If you have a background in computer and data science, statistics, computer engineering, or journalism-related disciplines, XC410 A1 will match you with computational journalism projects provided by external media partners (like the Boston Globe, CBS Boston, GHB, USA Today, and more). You will work on computational investigations focused on issues of justice and accountability, and be guided by veteran faculty practitioners in journalism and computer and data science. An application for registration to this course is required.

In CDS DS519, you will have the opportunity to apply your programming and system development skills by working on real-world projects provided by partnering organizations within and outside of Boston University.

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In CDS DS549, you will have the opportunity to apply your knowledge in algorithms, inferential analytics, and software development by working on real-world projects provided by partnering organizations within and outside of Boston University.

In CDS DS594, you will have the opportunity to work on a semester-long project for an external partner that highlights the strategic, infrastructural, and architectural considerations involved in building a data science analytics pipeline.

If you want to tackle real-world computing and data science challenges related to a pressing social issue, in XC410 B1, you will work in teams on client-based projects. You will engage with a wide range of potential stakeholders, iterating and producing usable data sets, tools, software products, or research that addresses their data needs. You will develop technical artifacts involving data science and strengthen your computational and analytical skills by working with messy, real-world data to yield meaningful, reproducible, and defensible insights and compelling interfaces.

Taught by industry veterans who are Spark! Experts in Residence, this 2-credit workshop prepares you for a career as full-stack software or data engineer. This workshop covers the language of modern software development including patterns, source control, pull requests, open source, containerization, virtualization, and agile vs waterfall development methods. This workshop will also introduce you to some of the specialized professional software engineering and DevOps roles in the industry.

This 2-credit workshop covers the basic steps of the UX design process, beginning with user insights and problem definition, empathy maps around personas, user stories, and low-fidelity wireframes, to brand design and high-fidelity wireframes. In this workshop, you will complete a series of activities within the UX design toolkit developed by Spark! in collaboration with the Red Hat UX design team. This course fulfills a single unit in the Digital/ Multimedia Expression BU Hub area.

This 2-credit workshop, created by a BU alum and Microsoft Product Manager, provides you with a practical and hands-on introduction to product management through exposure to an instructor with industry experience, guest speakers, and assignments based on real products. From this class, you will learn about scoping and managing the lifecycle of a technical feature from concept to launch, identifying and tracking qualitative and quantitative success metrics, and ensuring customer satisfaction and smooth team collaboration.

This workshop focuses on how we learn from data, answering questions like how do we identify and analyze relationships in our data? What conclusions can we draw from our data, and how applicable are our conclusions to broader contexts? How do we communicate effectively about our data and analyses? How can we be critical consumers of data and research, and identify issues and limitations in how data is used by data scientists, journalists, academics, and others?

This workshop covers essential programs, tools, and frequently used data sets necessary to work effectively on civic tech projects, enabling greater interdisciplinary engagement and contextual understanding of the tools in an applied context. You will work with GIS/ geospatial programming languages, gain familiarity with commonly used libraries and packages in R and Python, and leverage data visualization tools like Tableau, Flourish, and PowerBI. Additionally, you will also learn about and engage with commonly used civic tech data sets including census/ ACS data, elections data, land use and housing data, development data, data about criminal legal systems, and more.

Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

Sarah Rose Cavanagh is an associate professor of psychology at Assumption College, where she also serves as associate director of grants and research in the Center for Teaching Excellence. She contemplates the connections between emotions and quality of life in her writing, teaching, and research, blogs on affective neuroscience for Psychology Today, and has appeared on The Martha Stewart Show.

"A phenomenal contribution to the scholarship on teaching and learning. Cavanagh immediately engages her audience through narrative and humor and manages to cover almost every major insight from the literature. This book can be profitably read by anyone who cares about teaching."

Elizabeth Barre, Rice University

"Cavanagh urges us to take seriously the role of emotions in student learning, offering research-driven advice on how to grab students' attention, motivate them, keep them engaged, and maximize chances of learning. This book will be of significant interest to faculty concerned about effective pedagogy."

Jay R. Howard, Butler University

Grow as an educator on a schedule that works for you. Learn how to build your classroom on a foundation of curiosity and internal drive, learning partnerships, and student empowerment. Explore how to create flow and ease, while bringing joy back into education, through co-constructed learning journeys.

In the Amplify Authentic Engagement workshop series, we will be exploring the basics of engaging and motivating our students to become self-driven learners in order to set the stage for the transition to a more student-owned science experience.

Storyline Frameworks are designed to support you and your students in co-constructing your learning journeys. Materials are designed to be used flexibly, and the beauty of the Spark Curriculum Collection is precisely that it is not a one-size-fits-all curriculum.

This program is a one-time, all-access purchase for iExploreScience curricular materials and the foundational workshops available in the Professional Learning Library. With a single payment, you get lifetime* access to Spark Science.

Legal Terms: iExploreScience LLC reserves the right to withdraw or amend this website and any service or materials we provide on the website in our sole discretion. We will not be liable if for any reason all or any part of the website is unavailable at any time or for any period. From time to time, we may restrict access to some parts of the website, or the entire website, to users, including registered users.

Due to the digital nature of the Spark Curriculum Collection, which makes all materials available to you immediately upon purchase, we can offer only a 50% refund on your Spark Science (Lifetime All-Access) purchase.

Why are California and Merced named like that? What is the origin of the $ symbol? Who is the man on a horse in the statue located in the Plaza de Panama in Balboa Park (San Diego)? How is Spanish technology helping Texas to become a leader in eolic energy? Why does Salvador Dal have a permanent exhibit of his work at the Museum of Monterey (CA)? In Tracing Heritage: Spain/USA, we will look for information that will allow us to answer these questions and many others, so we are able to understand the contributions of Spain to the past and present of the United States. At the same time, we will reflect on issues such as being receptive or not to different cultural influences or why in some instances we may feel rejection toward our heritage and past.

If we continue to improve and evolve Artificial Intelligence (AI) potential and capabilities, will we, as humans, maintain our ethics, value, and functionality? In this seminar, you will explore the complexity of Artificial Intelligence (AI) as it continues to develop in prominent fields such as Biological Sciences, Bio-engineering, Computer Science and Technology, Mathematics, Chemical Sciences, Medicine, Business, and others depending on your interests. You will develop strategical skills to identify and evaluate the many roles of AI, explore your favorite field of interest by choosing a company or product, investigate AI's ever-developing presence in your chosen company or product, and attempt to answer a research question that you develop after completing your innovative investigation. To accomplish these steps, you will closely study your chosen company or product, conduct interviews, prepare evaluative presentations, and confidently represent your primary research question(s) and chosen company or product's use of AI by submitting a final research paper.

This seminar will enable to students to gather and evaluate information relevant to the local community through primary local sources, primary literature sources, and secondary sources such as news and review articles, form opinions based on that information and to question current practices. Students will also learn to share their research findings through written and oral/visual presentations. To accomplish these goals, students will learn about different antibiotic consumers and stake holders through in class lectures and discussions. They will then take on some aspect of antibiotic consumption or use in the Central Valley and develop a question about current practices. The students will then investigate that question through literature searches and interviews with local sources and communicate their findings in two research papers, an in class presentation, and a round table discussion where competing interests are represented. 152ee80cbc

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