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2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
2013 bio-sesync-intro
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2013 bio-sesync-intro

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Transcript

  • 1. Welcome!
  • 2. Basic question What should we teach biologists about computing and data? How can we motivate it?
  • 3. (My ideas go here) But I’m making lots of assumptions – • Molecular biologist • Sequencing data analyst
  • 4. Improve thyself • Virtually everyone who cares thinks they’re a good teacher. • (We’re probably mostly wrong, in terms of actual knowledge transfer.) • Assessment and evaluation is key, and core, to the mission of teaching. • Assessment must be done in context of subject, not by outside “experts.”
  • 5. Pulling back… • BIO Centers meeting on “Cyberinfrastructure issues in BIO” here at SESYNC, ~1 year ago • Everyone’s secondary concern was education: – Inexpert users – No clear training path for grads, postdocs – But always secondary to their mission. • Funding opportunity: $200k/1 yr => ???
  • 6. This grant, v1 Software Carpentry + Bio 1. Coordination meetings (us) 2. 2-day workshops at centers (me +) 3. Assessment (Julie) 4. Material development (me + ??) Topics: Compute + Data Level: grad student and beyond
  • 7. This grant, v2 Added NESCent, +3 workshops/+$70k • “Workflow meeting” – Galaxy, Taverna, iPlant, etc to present & cross-train. • “Workflow hackathon” – install, configure, execute each other’s workflow engines. • “Train the trainers” – hands-on workshop on teaching people to teach workflow engines.
  • 8. My background for this • Two-week workshop on Analyzing NGS – 4th year – NIH funded – Starts from scratch • Software Carpentry 2-day workshops • Grad course (3 years) – Programming!? • Research-focused workshops
  • 9. BIO + Software Carpentry • Biologists trend towards the “intro” side on the spectrum of computing expertise. • Virtually no undergrad training, no culture of computing, little math or computing. • Ultimately this stuff will need to be integrated into introductory biology courses. • For now focused on grad student education.
  • 10. Why are you here? • Many varied reasons • Most of you, one way or another, are actively engaged in teaching or thinking about teaching computing to scientists. • And/or Greg gave me your name.
  • 11. What are we here to do? • Brainstorm on what to teach about compute and data. • Figure out what teachers should know. • ???

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