Fostering bioinformatics education through skill development of professors: Big Genomic Data Skills Training for Professors.

Bioinformatics has become an indispensable part of life science over the past 2 decades. However, bioinformatics education is not well integrated at the undergraduate level, especially in liberal arts colleges and regional universities in the United States. One significant obstacle pointed out by the Network for Integrating Bioinformatics into Life Sciences Education is the lack of faculty in the bioinformatics area. Most current life science professors did not acquire bioinformatics analysis skills during their own training. Consequently, a great number of undergraduate and graduate students do not get the chance to learn bioinformatics or computational biology skills within a structured curriculum during their education. To address this gap, we developed a module-based, week-long short course to train small college and regional university professors with essential bioinformatics skills. The bioinformatics modules were built to be adapted by the professor-trainees afterward and used in their own classes. All the course materials can be accessed at https://github.com/TheJacksonLaboratory/JAXBD2K-ShortCourse

Reinvigorating the discipline:pervasive computing and tomorrow's computer scientists

Declining enrollments in computer science and related fields are a global concern. This issue's column, by Mike Hazas and Rebecca Marsden of Lancaster University in the UK describes the novel Lancaster Headstart program that uses the excitement of pervasive computing to attract students into the computer science

Computational thinking: an investigation of the existing scholarship and research

2013 Spring.Includes bibliographical references.Despite the prevalence of computing and technology in our everyday lives and in almost every discipline and profession, student interest and enrollment in computer science courses is declining. In response, computer science education in K-12 schools and universities is undergoing a transformation. Computational thinking has been proposed as a universal way of thinking with benefits for everyone, not just computer scientists. The focus on computational thinking moves beyond computer literacy, or the familiarity with software, to a way of thinking that benefits everyone. Many see computational thinking as a way to introduce students to computer science concepts and ways of thinking and to motivate student interest in computer science. The first part of this dissertation describes a study in which the researcher systematically examined the literature and scholarship on computational thinking since 2006. The aim was to explore nature and extent of the entire body of literature and to examine the theory and research evidence on computational thinking. Findings reveal that there has been a steady increase in the popularity of the concept of computational thinking, but it is not yet developed to the point where it can be studied in a meaningful way. An examination of the research evidence on computational thinking found inadequacies in the conceptual characteristics and the reporting of studies. Weaknesses were identified in the theoretical conceptualization of interventions, definitions of key concepts, intervention descriptions, research designs, and the presentation of findings. Recommendations for bolstering the research evidence around this burgeoning concept are presented, including collaboration between computer scientists and educational researchers to apply social science research methods to conduct robust studies of computational thinking interventions. The second part of this dissertation describes how computational thinking is currently incorporated into K-12 educational settings. The bulk of the literature on computational thinking describes ways in which programs promote this way of thinking in students. The K-12 programs that encourage computational thinking are classified, described, and discussed in a way that is intended to be meaningful for K-12 educators and educational researchers. Potential barriers and factors that might enable educators to use each category of interventions are discussed

The \u3cstrong\u3eM\u3c/strong\u3eolecular \u3cstrong\u3eE\u3c/strong\u3education and \u3cstrong\u3eR\u3c/strong\u3eesearch \u3cstrong\u3eC\u3c/strong\u3eonsortium in \u3cstrong\u3eU\u3c/strong\u3endergraduate computational chemist\u3cstrong\u3eRY\u3c/strong\u3e (MERCURY): Twenty Years of Exceptional Success Supporting Undergraduate Research and Inclusive Excellence

The author discusses the history of the Molecular Education and Research Consortium in Undergraduate Computational Chemistry (MERCURY), which has made significant contributions benefiting science faculty and undergraduates. The peer review publication rate of 1.7 for MERCURY faculty is 3.4 times the average rate for physical science faculty at primarily undergraduate institutions. Since 2001, 888 students have worked on research projects; 75 percent of them have come from underrepresented populations, such as female students or students of color. Approximately half of all graduates have pursued advanced degrees in STEM fields; two-thirds of this group have been female and/or students of color. More than 1,600 people have attended the 18 MERCURY conferences that have hosted 111 speakers, including 61 who were faculty members of color or female

SURE 2022 Undergraduate Science Conference Booklet

The SURE 2022 Conference was the fifth series of Science Undergraduate Research Experience (SURE) Conferences. The conference took place on Friday, 14th October, 2022, co-hosted by SETU – Carlow campus and TU Dublin as a live Face2Face event running simultaneously in both venues on the same day. Students from throughout Ireland completing their Final Year Project in a science discipline in 2021-22 presented their undergraduate research work to this conference. The aims of each of the SURE conferences are to: Provide current students with an opportunity to gain an understanding of the work which has been undertaken by recent graduates, and the career opportunities that exist for graduates in Scientific disciplines. Provide recent graduates with an opportunity to gain a reviewed publication based on the scientific research undertaken by them during their undergraduate studies in SURE-J, Irelands first and only undergraduate expert reveiwed research journal. Celebrate the academic achievements of recent graduates in the scientific disciplines. Provide a multi-disciplinary scientific forum through which undergraduate research outputs can be disseminated to students, researchers, academic professionals and industry

SURE 2021 Undergraduate Science Conference Booklet

The SURE 2021 Conference was the fourth series of Science Undergraduate Research Experience (SURE) Conferences and second online conference, following earlier face to face series in 2018 (with three conferences in Dublin, Athlone and Waterford) and in 2019 (with three conferences in Dublin, Sligo and Carlow). The 2021 virtual online conference was hosted by Waterford Institute of Technology (WIT), TUS:MM (Athlone Institute of Technology) and Dundalk Institute of Technology (Dundalk IT) and featured 23 oral presentations and 48 poster presentations across three thematic streams/break out rooms on zoom. An interactive virtual poster session took place using the online gamified poster sharing platform Gathertown. The 2021 poster archive is still accessible in Gathertown here. SURE Virtual 2021 was attended by approx 400 students, academic staff, professional body and industry representatives. Last year’s SURE Virtual 2020 conference, hosted by GMIT, Cork IT and TU Dublin (city campus) was the first SURE Network conference to go online, featuring 24 oral presentations, 35 poster presentations and a 450 plus audience. The aims of the SURE conference are to: Provide current students with an opportunity to gain an understanding of the work which has been undertaken by recent graduates, and the career opportunities that exist for graduates in Scientific disciplines. Provide recent graduates with an opportunity to gain a reviewed publication based on the scientific research undertaken by them during their undergraduate studies. Celebrate the academic achievements of recent graduates in the scientific disciplines. Provide a multi-disciplinary scientific forum through which undergraduate research outputs can be disseminated to students, researchers, academic professionals and industry

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Enhancing Undergraduate AI Courses through Machine Learning Projects

It is generally recognized that an undergraduate introductory Artificial Intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core topics that are typically covered. The paper presents work funded by the National Science Foundation to address this problem and to enhance the student learning experience in the course. Our work involves the development of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. A suite of hands-on semester-long projects are developed, each involving the design and implementation of a learning system that enhances a commonly-deployed application. The projects use machine learning as a unifying theme to tie together the core AI topics. In this paper, we will first provide an overview of our model and the projects being developed and will then present in some detail our experiences with one of the projects – Web User Profiling which we have used in our AI class