| Line 3 was replaced by line 3 |
| - *Establish an point person at each university for infrastructure (i.e., getting course number,advertising course, etc.) |
| + *Establish a point person at each university for infrastructure (i.e., getting course number,advertising course, etc.) |
| Lines 9-20 were replaced by lines 9-21 |
| - *Proposed institutions include UC Davis, UCSB, KU and UNM. |
| - *Current point people |
| - **Bertram and Shawn, UC Davis |
| - **Mark Schildhauer, UC SB |
| - **Samantha Romanello and Deana Pennington, UNM |
| - **James Beach?!?!, KU |
| - *due to scheduling UNM/KU and UCSB/Davis |
| - !Class format was discussed. |
| - *Parrallel seminars that are coordinated enough to meet and overlap |
| - *Shared curriculum |
| - *Classes should be both computer science classes and ecology classes |
| - *Each class could answer a regional biological/ecological question; data needed about 4 to 5 datasets which could then be used to synthesized across regions to answer the same biological/ecological question at a national scale |
| + Proposed institutions include UC Davis, UCSB, KU and UNM. |
| + Current point people |
| + *Bertram and Shawn, UC Davis |
| + *Mark Schildhauer, UC SB |
| + *Samantha Romanello and Deana Pennington, UNM |
| + *James Beach?!?!, KU |
| + due to scheduling issues link universities based on whether they run semesters:UNM/KU or quarters: UCSB/Davis. |
| + !Class format was discussed |
| + Parrallel seminars that are coordinated enough to meet and overlap; |
| + Shared curriculum; |
| + Classes should be both computer science classes and ecology classes; |
| + Each class could answer a regional biological/ecological question; |
| + |
| Lines 22-37 were replaced by lines 23-38 |
| - *Defining an interesting project from the ecology side that would also have an interesting enough computer science component. |
| - *Suggestions included |
| - **Comparing and contrasting and knowledge representation of key ecological/biological issues--i.e., having students create nonformal ontologies on underlying concepts and comparing these ontologies to look at the relationship between diversity and productivity. |
| - **Have students work on creating real application workflows --Creating conceptual models in kepler based on data and comparing those models – |
| - **replicating the KNB working group study on biodiversity/productivity different measure of diversity |
| - **Sampling properties of different types of species-area curves and how they reflect underlying ecological processes. |
| - **Comparing and contrasting the two common experimental approaches used in understanding of biodiversity and productivity -- manipulations of productivity and the alternation of the number of species or functional groups. |
| - *Identifying individuals from both the computer science and biology/ecology side to assist in teaching the course -- |
| - **Bertram/Shawn |
| - **Town Peterson |
| - **Alan Hastings |
| - **Susan Gauch |
| - **Stephen Cox |
| - *students should be able to get a publishable paper from class participation |
| - *make sure the credit hours reflect the amount of outside class work |
| - *Identify data that would be available – grassland biodiversity -- |
| + Defining an interesting project from the ecology side that would also have an interesting enough computer science component. Suggestions included: |
| + *Comparing and contrasting and knowledge representation of key ecological/biological issues--i.e., having students create nonformal ontologies on underlying concepts and comparing these ontologies to look at the relationship between diversity and productivity. |
| + *Have students work on creating real application workflows -- Creating conceptual models in kepler based on data and comparing those models –- |
| + *replicating the KNB working group study on biodiversity/productivity different measure of diversity |
| + *Sampling properties of different types of species-area curves and how they reflect underlying ecological processes. |
| + *Comparing and contrasting the two common experimental approaches used in understanding of biodiversity and productivity -- manipulations of productivity and the alternation of the number of species or functional groups. |
| + Identifying individuals from both the computer science and biology/ecology side to assist in teaching the course -- |
| + *Bertram/Shawn |
| + *Town Peterson |
| + *Alan Hastings |
| + *Susan Gauch |
| + *Stephen Cox |
| + Students should be able to get a publishable paper from class participation.\\ |
| + Make sure the credit hours reflect the amount of outside class work.\\ |
| + Identify data that would be available before class starts. \\ |
| + Question should be scalable across regions to answer the same biological/ecological question at a national scale. |
