Paul Anderson

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Paul E. Anderson, Ph.D.

Assistant Professor
Department of Computer Science
Harbor Walk East, Rm 313
College of Charleston

Dr. Paul Anderson graduated in 2004 from Wright State University with a B.S. degree in Computer Engineering. He received his masters in Computer Science in 2006 and his Ph.D. in Computer Science & Engineering in June 2010. After graduation, Dr. Anderson was awarded a Consortium of Universities Research Fellowship to study as a Bioinformatics Research Scientist for the Air Force Research Laboratory (AFRL). Dr. Anderson has published 24+ peer-reviewed articles in the fields of genomics, computational intelligence, metabolomics, e-Science, bioinformatics, cloud computing, cancer informatics, and computer science and engineering education. At present, Paul is an assistant professor in the Computer Science Department at the College of Charleston. He is the director of the Data Science Program, the first such undergraduate program in the country. Dr. Anderson is the director of several specialized and complementary research groups: Charleston Computational Genomics Group (C2G2), Computational Metabolomics Group (CMG), Bioinformatics Research Group (BiRG), and the Data Science Research Group (DSRG). His research labs at the College of Charleston specialize in applying data mining, machine learning, and artificial intelligence to the fields of bioinformatics, genomics, cancer informatics, and metabolomics. His lab develops algorithms and software to tackle some of the most challenging and interesting data intensive problems in the life sciences. Dr. Anderson’s research interests include data science, big data, pattern analysis in high-dimensionality data sets, evolutionary computation and optimization, machine learning, computational genomics, cloud computing, computational metabolomics, and eScience. He currently has multidisciplinary projects underway in metabolomics, human cognition and fatigue, toxicology, marine biology, cancer informatics, and medical and marine genomics. Dr. Anderson is also the primary investigator for new Omics NSF Research Experience for Undergraduates at the College of Charleston (


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Fall 2015

DATA 101: Introduction to Data Science

CSCI 221: Programming II

Spring 2015

CSCI 334: Data Mining

CSCI 470: Artificial Intelligence

Fall 2014

DATA 101: Introduction to Data Science

CSCI 220L: Programming I Lab

Spring 2014

CSCI 334: Data Mining

CSCI 470: Artificial Intelligence

DATA 495/CITA 495/CITA 295: Capstone

Fall 2013

DATA 101: Introduction to Data Science

HONS 380: Bioinformatics

Spring 2013

CSCI 221: Programming 2

CSCI 334: Data Mining

BIOL 502L: Vertebrate Genome Biology Lab

Fall 2012

DISC 101: Introduction to Discovery Informatics

CSCI 250: Introduction to Computer Organization and Assembly Language Programming

Spring 2012

DISC 210: Dataset Organization/Management

CSCI 220: Computer Programming I

BIOL 502L: Vertebrate Genome Biology Lab

Fall 2011

DISC 101: Introduction to Discovery Informatics

CSCI 220: Computer Programming I


Hidden Markov Models and Phylogenetic Tree Construction using Markov Chain Monte Carlo

Galaxy RNA-seq Tutorial

Teaching Philosophy

Teaching excellence is invariably driven by an instructor’s passion for the education of their students. My experience as an educator has led me to recognize the importance of building confidence and motivation while challenging my students with rigorous and exciting material. Conversely, educators who dryly dish out doctrine to note-taking students discourage student learning and do themselves and the students a disservice. My role as an instructor is to inspire students to set their expectations high and then help them reach their education goals by providing direct, practical, and enthusiastic support. I take pride in my students’ success and strive to help each one of my students attain his or her potential. A key to fostering this type of student development is to engage in an ongoing dialogue with the students, and I have found that nothing increases student motivation as much as a truly motivated instructor.

Inspiring students to challenge themselves and pursue their educational goals is one crucial element of effective teaching, but it is also important to teach lifelong learning skills for both inside and outside the classroom, such as the ability to think critically when approaching an unfamiliar problem. These principle skills will be incorporated not only into my classroom but also into my interactions with undergraduates interested in pursuing research. As an advisor, part of my role is to provide my undergraduate researchers with the skills necessary to conquer difficult problems, such as digesting a highly technical research paper and communicating a complicated research topic.

Student Mentoring

Successful Student Research and Mentoring



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