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+Ryan C. Cooper is an Assistant Professor-in-Residence at the University of
+Connecticut. His background is in mechanics and materials science with an
+emphasis on numerical simulations. He has been using Jupyter and Github to
+enhance the classroom experience for over four years. Prof. Cooper has developed
+and free open source materials for computational work in engineering and
+volunteers in the NumPy documentation team. He has a Ph.D. from Columbia
+University and spent two and a half years at Oak Ridge National Laboratory as a
+Postdoctoral researcher. 
diff --git a/overview_bullets.md b/overview_bullets.md
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+Jupyter notebooks enable engineering students to jump into design work and
+experience engineering. 
+
+# Current Knowledge
+
+* "Education is a social process. Education is growth. Education is, not a
+preparation for life; education is life itself." - John Dewey
+* "the point of engineering programs is not to produce mathematicians;
+rather, it is to produce individuals that understand the scope and limitations
+of mathematical models so that students can practically and creatively apply
+such models scientifically to different problems and situations" (Wilkinson,
+2013) 
+* 11-out-of-26 engineering majors tinkered with projects as children. Kruz and
+* 10-out-of-26 engineering majors want a job. Kruz and
+* The most important ABET
+outcomes ranked by practicing engineers, employers, and recent graduates are
+1-problem solving and 2-communication\cite{passow2017,evans1993}.
+* Both PBL and PjBL have shown to be effective in
+higher education\cite{carlile1998,morrison2004}.  Students
+search, solve, create, and share approaches\cite{awang2008} using math models
+and measurements. 
+* PjBL can have a positive effect on students' attitudes towards the
+course\cite{bell2010}.
+* Separating body from mind-and recognition from meaning-is a failure on the
+ part of education (J. Dewey D&E p179)
+* Jupyter noteb
+
+# Gap in Knowledge
+
+* A book or a letter may institute a more intimate association between human
+ beings separated thousands of miles from each other than exists between
+ dwellers under the same roof. (J. Dewey Democracy and Education)
+
+* The goal is to build a community that leverages tinkerers as problem-solving
+ mentors to help the job-seekers answer a call to adventure
+
+# Importance of Gap
+
+* Learning without experience is an illusion. 
+* In order to fully understand and apply engineering knowledge, students need to
+ struggle, experiment, and grow
+
+# Long term Goal
+
+* Long term the goal is to build interactive educational resources to foster
+ community in education, because education is built upon experience and
+ community
+
+# Overall objective
+
+* The overall objective of this talk is to demonstrate how Jupyter notebooks can
+* be used to build genuine design experience 
+
+# Central Hypothesis
+
+* My central hypothesis is that learning is achieved in a social experience
+ through trial-and-error <!-- this is the current knowledge-->
+
+
+# Rationale
+
+I have been teaching for over four years and used Jupyter in a number of
+formats: as slides to present information and topics, as lab notebooks for
+engineering labs, as homework problems and examples, and as fully interactive
+course material. 
+
+
+# Specific Aims
+
+* I aim to build Jupyter-based resources for engineering students
+* The notebooks provide a space to experiment and tinker
+
+* I aim to create community around these notebooks
+
+■ *If you are proposing hypothesis-driven research, write a bullet here
+that summarizes the working hypothesis for the first aim. If you are
+proposing research that is purely need driven, write a bullet that
+summarizes the main approaches/methods that will be employed to complete
+the stated task.*
+
+*■ Continue by writing the two bullets described, above, for each of
+your aims.*
+
+*■ Delete preceding* Workbook *text.*
+
+***Creativity, Originality and/or Transformative Potential.*** The
+purpose of this component is to call attention to why/how the proposed
+research differs from what is being done elsewhere. Be sure that any
+claim of "transformative potential" that you make is not overreaching on
+your part.
+
+■ *Write your bullet(s) here and then delete preceding* Workbook
+*text..*
+
+***Expected Outcomes.*** The purpose of Expected Outcomes is to tell
+reviewers what each of your aims is expected to produce and how those
+products collectively attain the overall objective of the grant
+application.
+
+■ *Write a bullet here for the expected outcome of each aim.*
+
+*■ Write a bullet that tells reviewers that the expected outcomes
+collectively attain your overall objective for the project.*
+
+*■ Delete the preceding* Workbook *text.*
+
+***Generality Regarding Positive Impact.*** The purpose of this final
+bullet is to point out generally that the expected outcomes will
+positively impact your field. Collectively, by attaining the overall
+objective of the application they will advance the field vertically.
