Back in September of 05 I sent out an announcement about a conference at Oberlin College that would focus on the role of computation and modeling in the undergraduate curriculum. I was very interested when several colleagues responded on this list-serve expressing a rather negative view regarding the value of teaching modeling to undergraduates. To summarize, the arguments seemed to focus on the notion that the development of specialized and technical computer skills involved in modeling represents a counterproductive distraction. Has anyone seen this argument made anywhere in any literature? I would greatly appreciate references to papers or book chapters that adopt this view or otherwise criticize the value of modeling education for undergraduates. Beyond that I would appreciate suggestions for literature that takes any position on the pedagogical role of modeling in the undergraduate curriculum.
Thanks! John Petersen Associate Professor of Environmental Studies and Biology Oberlin College
