Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
EUE Proposal FY2015
Project ID# 15_008 Project Title Towards an Interdisciplinary Bioinformatics Curriculum Project Director ID Number Telephone Email Gunes Ercal 3348 [email protected] Department Campus Box School/College Computer Science 1656 Engineering Course or Program CS 490 Bioinformatics and BIOL 490 Bioinformatics Project Co-Director ID Department Email
Darron Luesse Biological Sciences [email protected] Multiple Submission Priority: 1 Summary: There is an ever-increasing demand for expertise in bioinformatics, an interdisciplinary field crossing biology and computer science that deals with computational methods for efficient storage and analysis of biological data. The number of universities incorporating bioinformatics at various levels into their undergraduate biology or computer science curricula is growing. From the computer science perspective, bioinformatics presents an excellent domain in which to apply algorithmic knowledge, requiring a deep algorithmic understanding to truly tackle the scale of the problems involved. More importantly, the interdisciplinary nature of bioinformatics lends itself to thinking broadly and fundamentally as a scientist rather than as a biologist or a computer scientist in particular. The relevance of the field is amplified in the greater St. Louis region, where major biological research facilities are present. Both Biology and Computer Science departments have an expressed long-term interest in jointly incorporating Bioinformatics into their undergraduate curricula by way of a specialization. An appropriately synchronized two-course offering from Biology and Computer Science, respectively, is an important first step in this regard, by establishing a real rapport between both students and faculty of both departments. One hoped-for long-term byproduct of a bioinformatics curriculum involving such cross-disciplinary course-pairings supported by studies is an increase in female recruitment and retention in Computer Science. EUE funding is requested to support the collaborative development of two interdisciplinary bioinformatics courses to be offered in Spring
2015 and numbered as CS 490 Topics in Computer Science and BIOL 490 Topics in Biology. While each will be taught at the appropriate level for senior/graduate students in their respective disciplines, the execution of the courses will feature lectures from both faculty and interdisciplinary group work on synchronized projects with students from both courses. In addition, funds are requested to support experiential learning in the form of two field trips to biological research facilities in St. Louis. This proposal is well aligned with EUE goals due to the innovative project-based paired-course pedagogical model applicable to interdisciplinary technical subjects in addition to the emphases on female recruitment into Computer Science and experiential learning via projects and field trips. Project Budget Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 14399 0 2400 0 0 0 0 0 0 16799 Cost-Sharing Salary Wages Travel Equip. Comm CServ Auto Tele Awards Total 0 0 0 0 0 0 0 0 0 0
1
Towards an Interdisciplinary Bioinformatics Curriculum
Gunes Ercal and Darron Luesse
Current Situation
Maloney et al. [5] stress the necessity and importance of incorporating bioinformatics into
undergraduate education, going so far as to state, “No science curriculum can remain current without a
bioinformatics component.” Presently, SIUE’s Biology curriculum is lacking in a dedicated
bioinformatics course. The continuation of this situation would be especially problematic for students
whose interests lie in cell biology and genetics (n~20-30 per year) for whom familiarity with
bioinformatics tools and methods is increasingly crucial. Currently the Computer Science department is
moving to address a similar need: For the first time in more than five years, a CS 490 Special Topics:
Bioinformatics course is being taught (Spring 2014, by PD Gunes Ercal), focusing on the analysis of
algorithms to solve cleanly represented genomics problems. Despite deepening students’ algorithmic
understanding in an important application area, its setup is sub-optimal for a sustainable bioinformatics
course: Discussions and examination of the textbook [3] with relevant biology faculty indicate that the
language and focus of the current course setup are not amenable to establishing genuine dialogue
between computer science and biology. However, amongst our over 200 Computer Science majors, most
of whom seek technical employment in greater St. Louis, home to Monsanto, Sigma Aldrich, WUSTL
Genome Institute, and the Danforth Center, at least 15-20 undergraduates per year may greatly benefit
from a Bioinformatics curricular component in which they speak a common language with biologists.
