Tag Archives: students

My Path to Google: Jesus Lugo, Windows Systems Administrator

Welcome to the 31st installment of our blog series “My Path to Google.” These are real stories from Googlers, interns, and alumni highlighting how they got to Google, what their roles are like, and even some tips on how to prepare for interviews.

Today’s post is all about Windows Systems Administrator, Jesus Lugo. Read on!
Can you tell us a bit about yourself?
I was born in Ciudad Ojeda, Venezuela and moved to Miami, Florida when I was ten years old. Shortly after high school, I joined the Marine Corps where I served for 4 years as a Hygiene Equipment Operator. I was very fortunate because once my chain of command learned of my technical abilities, I was allowed to use these skills as an unofficial Information Systems Coordinator. In this capacity I helped manage our computers and networking equipment during my two deployments in support of Operation Iraqi Freedom.
After finishing my active duty service, I attended Miami Dade College, where I received my associate’s degree in Business Administration. After two years of working as an on-site customer engineer, I decided to go back to school for my bachelor’s degree in Information Technology from Florida International University.

I am obsessed with new technology and in particular, hardware. When I am not at work, I spend time looking for ways to integrate new technology into my home. I am generally the first to buy and test new tech.

Whenever I get a chance, I enjoy helping Google at student conferences like those run by Student Veterans of America (SVA), Society of Hispanic Professional Engineers (SHPE), National Society of Black Engineers (NSBE). I talk to students about what it is like to work at Google and how to prepare their resumes and their interviewing skills.
Volunteering at one of the numerous student conferences Jesus helps out at.
What’s your role at Google?
I am currently a Windows Systems Administrator. My team, WinOps, develops, maintains, and supports all the Windows OS related infrastructure for use within Google. We are directly responsible for the configuration and health of all Windows clients and we own the infrastructure and build process for all Windows servers. Within my team, I am part of the configuration management group – specifically tasked with ensuring systems are compliant with internal policy configurations.

What I like most about this role is the continuous evolution. We are always looking for ways to innovate and improve our service offerings. As much as possible we collaborate with other platform teams (Linux and Mac) to build cross-platform tools.

I am currently rewriting a Linux specific tool to work on all other platforms, and integrate a Firebase Cloud Messaging listener to receive notifications from a centralized location. This new software will allow us to manage software distribution and enforcement throughout the fleet, and how tech support teams manage software requests and assist users in getting what they need to get their job done.

Complete the following: "I [choose one: code/create/design/build] for …"
I build to provide a good Windows user experience while maintaining platform security.

What inspires you to come in every day?
I am grateful I get to work with an amazing and supportive team, and the projects I get to work on are always challenging and help me grow both personally and professionally.

I am also very excited about the direction we are headed as Google's cloud business continues to grow. We are constantly looking for opportunities to open source our tools so that other systems administrators can have alternate ways of solving problems we've faced.

In my current project, we are migrating our software distribution tools into solutions that are used across all of our platforms, are largely automated, use code review processes to manage changes, and are more scalable.  This results in releases that are easier to track and maintain, saving us countless engineering hours.
Can you tell us about your decision to enter the process?
During my associate’s degree, I did a project about Google and discovered a lot of information about the culture and many of the perks.

On my last semester at FIU I applied to many companies in South Florida, and even after graduation I had not heard from any of them. As I looked through many different career sites, I decided to see if Google had a job opening that matched my skills. I had applied to many different large companies in Silicon Valley, but I hadn’t heard back from any of them and was sure that Google would be the same way.

Since I was working and attending school full-time, I was unable to take any internships in order to gain real-world experience in IT. However, my job as a Customer Engineer required being knowledgeable in over 20 distinct systems, being capable of troubleshooting issues to root cause, and having great customer service skills.

Two weeks after graduation,  I discovered Google’s Information Technology Residency Program and applied for the job. Even though it was a fixed term position, it was an opportunity to work at Google, and see what it was like from the inside.

How did the recruitment process go for you?
It was a smooth, though long process. I applied directly from the careers site job posting on December 23, 2011, and received the first email from a recruiter on January 3rd, 2012. I had my technical phone screen scheduled on January 7th in the afternoon, and two days later I received a call from the recruiter inviting me for on-site interviews in Mountain View, CA.

My on-site interview date was set two months after the phone screen, which allowed me to brush up on many of the topics I felt I could have done better during the phone screen.

I received the results from the interviews the day before my birthday, and I was so excited when I heard the news from the recruiter, that I accepted without waiting to hear the rest of the offer.

What do you wish you’d known when you started the process?
Recruiters often send or mention topics that may be covered during the technical interviews, focus on those during your studying.

