Multi-dimensional, multi-national, multi-faceted hydrographic training: the Nippon Foundation GEBCO training program at the University of New Hampshire

Hydrographic training entered a new era when students arrived at the University of New Hampshire in August of 2004 to form the first class of the Nippon Foundation GEBCO (General Bathymetric Chart of the Oceans) training program. Born out of the need to replenish GEBCO’s aging human material, and of the desire to spread deep ocean mapping capabilities more widely throughout the world, the program attracted applications from 57 students in over thirty countries. The seven selected each had post graduate training and several years experience, but differed in that three were hydrographers, two geologists and two oceanographers. Classes planned for the next two years will bring in a further fourteen students. The UNH program had been selected as the closest match to the general course requirements GEBCO considered that ocean bathymetrists should have. Subjects include all types of depth measurements, oceanography, acoustics, tides, plate tectonics, sea floor morphology, ocean basins, sedimentary processes, hydrothermal-thermal processes, gravity-magnetic relationships to seafloor fabrics, positioning and geodesy, maps and charts, IHO standards, GIS, data bases, gridding, contouring, spatial statistics, and the history of GEBCO and ocean mapping. These are taught at the graduate level as part of the graduate degree program at UNH. In this paper, the experiences that participants from the different backgrounds underwent are recounted with the overall goal of improving the general education required to map the floors of the deep ocean. Recommendations are made regarding the prior preparation of students entering the program, the content and intensity of courses comprising the program, and follow-up actions to solidify the learning experience. Intangibles such as the networking of professional contacts are also evaluated. Extrapolations to training in other areas of hydrography are made

Recruitment, Preparation, Retention: A case study of computing culture at the University of Illinois at Urbana-Champaign

Computer science is seeing a decline in enrollment at all levels of education, including undergraduate and graduate study. This paper reports on the results of a study conducted at the University of Illinois at Urbana-Champaign which evaluated students attitudes regarding three areas which can contribute to improved enrollment in the Department of Computer Science: Recruitment, preparation and retention. The results of our study saw two themes. First, the department's tight research focus appears to draw significant attention from other activities -- such as teaching, service, and other community-building activities -- that are necessary for a department's excellence. Yet, as demonstrated by our second theme, one partial solution is to better promote such activities already employed by the department to its students and faculty. Based on our results, we make recommendations for improvements and enhancements based on the current state of practice at peer institutions.Comment: 37 pages, 13 figures. For better quality figures, please download the .pdf from http://www.cs.uiuc.edu/research/techreports.php?report=UIUCDCS-R-2007-281

Teaching Data Science

We describe an introductory data science course, entitled Introduction to Data Science, offered at the University of Illinois at Urbana-Champaign. The course introduced general programming concepts by using the Python programming language with an emphasis on data preparation, processing, and presentation. The course had no prerequisites, and students were not expected to have any programming experience. This introductory course was designed to cover a wide range of topics, from the nature of data, to storage, to visualization, to probability and statistical analysis, to cloud and high performance computing, without becoming overly focused on any one subject. We conclude this article with a discussion of lessons learned and our plans to develop new data science courses.Comment: 10 pages, 4 figures, International Conference on Computational Science (ICCS 2016

The Case for Improving U.S. Computer Science Education

Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Identity development in career-changing beginning teachers : a qualitative study of professional scientists becoming school teachers

This qualitative study provides a critical case to analyse the identity development of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that those teachers who were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues generated a positive professional identity as a teacher. The failure to establish supportive relationships was a decisive event that challenged their capacity to develop a strong sense of identity as a teacher