One cannot expect students to speak a common language across disciplines if their respective
professors do not, and indeed the most successful bioinformatics courses and curricula are those that are
genuinely collaborative and cross-disciplinary [5]. Whereas preparation for the current CS 490 course was
done prior to an existing rapport between the Computer Science and Biology departments, now there is a
mutually expressed interest for an interdisciplinary bioinformatics curriculum from both departments
and their chairs. This proposal is designed as a first step in that direction towards which both PDs Darron
Luesse and Gunes Ercal as well as their respective chairs are committed to continue (see support letters).
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
2
Proposed Project
Bioinformatics analyses are becoming an increasingly common requirement for execution of
biological research. Current bioinformatics tools allow users to compare unknown DNA or protein
sequence to the vast databases of sequenced genes and genomes. Others align overlapping regions of
millions of short DNA sequences to reconstruct entire chromosomes, or allow researchers to identify
predicted functional areas within a protein. Recent technological advances in DNA sequencing have led
to an explosion of large data sets that require computers for analysis. The accessibility of this technology
has rapidly increased the demand in academia and industry for individuals that can effectively apply
computational methods to advanced biological questions. However, the disparate nature of these skill
sets means that very few graduates fit this description.
There are a wide variety of ways in which bioinformatics can be taught. Some such as [2] are
biology-centric and mostly unintelligible to computer scientists, whereas others such as [1] and [3] are
computer science focused and effectively unintelligible to biologists. Computer Science and Biology are
both technical, vocabulary-intensive disciplines that share little overlap. It is clear that a real collaboration
between Biology and Computer Science is necessary for a truly effective course, and jointly-taught
courses have been particularly successful [5].
We propose collaboratively designing two Bioinformatics courses, one in Biology and the other in
Computer Science, both for Spring 2015. The courses will be synchronized with each other, in particular
regarding the topics and schedule of bioinformatics projects and problems presented. PD Gunes Ercal
will teach the Computer Science offering while PD Darron Luesse will teach the Biology offering, with
frequent guest-lecturing in the other’s class. Classes will be scheduled back to back, hopefully in the same
room, to encourage (but not require) student attendance at both. The text Exploring Bioinformatics: A
Project-Based Approach [6] appears to be a good guide and reference for structuring overlapping
Bioinformatics classes in which students tackle common biologically motivated problems as assigned
projects. With this framework in place, each course can address the topic concurrently, involving guest
lectures from the other instructor. At the end of each of twelve sections, students will complete hands-on
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
3
projects to reinforce the lecture material. One innovative aspect of this proposed joint offering is that
students from both classes will be placed in interdisciplinary groups to complete different yet
complementary aspects of each project.
Another experiential learning component of our project wherein rich cross-disciplinary
interaction will occur is the two fields trips to industrial and academic biological research facilities in the
St. Louis area: Monsanto and the WUSTL Genome Institute, respectively (although Sigma Aldrich and
the Danforth Center are alternatives). These organizations employ a large mix of computer scientists and
biological scientists working together on major biological problems, allowing visitors to experience such
collaboration first-hand. Much can be done with two field trips to show the different aspects of
bioinformatics work: industrial versus academic, agricultural versus medical, biological versus
computational, etc.. Depending on the results of these trips as well as the results of this project in helping
to start an interdisciplinary bioinformatics track, we hope to continue to include this aspect as a
sustainable ingredient of future offerings outside the EUE period. This will be through student-provided
transportation, departmental support, or fees (if the specialization occurs).
Alignment of Objectives with EUE Goals:
There are two levels of objectives that this project entails: the course-specific learning objectives
and the more broadly applicable pedagogical objectives. We invite the interested reader to view the
Appendix on Course Logistics for course-specific learning objectives and further details on
implementation of the courses. Here, we address the pedagogical objectives of our proposal and clarify
the alignment of our proposal with the following EUE goals and 2015 special foci: (a) supporting
retention, (b) innovative pedagogies applicable to a wide-range of disciplines, and (c) experiential
learning strategies and activities. The pedagogical objectives of this project are primarily as follows:
1. Examining the characteristics of learning in a paired, cross disciplinary teaching model for
Computer Science and Biology
2. Exploring a project-based approach to teaching in a pair of cross-disciplinary courses
3. Determining the efficacy of using field trips to deepen the impact of course content and projects
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
4
Prior to considering the three objectives separately, we stress that all objectives of this project,
pedagogical or otherwise, are directed towards building a foundation for an interdisciplinary
specialization or track in bioinformatics within both the Computer Science and Biology departments.