Some available positions may have a time constraint, be sure to work with your recruiter or coordinator to ensure you have ample time to study prior to the technical interviews.
Can you tell us about the resources you used to prepare for your interview or role?
I read "The Google Resume" by Gayle Laakmann McDowell. I found it to be an invaluable resource, and it helped me a great deal.

I read a lot of books on basic IT topics, as the job that I applied for was as an IT generalist. It was tough deciding on what was important, so I focused at the time on having a good understanding of how things worked. I used CBT Nuggets, and other video training tools I could get my hands on. Since I used to drive a lot, I used them like audiobooks and kept track of topics that I needed to view later for additional understanding.

Do you have any tips you’d like to share with aspiring Googlers?
Anything on your resume is fair game, ensure that you can talk at length about anything on it. I personally had listed a number of programming languages on my resume without specifying a level of expertise and was asked to solve a programming problem during my initial interviews, even though the role didn't necessarily require coding skills.

It's best to think out loud, ask clarifying questions, and verify your assumptions with the interviewer, to avoid going too far in the wrong direction in an interview. Do your research about the role you’re applying for, and think of questions you want answered by your interviewers. 

Getting to know a research intern: Renata Khasanova

Google's research tackles the most challenging problems in CS and related fields. Being bold and taking risks is essential to what we do, and research teams are embedded throughout Google, allowing our discoveries to affect billions of users each day.

The compelling benefit to researchers is that their innovations can be implemented fast and big. Google’s unique infrastructure facilitates ideas’ speed to market – allowing their ideas to be trialled by millions of users before their papers are even published.

Today we’re talking to PhD Research Intern, Renata Khasanova, a student from École Polytechnique Fédérale de Lausanne in Switzerland. As an intern with one of our Google AI research teams in the Zürich office, Renata’s work focused on noise resynthesis. Read on!
So tell us about yourself and your PhD topic …
I am currently pursuing my PhD in the signal processing group in EPFL Lausanne under the supervision of Professor Pascal Frossard. My main research topic is extending deep neural network systems to irregular domains such as graphs. For example, we have recently shown that we gain significant accuracy improvement when using graphs for omnidirectional image classification tasks.

Why did you apply for an internship at Google and how supportive was your PhD advisor?
I was always very interested in doing applied research and Google offers the unique opportunity to work on various research topics in application to real tasks. Therefore during my PhD, I decided to apply for an internship in the Compression group led by Jyrki Alakuijala. My supervisor, Professor Frossard, was very supportive and saw this as a great opportunity for me.

What project was your internship focused on?
I worked on improving the new compression algorithm, PIK, designed at Google. My project was really challenging and fun. The main goal of my project was to improve the quality of PIK at the high compression rate.

At Google we care about the responsiveness of web pages, and we look for new ways to make loading faster. Transferring large amounts of data is one reason for slowness, and images constitute a large fraction of that data traffic. This can be mitigated by compressing images more, but higher compression rates reduce visual quality. In this work, we propose a method for resynthesizing the noise that is commonly lost in image compression. We show that resynthesizing the noise increases the perceived quality of the images.
Zoom of dancer’s back with three variations: 1. normal compressed version 2. uncompressed original 3. compressed version with added noise.
In our study we looked at the impact of noise generation within the PIK image compression algorithm. With higher compression densities, details disappear and images look overly smooth. Our noise re-generation system keeps the images looking more natural even when aggressively compressed.
Noise regeneration system improves the perceived quality of lossy compression algorithms by adding 'texture'.
In both experiments we conducted (one focused on perceived quality, the other on perceived authenticity), we saw improvements well above the 95% confidence level. The images are more pleasant for the users and the added noise makes compressed images look more natural.

Did you publish at Google during your internship?

In the end of the internship, we published a paper describing our approach. I really enjoyed the process of writing the paper as all my colleagues were very supportive and helped me a lot. I have also received a lot of help from other teams in Google regarding the user study experiments. Overall the whole process of publishing was very easy and enjoyable.

How closely connected was the work you did during your internship to your PhD topic?
During my internship, I had the opportunity to work on something related, yet quite different from my main research topic at EPFL. I really loved this because it gave me the chance to learn about the topic of compression and its challenges. I have received a lot of support on this from my colleagues at Google. Though this area is not directly related to my PhD topic, my knowledge in graph signal processing helped in determining the direction I should take while working on my internship project.

Did you write your own code?
Writing code is an important part of Google projects. For me it was a great opportunity to practice and receive feedback from very talented engineers. This allowed me to improve both my programming and algorithmic skills. At the end of my internship project we made our code public, which was a very easy process and I received a lot of help on it from the members of my team. 

