| Website | https://www.anamarasovic.com/ |
| Affiliation | Assistant Professor, University of Utah |
| Pronouns | she/her |
But I can see how it's valuable to be exposed to research early. So, what are the options besides giving small project ideas and no appropriate mentoring?
[I don't have senior grad students who could mentor undergrads.] 2/2
How do you include inexperienced undergrads in NLP research? How were you included as an undergrad?
Talking about students who haven't yet completed all of the relevant coursework (to me DL, ML, NLP), or any research project.
There are many such students and giving them all even a tiny research project is not feasible because I'd need to spend a considerable amount of time going over core concepts typically covered in classes. 1/
Life happens*, sometimes you're late. Communicate that with the AC as soon as possible and be real: can you submit the review at all? If not, say it and ask that someone replaces you.
* "life happens" sometimes, not all the time. Being always late is a nono.
fin/
IMO it's worse to be late and frustrate ACs than to reject reviewing. But if you submit papers, it is your duty to commit to a certain* amount of reviewing, so you must review sometimes* and commit to the dates.
* You'll get more invites than you can reasonably handle.
2/
1. Don't accept reviewing without carefully checking your calendar
2. Don't be late with your reviews without notifying ACs on time
3. Don't ignore ACs
4. Don't be late again to a new set date
5. Don't disappear when the discussion starts
1/