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 Hi Fives (5 Highlights)   Click for 3-Minute Listen

Dr. Haseeb Kazi is Professor of Mathematics at Trine University in Indiana.

Prof. Haseeb Kazi is a fourth generation academic. For the past 2 decades - He has been living his dream - teaching and doing research. Prof. Kazi has been at the forefront of undergraduate research in Mathematics inspiring, promoting, guiding and facilitating student projects.

Prof. Kazi joins us on our podcast to talk about UG Research at Trine University, CUR’s Role, Impact of Research, Success Stories, and Advice for High Schoolers.

Hi-Fives from the Podcast are:

  1. Why UG Research?
  2. Role at Trine
  3. CUR’s Role
  4. Capstone Project
  5. Advice for High Schoolers

Episode Notes

Episode Title: Prof. Haseeb Kazi of Trine University on UG Research: Students Create Their Own Learning Experiences.

Prof. Haseeb Kazi is a fourth generation academic. For the past 2 decades - He has been living his dream - teaching and doing research. Prof. Kazi has been at the forefront of undergraduate research in Mathematics inspiring, promoting, guiding and facilitating student projects.

Prof. Kazi joins us on our podcast to talk about UG Research at Trine University, CUR’s Role, Impact of Research, Success Stories, and Advice for High Schoolers.

In particular, we discuss the following with him:

  • Prof. Haseeb Kazi’s Background
  • UG Research at Trine
  • Student Participation Stories
  • Advice for High Schoolers

Topics discussed in this episode:

  • Introducing Prof. Haseeb Kazi, Trine U [0:53]
  • Hi Fives - Podcast Highlights [1:57]
  • Professional Background [5:06]
  • Why UG Research? [11:28]
  • Is Research Teachable? [15:43]
  • Role at Trine [21:07]
  • CUR’s Role [25:43]
  • Student Participation Stories [35:06]
  • One Amazing Autism Story [43:24]
  • Capstone Project [45:25]
  • Cross-Disciplinary Projects [48:45]
  • Study Abroad & Research [50:38]
  • Advice for High Schoolers [53:20]

Our Guest: Dr Haseeb Kazi is a Professor of Mathematics at Trine University. Prof. Kazi received the Bachelor’s Degrees in Applied Mathematics and Physics from the University of the Punjab, and Master’s in Applied Mathematics from Quaid-i-Azam University in Islamabad. He received his Master’s and PhD in Applied Mathematics from Southern Illinois University, Carbondale.

Memorable Quote: “What is a mistake? It is a take that was missed! So what? Do another take.There is nothing as failure. Failure basically means a second iteration towards success. ” Prof. Haseeb Kazi.

Episode Transcript: Please visit Episode’s Transcript.

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Episode Transcript

Transcript of the episode’s audio.

<Start Snippet> Haseeb K  0:14  

Students from a sixth or seventh area schools, they come for, let's say for three hours and do some creative activities, which really, you know, are targeted at bringing their little mathematician out or spreading the love for math. And it allowed the Math Ed students and our officers to creatively design those activities, age appropriate activities.

Venkat  0:53  [Introducing Prof. Haseeb Kazi, Trine University]

That is Dr. Haseeb Kazi, Professor of Mathematics at Trine University in Indiana.

Hello, I am your host, Venkat Raman.

Prof. Kazi is a fourth generation academic.

He had always been a good student.

Motivated to do well. And not settling for anything less.

For the past 2 decades - He has been living his dream - teaching and doing research.

Venkat Raman  1:26

Prof. Kazi joins us on our podcast to talk about UG Research at Trine University, CUR’s Role, Impact of Research, Success Stories, and Advice for High Schoolers.

Before we jump into the podcast, here are the Hi-Fives,  Five Highlights from the podcast:

Haseeb K  1:57  [Highlights - Hi Fives]

[Why UG Research?]

Should I teach them just to live with the borrowed experiences and know that these are the rules or laws for example, this is the second law of Newton's Newton's Newton's second law of motion how to do that, of course, a US is important, but I wanted to do something more for my students, I wanted to give them a passion that, you know, they can put their knowledge to to work.

[Role at Trine]

I tell them that if you like to get involved, if you need ideas, encouragement, or if you want to make a presentation with me, under my advice, come and talk. So if the students just need to know that they can do it, and they need to know there are opportunities.