What key skills have you gained from your time at Google?
During my time at Google I have learnt a lot of exciting things about various compression algorithms and methodologies for conducting user studies. I also got hands-on experience with novel Google technologies for coding and code reviews. Furthermore, I participated in a very exciting robotics project with the Google Brain team. This gave me the chance to work with great researchers and engineers as well as allowed me to discover various connections between state-of-the-art machine learning algorithms and neuroscience.

What impact has this internship experience had on your PhD?
My internship at Google broadened my horizons in different ways. It introduced me to various fields such as compression and neuroscience. It also enriched and diversified my knowledge, allowing me to look at my PhD research topic from a wider perspective. My internship inspired me to extend my PhD work to compression algorithms and seek for the possible improvements that can be done in this area using the power of graph signal processing.

Looking back on your experiences now: Why should a PhD student apply for an internship at Google? Any advice to offer?
Google is an amazing place to work. Here you can have an impact on both the research community and the real products. I recommend PhD students apply for an internship, because it is a great opportunity to work with and gain unique experiences from very smart people. At Google, I was amazed by the variety of research directions that people are working on and the freedom they have in choosing them. This combined with access to the most advanced and well-designed infrastructure gives you, as an intern, a great opportunity to do research that will impact people’s lives. Apart from these advantages – Google is a very fun place to work. There were numerous events organized to bring researchers from very different areas together to share knowledge and exchange ideas.

Hispanic Heritage Month Pay It Forward Challenge: Recognizing students making a difference (Part 2 of 3)

In honor of Hispanic Heritage Month (Sept 15 - Oct 15), Google hosted a Pay It Forward Challenge to recognize Latinx/Hispanic student leaders who are advancing opportunities for their local communities. We’re excited to share the work of the students below and hope you’ll be inspired by their stories.

After receiving so may great submissions, we've decided to make this a three-part blog post. ICYMI, be sure to check out Part 1 of this post and stay tuned for Part 3.

Claudia Saavedra
Claudia is a student at Rutgers University-Newark studying Public Affairs and Administration. She was born in Chile and her family immigrated to the United States. She is the youngest of six and is the first in her family to go to college.
As someone coming from poverty, an immigrant, and a first generation high school graduate, she received no guidance when it came to the college process. She did not want anyone to go through the same experience. When Claudia was 17 years old, she founded college access workshops to help low-income and first-generation students through the college process. As a result, every student participant graduated from high school and attended college with scholarships. In an effort to scale her workshops, when she was a freshman in college, she founded FlairNow - an online mentoring website where she mentored over 100 low-income and first-generation students through the college admission process.

Her platform is currently working with Newark Public Schools, and her first partnering school is West Side High School. FlairNow helps Westside high school students navigate the process from the time they are in 9th grade and beginning the college exploration process to the time they graduate. Claudia's goal, "is for every student, no matter their background, to graduate from high school and enroll in a college or trade school."

What inspires Claudia about Hispanic Heritage Month
“Hispanic Heritage Month Inspires me because as an immigrant and Latina, this month honors the sacrifices the Hispanic/Latinx community makes to live up to the "American Dream" in the United States. Regardless of the obstacles encountered, we are still fearless, bold, and hungry to make the world we live in a better place. In short, we make things happen no matter of how much we have.”

Alejandro Chardon
Alejandro was previously a student at the University of Puerto Rico and is currently a senior at the University of Central Florida studying Health Services Administration.
Starting with the "Master Plan for Bicycles" at the University of Puerto Rico at Mayaguez, Alejandro helped develop cycling infrastructure from scratch and paint the first bicycle lane in the history of the University of Puerto Rico. From this organization stemmed BiciCoop – the first bicycle shop established in the University of Puerto Rico. With this start-up, Alejandro and his co-founders created part-time jobs for students and promoted the culture of entrepreneurship on campus.

After Hurricane Maria, Alejandro, and hundreds of Puerto Rican students, left the island in search of better opportunities to continue their studies. The University of Central Florida granted them in-state-tuition for one semester. Alejandro quickly got involved with the Puerto Rican Student Association and helped put together a proposal to extend the in-state-tuition waiver for a whole year. As a result, the board of trustees extended the tuition waiver to Spring 2023.

Alejandro’s advice to others
“With time I have realized that the most valuable assets I obtain from any project are the relationships cultivated. The people that you work with become your friends and your supporters, as you become theirs."

Arnold Moctezuma
Arnold Moctezuma is a first-generation Mexican raised in New York City. He currently studies Computer Science and Information Security at John Jay College. 
Working as a peer mentor at LaGuardia Community College with CREAR Futuros – a City University of New York (CUNY) wide program spearheaded by the Hispanic Federation – Arnold helps support college retention and graduation rates for Latinx students. “I share stories of my experiences to inspire and motivate a higher sense of self and value in others.”

