Difference between revisions of "Linear combination 01"
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'''The Linear Combination for Academic Faculty''' | '''The Linear Combination for Academic Faculty''' | ||
| − | I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions to | + | I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions, how we can apply this to just about any situation. As a faculty member, my job “wavefunction” includes teaching, scholarship/research, and service. To students, teaching is a clear job function; research in the sciences should also be a clear job function; service is less well defined, but most of you have involvement in running student organizations and this is not too different from a faculty member who serves on, for example, the “curriculum” or “personnel” committee. Mathematically; |
[[File:Teach res ser lc.png|500px|thumb|center|]] | [[File:Teach res ser lc.png|500px|thumb|center|]] | ||
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[[File:LC_table_01.png|600px|thumb|center|]] | [[File:LC_table_01.png|600px|thumb|center|]] | ||
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| + | From the table it is clear that if we use this "basis set" to describe a faculty member's job function, that | ||
As a college student you make the choice about where to get your education; it should be clear from this conversation that the role a university faculty member will play in your education will be more centered on what research activities you choose to engage in and less on your classroom instruction. It should be noted that in the presence of a graduate program at nearly all universities, the time a faculty member allocates to research is subsequently divided between undergraduates, graduate, and other research staff (post-docs and technicians). | As a college student you make the choice about where to get your education; it should be clear from this conversation that the role a university faculty member will play in your education will be more centered on what research activities you choose to engage in and less on your classroom instruction. It should be noted that in the presence of a graduate program at nearly all universities, the time a faculty member allocates to research is subsequently divided between undergraduates, graduate, and other research staff (post-docs and technicians). | ||
[[File:Student wf.png|700px|thumb|center|]] | [[File:Student wf.png|700px|thumb|center|]] | ||
Revision as of 15:50, 2 May 2016
The Linear Combination for Academic Faculty
I frequently add to our conversations involving the concept of a basis set, or a linear combination of basis functions, how we can apply this to just about any situation. As a faculty member, my job “wavefunction” includes teaching, scholarship/research, and service. To students, teaching is a clear job function; research in the sciences should also be a clear job function; service is less well defined, but most of you have involvement in running student organizations and this is not too different from a faculty member who serves on, for example, the “curriculum” or “personnel” committee. Mathematically;
It is interesting to use this job “wavefunction” to contrast the differences in individual’s roles within an academic community.
From the table it is clear that if we use this "basis set" to describe a faculty member's job function, that
As a college student you make the choice about where to get your education; it should be clear from this conversation that the role a university faculty member will play in your education will be more centered on what research activities you choose to engage in and less on your classroom instruction. It should be noted that in the presence of a graduate program at nearly all universities, the time a faculty member allocates to research is subsequently divided between undergraduates, graduate, and other research staff (post-docs and technicians).
