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Discussion - April 2013 - Steve, Han, Paula, Bob

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More important to have a common process than a common language: example from chemistry, where 90% of computational chemists mean molecule structure calculations: define the data, submit it in the right format, and the answers come back in a format I can make use of. Dogmatic disagreements in different disciplines about what software to use as the foundation for mathematical models. How to recognize different meanings with terms and develop mutual understanding? Should we require computer science students to choose another area and learn about it as well? What are the ways in which we foster the integration across those experiences? The Naval Academy experience where there is a capstone project in which they have to be brought together. They stopped because they needed to add other courses into the sequence. They couldn’t get it past ABET. (also a Georgia Southern experience). People have an inadequate understanding of ABET, where some think it requires you to do something in particular rather than holding you to do what you say you are doing. Does ABET have interdisciplinary expectations? In some areas, it does. Who knows about it? What competencies should a computer scientist exhibit? http://www.likes.org.vt.edu/files/competencyfinal.pdf In the Naval Academy there was turnover in personnel and no institutional structure that held the initiatives and goals. How does one build the organizational commitment? Faculty not getting credit for work in interdisciplinary or educational projects. This may mean non-R1 institutions are more likely starting places. Starting a Journal that focuses on the unrecognized work. Scheduling different courses in the same room at the same time. (not institutionalized) Establish social platforms that are for the whole university. Develop good descriptions of disciplines in English that enable you to map to the mathematics Information flow could be the basis for collaboration Are there meta-skills to be learned in getting information from and building understanding of others’ projects? Stanford has incorporated a requirement in CS for taking other discipline courses and their enrollment has skyrocketed. Other schools are adding a computing minor to the other sciences. Projects in which students from different disciplines have to work together to solve it. Summary: in essence we meandered among some elements of a system that supports IDC: • Experiences that foster IDC: • requiring CS students to also learn another discipline, • capstone projects, • Practices that support IDC within experiences/courses • learn to tell the "story" of the scientific relationship in English and analogies and then mapping into mathematical models, • understanding the differences in what the disciplines care about and want to accomplish, • describing the information flow could be the basis for collaboration • Accountability/Accreditation standards (ABET) and efforts to educate administrators about them, • Creating value for: e.g. starting Journals (http://jocse.org) to publish in (establishing value that the deans then recognize and support/drive the institutionalization), • Institutionalization (we didn't really discuss) • Relationships and cultivating opportunities: social platforms for the whole university building