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University of Delaware June 22, 2014 Big Data on the Chesapeake

University of Delaware June 22, 2014 Big Data on the Chesapeake Stacey Kiser, Lane Community College Meegie Wheat, Michelle Fisher, and Ethel Stanley Three Rivers Community College. Session Agenda Introduction Using Cases as Entry Points for Interdisciplinary Data and Decision Making

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University of Delaware June 22, 2014 Big Data on the Chesapeake

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  1. University of DelawareJune 22, 2014 Big Data on the Chesapeake Stacey Kiser, Lane Community CollegeMeegie Wheat, Michelle Fisher, and Ethel Stanley Three Rivers Community College

  2. Session Agenda • Introduction • Using Cases as Entry Points for Interdisciplinary Data and Decision Making • The Crabby Chef • Case Analysis: Know/Need to Know • Questions • Tools and Resources: • It’s a Buoy! • Eyes on the Bay and Stats Map • Group Work • Poster Presentation • Face-to-Face, Blended, and Web-based Modes • Wrap Up

  3. STEM Undergraduate Education • “Build into every course inquiry*, the processes of science, a knowledge of what practitioners do, and the excitement of cutting edge research.” • “involving the student in asking questions and finding answers” • Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology NSF, 1996. (p. 53)

  4. The Crabby Chef Chef Gina studied the produce list from the farm delivery. “If only Lake Michigan grew blue-shelled crabs,” she thought as she put together the menu for the week. She checked on the current Chesapeake Bay price for crab. “Could that price be correct?” Ranting under her breath, Chef Gina stomped out of the tiny cubby generously called an office and ran into the sous chef Marcos in the prep area. Looking up from his work, he asked, “What’s wrong, Chef?”

  5. The Crabby Chef Chef Gina studied the produce list from the farm delivery. “If only Lake Michigan grew blue-shelled crabs,” she thought as she put together the menu for the week. She checked on the current Chesapeake Bay price for crab. “Could that price be correct?” Ranting under her breath, Chef Gina stomped out of the tiny cubby generously called an office and ran into the sous chef Marcos in the prep area. Looking up from his work, he asked, “What’s wrong, Chef?”

  6. Gina’s Blue Crab price lists(.xlsx) 8/24/2010 8/06/2013

  7. “We can’t possibly charge enough to cover the cost of the blue-shelled crab I planned for next week. Last year the price was half as much as the highway robbery I just saw online,” Chef Gina said. Seeing his boss searching the ceiling for an answer, Marcos responded, “Too many people eating blue crabs?” “Global warming?” offered Jody. She continued to push the overfilled garbage bin towards the back entrance oblivious to Gina’s look of dismay.

  8. What is this case about? Recognize potential issues and major topics in the case.

  9. What Do I Know? What Do I Need to Know? Groups should enter what they already know that is related to the case in the “What Do I Know” column. Enter questions you would like to learn more about in order to understand the case in the “What Do I Need to Know” column. Case Analysis Form (live)

  10. iPhone app: CBW (Chesapeake Bay Watch)

  11. NOAA National Data Buoy Centerhttp://www.ndbc.noaa.gov/ http://www.ndbc.noaa.gov/

  12. Chesapeake Bay Annual Winter Dredge Survey http://dnr2.maryland.gov/fisheries/Pages/blue-crab/dredge.aspx

  13. http://mddnr.chesapeakebay.net/eyesonthebay/index.cfm

  14. Chesapeake Stat: Salinity on the Bay http://stat.chesapeakebay.net/?q=node/127&quicktabs_25=4

  15. Group WorkPoster: Make a single PowerPoint slide to be projected as a complete poster. Set the dimensions as 42 cm high X 60 cm wide using the “Page Set Up” within the “File” dropdown menu in PowerPoint. Poster Upload(bq2014)

  16. Technology in the Classroom

  17. Why use cases? • To initiate open investigations • To utilize new technologies and resources in problem solving • To develop local and global perspectives • To emphasize the value of interdisciplinary and collaborative approaches • To structure student assessment through student products • To support diverse objectives within a shared work space • To engage students in online environments

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