Society to a Popular Slave Society would be a more accurate way to portray the transition. In traditional Menard fashion, he gathered data using probate records to analyze who was owning slavery over time, finding that a slave society would not have existed in the Chesapeake until the 1750s, much later than previously thought. This work could have a great deal of significance on how slavery is examined in the future.

Collaboration

The emphasis on a return to more collaboration was certainly heightened at this conference. Lorena Walsh emphasized this quite heavily, but almost every commentary I heard typically provided criticism that included, “you should look at the material correlates to your historical work”. The papers that included archaeology were touted by the commentors as being “perfect opportunities for collaboration”. Discussions about the early scholarship always highlighted the collaborative efforts, one person noting how you always knew that the work from the Chesapeake School was going to be good, you just never knew which two scholars would be authoring it.

Twitter _ Terry Brock_ Walsh_ it_s Time for histo ...The conference closed with this emphasis: it is the only conference I’ve ever been to where the final word was the chair of the conference holding up a packet of paper and saying, “you each have one of these in your packets. It is a list of everyone who has registered at this conference. If there is someone you’ve met or a paper you’ve seen that you found interesting, get over your fears and send them an email. Don’t be afraid to collaborate.”

In all, this was an amazing conference. I have found that I enjoy these smaller gatherings much more than the huge conferences such as SHA, in which it is hard to tell if there is anything truly revolutionary going on. Finding a good talk is a crapshoot. At this conference, you had a much better chance of landing a great paper that would make you think.

All of the papers are online for a couple of months. Unfortunately, they are password protected, restricting them to people who attended the conference. You can see a list of the papers here. Send me an email or DM on twitter if you want a copy of a paper, and I will happily download it for you. Of course, you can view the twitter stream here, under the hash tag #ECHC.

Popularity: 24% [?]

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