Q&As with Computing[MTU] Movers and Shakers

In a trio of Q&As, Zhenlin Wang, Yu Cai, and Charles Wallace share their perspectives on leading, teaching, and what they find most meaningful about their work.

A Game of Cache: A Conversation with Computer Science Chair Zhenlin Wang

by Cyndi Perkins

While he was recently appointed as chair of the Department of Computer Science, Zhenlin Wang isn't new to the job. He served twice as interim chair, most recently in 2023, before being formally appointed chair in January 2025.

Wang is no stranger to Michigan Tech, either. He joined the University in 2003 as an assistant professor, became an associate professor in 2009, and was promoted to full professor in 2015. The recipient of a 2007 National Science Foundation (NSF) CAREER Award, he conducts research in computer systems, with a focus on data center resource management, memory system architecture and optimization, programming languages, compiler optimizations, data locality, virtualization, and cloud computing.

In this Q&A, Wang shares priorities for the department and the College, previews proposed and upcoming new programs, and explains the parallels between his research and his role as chair.

Q: When you were most recently appointed chair, Dean Dennis Livesay mentioned your vision of how the College can continue "to be bold, to improve, and to be even better than before." How is that vision being realized as you lead the computer science department?

ZW: The computing field is arguably the fastest-evolving discipline among all STEM areas. In a domain where change is constant, we must continuously adapt— whether in administrative structure, curriculum development, faculty career growth, or adjusting to students' evolving learning habits.

I served as interim chair when Michigan Tech was planning the launch of the College of Computing. This launch marked one of the most significant—and likely the most impactful—academic restructuring efforts in the University's history. The Department of Computer Science played a critical and leading role in that transition. Since 2019, both the department and the College have experienced substantial growth in enrollment and research expenditures.

When I stepped into the interim chair role again in 2023, the computing landscape was undergoing yet another major transformation—this time, driven by the rapid rise of artificial intelligence. The Department of Computer Science must position itself as a leader both on campus and nationally. In response, our curricula and degree programs have evolved more rapidly in recent years.

We will continue to enhance our academic offerings, introduce new degree programs, and collaborate across departments to stay at the forefront of emerging technologies. We launched a bachelor's degree program in data science and a master's degree program in applied computer science in fall 2023. We will offer a master's degree program in cybersecurity online in fall 2025. And we're proposing two new graduate certificates, one in robust software engineering and one in foundations of AI. We plan to add an AI minor next year.

Q: Dean Livesay said being a department chair is "one of the toughest positions on campus." What challenges have you faced— and what do you enjoy about your role?

ZW: A department chair must wear two hats: that of an administrator and a faculty member. In addition to fulfilling administrative responsibilities, I strive to remain actively engaged in both research and teaching. At times, it feels like managing two full-time jobs.

One of the most challenging aspects of the role is handling conflicts. Whether it's between students and faculty or among colleagues, the department chair is often the first point of contact. These situations are rarely about right or wrong—they're usually rooted in differing perspectives.

Another significant challenge is implementing change. As mentioned earlier, computing is a rapidly evolving field, and our curriculum must continually adapt to keep pace and best serve our students. However, introducing change can be difficult, especially when our faculty are already balancing heavy workloads. Encouraging change while respecting existing commitments requires careful communication and collaboration.

Q: Say you're on an airplane or in a coffee shop or some other place where people chat—how do you explain your research in layperson's terms? What drew you to the research that you do?

ZW: My research focuses on cache management and optimization. A cache is a small but fast layer in the memory hierarchy that sits between the processor and the main memory or storage. During my interview presentation, I drew an analogy between managing a department budget and managing cache—both involve limited resources and the need to maximize performance. In cache management, we must decide which data to bring in and which to evict. Similarly, in departmental management, we must allocate resources to the priorities that best support growth, often at the expense of projects that may be less urgent. After nearly three decades of working on cache optimization, I've found that some of the strategies developed in my research are surprisingly applicable to resource management within the department. Finding those parallels has been both useful and, frankly, quite fun.