[CUR’s Role]

CUR helps in the way that it provides us with inspiration guideline. And it kind of streamlines kind of the process for us. First, it provides us opportunities to train ourselves and equip us with those tools, which can be used to become productive in mentoring others.

 

[Capstone Project]

There are opportunities for many students and many engineers here at Trine. They are required to do senior design projects. Okay, although they're not doing with me, but I mean, senior design projects, those are their capstone projects, which they need to really make something and make a demonstration as well.

[Advice for High Schoolers]

If they are determined to be among the best, and they are committed to go the extra mile, then you know, they are already among the top 15% Why I say that, because most of us, they just accept accidents. And they just like to flow with the mainstream. Now if they are committed, they they're determined they're gonna do something, then it's just discovering that passion.

Venkat Raman  4:28

These were the Hi5s, brought to you by “College Matters. Alma Matters.”

Subscribe wherever you get your podcasts.

For my newsletter, visit almamatters.substack.com.

Venkat Raman  4:44

Now, I'm sure you want to hear the entire podcast with Professor Kazi.

So without further ado, here is Professor Haseeb Kazi!

-----------------

Venkat Raman  4:55  

So if you're ready see we and jump right in. Sure. So let's, let's get started with your background.

Haseeb K  5:06  [Professional Background]

And now Venkat, I will gladly do that. But before I start talking about myself, I think it would be unfair, if I don't appreciate the good work that you have been doing, I have visited your webpage and seen some of the recordings, you have reached out to a diverse range of professionals. And especially what I love and like is that you are reaching out to high school students and the ones who are planning to enter college. That's very impressive. And I am very glad that I could become a part of this goodness that you are trying to spread in the academia. So Venkat going back to your question, well, I by training, I am an applied mathematician. Well, of course, I was kind of a good student, since my childhood, somebody who would not settle for less and would try to do or go the extra extra mile. So I have two Master's in applied mathematics, my Bachelor's was with math and physics. And then I got PhD in applied mathematics. My focus was mostly in numerical analysis, special functions of applied mathematics and approximation theory. And another important thing I think, that's very important to see, or to gauge, one's satisfaction level, is whether your passion and profession align well or not? Absolutely. I think in my opinion, I have been living my dream that I wanted to be somebody like this. Now, I can honestly tell you that for the entire life, I have not done any other full time job besides teaching for a single day in my life now. So that show that it's completely true. I have to, I have to exclude one month of student work during the summer, when I was working at universities housing complex, just to earn some nonmetal money. But that's it. And I was at a university campus. So I wanted to be somebody like this. And so by profession, I am a full professor of mathematics, by title and but then by passion, Venkat, I am a student I am I still think I am a student. You want me to describe myself just but just a student of wisdom seeker and a giver. And fourth generation in academia. So I come from a family of educational people. And I've been a teacher by by choice. So in 2016, I mean, several, several good things happened on the way. So I was blessed and honored with our distinguished professor of the Mathematical Association of America, Indiana section. In 2016, so as you mentioned, yeah. Thank you very much. I think that was one of the big things that I feel very thankful for. And, again, I think the best has yet to come down the road. I have had several, I would say Venkat 17 years at Trine alone. And I have been in the academia for around at least 20 to 24 years teaching college and university level math course. So it's just a, I would say a journey. that is very passionate. And I every day I feel like I am learning something new. One more thing that I have been doing for more than a decade is I have been directing the office of study abroad as my sending students out to other countries for internships for my study. So that's what my brief role is. As, as, as a professor, now, that since we're talking about we will talk probably about research and those being being applied mathematician, that is my passion. So I got involved in that, although, we are primarily teaching institution, but you know, somehow, I have been involved in both teaching and research, because I love that kind of dual impact. Goodness.

Venkat Raman  11:16  

Cool, so Haseeb, how did you get interested in undergraduate research? Why is this important? Why has it been so important to you?

Haseeb K  11:28  [Why UG Research?]