“Growing up in NYC as a first-generation Mexican, I didn't always understand who I was and where I belonged.” With the help of the America Needs You Scholarship Program Arnold was able to improve his interview and public speaking skills while getting to know other first-generation fellows, which further motivated him. “I see it as a responsibility to myself and others to continue building the change that I want to see in this world by encouraging others to find for themselves the opportunities that will help them grow.” Reflecting on his accomplishments, Arnold was inspired to start a blog to further document and share information and resources specific to the Hispanic and Latinx communities.

What inspires Arnold about Hispanic Heritage Month
“Identity is important to everyone, regardless of our individual backgrounds. Many people share different cultures through their lineage, complicating their sense of identity. Hispanic Heritage Month, for me, is a way of including and recognizing everyone who identifies as Latinx or Hispanic into a big loving community full of color and life.”

Marcelo López
Marcelo is a senior at Middlebury College studying International and Global Studies with a focus on Latin America. Marcelo also has a minor in American Studies, with a Critical Race Theory focus. He was born and raised in Richmond, California, and when he is not busy studying, he is dancing in one of his college's dance crews – Evolution.
Marcelo established the first Queer and Trans People of Color (QTPOC) affinity group at Middlebury College during his sophomore year. He founded the group after hearing many of his friends express that they felt there were no LGBTQ+ groups/spaces on campus with the majority of members who could relate to their ethnic/cultural backgrounds.

“When I kicked off the QTPOC initiative two years ago, I intended for the space to be one where not just students, but faculty and staff could also engage. That was one of the largest visions I had in my head when establishing the space. After two years, and with Middlebury increasing its diversity efforts, the number of people benefitting from this space has quadrupled. As the founder of this initiative, it brings me peace knowing that this space will live on after my time at Middlebury.”

Marcelo’s advice to others
“In order to effectively inspire change in others, I believe that it is first necessary for one to inspire change within oneself. You, as an individual, have to be the first person to believe in whatever project or movement that you conceive. Once that’s done—well there’s nowhere to go but up.”

Lesly Bohuchot
Lesly is a student at theUniversity of Colorado Boulder in the engineering and applied mathematics department. She is from Houston, Texas and in addition to engineering, she loves to sing and draw.
After coming back from a 2018 Python conference (PyCon), Lesly and another friend revived the Houston PyLadies MeetUp group that had been inactive for over two years. This time, however, they wanted it to be more than just a meet up. Lesly wanted to create an avenue for educational opportunities for young girls and women in general to get into STEM.

“So I took it upon myself, coordinating with a few other wonderful women to not only bring PyLadies back to Houston, but to turn it into an outreach and volunteer program.” They recently held a large event welcoming all women traveling to Houston for the Grace Hopper Celebration and are actively coordinating with schools and other programs to grow their impact. “I want the Houston PyLadies to stand on its own and grow to one be one of the biggest chapters in the country.”

Lesly’s advice to others
“Every person matters. No matter how small we think our impact is, it can be huge to a single person. That is the most important thought to keep in mind. Do not be discouraged. Focus on the people that will benefit and be helped.”

Ryan and Dani DaCosta
Ryan and Dani DaCosta are a brother-sister duo behind "AYUDA! Tutoring" at their high school. Ryan is now a freshman in the College of Engineering at the University of Michigan while Dani is a sophomore at Suffern High School in their hometown of Suffern, New York.
As a junior in high school, Ryan created the program, AYUDA! Tutoring – a free tutoring service targeting the large population of Latinx/Hispanic immigrants in Suffern. Ryan explains, “Many students move to the United States and struggle to adjust to classes taught mostly in English and they have limited resources to seek out extra help.” Dani currently serves as a facilitator of AYUDA! Tutoring and is responsible for coordinating and recruiting new tutors. She ensures all involved students have someone to assist them with homework, test prep, language practice, or anything else they may want. The group of tutors offer academic support as well as communication skills to English Language Learner classmates.

In college, Ryan has become involved with the Society of Hispanic Professional Engineers and the Michigan Community Scholars Program – a living-learning community dedicated to social justice and community service. Dani is still managing AYUDA! Tutoring while balancing schoolwork and playing field hockey, basketball and lacrosse throughout the school year.

Ryan and Dani’s advice to others
“To anyone looking to start a community service initiative, start small and use any resource you have. It may take a while to scale down a larger goal and find your first step, but that leads to your second and so on.”

Luis Gasca
Luis Gasca is a sophomore at Rutgers University – New Brunswick studying Environmental Business and Economics. Luis was born in the small city of Popayan, Colombia and grew up in Trenton, New Jersey. 
Throughout high school Luis was involved in Mill Hill P.E.E.R.S – a non-profit youth development program that focused on encouraging responsible strategies throughout Trenton by presenting skits to the community on bullying, dating violence, drug awareness, and much more. 

