Brad E. Sheese, Ph.D.

Associate Professor, Illinois Wesleyan University

Google Scholar Profile, Curriculum Vitae

Teaching: Computer and Data Science

Introduction to Computer and Data Sciences (CS/DS 125)

Computer science, broadly, is the study of how problems can be solved with computers and how they can be solved efficiently. Data science is a related field that focuses on the specific problems of acquiring, cleaning, and exploring data, via visualization and statistical analysis, to aid decision making. This course introduces the fundamental skill of computer science, programming, while using the fundamental problems of data science as practical examples and applications.

The course includes fundamental programming concepts and techniques such as variables, data types, loops, conditionals, functions, objects, and classes. We will teach some basic descriptive and inferential statistics. Using the programming skills we have taught, students will acquire data from databases or the web, clean and format data, and use basic statistical concepts and visualizations to answer questions about data.

The course will also teach students a workflow that allows them to track all of their interactions with the data in a reproducible manner, saving intermediate steps and versions of their work using tools common in computer science and gaining importance in other sciences. Reproducing analyses has been a topic of growing interest in the sciences, and a data science approach that captures and records analysis decisions can greatly facilitate reproducing analyses. We will also discuss the ethics of human data collection, retention, and analysis, emphasizing the importance of consent and confidentiality for human participants.

No prerequisites.

Applied Data Analysis (CS/DS/PSYC 377)

This course further develops the programming, mathematical, and statistical skills required for the application of data science tools to data analysis, data visualization, and decision making. This course includes a methodology/writing component in which students develop a draft research proposal for a capstone project.

This course serves the Data Science minor by offering an advanced course that integrates the programming, math, and statistical skills and knowledge developed at the 100- and 200-level. This course also serves to scaffold the Data Science capstone course by guiding students through the development of a capstone research proposal.

Prerequisites: CS/DS 125, CS 126, or CS 127; CS/MATH 136; BIOL 209, ECON 227, MATH 141, MATH 325, PSYC 227, or SOC 227.

Directed Study: Data Science Capstone (DS 395)

This course serves the Data Science minor as a capstone project/experience integrating all of the skills and knowledge students have learned in their courses to that point and introducing new tools or techniques as needed. It is a critical piece of the minor, giving students an opportunity to practice and refine their skills and also produce a substantial piece of evidence the student can use to demonstrate those skills to others.

Enrollment requires an approved proposal for a substantial project that applies data science techniques to gather, clean, analyze, visualize, and make inferences with data. Project culminates in written and oral reports. Prerequisites: CS/DS/PSYC 377 and approval of the program director.

Teaching: Developmental Psychology

Child Development (PSYC 252)

This course surveys psychological development from conception through adolescence with an emphasis on theoretical and methodological approaches to studying developmental change. Course objectives include familiarizing students with classic and contemporary research on children’s psychological development. The course will examine biological and environmental influences on development broadly. Specific topics will include nature/nurture, genetics, epigenetics, the development of cognition, memory, attention, temperament, attachment, poverty, and parenting.

Advanced Child Development (PSYC 352)

The course provides an in-depth examination of biological and environmental influences on child development. Specific topics will include nature/nurture, genetics, epigenetics, the impact of poverty, media exposure, abuse and physical punishment, and the development of psychopathology. The objectives of the course are to familiarize students with contemporary research on psychological development, to promote critical thinking and scientific reasoning through class discussion and written work, and to develop and reinforce information literacy skills relevant to identifying, analyzing, and synthesizing scientific research.

Prenatal Development (PSYC 369)

This course examines prenatal factors that affect psychological development of the child and psychological issues relevant to successful pregnancies. Major topics will include the structural and functional development of the central nervous system, prenatal drug exposure, maternal stress, maternal obesity, chromosomal abnormalities, prematurity, and stillbirth. Objectives of the course include familiarizing students with contemporary research on prenatal development, to promote critical thinking and scientific reasoning through class discussion and presentations, and to develop and reinforce information literacy skills relevant to identifying, analyzing, and synthesizing scientific research.

Teaching: Psychology Broadly

General Psychology (PSYC 100)

An introduction to scientific research examining how we think, feel, and behave. This course will surveys research in the following areas: learning, memory, perception, development, social relations, neural systems, and psychopathology.

History and Systems of Psychology (PSYC 330)

A study of the historical, philosophical, and conceptual foundations of contemporary psychology. The course traces the “history of ideas” from early Greek philosophy to modern psychology, with particular emphasis on the Darwinian revolution.” Students will be asked to identify major intellectual ideas within the field of psychology and discuss their development over time, to read original historical documents, and to interpret and evaluate these texts both in class discussion and in a major project.

Prerequisite: two courses in psychology.

Psychological and Educational Applications of Virtual Reality (PSYC 369)

This course will explore the use of Virtual Reality(VR) in psychological research, treatment, and education. Students will become familiar with current VR hardware and software and will learn about the biological, psychological, and technical aspects of VR.

Directed Study: Research on Applications of Virtual Reality (PSYC 395)

Students will develop a VR project proposal in consultation with instructor. The proposal will include a project calendar with specific milestones. Student will provide weekly project progress updates and will document project development on a project website. At the end of the term students will deliver and demonstrate a complete VR project. Grading will reflect the completed project as a well as completion of regular updates and progress reports.