In the summer of 2013, I have my first online course on “Responsible Conduct of Research” as required training for NSF-funded students. My impression of this course was something similar to the required religion courses I had taken before: seemingly useful, important, full of advice, boring! No one can believe my feeling when I found out I had to take another course on this subject with the same textbook, same outline plus a smaller attendance policy than usual (seriously, using faces? ouch! my private life.). So, for me, it was no surprise that I spent an hour making a list of games to play in class, and finding the best place in the "GREG 133" class to be well covered by the teacher and his assistant. However, what is surprising is that I didn't play any games (to be completely honest, not much), or do anything else during class time, but in paying attention, and in this essay I want to explain how this happened. presenting in this course was the very first impression I had. For a computer science student who is always looking for new technologies in (not only) education, a presentation with a simple Word document or a PDF file containing a huge amount of text is far too old-fashioned and, unsurprisingly, a another reason to be bored. a course. Surprisingly, it didn't feel dated, inefficient, or boring; at least for me. I was a high school teacher for years, and during that time I always strived to be a cool and effective speaker using new techniques, such as PowerPoint slides, Prezi non-linear slides, presentations of assertive communication, etc. Despite this, I realized that students' performance or attention is not really linked to these tools. (However, they made me a nice teacher). This is...... middle of paper...... to me why there could be such a harsh relationship between the students and the advisor. Second, hearing this relationship from an experienced professor makes you believe that it might be even more difficult to be an advisor than a graduate student. (Yes, I believed the opposite before this course). Personally, I couldn't believe all the emphasis on how tough the relationships between advisors and funding agencies are, until I myself saw my advisor literally working days and nights on a grant proposal. In the end, I feel like I got what was best for me: how to be a good speaker even if the topic isn't very interesting or your students aren't very interested. And more importantly, what an experienced professor would tell you about life in a competitive academic society. I am more than happy to participate in this course. Good job Dr. Boreman, you changed at least one student this semester.