Once in college, Luis was elected to serve as President for C.O.S.I.N.E – an organization that advocates academic excellence amongst underrepresented students and engages in community service. C.O.S.I.N.E creates a safe space where individuals can seek resources, connections, and find networking opportunities. 

What inspires Luis about Hispanic Heritage Month
“Hispanic Heritage Month is a month that brings enlightenment to my spirit. It is a month full of joy, tradition, smiles, and good times. I enjoy the events that are usually put on this month because they unify the community and allow everyone to connect, bond, and really build on each individual's sense of culture.”

Keep up with us on social (TwitterInstagramFacebookG+YouTube) to hear more about our initiatives!

Google Code-in 2018 contest for teenagers begins today

Today marks the start of the 9th consecutive year of Google Code-in (GCI). This is the biggest and best contest ever and we hope you’ll join us for the fun!

What is Google Code-in?

Our global, online contest introducing students to open source development. The contest runs for 7 weeks until December 12, 2018.

Who can register?

Pre-university students ages 13-17 that have their parent or guardian’s permission to register for the contest.

How do students register and participate?

Students can register for the contest beginning today at g.co/gci. Once students have registered and the parental consent form has been submitted and approved by Program Administrators students can choose which contest “task” they want to work on first. Students choose the task they find interesting from a list of thousands of available tasks created by 27 participating open source organizations. Tasks take an average of 3-5 hours to complete. There are even beginner tasks that are a wonderful way for students to get started in the contest.

The task categories are:
  • Coding
  • Design
  • Documentation/Training
  • Outreach/Research
  • Quality Assurance

Why should students participate?

Students not only have the opportunity to work on a real open source software project, thus gaining invaluable skills and experience, but they also have the opportunity to be a part of the open source community. Mentors are readily available to help answer their questions while they work through the tasks.

Google Code-in is a contest so there are prizes! Complete one task and receive a digital certificate, three completed tasks and you’ll also get a fun Google t-shirt. Finalists earn the coveted hoodie. Grand Prize winners (2 from each organization) will receive a trip to Google headquarters in California!

Details

Over the last 8 years, more than 8,100 students from 107 countries have successfully completed over 40,000 tasks in GCI. Curious? Learn more about GCI by checking out the Contest Rules and FAQs. And please visit our contest site and read the Getting Started Guide.

Teachers, if you are interested in getting your students involved in Google Code-in we have resources available to help you get started.

By Stephanie Taylor, Google Open Source

How to Start Coding (Without Paying Much) Today!

School's back in session, and you're curious how you can start coding in your free time? Never fear, because Aaron Hobson, Code Next Oakland coach and lead curriculum developer, has rallied to assemble a list of opportunities and tools that you can pull from. While geared towards middle and high school students – we've found these resources to be effective for new learners of all ages who are interested in coding, the arts, or just making something with their hands. 

SO YOU WANT ONLINE CODING TOOLS...

Here is a list of free (or in some cases, “free trial”) tools that you can use if you wish to learn programming on your own. They are organized into arbitrary “levels” in order to help you determine where you might want to start, based on experience. 

Level 1 (Beginner, never really tried to code)


Level 2 (Done some basic block-based coding)

  • Move away from block-based to actual code with Alice 2 (free), CodeCombat (free trial) and CodeHS (purchase required).

Level 3 (Ready to start creating apps)

  • Alice 3 (free) is an upgrade from Alice 2. You can also try your hand at MIT App Inventor (free) to start creating your own apps!

Level 4 (Looking to code with actual languages like Python)
  • Processing (free) is a software sketchbook, and great for creating cool art and graphics. Greenfoot (free) and BlueJ (free) are also great free coding platforms.
  • What about going straight for a language that our own Google engineers use? Try a hand at Python. Check out these two online textbooks—Invent with Python and A Byte of Python.
  • There are also other websites with huge collections of computer science courses worth checking out, including CodeHS, Coursera, Udacity, and Code Academy. These cover artificial intelligence, machine learning, and more.

SO YOU WANT CREATIVE TOOLS...
If you’re the type who is looking to get a bit more creative and experimental with your code this summer – here is a list of tools you can use to develop video games, graphics, 3D designs, music, and more. Most of these are free to use, while others have free trials. 

For those who love creating games:

For those into computer graphics, design, and art: 


For those looking to create their own blog or website:

For those who want to create their own music or audio files:



SO YOU WANT TO GET YOUR HANDS DIRTY WITH PHYSICAL COMPUTING...