This is one of the my I would say wonderful questions, Venkat that you ask. Indeed today in my 400 level, class, I was talking about these ideas. Now as, as a scientist, and an applied mathematician, as you would guess that there are two major categories of mathematicians being an engineer, you know, pure and applied. So common sense based, since my specialization is in applications of mathematics. So now when could having so many tools and not knowing their use and not being able to put them to work? That's a pity I mean, that's, that's it? Yeah, absolutely. So it was my motivation, it was my dream. Since early stages in my high school, I would say that, uh, you know, I become a scientist, or I like to do analysis. And, uh, you know, I was raised in a way, as somebody who would not live with borrowed experiences, would like to have his own reserves. So, that's, that's every child's instinct, I mean, they, we'd like to learn with our own experiences. So, and then, when I decided to bank it, become an educator, my, I knew that teacher is a giver. And, you know, we teach students how to do things on their own, and we respect all other professions, but what happens is, other professions, other professionals would do the stuff for you, but would not be able to tell you how to do it on your own, this is your teachers that enable you to do it on your own. So, then I thought, what type of giver I wanted to become, I wanted to teach them so that they learn about different branches of knowledge, whatever, but what should I teach them just to live with the borrowed experiences and know that these are the rules or laws for example, this is the second law of Newton's Newton's Newton's second law of motion, how to do that, of course, our use is important, but I wanted to do something more for my students, I wanted to give them a passion that, you know, they can put their knowledge to to work and they can be positive contributors towards the society. So, due to that, due to that, I wanted to at least make them aware of this opportunity. So, that was my primary inspiration to talk about research, after they get necessarily sufficient knowledge. And then there are you know, Venket, your first job is to make the ground and then you saw The seed in their minds in their hearts, and then they have to provide a good environment to let the plant you know, grow and be you know, then they take care of it. So, and then they will do it on their own. So you just set that mindset, and I wanted to do that. And I think to some extent, I have been successful with that.

Venkat Raman  15:35  

Now, no, do you think, I always like to ask this question, do you think research is teachable?

Haseeb K  15:43  [Is Research Teachable?]

Research is teachable? Well Venkat there is no single universal description of research. Of course, of course, right. But yeah, whatever, or whichever literature you are studying, they will my opinion, and most likely, they will talk about some sort of creativity and contribution to your field of knowledge. So, and then the other important word that you use is teachable? Well, I would say that you can inspire them, I mean, you cannot explain it or inject that, in them, you can get them started, you can fire them, you can let them cover the spark and potential that they were born with Venket as a normal person, every normal child that is born, likes to explore anything, and then teachable in the sense Venket. I tell them this way. I asked them, because if you make it clear to them, what is research? What does it mean? They will start doing it on their own, and they will show interest and then you can guide them. So and most of what they will do on their own. And it has to be their original words. So here is the thing. I talked to them this way, today. And indeed, this happened today in my class in the 400 level class in graph theory and combinatorics. And I asked them, we're talking about proofs. And we I said, What do you think? Why we need proofs? And in normal life? Yeah. Not in mathematics, only it in courts, they can they talk about? What's the proof? What's the evidence? Right, right. In real life all we need justification for things. It's human nature. So it's a human nature. And we like to have knowledge and students at this level high school or undergrads. They have enough knowledge, they need to know, what does research mean, I just tell them Look, stop, read hyphen, search. So basically, it's think think again, and it's hrs it's kind of a cyclic process. And you can start anywhere Venket wherever you get inspiration, yes, you can inspire them, you could get them started. And if they are in your field, maybe you can mentor and guide them. In that sense, I would say this inspiration can be in a way transferred. So if you got a teaching BI in a way, and if you are more formally talking about teaching, then yes, in curriculum, there are courses Venkat, where they are taught about in mathematics, logic. Now logic, basically is the first step that I would say they need to learn for starting any kind of research in math. And then another Venkat important thing in teaching about 30 is history of mathematics. Let's talk in general about any kind of research. So in order to get them started, here is the thing I tell them. If you want to explore any field, your starting point is, see what has been done in the past in the same field, show that you don't end up trying to reinvent the wheel. Don't waste your energies and something that has already been done. Although I shouldn't say waste. I mean, of course, that it's not a useless experience. So in a way, I agree with you, you could do mostly in terms of inspiration, encouragement, and bringing them out of that fear Venket, that I can't do it, or it is something very difficult. No, it's not, it's not and I, I have successfully helped a few people in my life. So yep.