This project is designed to maximize both the faculty and the student experience in bioinformatics,
subject to the constraints that none of the current students have cross-disciplinary background, and that
the current state of bioinformatics understanding by the PDs is restricted to aspects in their own area,
again lacking the deeper cross-disciplinary component, at least partly due to the previous lack of
communication between their respective departments (this proposal is also a first step in that direction).
We believe that, given the current situation, the most effective next-step can occur by designing a pair of
upper-level paired and synchronized Bioinformatics courses in Biology and Computer Science involving
frequent guest lecturing (objective (1)), and strongly emphasizing experiential learning (special focus (c))
via projects involving mixed student groups (objective (2)), as well as field-trips in which the real-world
fruit of such cross-disciplinary interaction can be witnessed (objective (3)). The design is necessarily
innovative (special focus (b)) due to the lack of an appropriate existing model for what it is we are
attempting to accomplish. We detail this issue next.
We have considered and compared against other possible designs, including the Interdisciplinary
Studies model, which is the primary cross-disciplinary model at SIUE. Unfortunately, we do not feel that
the existing IS model is suitable for a serious step towards an interdisciplinary bioinformatics track for a
number of reasons, the primary reason being a more general and inherent problem associated with a
single jointly-taught course: The major concern leading to the preference of a paired, collaborative course
offering rather than a single course in Bioinformatics is the difficulty in maintaining a sufficient level of
challenge for both sets of students without losing either group. Currently, very few biology and computer
science students take classes within the other discipline, and they certainly do not take enough classes to
prepare them for 400-level lecture material. A reasonable pre-requisite for a Computer Science offering of
a Bioinformatics course is the third required programming course of the major, in which relevant data
structures and algorithms are introduced, namely CS 240 Introduction to Computing III, though the
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
5
fourth course CS 340 Data Structures & Algorithms would be preferred. Similarly, from the Biology
perspective, an appropriate understanding of the biological relevance of bioinformatics applications
would require Introductory Biology I and II (BIOL150,151), followed by Genetics (BIOL 220) and Cell &
Molecular Biology (BIOL 319). Our approach allows for an interdisciplinary environment, but avoids the
problem of presenting lectures to students with vastly different course backgrounds, or eliminating
students with onerous prerequisite courses. While the IS model may work well for other situations,
including introductory courses, courses in which at least one subject area is non-technical, or courses in
two subjects sharing a greater traditional overlap, a different model is needed in this situation.
Furthermore, on the subject of why we have preferred a paired, synchronized offering over a
single joint course, we note that there exist successful models of paired interdisciplinary course offerings
between Computer Science and other fields, including Biology, documented in [4], in which the related-
yet-complementary nature of the pairings appears beneficial both to student understanding and
Computer Science recruitment (special focus (a)). Although that study concerns introductory courses at a
small liberal arts colleges in which recruitment into Computer Science is more of a problem than at SIUE,
it was very interesting to see that the interdisciplinary course pairing appeared to help recruit women
into computer science (and help keep them there). Even as undergraduate enrollment and graduation in
computer science has been increasing both nationwide and at SIUE, the percentage of undergraduate
women graduating in the field remains at a dismal 13% nationally [7] and no more than 15% at SIUE.
Given the far greater representation of women in the Biological Sciences, we expect that increasing their
exposure to Computer Science in a way that fundamentally relates to their original field will increase
women’s interest in Computer Science overall, and hopefully also result in the long-term enrollment and
retention increases of women in Computer Science as previously documented elsewhere [4]. Particularly
if this project becomes an effective means by which to start an interdisciplinary bioinformatics track, we
believe that the retention of women in CS will undoubtedly exhibit a long term increase (special focus (a)).
Finally, we note that, even compared to such interdisciplinary paired course models involving
Biology and CS, our emphasis on experiential learning via synchronized projects involving interactions of
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
6
interdisciplinary student groups in addition to visitations to biological research centers makes this project
unique, not only at SIUE but also elsewhere, as far as we are aware. We believe that the innovative
pedagogy involved in the design objective (1), (2), and (3) will be applicable to other upper level
interdisciplinary curricula involving traditionally disparate technical subjects.