Check out the following list of tools for students interested in building computers, robots, gadgets, and so forth (not all are free, but all are helpful).
  • If you want to start off with the basics, littleBits are kits filled with electronic building blocks to create cool projects and small networks of circuits.
  • Use Arduinos or Raspberry Pis to build DIY computer programs. Or, go for a full Kano kit to build a full computer, which includes a Raspberry Pi, a wireless keyboard, and a speaker.
  • Want to make a banana play a song when you peel it open? Check out MakeyMakeys – kits that allow you to connect typical, everyday objects to computer programs.




LOOKING FOR MORE?

We’ve got plenty more tidbits and recommendations for computer science education. Interested in learning more from the Code Next lab? Sign up for our free newsletter—and happy coding!

Hispanic Heritage Month Pay It Forward Challenge: Recognizing students making a difference

In honor of Hispanic Heritage Month, Google is hosting a Pay It Forward Challenge to recognize Latinx/Hispanic student leaders who are advancing opportunities for their local communities. We’re excited to share the work of the students below and hope you’ll be inspired by their stories.

We’ll be continually updating this post with new student features, so be sure to check back in.

Are you a social change agent in your local community? Apply by Oct 13 via our website for your chance to be featured: g.co/payitforward


Edgar Bustos
Edgar Bustos is a junior at the University of Southern California triple majoring in Economics, Business Administration, and Political Science with a minor in Law and Public Policy. He was born in Dallas, Texas, is a first-generation American, and a self-described "son of a proud Mexican woman".

Edgar has devoted his undergraduate career to supporting the development of Latinx/Hispanic students as the President of QuestBridge at his university. QuestBridge matches high-achieving, low-income students to elite universities with full scholarships. Edgar explains, "QuestBridge made college possible for me. Now, I serve as President of QuestBridge at the University of Southern California, where I partner with a talented executive board to serve college students and the surrounding community. I have prioritized training events that help first-generation/low-income students to become competitive job seekers and graduate school applicants. I am also reaching out to public schools with majority-Latinx students to sponsor events where we can teach students about scholarship opportunities." 

In an effort to increase Latinx representation in executive roles, Edgar also created Latinxs in Human Resources. Edgar uses LHR to promote the development of underrepresented communities and provide information about career paths in Human Resources. "It is my hope that by targeting the development of Latinxs before, during, and after college, I can make lasting impacts in the Latinx community." In his "spare" time, Edgar acts as a student teacher with Mission Science. He actively supports STEM exposure for Latinx/Hispanic students by leading after-school science lessons. 

How can you help?

If you, or someone you know, is a high-achieving, low-income student – you can read more about QuestBridge here. If you are a representative from a university not currently partnering with QuestBridge, please consider advocating for a QuestBridge partnership at your University.


Bianca Alvarez
Bianca is a student at The University of Texas at El Paso, the Vice President of UTEP's chapter of ACMW (Association for Computing Machinery Council on Women in Computing), a National Center for Women & Information Technology (NCWIT) AspireIT Program Leader, and "passionate about empowering Hispanic girls through technology and educational programs".

The NCWIT AspireIT program is a computer science initiative for girls in grades K-12. As a program leader, Bianca helped raise over $5,000 in 2018 to engage Hispanic girls through summer camps and programming clubs. This year, she partnered with Latinitas, a nonprofit organization focused on empowering young Latinas using media and technology. Together they hosted the summer camp "Latinitas Code Chica", aimed for girls in 4th-8th grade and will begin the "Code Chica After School Club" in late October.

"As the AspireIT Leader, I was able to share my passion in tech and teach participants fundamentals in programming and computational thinking in a fun and creative environment. My vision for the future of women in the tech industry is to see Latina girls having the same opportunity to learn programming skills at a young age, regardless of their ethnicity or economic status."

What inspires Bianca about Hispanic Heritage Month

"The magic of the Hispanic Heritage Month is about learning from other Hispanics willing to contribute to our next generation in the technology industry. To be part of the present and future and recognize that we also have inspirational role models to follow and imitate their willingness and hard work to reach our goals. Being a Latina in a technology field means being part of a minority group, it can be both challenging and difficult to 'fit in'. I strongly think that everyone is capable of thriving in the tech world. To Latina girls that want to pursue a career in technology, I will tell them not to be afraid of stereotypes and go for it."

Keep up with us on social (TwitterInstagramFacebookG+YouTube) to hear more about our initiatives!

Behind the scenes of Google’s new Paris office

In Paris, this time of year marks “la rentrée” – the national return to class for students all over France. The most direct translation in English is “back-to-school,” but whether you’re a student or not, “la rentrée” carries a spirit starting fresh and anew.

For Googlers in Paris, this “rentrée” marks the opening of a new building – hosting all existing engineering teams and a few new ones. The new building features a view of the Parisian skyline and eight floors of workspace for the 200 engineers (and growing!) who work there.

