CS2013-final-report

Altruism/Collaboration/Competition, Economics, Art and Music, Climate Change, E. coli metabolism of lactose,
Cancer and Tumors, Games, Complex Systems and Chaos, Networks, and Fractals. Both theory and practice of
computational simulation and modeling techniques are examined as tools to support the scientific method. No
computer programming knowledge or calculus is required. By popular student demand, Netlogo 5 is predominantly
used as the modeling tool for this course due to its ease of use and extensive library of relevant models. Such tools
have the advantage of embodying principles of a systems approach to non-linear, self-organizing, and emergent
phenomena that characterize most interesting problems that societies face today. They also offer a bottom-up
approach to problem-solution and experimentation in a non-threatening way that does not require the knowledge of
programming. At the same time, these tools also provide more adventurous students with the opportunity to modify
the natural language-like computer code to test their own ideas about modeling the societal challenge under
consideration.
The course includes up to fifteen knowledge units per semester. Each week in the semester is devoted to one
knowledge unit. There are two 75-minute lessons per week/knowledge unit. The first lesson of the week uncovers
the nature of the societal problem targeted in that particular knowledge unit. The second lesson of the week offers
examples of computer-based simulations and models of the problem. Both lessons include many team-based
exercises that encourage self-exploration, innovation, and creativity. The lessons are followed by a laboratory
session that uses well-defined protocols to guide students through hands-on exploration of computer simulations and
models. In the Spring 2013 semester we introduced the use of Audience Response Systems 6 (clickers) for quizzes at
the end of each lesson or topic; each quiz consisted of four to five questions about the current topic plus one or two
review questions from previous topics. We also experimented with “flipped classroom” methods during some of the
clicker quizzes. When responses to questions were diverse and mostly incorrect, we had students discuss their
responses amongst themselves and then we re-tested them; as expected, student scores improved on those questions
after they had an opportunity to discuss amongst themselves.
Some knowledge units incorporate student projects. Projects are two to three weeks long. They are team-based. Each
team includes two to four students. Students are assigned to teams based on their declared major/discipline. Every
effort is made to ensure that teams are interdisciplinary.
At the conclusion of this one-semester, 4-hour course, students should be able to:
1. Have an enhanced appreciation for the use of science in addressing real-world problems
2. Apply critical thinking in solving science-related problems
3. Survey literature on current and relevant science-related issues
4. Comfortably communicate scientific concepts with others
5. Perform basic inquiry-based science experimentation using computational models
6. Have fun doing all of the above!
What is the format of the course
eScience is taught as a traditional face-to-face, four credit-hour course consisting of three hours of class instruction
and one three-hour lab per week for about 15 weeks.
5 http://ccl.northwestern.edu/netlogo/
6 http://www.turningtechnologies.com/response-solutions
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