+Write the bullet at a general level. Make sure that it creates a
+seamless segue into the next, *Expected Significance* section.
+
+■ *Write your bullet here and then delete the preceding* Workbook
+*text.*
+
+As a suggestion, once you have completed the outline, leave it alone for
+a day or so. Our experience is that, if you do so, invariably you will
+be able to improve it. When you have reached the point of diminishing
+returns, show it to Co-PIs who are on the application with you. Consider
+having students/postdocs who will be involved in the project take a shot
+at it. That kind of collective effort will pay big dividends because, if
+the outline has been optimized, expanding its bullets into sentences
+will create a compelling first draft of your Overview & Objectives
+section that will need little refinement.
diff --git a/proposal.md b/proposal.md
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+#  <!-- Title -->
+
+# Brief Summary
+-------------
+
+Outline
+--------
+
+# Defining engineering knowledge and framing education
+
+# My journey of design with Jupyter in Education
+
+## Reflecting upon journey of design
+
+## I recognized a need and began experimenting 
+
+## Became overwhelmed by information and found help
+
+## Built my JupyterHub server and Github course materials
+
+## Now I needed to quantify student engagement, success, etc. 
+
+## The materials bring lower the threshold to get students coding, so I can
+focus on their engineering design process
+
+# Building the journey of design into my classes
+
+## Students want experience with Python (Jupyter is by far lowest barrier)
+
+## Familiar engineering situations and models are put into Jupyter notebooks 
+
+## Students must interpret and seek help on deciphering these new approaches
+
+## The final solution is often in the form of a large array of data. What does
+it mean?
+
+## Students must print out data, plot values, and try new ways to get their model 
+
+# 
+
+# Affiliation
+Department of Mechanical Engineering
+University of Connecticut
+Storrs, CT 06269
+
+# Past Experience
+
+# Requests
+
diff --git a/word_cloud.md b/word_cloud.md
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+"Education is a social process. Education is growth. Education is, not a
+preparation for life; education is life itself." - John Dewey
+
+"In the cave you fear to enter lies the treasure you seek." - Joseph Campbell
+_Hero of a Thousand Faces_
+
+1. Call to adventure
+
+2. Accept the challenge
+
+3. Conquer your fear
+
+4. Claim your treasure
+
+However, the point of engineering programs is not to produce mathematicians;
+rather, it is to produce individuals that understand the scope and limitations
+of mathematical models so that students can practically and creatively apply
+such models scientifically to different problems and situations (Wilkinson,
+2013)
+
+Wilkinson, J. (2013). Using group-projects in the teaching of mathematics to
+electrical engineering students. In L. Thorley & R. Gregory (Eds.), _Using
+group-based learning in higher education_ (pp. 155–160). Philadelphia, PA: Kogan
+Page.
+
+11-out-of-26 engineering majors tinkered with projects as children. Kruz and
+10-out-of-26 engineering majors want a job. Kruz and
+Kellam 2018. 
+
+10-out-of-26 students want to check a box for Python experience, but
+11-out-of-26 would enjoy tinkering and discovering. 
+
+The goal is to build a community that leverages tinkerers as problem-solvers and
+mentors to help the job-seekers answer a call to adventure
+
+Creating the engineering design experience in Jupyter
+
+
+I want them to understand and apply engineering design, learning Python is a
+bonus
+
+without the struggle and discovery of design learning is an illusion
+
+A student that memorizes a list of 100 Python functions and remembers 97 of
+those for a test has taken a shortcut from a position of "needing" information
+to "having" information
+
+You can use technology, in this case Jupyter, to help make facilitate this
+shortcut, but I wanted to build a design journey. 
+
+They should spend time looking at a familiar idea in a new way e.g. take a
+projectile motion equation and turn it into a function. 
+
+They should compare answers and force themselves to ask for help. From
+colleagues, TA's, and myself. 
+
+They need to come up with a working function, but then be faced with the
+question. What does it mean? How do I use this huge/confusing/obtuse array of
+computer-speak. 
+
+Then, they draw from these past experiences: defining speed, defining energy,
+etc. and build an interpretation of this work. Make plots, print out values,
+verify their work. 
+
+Finally, they should be telling me what is important. What did they do? Why did
+they do it that way?
+
+