Evaluation and Dissemination
Similarly to the objectives, assessment takes two forms as well: subject-specific assessment of
learning, and the overall evaluation of the effectiveness of the interdisciplinary model captured via the
pedagogical objectives. We will assess student learning outcomes via surveys, student evaluation
comments, student performance on projects and exams, and pre-and-post tests to determine knowledge
gains in bioinformatics. For CS students, the instrument will be administered to exiting students enrolled
in the current CS 490 Bioinformatics offering as well as at the beginning and end of the joint course in
Spring 2015. Comparison between current students and Spring ’15 students will determine if
interdisciplinary interactions with faculty and students improve the outcomes. For BIOL students, the
instrument will contain course objective-specific questions, and will be administered on the first day of
class, as well as the end of class. Survey questions will be designed in a way to assess the student
opinions on the effectiveness of the pairing of the courses (objective (1)), projects (objective (2), and field
trips (objective (3)) to enhance their learning and interdisciplinary experience.
But to truly assess the cross-disciplinary effectiveness of the model, a cross-evaluation must also
be conducted: PD Luesse and his BIOL class will qualitatively evaluate PD Ercal and her CS class, and
vice versa, with respect to the ability to communicate bioinformatics problems and solutions, which
require constant translations between a biological language into a computer science language and back.
We believe that the paired aspect of this project lends itself well to such semi-external evaluations, which
are particularly needed for interdisciplinary settings. Finally, another important measure of
interdisciplinary success with regards to the experiential learning objectives will be captured via
performance on the projects, which will involve mixed student groups, particularly requiring the mixing
towards the latter half of the term.
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
7
References
[1] Bockenhauer, H., & Bongartz, D. Algorithmic Aspects of Bioinformatics. Springer-Verlag, 2007.
[2] Higgs, P.G., & Attwood, T.K. Bioinformatics and Molecular Evolution. Blackwell Publishing, 2005.
[3] Jones, N.C., & Pevzner, P.A. (August 2004). An Introduction to Bioinformatics Algorithms. MIT Press,
August 6, 2004.
[4] LeBlanc, M.D., Gousie, M. & Armstrong, T. “Connecting Across Campus.” Proceedings of the 41st
SIGCSE Technical Symposium on Computer Science Education, Milwaukee, WI, March 2010.
[5] Maloney, M., Parker, J., LeBlanc, M.D., Woodard, C.T., Glackin, M., & Hanrahan, M.
“Bioinformatics and the Undergraduate Curriculum.” CBE Life Sci Educ: 172-174, 2010.
[6] St. Clair, C., & Visick, J.E. Exploring Bioinformatics: A Project-Based Approach (Second Edition). Jones
& Bartlett Learning, 2015.
[7] Zweben, S. “Computing Degree and Enrollment Trends From the 2011-2012 Taulbee Survey: PhD
Production in Computer Science Rises to Highest Level Ever While Undergraduate Enrollment Grows for
Fifth Straight Year.” Computing Research Association.
http://cra.org/uploads/documents/resources/taulbee/CRA_Taulbee_CS_Degrees_and_Enrollment_20
11-12.pdf
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
8
Budget and Justification
Total Itemization Note
Salaries
$14,399
$8,150 for PD Gunes Ercal For two courses and based on
monthly salaries of PDs in
accordance with EUE limit $6,249 for PD Darron Luesse
Travel
$2,400
$1,200 = 2 x $600 for bus costs For two field trips with 40-60
students travelling by bus and
including snacks/meal $1,200 = 2 x 60 x $10 for snacks
Total: $16,799
Each of the PDs is requesting one month of summer support for curriculum development in two courses,
in alignment with the EUE per course limit. Additionally, support is requested for implementing two
combined class field trips to biological research facilities in the St. Louis area. The salary portion of the
requested funds total to $14,399 which is due to $8,150 for PD Gunes Ercal based on her monthly salary
and $6,249 for PD Darron Luesse. While both PDs believe that course development is part of a normal
faculty load, the logistics of this interdisciplinary approach to bioinformatics will require considerable
coordination between the faculty as well as intense preparation to learn material outside of each faculty
member’s normal discipline. Even in the current format, the programming skills required of the BIOL
faculty and the Biology knowledge required of the CS faculty will demand more effort than standard new
course preparations. In addition, the summer weeks will be used to analyze the assessment results from
the current CS 490 course to better inform syllabus choices. Furthermore, we believe that this project must
be viewed not only as the sum of two separate courses but as the first major step in an interdisciplinary
effort to initiate a bioinformatics curriculum, which is the true intent.