Q: You've mentored more than two dozen graduate students as an advisor and co-advisor. What is your approach as a teacher and what do you enjoy about the profession?

ZW: A key part of advising is helping students become self-motivated. My goal is to train graduate students to become independent researchers. Conducting research in the field of computer systems is no easy task—you might come up with a great idea in a day, but it could take a half year or more to implement and evaluate it.

The process can be long and demanding. That's why it's essential for students to stay motivated and learn to enjoy the journey. Being an advisor is a bit like being a coach—you can develop the strategy, but the players still have to run the full court and play all four quarters.

I've always enjoyed problem-solving, and it's incredibly rewarding when my work contributes to advancing the state of the art in the field. Guiding my students to do the same is just as fulfilling.

Q: Can you tell us about your work with the Institute of Computing and Cybersystems as director of the Center for Scalable Architectures and Systems? What are some of the most exciting developments?

ZW: With the demand for the chair job, I see myself as serving in an interim role for the center, helping to lay some groundwork for future development. Systems research is at the core of computing, and the Department of Computer Science has established a strong national reputation in this area. The Center for Scalable Architectures and Systems is designed to foster greater collaboration across campus and position us to pursue large-scale external funding opportunities. It's an exciting platform to bring together expertise, align research efforts, and amplify our impact.

Q: Life sounds very busy! What do you like to do in your leisure time?

ZW: In the evenings, I usually spend time reading papers, meeting with my collaborators, and catching up on research. When I have some free time, I enjoy tackling small home improvement projects—things like replacing deck boards, painting walls, and other hands-on tasks around the house.

Charles Wallace, Award-winning Educator

by Hailey Hart

Michigan Tech's 2024 Distinguished Teaching Award in the Associate Professor/Professor category went to Charles Wallace, professor of computer science and associate dean for curriculum and instruction in the College of Computing.

Wallace, who joined the University in 2000, has played a key role in undergraduate computer science curriculum development at Tech, co-founding the software engineering bachelor's degree program in 2003. His experiences as a computer scientist, linguist, and software developer drive his research on improving human understanding, construction, and use of software. His work has received funding from the National Science Foundation, Google, Microsoft Research, and the US Department of Defense.

"The Distinguished Teaching Award could have been designed with Chuck specifically in mind; his collective accomplishments in teaching, research, and community building are individually impressive and downright astounding when taken together," said Dennis Livesay, Dave House Dean of Computing.

Q: How do you approach teaching? How has your approach changed over the years?

CW: I have always had an aversion to the "sage on the stage" approach; I never liked it as a student, and I hate it when I drone on for too long in class. I do my best to build in interactive moments even in traditional lectures. The think-pair-share approach is something I use in just about every lecture. I am also a fan of small group work. I believe that students can learn quite a lot from each other, and that the peer discussion and mentoring that takes place in a well-functioning small group provides opportunities for them to reinforce their own understanding. In my discipline of computer science, teamwork is a vital professional competency that we need to practice as much as possible. But it's important not to simply throw students together and hope for the best; groups need to be nurtured and encouraged.

Over the years, I have gained a greater appreciation for informal learning outside the classroom. I have created opportunities for students to learn by teaching through two outreach programs, each with over a decade of success. BASIC (Building Adult Skills in Computing) pairs students with digitally marginalized residents of our local community, helping them build competence and confidence. In Copper Country Coders, students design and lead classes in computer science and programming for middle and high school students in our community. Face-to-face with learners with different backgrounds and special needs, students in these programs solidify their understanding of core concepts by having to articulate them, and they gain an appreciation for users of technology who are not like them.

Q: Who (or what) inspired you to become a teacher?

