|INFO 198||Calling Bullshit in the Age of Big Data (Spring 2017)|
|INFX 574||Data Science II: Machine Learning & Econometrics (Winter 2017)|
|INFO 370||Introduction to Data Science (Fall 2016)|
|INFX 575||Data Scaling, Applications and Ethics (Spring 2016)|
|INFO 370||Introduction to Data Science (Fall 2015)|
|INFX 571||Data Science Seminar (Fall, Spring, Winter 2015)|
|SKKU||Introduction to Data Science & Management, Sungkyunkwan University (Summer 2015)|
|INFX 575||Data Scaling, Applications and Ethics (Spring 2015)|
|INFO 370||Introduction to Data Science (Fall 2015)|
|INFX 598||Advanced Methods in Data Science (Spring 2014)|
|INFO 498||Introduction to Data Science (Spring 2014)|
|INSC 570||Research Methods (Fall 2014)|
|INSC 570||Research Methods (Fall 2013)|
I teach, mentor and design curricula in Data Science at the University of Washington. I am currently teaching INFO 370/371 and INFX 574/575. I co-developed, with Josh Blumenstock and Emma Spiro, the Data Science series for the graduate and undergraduate programs in the iSchool. This includes our core sequences for the MSIM and MLIS programs (INFX 572/573/574/575) and Informatics programs (INFO 370/371). We are currently designing new electives to build upon this core sequence.
I am actively involved in the Education Group at the eScience Institute. In collaboration with Magda Balazinska and department chairs across campus, we have developed a transcriptable option in Data Science. The idea is to (1) make data science courses available to any major and student on campus, (2) recognize students that have specialized in data science, and (3) leverage the strengths of our various departments at UW. Departments can design their own sequence of courses, depending on their needs and domain questions, but can leverage other courses and opportunities across campus. Currently, we have university approval or pending approval for the data science option in the following schools and departments: the iSchool, ACMS, Computer Science & Engineering, HCDE and Statistics. We are looking to add additional departments in subsequent years.
I am also on the steering committee for the new Masters Program in Data Science at UW. This is another multi-departmental data science program at UW. The committee has been in charge of developing the program, admissions and ongoing advisement for the program. We recently hired our new director of the program, Deborah Alterman, and enrolled our first class in the Fall of 2016. In addition, I have written a chapter with Jason Portenoy on the 'gold rush' in data science education across the country.
I advise post-docs, PhD students, Masters students and undergraduates working on projects in Data Science. Below are current and former students that have or are working on projects in big scholarly data, community detection, network analytics, and related areas. If you are interested in a project related to the Science of Science or Data Science, please feel free to contact me.
The internet is dramatically changing the world of Education. Students can easily access unlimited education resources—from online courses to freely available tutorials, books and lectures. In my field, especially, students can learn about data science, programming, and statistics without ever stepping foot in a formal classroom. So what does a formal education at a formal university provide nowadays? This is a question that drives my teaching philosophy.
I want to be as human a teacher as possible. In class, I can read students confusion, excitement or reticence. These cues can be used to engage the students in discourse, no matter how big the class. Whenever possible, I try to flip the classroom—provide students with the content and questions before class and then solve the problems together in class. I include examples that are current and relevant to the given classroom. I initiate group discussions and project-based learning and give immediate, real-time feedback.
I stive to build in-person classes that are worth attending by leveraging the human interaction element that online education has not replaced (at least yet). Online education is a great resource for students. I don't want to replace it; I complement it.
I reside on a campus because of teaching. It allows me to be the eternal student. Teaching is the ultimate show and tell, but it is not just from teacher to student. There exists a reciprocity of mentorship that only the unencumbered minds can offer. Who I am and where I am today is a reflection of my teachers, mentors and now my students. In some of my favorite classes, it was difficult to tell who was having more fun—the teacher or the students. I will continue to teach as long as this is true for me.
|CSE 491||Data Science and Society Seminar (Jan. 26, 2017)|
|IMT 500||MSIM Foundations (Oct. 21 2016; Oct. 17, 2016)|
|INFO 371||Core Methods in Data Science (May 9, 2016)|
|INFX 561||Visualization Design (April 25, 2016)|
|INFX 372||Introduction to Data Science (Dec. 2, 2015)|
|INFO 200||Intellectual Foundations of Informatics (Oct. 28, 2015; Nov. 21, 2013)|
|INSC 570||Research Methods (Oct. 23, 2015)|
|SKKU Workshop||Introduction to R (July 22, 2015)|
|SKKU Course||Introduction to R (July 22, 2015)|
|UW Workshop||Data Science Workshop for SKKU (Feb. 9, 2015; Aug. 19, 2014)|
|iSchool Preview Day||Data Science program overview for MSIM and MLIS (Nov. 15, 2014)|
|University of Colorado||Introduction to Networks, Leeds School of Business (Nov. 7, 2014)|
|INFO 470||Research Methods in Informatics (Oct. 28, 2014)|
|Panel Discussant||Mid-Career MSIM round-table discussion on data science (April 25, 2014)|
|UW Prospectives||Big Data lecture to UW prospective students and partents (April 17, 2014)||HCDE 548||Advanced Topics in Information Visualization (March 14, 2014)|
|HCDE 411||Information Visualization (Feb. 26, 2013; Jan. 31, 2012)|
|BIS 232||Visualizing Quantitative Data, UW Bothell (Feb. 25, 2009)|
|BIOL 492||The Teaching of Biology (Spring 2007)|
|BIOL 429||Models in Biology - Stochastic Processes (Dec. 6, 2006)|
|BIOL 510||Seminar in Mathematical Biology (May 11, 2006)|
|AP Calculus||Logan High School (May 5, 2004)|
|BIOL 354||Foundations in Evolution and Systematics (Spring 2009)|
|BIOL 463||Advanced Animal Physiology Lab (Fall 2008)|
|BIOL 481||Experimental Evolutionary Ecology Lab (Fall 2006)|
|BIOL 463||Advanced Animal Physiology Lab (Fall 2005)|
|BIOL 180||Biodiversity Field Trips (2005 - 2009)|
|BIOL 4400||Plant Physiology, USU (Fall 2004)|
|BIOL 2010||Human Anatomy, USU (Spring 2004)|
|BIOL 4400||Plant Physiology, USU (Fall 2003)|
|BIOL 2010||Human Anatomy, USU (Spring 2003)|
I spent several years teaching tennis. I was the Assistant Coach for Utah State University Men's and Women's Tennis team from 2000 - 2002. During that same time, I instructed players of all ages and abilites in community programs or local tennis clubs. Although not the typical classroom with books and papers, the tennis court provided a different kind of medium in which to develop my teaching and mentoring skills. I have found these skills to be paticularly useful in the actual classroom—most notably, in tailoring drills to a student's specific needs. Students have different strengths, different backgrounds and different perspectives. The challenge at a big university is scaling classes while at the same time preserving customized learning.