Venkat Raman  20:54  

So let's switch to what you're doing at Trine. And how are you? What kind of role are you playing vis-a-vis coordinating research, undergraduate research?

Haseeb K  21:07  [Role at Trine]

Well, Venkat, as I mentioned earlier, we are primarily a teaching institution, of course, research is highly valued. Indeed, it's valued more at a teaching institution, because if you're doing it, you are going the extra mile, if it is a research institution, and you are doing it, then you are meeting the requirements are meeting the expectations,

Venkat Raman  21:36  

right.

Haseeb K  21:36  

So, in my role, I don't have a formal title as a research coordinator, or something like that. But if I have to give myself some words, or describe how I am doing or what I am doing, and then I can answer further on that, or elaborate on that. So I see myself as an as a professor of applied mathematics, who is involved. In guiding and mentoring research, I see myself someone who, Venkat, likes to help inspire, and to encourage, and who seeks pleasure in leading his friends, his students to success, I call my, my students, my friends. So what I do is, since my affiliation with Council on undergraduate research that has been for more than a decade, and my students know about that. So what I do at the Venkat, I offer them, I tell them, that if you like to get involved, if you need ideas, encouragement, or if you want to make a presentation with me, under my advice, come and talk. So if the students just need to know that they can do it, and they need to know there are opportunities, and they need to know that Shona is better than later. So in my role, I am working on these lines, basically, on volunteer basis, it's not my job requirement. And I like it more that way. Because I feel like, you know, I am giving back to community Venkat How do I like to see myself? I sometimes I think, you know, like, like a solar light, like a solar ball. Yeah, right. In the night, in the daytime, when sun shines, you absorb that energy, you are an in UrbanCode, you're gonna like it. So I keep learning myself, right. Getting knowledge and polishing myself. And then at nighttime. You know, when I have just a send an analogy, I like to give away the light that I absorbed somewhere to others. And it's one it's you can't describe that feeling and words when you see the feeling of triumph and accomplishment that your fellows your students have after having done something good. So it's not only you can do to students, but you could do to your new faculty colleagues as well. And since I have been on the national mentors list for the, you know, like early career mathematicians mentor I'm from the Mathematical Association of America. So I have been doing that on parallel as well, like helping some of the new faculty members about how to do I got many of my colleagues involved with the Mathematical Association of America.

Haseeb K  22:55  

You mentioned, you mentioned CUR. Now, how is CUR helping you? You're obviously doing this on a wall and voluntary basis score helping you do these things at trial or with these students?

Haseeb K  25:43  [CUR’s Role]

