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2013 bio-sesync-intro

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2013 bio-sesync-intro

  1. 1. Welcome!
  2. 2. Basic question What should we teach biologists about computing and data? How can we motivate it?
  3. 3. (My ideas go here) But I’m making lots of assumptions – • Molecular biologist • Sequencing data analyst
  4. 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. 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. 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. 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. 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. 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. 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. 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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