This past Thursday I had planned to present a research poster for the first time – at the University of Illinois’ Undergraduate Research Symposium. Then the pandemic happened, and, well, I suppose it’s lucky that I had yet to design my poster.
In lieu of my inaugural in-person research presentation, the poster session was organized into a forum, with presenters recording short videos of themselves talking about their work. While I’m disappointed not to be able to speak directly to the symposium attendees, it was fun to dust off my video editing skills and put them to good use.
The research I am ‘presenting’ (currently, as the symposium started on Monday the 27th and stretches through this Friday) is my senior thesis: Visualizing Curriculum Commonalities and Prerequisite Chains Through Metro Maps. It is a project that began as an idea to artistically illustrate the course paths of majors in Illinois’ College of Engineering, and which turned into a saga of scraping poorly formatted websites for data, searching out graph drawing papers, reading almost the entirety of a dissertation from 2008, and implementing my own metro map drawing algorithm.
Unexpectedly, I have still found presenting digitally and asynchronously to be rewarding. I have been able to have Illinois students and faculty from across departments view my work, have had intelligent discussion through answering thoughtful questions about my design choices for the map and how I thought the visualization might impact students as they create their class plans. I’ve also been able to receive an evaluation of the comprehensibility of the (admittedly rather technical) project to academics in non-technical fields, and my friends were able to support me by logging on and leaving encouraging forum comments.
My advisor and I plan to release an interactive visualization of the map, my thesis’ true final product, in the next few weeks. In that time, I’m hoping to put the feedback I’ve received to work making the web-based version of the project the best it can be.