Well, two things you asked How is, as I understand, first part is how is CUR helping me? And then, in turn, how am I sharing that goodness with my institution and students? So let's try to address them. Now. How is CUR helping me? Well, since as I said, solar light or I need to upload some goodness. So occur is just like that sun, that light. Why? Because there are professionals who are role model people, leaders in the field, right. One of the past presidents of the Mathematical Association of America, which has banquet, the largest society of professional mathematicians, with a special focus on undergraduate education. So what one of those past presidents was I worked with him in that mathematical sciences division. Now, we call it a mathematical computational and statistical sciences. So he was chair of our of our division. So CUR helps in the way that it provides us with inspiration, guideline, and it kind of streamlines kind of the process for us. First, it provides us opportunities to train ourselves and equip us with those tools, which can be used to become productive in mentoring others. So and it is a known forum, and a lot of connections. And, you know, connection building is very important context building, people that, you know, so we have a wonderful community here, where a forum where we can discuss questions and share answers. So think this way, Venket. Now I am in my division, there are so many distinguished scholars, in my own division, that I feel privileged and honored to be serving in the role of a chair. We have people with honorary PhDs from other countries. We have people with very distinguished awards, and grants from an NSF, if you ask, we have people who specialize in professional, I would say expertise, such as Washington, a vice president of a State University is working in our division, and those are my inspiration. So we learn and then I, for example, a personal experience that I can share with you being involved with car basically, that was mostly my MBA work, I was on the I'm still working, finishing my term on the editorial board for classroom resource material for joint board for Mathematical Association of America and American Mathematical Society. So when one example, um, I have a book in front of me, I was this was written by three of our colleague counselors, and I mean, I was in conversation with them. But then it was published by jointly by M A A and AMS and I was one of those 11 editors on the editorial board, who really made it kind of voted on and approved. And that book was published. So a book was a mathematicians Practical Guide to mentoring undergrads. Did you at research that example. So, like, I learn people, more people like me, they learn how to do this effectively, and not only about undergraduate research, but you know, with those professionals, you also learn, if you want to how to how to keep balance between different assignments and commitment. Now, you can as you know, everything in 24 hours, and again, that is a forum where you can discuss and learn and we do that we do that. Now, second question, how do we bring that goodness back. So, this is a blanket common sense, it is a chain reaction it is, it is kind of, you know, automatically, again, going back to that solar light thingy, I absorbed wood from here and give light here. So my job I'm sitting here, has swords here a ball, they see a light, they come, the ones who who want to take, absorb some, they come for advice. So, and since CUR is an authority on undergraduate research, a respectable name in the world, and of course, in USA, and, of course, A Mathematical Association of America AMS in society of industrial and applied mathematicians, so I'm involved in with them also. So with that, with that knowledge that I gain from my peers, my seniors, and then I use my own analysis, I really give advice to my students, here is another thing Venkat very relevant to we are in the same editorial board. I was one of the 11 editors who finalized the fourth edition of the book 101 careers in mathematics. Now, this is a very well known book to mathematicians, again, are profiles of I guess, more than 100 living people who are couples. So when you go over their lives, their words, you definitely learn a lot of good things that you can take them as a gift and pass that on to the next generation. Also, I can tell my students about the financial grants for conferences, or for overseas presentation presentations, towards forms Mathematical Association of America's forums. So those are all of the good things that we can do. And other thing that I have done for, I would say, other universities and colleges is program review Venkat, that service that CUR provides to any institution that likes I am on CUR's national program review panel as well in my discipline. So I used to do it on my own. But since I became chair, so mostly I give my other colleagues opportunities. So using that knowledge, I help in our own curriculum, curriculum, revision, and share suggestions. How can we incorporate those ideas? And lastly, I would say, for years, probably started 2008. I taught a course, capstone project course addicts. So since my alignment with the curve, I learned a lot of good methodologies, how to assign a I would say advise, assess those capstone projects. So there are numerous ways you can spread the goodness on. All you need is passion, and determination to go the extra mile.

Venkat Raman  34:38  

And I understand that CUR, has been a big source of both inspiration and knowledge for you. In terms of transferring it to students now, how many you mentioned, it's a teaching institution. So how many students take advantage of these opportunities or you as a resource to do research? I mean, what are you finding?

Haseeb K  35:06  [Student Participation Stories]

Well it depends on it depends it varies the answer varies, I tell you what a sense.

Right now I am teaching a course. But I have done just an example I am giving you I have 26 students there right now, and my course I have made it mandatory for them to do research projects. Okay, so all will do research projects, 26 of them, and we'll make presentations at the end, so that by default, they can do them. There are some others, like a student is scheduled to meet with me pick from a school of engineering to do a cross disciplinary research. So So I work with them.

And on the other hand, other very interesting and relevant fact Venkat is I am student advisor to the Trine Math Club, which is a student chapter of the Mathematical Association of America. So what we do is we take that forum as well. And, you know, let them lead let my student officers and members lead different kinds of those initiatives on campus, just about I liked and on your posts and website because you try to hit the the right grounds at the grassroot level, you're posting about high school students, you're talking you're giving them advice, you know, what to do, how to make choices for colleges how to start.

 And so what we did is we started I thought, How about starting from elementary school kids? Elementary? So years ago, Venkat, we started doing a math kids night. Yeah, that's kind of a known event in this area. In news media, they know, every year we do it.

So I am going to relate it with the research thingy.

So we have a school of education there. And several students, they do and math Ed major in math Ed. So they will actually work with us. And I thought I met with area principals of the elementary schools. And I said, this is the place where I need to start and then middle school and high school. And we'll talk about those, we hold those competitions as well. So we started that, that events years ago. And parents come, we provide even all of the activity material and food. Everything for free.

So all we do is bring students from a six or seven area schools, they come for, let's say for three hours, and do some creative activities, which really, you know, are targeted at bringing their little mathematician out or spreading the love for math. And it allowed the math had students and our officers to creatively design those activities, age appropriate activities. So this is this is definitely a good amount of research that they do.