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
9
The field trips will greatly enhance the student experience by allowing them to see first-hand the
real-world fruit of such scientific collaborations on a much larger scale. Budgeting for the field trips
includes bus travel and student lunch/snacks. Unfortunately, the buses available to rent from SIUE hold
maximum of 16 passengers, whereas we need to plan on accommodating 40 to 60 passengers (including
both student groups, as these will be joint trips). The estimate of the bus cost of $600 per trip is based on
both a quote given by Vandalia bus lines for $575 for the first four hours and $85/hour after that, as well
as other online searches that indicated $2 per passenger per hour as a minimum expected cost. Also
assuming about $10 per student lunch/snack, an additional $600 per trip is requested. Totaling for both
trips, the field trip portion of our budget request becomes $2,400. The total budget becomes $16,799.
Biographical Sketch Gunes Ercal received her B.S. degrees in both Mathematics and Computer Science from the University of Southern California (2001), and her Ph.D. in Computer Science from UCLA (2008). She is an Assistant Professor of Computer Science at SIUE since 2012. She has previously held tenure-track positions at the University of Kansas (KU, 2008-2010) and Istanbul Kultur University (IKU, 2011-2012), as well as other visiting positions. Her primary research area of network analysis is applicable to a broad range of networks, including biological networks. Much of her work has involved both her graduate (one from SIUE and 3 from KU) and undergraduate (3 from SIUE) advisees and has resulted in peer-reviewed publications in journals and conference proceedings in diverse areas including theoretical computer science, economics, psychology, and sensor networks. Two of her 5 journal articles are co-authored with students, and 4 of her 11 conference proceedings are co-authored with students (2 at SIUE). She has submitted 5 NSF proposals, none of which have been funded. Amongst her two internal grant proposals (GRF proposal at KU and STEP at SIUE) she was awarded the GRF grant. She shared her scientific passion with Upward Bound Math and Science high school students last year by conducting a äóìGraph Theory and Networks Workshopäóù for their residential summer program at SIUE. Her teaching at SIUE includes the courses CS 456 Advanced Algorithms, CS 340 Data Structures and Algorithms, CS 490 Computational Geometry, and most recently CS 490 Bioinformatics. She has also previously taught Data Structures, Abstract Machines and Languages, and Network Theory and Science at IKU, as well as Analysis of Algorithms, Network Security, and Discrete Structures at KU. As faculty advisor for SIUEäó»s Society of Women Engineers, she hopes that an interdisciplinary bioinformatics program will help to retain more women in Computer Science. Darron Luesse received his B.S. in Biology from the University of Missouri (1999) and his Ph.D. from Indiana University (2006). After a post doc at Ohio University, he has been an associate professor in the Department of Biological Sciences since 2008. He teaches Cell and Molecular Biology (BIOL 319), Introductory Biology I (BIOL 150), Plant Physiology (BIOL 472), Biochemistry and Molecular Biology of Plants (BIOL 490), Recombinant DNA Technology (BIOL 418a), Graduate seminars on Eukaryotic Cell Signaling and Plant/Environment Interactions (BIOL 595) and Biology for non-majors (BIOL 111). His research focus is the molecular signaling underlying plant/environment interactions, with an emphasis on gravitropism. In his 5.5 years at SIUE, Dr. Luesse has mentored 41 undergraduate students (25 women and 6 minorities) and 6 Masteräó»s students through individual research projects. Of these, 36 have presented 49 first-author research posters at national or regional conferences. In addition he has published three peer-reviewed manuscripts, two with SIUE undergraduate co-authors. He has also presented a talk entitled äóìWhat Plants are Doing When Youäó»re Not Lookingäóù to the freshmen science class at the SIUE East St. Louis Charter High School. He has received two SIUE internal grants (SRF, 2009 and New Directions, 2011). In addition, Dr. Luesse has submitted 11 external research proposals to the NSF, NASA, the U.S. Airforce, and The American Society of Plant Biologists, requesting $1,418,882 in funding. Seven of these have been declined, two have been funded, and two are in review. Currently he and his students are working on a NASA-funded project titled äóìProteomics analysis of Arabidopsis seedlings in microgravity.äóù Much of his work features a strong bioinformatics component. In addition to his research, he has incorporated bioinformatic projects into his Cell and Molecular Biology, Molecular Biology of Plants, and Recombinant DNA Technology courses.
