1. Some ideas for workshops and unconference models for data-intensive biology

    Here at the Lab for Data-Intensive Biology (TM) we are constantly trying to explore new ideas for advancing the practice of biological data sciences. Below are some ideas that originated with or were sharpened by conversations with Greg Wilson (Executive Director, Software Carpentry) and Tracy Teal (Project Lead, Data Carpentry …

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  2. On mentoring

    One of the most important jobs a professor has is to pay it forward: that is, to teach, train, mentor, support, and open up opportunities for their students and postdocs. It's a job that is undervalued by those who focus on the short term -- the administrators and review committees that …

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  3. Course: Analyzing Next-Generation Sequencing Data (2011 version)

    The second iteration of our bioinformatics summer course, Analyzing Next-Generation Sequencing Data, just finished. It was a great success, at least judging from the comments that people made to us personally; the evaluations aren't yet complete.

    The what: a two week course on analyzing next-gen sequencing data, using the Amazon …

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  4. Managing student expectations for open-source projects

    On the heels of my aggressive competence post, about (among other things) my failure to outline my expectations for students, I've started putting together a page to help manage student expectations for the pony-build project, which is participating in the Undergraduate Capstone Open-Source Projects (UCOSP) course this term.

    (Please comment …

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  5. Buggy Python code?

    I'm looking for examples of frustratingly simple-yet-wrong Python code, suitable for an undergrad class to debug. I'd prefer things that don't rely on tricky features of Python (like shared list references), but rather code where subtly bad logic or program flow leads to bad behavior.

    Comment below, or e-mail me …

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