And I have seen their own professors come and help with those events. So and then do when it is we get parents feedback. We record that feedback like written and try to improve that.

And I think we have done two iterations. We started elementary math challenge as well, which is the written exam. And then we give prizes as well. Again, we take our students to design that.

And other example, I like to give you Venkat, 1000 Math Club officers, I brought them a project that was undergraduate research project from publisher, and this was a Michael Sullivan's book. Michael Sullivan is a very, very known author, very senior author in the field. It was his book 2012 Now it's from Freemen Publisher. I have it here. So From author and publisher, so long story short math club, three of those officers contributed problems to that Calculus textbook textbook, and they wrote problems, undergraduate calculus problems, and I am glad to share that. No, they did under my supervision, like my advice, I just gave them inspiration and just some advice. And those, those were accepted. And students were given letters and, you know, some nominal financial checks and notions. We're also going to I know, one is doing PhD probably completing now.

So there are several avenues where I try to, you know, do a little bit here and there, no matter how small or big opportunity it is. And I, I take that, I would say, with pleasure. And as a blessing that I can play a role.

One of my areas was during the, during the COVID years, you know, there was a shift to online learning. Yeah. Right over the globe. Now, one of the areas of research since more than 10 years ago has been on how to go the extra mile to effectively teach mathematics, college math, students who face learning barriers, learning challenges. No, I don't want to use word disabilities, but you just like autism, and other things. How? Because a teaching history probably is not that challenging as mathematics. Yeah. So I made some presentations before, but I think in the past, in a meeting, I had a student here, who disclosed himself that he was on autism spectrum. So with his permission, that story was also report was published on our web page as well.

Now. I, he was interested, he was my advisor, as well. And I said, Gentleman, you know, before you graduate, I want you to make a presentation. Yeah. Venkat. Why? Because more than 75% undergraduates complete their degree program without making a single presentation outside of their own institution. So this gentleman was on our autism spectrum disorder. So they are hesitant, they are shy, they don't like to face people they don't like to see in their eyes. They avoid social gatherings. And long story short, this gentleman, co presented with me. And

Haseeb K  43:24  [One Amazing Autism Story]

I was so proud when he stood there in front of all those, you know, my colleagues, mad scholars and audience in our Indiana state meeting of Ma and shared, so he shared from students perspective, like, what our students perspectives, and what improvements could be done. And I discussed from faculty's perspective, what are we missing? What could so it was our joint research, so, and he willingly did that. And this was his first time in life. And I can't tell you, we drove together. And I can't tell you how happy he was, and how thankful he was that he gained the confidence that he can do it can do so and he impressed the audience. They're being himself affected by those learning challenges. He was able to convey the message to that big community that nothing can stop you if you have passion. So I think my little involvement in that was just inspiring him. Just telling him gentleman, you can do it. If you need, I am with you. And then he was on his own. We both were there. I presented my part, but I was myself skeptical like how he's going to do. He did fantastic. He did fantastic Venkat So these are little things that I feel pleasure in doing, and many of us can do. So.

Venkat Raman  45:11  

You mentioned capstone project. Is that, is that a requirement for all graduating students anyone to graduate? Or is that a voluntary voluntary thing?

Haseeb K  45:25  [Capstone Project]

Venkat, the way I am doing in my course, basically, I incorporated that in and 2008 in that course. Right now, in that course, it is a requirement. After that, you know, we designed I think couple years ago, we revised our, our curriculum we designed other capstone course or chord sequence. So, in our I would say program, the ones who started I think, a couple of years ago, yes, it is a requirement for them to do that the special math capstone courses, or projects, and my course, that the ones that I am doing now, that's now for the ones who are taking my course. But for all students, yet they have to do capstone projects. Yes, they have to. And we have colloquium here, where students sometimes also present their research. Now, in other disciplines, of course, research is being done. We have a whole office, big office here. Now, it's called Innovation One. They have resources funded fundings as well, I have also, it's interesting that I had a student who did a one year internship with me, basically, I was assigned as a internship supervisor. For Indiana State by CUR, it was I think, 2000 probably 15 or something. That gentleman worked with me in data collection, some other things. So there are opportunities for many students, and many engineers here at trying, they are required to do senior design projects, okay, although they are not doing with me, but I mean, senior design projects, those are their capstone projects, which they need to really make something and make a demonstration as well. So somehow, I am seeing more and more use and value of undergraduate research on our campus.