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
1
Appendix
Course Logistics:
The CS part of the paired offering will continue to cover topics that are currently being included
in CS 490, but with fundamental changes in the emphasis and teaching of the problems. In particular,
topics of restriction mapping, regulatory motif discovery, genome rearrangements, sequence alignment
(pairwise and multiple), sequencing by hybridization, and phylogenetic trees (both usage and creation)
will be treated then as now, but with fundamental changes in emphasis. Both across the problems and in
the thinking involved within each problem, the biological relevance will be emphasized by a Biological
Sciences faculty member. In the proposed paired CS offering, special attention will be given to enhancing
students’ ability to do the following: critically question existing algorithmic assumptions involved,
translate as much as possible between the biological context in which the problem is originally stated into
the algorithmic context of the necessary computational solution, compare the optimality of various
computational solutions based not only on standard algorithmic complexity criteria but also on
faithfulness to the realistic biological context, implement select bioinformatics algorithms, and gain
expertise in using and understanding major existing tools and databases. The last mentioned focus
regarding existing tools and databases is something that is not covered in the current offering (though the
related algorithms involved in making the tools are covered), but which is important for a cross-
disciplinary offering due to the importance of such tools and databases to biologists.
The topics for the biology students will mirror those listed above for the CS section. However, the
focus of the material will change. For the biology students, it is more important to have a basic principled
knowledge of computational algorithms to be able to understand the assumptions and limitations
inherent in bioinformatics tools developed by computer scientists. This understanding is critical for
biologists to be able to evaluate and interpret output from complex computational algorithms.
Specifically, this approach will introduce biology students to the types of problems that can be addressed
using bioinformatics, the appropriate tool to answer specific types of biological questions, the available
bioinformatics resources, a basic understanding of how these tools work, and how to interpret their
Towards an Interdisciplinary Bioinformatics Curriculum – Ercal & Luesse
2
output. In addition to these specifics, students from both CS and BIOL will benefit from an
interdisciplinary course environment that features not only lectures from both CS and BIOL faculty, but
also direct, goal-driven interactions with students from the other discipline. Common course objectives
for both courses include: i) understanding fundamental molecular biology laboratory and research
techniques used in generating the genomic/proteomic data of bioinformatics problems, ii) understanding
the computational and algorithmic methods used in tackling the bioinformatics problems, and iii)
understanding and using the existing bioinformatics databases and tools for storage, retrieval, analysis,
and sharing of bioinformatics data. Although both courses must satisfy the three objectives, the BIOL
course will give special focus to (i) and (iii), while the CS course will give special focus to (ii) and (iii),
with the CS emphasis to (iii) being more in the context of understanding rather than using the existing
tools. Projects will be synchronized with respect to the course topics in both CS and BIOL courses, while
project objectives will reflect such differences in emphases across aspects (i), (ii) and (iii).
Campus Box 1608 Tel: 5047 Fax: 5050
COLLEGE OF ARTS AND SCIENCES, OFFICE OF THE DEAN
To: Excellence in Undergraduate Education
From: Wendy Shaw, Associate Dean, College of Arts and Sciences Subject: Dean’s Memo of Support Date: 24 January, 2014 The College of Arts and Sciences supports the application of Dr. Darron Luesse and Dr. Gunes Ercal (from
the School of Engineering) for an EUE grant. As the Chair of his department indicates, this project would
update and enhance the curriculum and would serve the University foci on interdisciplinarity and
collaboration. A robust and updated curriculum, supports the retention of students, which is a high priority
for the University. This project also has the potential to be a first step in future collaborations .
Prior EUE Support Project Director Project Number Award Amount Project Dates Prior Results Additional Information on Prior Projects