CW: My K-12 education was an unbelievable run of one superheroic teacher after another. These role models seemed to me to be doing the most important and enjoyable work anyone could possibly do. Some gave me well-needed critiques of my work and showed me how to improve it. Others gave me the confidence to be myself and speak with my own voice. And others practiced benign neglect by setting me up with dangerous materials and letting me do what I wanted with them. One teacher—who also taught me about art, poetry, and math—showed up at school one day in 1979 with an Apple computer and said, "Charlie, why don't you figure out what this thing can do?" We spent several years writing educational games, and I was hooked—on both computing and education.

Read the full Q&A on how Wallace inspires as an educator—and what inspires him—on Michigan Tech News.

Yu Cai, Associate Dean for the College of Computing

by Karen Johnson

In his role as the College of Computing's associate dean, Yu Cai draws on his extensive background in cybersecurity, computer networks, and computing education. The experience he brings to the position provides him with deep insights into academic administration, curriculum development, and student engagement.

Q: You've been teaching at Michigan Tech for nearly 20 years. What do you like about working here? Where do you find the most meaningful rewards?

YC: I find immense fulfillment in the collegial environment and the opportunities for impactful research. The University nurtures a culture of cross-disciplinary teamwork, allowing me to engage in a variety of projects in cybersecurity and computing. This collaborative atmosphere, along with access to state-of-the-art facilities, has enabled me to address real-world challenges and make significant contributions to the field. Furthermore, working with bright and motivated students has been particularly rewarding. Their enthusiasm compels me to continually refine my teaching/research methods and remain at the forefront of technological advancements.

I take pride in several key achievements during my time here, particularly in conducting impactful research supported by multimillion-dollar grants from various sources and in developing robust undergraduate programs in cybersecurity and computer networks. These initiatives have prepared numerous students with the skills required to thrive in a rapidly evolving technological landscape. Additionally, my role as an ABET program evaluator and guiding our programs through two successful reaccreditation cycles have ensured our programs meet the highest standards of quality and relevance, reinforcing Michigan Tech's reputation for academic excellence.

Q: Artificial intelligence is enmeshed with virtually all computing-related activities. How is it shaping future College of Computing programs, activities, and research?

YC: AI will play a transformative role in shaping future College of Computing programs by becoming a critical component of the curriculum. We will incorporate advanced machine learning and AI techniques into existing courses and develop new AI-focused classes to ensure that students are well-equipped with the skills needed for the evolving tech landscape.

Additionally, AI's integration will facilitate interdisciplinary projects, enabling students to apply AI in diverse fields such as cybersecurity, data science, and robotics.

The College works closely with the Institute of Computing and Cybersystem's AI research center to develop new research projects focused on both foundational AI research and its practical applications. A significant aspect of our research agenda is the responsible deployment of AI, emphasizing the importance of addressing issues such as bias, fairness, and transparency in AI systems. Through these efforts, we aim to equip our students with the knowledge and skills necessary to contribute significantly to the advancement of AI solutions and to ensure that our academic programs remain at the leading edge of technological progress.

Q: You're the principal investigator on more than $5 million in external research grants. What advice do you have for new faculty seeking to grow their research portfolios?

YC: My advice for new faculty is to start by building a strong foundation in their area of expertise and actively seek out collaborative opportunities. Networking within your institution and with external partners can open doors to multidisciplinary projects and funding opportunities. Developing clear, compelling proposals that articulate the significance and impact of your research is crucial, as is understanding the priorities of funding agencies. Learning from unsuccessful proposals and refining your approach can significantly improve your chances of securing funding over time. Finally, staying current with emerging trends and aligning your research with these trends can make your work more attractive to potential funders.

Read the full interview with Cai at the College's Computing News Blog.

Michigan Technological University is an R1 public research university founded in 1885 in Houghton, and is home to nearly 7,500 students from more than 60 countries around the world. Consistently ranked among the best universities in the country for return on investment, Michigan's flagship technological university offers more than 185 undergraduate and graduate degree programs in science and technology, engineering, computing, forestry, business, health professions, humanities, mathematics, social sciences, and the arts. The rural campus is situated just miles from Lake Superior in Michigan's Upper Peninsula, offering year-round opportunities for outdoor adventure.