| 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 16-20 were replaced by lines 16-21 |
| - !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 |
| + !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; |
| + |
| Line 24 was replaced by line 25 |
| - *Have students work on creating real application workflows --Creating conceptual models in kepler based on data and comparing those models – |
| + *Have students work on creating real application workflows -- Creating conceptual models in kepler based on data and comparing those models –- |
| Lines 34-36 were replaced by lines 35-38 |
| - 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 – grassland biodiversity -- |
| + 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. |