The view from the 8th floor roof terrace – on a sunny day, you can see the Eiffel Tower!
One of the things Paris is known for is great café (coffee). 

As Googlers unpack their boxes and find their teammates, let’s take a moment to go behind the scenes and learn about what they do:


Art Selfie
Art Selfie matches from around the world.

Did you already find your classical painting lookalike? Last December, the Google Arts and Culture team launched “Art Selfie” – the feature, based on computer vision algorithms developed at Google, allows users to find their counterpart in the enormous corpus of world’s heritage of art, and in doing so took the Internet by storm. The popular app is developed in Paris and London by  a team whose mission is to make the world’s art universally accessible. This is done by working in collaboration with museums and cultural organizations throughout the planet.

YouTube Search & Discovery
Ever think about those suggested videos you see on YouTube? The YouTube team in Paris applies the power of machine learning to the incredible amount of videos on YouTube. Their work allows the service to automatically understand what each video is about and thanks to that, help users find videos they are interested in.


One of the new microkitchen (MK) workspaces.

Chrome on your phone

In today’s world, you need to be able to search fast no matter what type of device you are using. In Paris, there are teams working on Chrome for both Android and iOS. Their achievements include a redesigned user experience (UX) for Chrome on iOS (which launched earlier this month), and significant improvements in browsing speed for Chrome on Android.

Bringing the outside, inside at the new Paris office.

Operations Research

If you want to know who the true behind the scenes heroes are, meet our Operations Research team. They help hundreds of projects run more efficiently. From planning the routes of Street View cars to optimizing the layout of Google data centers, these folks do it all.

Paris Googlers hard at work in the new office.

New frontiers

While most Google engineers work on existing operating systems like Linux, one of the teams in Paris is an exception to that rule – working on a new open-source operating system called Fuchsia. Fuchsia engineers in Paris focus on how the system stores and synchronizes data. The building also hosts a new Google AI team. This team works on fundamental Machine Learning research and advanced applications of artificial intelligence to the problems of today.

And there’s more!


2018 HashCode participants.

Besides their day jobs, engineers from across the office work on a variety of programs designed to collaborate and engage with the computer science community in Europe – from university outreach to promoting computer science education. Hash Code (Google’s popular coding competition where participants solve real-life Google engineering problems) was created at Google Paris! From small beginnings in 2014 (150 participants from Parisian universities) the competition grew to over 38,000 developers last year across Europe, the Middle East, and Africa. Paris is also where Google Cardboard was invented. This virtual reality headset lowered the barrier to experiment with budding VR technology for developers across the world.

From speeding up mobile browsing to the digitization of art, it is an exciting time at the Google France engineering center. We’re wishing all of our Google Students readers a “bonne rentrée,” whether you’re heading back to university or are simply inspired to continue learning and growing. We hope you’ve enjoyed learning about the work we’re doing in Paris. If you’re excited about these projects, we hope that you’ll consider joining us when you start looking for your next internship or full-time job.

Applications are open for 2019 Google scholarship opportunities in the US, Canada, Europe, Middle East, and Africa

At Google, we believe information should be universally accessible.  Our education and scholarship programs aim to inspire and help students become future leaders in computing and technology by breaking down the barriers that prevent them from entering these fields.

Students selected for our scholarships will receive a financial award for the 2019-20 academic year and be invited to the annual Google Scholars' Retreat in their region next summer. At the retreat, scholars will participate in networking and development sessions, including sessions on how to lead outreach in their communities. Scholars also join a community of former scholarship recipients for continued networking and development. Check out each program below: Women Techmakers Scholars Program (United States/Canada/EMEA - Asia Pacific will open in early 2019)The Women Techmakers Scholars Program (formerly known as the Google Anita Borg Memorial Scholarship) continues to honor Dr. Anita Borg and her legacy of encouraging the presence of women in computing. The program is open to current undergraduate or graduate students who will be studying at a university for the 2019-2020 academic year. We strongly encourage students who identify as female to apply. Generation Google Scholarship (United States/Canada)The Generation Google Scholarship was established to help aspiring computer scientists to excel in technology and become leaders in the field. This program supports current undergraduate or graduate students who will be studying at a university in the United States or Canada for the 2019-2020 academic year. We strongly encourage students from historically underrepresented groups, including Black/African American, Hispanic/Latino, American Indian, or Filipino/Native Hawaiian/Pacific Islander, to apply.
Google Lime Scholarship (United States/Canada - open now) and The Google Europe Scholarship for Students with Disabilities We’re continuing to partner with Lime Connect (United States/Canada) and EmployAbility (Europe) - nonprofit organizations that support students with disabilities while they pursue education and promising careers - to help university students with disabilities work toward their academic goals in the field of computer science. The scholarship is open to current undergraduate or graduate students with disabilities who will be studying at a university for the 2019-2020 academic year. Google Student Veterans of America (SVA) Scholarship (United States)Google established Google SVA Scholarship in partnership with Student Veterans of America in 2012 as part of our commitment to military veterans. The scholarship provides assistance to student veterans or students on Active Duty who are pursuing a degree in computer science at a university for the 2019-2020 academic year. Please visit each program’s website for specific details, application information, and deadlines. We encourage all students who meet the eligibility criteria to apply!

