Just a quick comment on the paper itself. I don't mean for this to be flame bait (but it probably ended up being so), I found this line on page 43 (6 in the pdf) to be one of the most...interesting:
In this way, we are replacing the vague and unhelpful nineteenth century concept of a “differential equation” with the twentieth century rigorous geometric concept of a vector field.
I don't really like this beat-down-the-ways (notice how they also subtly also say that it is really out of date). I do agree with the broader point that they are trying to make with having more pictorial approach for service courses* and more problem motivated/driven teaching for life sciences. I have anecdotal evidence from my experience teaching similar courses (a third year mechanical and mining engineering course I taught the math half for comes to mind) and from other courses I have heard about at the University of Queensland.
The one development related comment I have is from Fig. 11. I don't think we have any method or standard class to run simulations, in particular, updating a 3d model without doing a reset (one shortfall of using @interacts, at least, one I don't know how else to work around). Actually, this might make for a good GSoC project if someone is willing to mentor it.^ Maybe we do have something for this?
To be honest, I also would have many questions if Cauchy rose from the dead and his first thought was to teach first year calculus, and I probably would not want to be sober either...
Best,
Travis
* Read as for people who are not likely to use any advanced mathematics in their further careers.
^ I don't know enough of the Python ecosystem tools to know if there is a
nice interface. I could only supervise one more from the ground up, but I already have put myself as a possible mentor to enough projects.