Venkat Raman  48:13  

Now, you mentioned a little bit earlier about the cross, it's a very thing with engineering, student learning now, is there a lot of that going on across disciplinary stuff?

Haseeb K  48:27  

I mean, among various disciplines of engineering or you mean, engineer,

Venkat Raman  48:39  

between engineering or you know, between engineering and I don't know.

Haseeb K  48:45  [Cross-Disciplinary Projects]

Yeah, I see that trend of anchored it is going on and indeed, the ones who spoke with me for advice, and I told them, that is the best way to do why. I tell them why because look, something that has already been on the market, for example. You talk about red delicious apples, right? They are there for years, yellow apples the different years. But people are curious about this is a hybrid variety. It came, it's a new, it's a cross it's a mix of these two or three, right? They want to try that and tell them you know, it's a human nature and try again, cross pollination, cross pollination of knowledge is so much valued and important, these days that we have now. Venkat this like disciplines like biomedical engineering, you who could be more familiar than you, biomedical engineering, it's a mix. So that is going on, and it is becoming more and more valuable and That's the advice I am giving to computer science students promoting through my course, as well. And one more thing that we have on our program, here, we are honors students, they need to have a GPA of I assume, I think 3.75 or above, out of to be in that program if I'm not wrong. So they are required to do undergraduate research projects as well. And then do a presentation open to all.

Haseeb K 50:38 [Study Abroad & Research]

One more thing that I need to touch on Venkat because it's kind of in the falls under my umbrella here, so study abroad. So one of my other areas of interest has been to explore the opportunities for collaboration, and especially internships, and those kinds of things that students can do abroad. So I am students who have worked in, for example, one girl did some research enough postdoc facility in Australia. Wow. So he worked in a lab. I mean, he was from those medical sciences discipline, in a lab there with a postdoc fellow, and she was very excited internship for credit. And she came back, it resulted in I know, at least one research paper as well. So that is another thing I am trying to promote. And it's kicking in, again, because of the picking up again it because of the COVID. Yeah, but you know, there was a 90% drop nationally in that traffic. So I am trying to work on that, again, to see if we can, you know, bring more awareness. And that said, I am also currently serving as an international overseas mentor to students who seek my advice, how does it happen because of my role as study abroad, although I send students abroad, but when I go to other countries and make presentations, for my research presentations, there, they get my contact, then on LinkedIn or somewhere else, they would ask me about their dissertation advice, or their undergraduate research advice, career advice, all of those things. I do that on, I enjoy doing that on

Venkat Raman  53:02  

you know, we're going to start winding down. So let's segue to a important topic, which is, I'd like you to give some advice to high schoolers, as they think about what kind of things you think are important for them to think about?

Haseeb K  53:20  [Advice for High Schoolers]