These 27 organizations will mentor students in Google Code-in 2018

We’re excited to welcome 27 open source organizations to mentor students as part of Google Code-in 2018. The contest, now in its ninth year, offers 13-17 year old pre-university students from around the world an opportunity to learn and practice their skills while contributing to open source projects–all online!

Google Code-in starts for students on October 23rd. Students are encouraged to learn about the participating organizations ahead of time and can get started by clicking on the links below:
  • AOSSIE: Australian umbrella organization for open source projects.
  • Apertium: rule-based machine translation platform.
  • Catrobat: visual programming for creating mobile games and animations.
  • CCExtractor: open source tools for subtitle generation.
  • CloudCV: building platforms for reproducible AI research.
  • coala: a unified interface for linting and fixing code, regardless of the programming languages used.
  • Copyleft Games Group: develops tools, libraries, and game engines.
  • Digital Impact Alliance: collaborative space for multiple open source projects serving the international development and humanitarian response sectors.
  • Drupal: content management platform.
  • Fedora Project: a free and friendly Linux-based operating system.
  • FOSSASIA: developing communities across all ages and borders to form a better future with Open Technologies and ICT.
  • Haiku: operating system specifically targeting personal computing.
  • JBoss Community: a community of projects around JBoss Middleware.
  • KDE Community: produces FOSS by artists, designers, programmers, translators, writers and other contributors.
  • Liquid Galaxy: an interactive, panoramic and immersive visualization tool.
  • MetaBrainz: builds community maintained databases.
  • MovingBlocks: a Minecraft-inspired open source game.
  • OpenMRS: open source medical records system for the world.
  • OpenWISP: build and manage low cost networks such as public wifi.
  • OSGeo: building open source geospatial tools.
  • PostgreSQL: relational database system.
  • Public Lab: open software to help communities measure and analyze pollution.
  • RTEMS Project: operating system used in satellites, particle accelerators, robots, racing motorcycles, building controls, medical devices.
  • Sugar Labs: learning platform and activities for elementary education.
  • SCoRe: research lab seeking sustainable solutions for problems faced by developing countries.
  • The ns-3 Network Simulator Project: packet-level network simulator for research and education.
  • Wikimedia: non-profit foundation dedicated to bringing free content to the world, operating Wikipedia.
These 27 organizations are hard at work creating thousands of tasks for students to work on, including code, documentation, design, quality assurance, outreach, research and training tasks. The contest starts for students on Tuesday, October 23rd at 9:00am Pacific Time.

You can learn more about Google Code-in on the contest site where you’ll find Frequently Asked Questions, Important Dates and flyers and other helpful information including the Getting Started Guide.

Want to talk with other students, mentors, and organization administrations about the contest? Check out our discussion mailing list. We can’t wait to get started!

By Stephanie Taylor, Google Open Source

Google Code-in 2018 is looking for great open source organizations to apply

We are accepting applications for open source organizations interested in participating in Google Code-in 2018. Google Code-in (GCI) invites pre-university students ages 13-17 to learn by contributing to open source software.

Working with young students is a special responsibility and each year we hear inspiring stories from mentors who participate. To ensure these new, young contributors have a solid support system, we only select organizations that have gained experience in mentoring students by previously taking part in Google Summer of Code.

Organization applications are now open and all interested open source organizations must apply before Monday, September 17 at 16:00 UTC.

In 2017, 25 organizations were accepted – 9 of which were participating in GCI for the first time! Over the last 8 years, 8,108 students from 107 countries have completed more than 40,000 tasks for participating open source projects. Tasks fall into 5 categories:
  • Code: writing or refactoring.
  • Documentation/Training: creating/editing documents and helping others learn more.
  • Outreach/Research: community management, outreach/marketing, or studying problems and recommending solutions.
  • Quality Assurance: testing and ensuring code is of high quality.
  • Design: graphic design or user interface design.
Once an organization is selected for Google Code-in 2018 they will define these tasks and recruit mentors from their communities who are interested in providing online support for students during the seven week contest.

You can find a timeline, FAQ and other information about Google Code-in on our website. If you’re an educator interested in sharing Google Code-in with your students, you can find resources here.

By Stephanie Taylor, Google Open Source