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Notes from Steve, Vijay, Shawn, Bob

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  The importance of a third party, mediating element – grad student, non-standard entity outside the departmental setting, general processes or discipline neutral terms the discipline elements setting particular challenges that someone goes between. Specific, concrete, challenges. Comp sci workshop – engineering faculty (chemist, mathematician, etc). tools for modeling. Engineers talking about “impulses” and different words. Dimensions and units forming a mediating element. Conflict in approaches: Empirical vs. first principles Exciting to discover the molecule that does signaling vs. dynamic behavior of the network. Difference between language differences in a common problem vs collaborating when we have different problems that we value Biologists: “what is the data structure?” doesn’t compute for them. But thinking more generally would be useful for them. Are there cross-cutting themes such as energy or systems? Scale. Energy. System: possible bridging terms/themes/concepts Vast Machine – the evolution of models that inform the data you collect that then evolve models, etc. Compared to simple behavioral model in psychology built on gambling which works and extrapolates and enables them to quickly experiment and test hypotheses. Mathematical standards: content and practices … the Practices are much less developed but may serve a cross-cutting purpose and may be related to more general versions of habits of mind which k12 is being asked to increase focus on in a number of STEM disciplines. Being prepared to think hard about something/move beyond naming and organizing. Why do physicists come into biology and win a Nobel prize? Data drowns you. Need to understand the processes at some level. Fourth paradigm: observe-experiment, analysis-theory, computation/simulation, data mining Chemistry example where we aren’t showing k12 students how to use the computing to do interesting chemistry. They aren’t taught by people who do it. There are tools that could be pushed down into k12 where the students would manipulate and get feedback and learn from that. In all STEM disciplines we are missing teachers who can understand the science/math and who are prepared to encourage and support inquiry Blue collar computing (Ohio) – hiring folks who have some skills in a number of areas to work with the discipline experts. They asked care companies for the type of person they wanted, and it was someone with enough knowledge in multiple areas, and Ohio developed a program for such folks. Is there explicit attention/courses devoted to the language/comprehension across disciplines? Are there emergent disciplines in understanding what happens in these language encounters and development of mutual understanding, and what it means to get good at doing this? Drexel example of creating a computing task force to look at computing across the university: what gaps do we have? What collaboration and opportunities for collaboration? How should we evolve to develop Drexel’s contribution and excellence in this area/areas? North Carolina Central story of grand plans that have gone awry with changes in personnel in leadership and administration. University of Massachusetts Boston efforts to do interesting work through K12 science education that has brought together disciplines. Drexel asked for proposals and created Institutes for interdisciplinary research: Plasma, Applied Communications and Information Networking, Nanotechnology