This is a very, very important question that you asked probably the most important question. Because, you know, when do they start? How do they start in high schoolers, our I think, our best audience, maybe even middle school students. So that's why again, I like your work because you are targeting the right kind of audience. So when could at some point in their career students, undergrads, they think they need bullet points for resume and, you know, so they need to first be, make themselves aware of what they want to accomplish in their life. They need to decide high schoolers, you know, random, random moves don't bring much success in life, they need to be directed for that if they have to seek guidance seek. Now if they have a passion, and I think all of them have spark and potential. It's just a, there is a need to discover that, then, you know, my advice to them is you sooner is better, sooner is better. And I tell them, here's my message. The data tells more than 75% of undergrads do graduate without making a single presentation outside of their own institution. Now I have vanquished seen high school students presenting. Yeah, at state level. Yeah. So use, you can be ahead of so many others by planning well, and planning Well, time management. And here's the thing, if the, if they're determined to be among the best, and they are committed to go the extra mile, then you know, they are already among the top 15% Why I say that, because most of us, they just accept accidents, and they just like to flow with the mainstream. Now, if they are committed, they, they're determined they're gonna do something, then it's just discovering that passion. And all I need to tell them is, don't be scared of failures. Don't be scared of mistakes. Don't think that you can't do it, you know, think Venkat big, big names Newton, Einstein, Euler, have they made any mistakes and their work? Yes, yes, many may. Did they fix it? Yes, either they fixed it or someone else fixed it, but contributions are still there every mistake, you whether lesson brings you closer to success, and how do I take? How should they take mistake? What is that Miss? What is a mistake and good, it is a it is a mistake that was missed. So what do another take? Right? There is nothing as failure, it is failure basically means second iteration towards success. So I tell them, decide, do you want to be passive, passive consumers are active contributors and creators? Do you want to be knowledge seekers, followers? Or you want to be creators, contributors, leaders, givers and shapers of the future? If the answer is you want to be creative giver, shaper of the future, then think about something that makes you a distinguished person in what is that something? Already have knowledge, you already have tools. Now how about, let's see how can we put this knowledge and tools to work? How can we get something and the creation doesn't have to be, you know, bring a new theory, like a theory of relativity, it could be as simple as doing a survey, or finding out or making a repository of a research that people have done. So thank you, I'm thinking that it's probably your time is going to be up but here's the thing. Look, COVID has changed a lot, right? Any businesses you know, the in person or face to face, or closed or closing and online is becoming more popular. Now think? What happens to those buildings and malls, which were there. So how about you think about that? And make proposals, right? Yeah. And or do a research and publish it somewhere that this is your opinion. And from undergrads, from high school students, nobody is expecting that you are going to, you know kind of create something very, very, very, very big. No, a reasonable contribution that something I think a distinguished work at your level. Just just like in bodybuilding, you have glosses like a weight and you go with that, right? Yeah. So in your category, strive to stay ahead and don't be scared of taking calculated risks. It's a win win thing. There is no loss. Okay, now, so every failure so called I don't want us word failure, but every mistake that leaves you with a good lesson, and that takes you closer, one step. closer to success. So

Venkat Raman  1:00:02  

now that's, that's wonderful, Haseeb, I think you've hit the right note, and very inspiring, very positive, very forward looking. So I see why thank you so much for taking the time and sharing your points of view on research and wonderful advice that you're giving the youngsters of today. And for all the great work that you're doing, both in the institution and across the disciplines. So thank you. I would love to talk to you more, and we will have other conversations. But for right, take care. Yeah, go ahead.

Haseeb K  1:00:41  

I think just a concluding thing. Definitely. Because, look, somebody you know, brought us in contact, and then we can did this little conversation, probably somebody's going to listen to that maybe there is a good message, this is bangkit one what I call a little bit cross pollination of knowledge. So you are doing a you are probably carrying the same passion that I have, and many other like us have. You want to give away the goodness, and you are doing fantastic job. So that's what we need to do to encourage more and more high schoolers and freshmen so that they started early, and they determine their goals early. And on your last note, I would be more than happy to assist you and support you in any possible way. Just let me know what we can do together. I am all for it.

Venkat Raman  1:01:54  

Fantastic. Thank you see. I will talk to you soon. And take care. Be safe. Have a good day.

Haseeb K  1:02:04  

Thank you. Thank you, my friend. Take care. Bye. Bye.

--------------------

Venkat  1:02:13 

Hi again!

Hope you enjoyed our podcast with Prof Haseeb Kazi of the Trine University about Undergraduate Research.

Specifically, Prof. Kazi covered:

  • Importance of UG Research;
  • His Role in UG Research at Trine;
  • Promoting Student Participation;
  • Cross-Disciplinary Projects;
  • Finally, advice to high schoolers.

I hope you pursue research during your undergraduate years and explore Trine University for your undergraduate studies.

For your questions or comments on this podcast, please email podcast at almamatters.io [podcast@almamatters.io].

Thank you all so much for listening to our podcast today.

Transcripts for this podcast and previous podcasts are on almamatters.io forward slash podcasts [almamatters.io/podcasts].

To stay connected with us, Subscribe to Apple Podcasts, Google Podcasts or Spotify or visit anchor.fm forward slash almamatters [anchor.fm/almamatters] to check us out.

Till we meet again, take care and be safe.

Thank you!

Summary Keywords

Podcast for High Schoolers, College Majors, US Colleges, College Podcast, Undergraduate Research Podcast, UG Research Podcast, High School Students, College-bound UG Research, undergraduate research, Trine University, Trine, Mathematics.


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