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Jenkins, Kristin, Hamerlinck, Gaby, Donovan, Sam, Hale, Alison, Orndorf, Hayley, LaMar, M. Drew, Fleming-Davies, Arietta, Wojdak, Jeremy, Gower, Stith, (2016), "“Lowering the Activation Energy: Making Quantitative Biology More Accessible"", 2016 National Academies Special Topics Summer Institute on Quantitative Biology, : North Carolina State University, Raleigh, North Carolina, June, . Cited by:

Modeled on the National Academies Summer Institutes, the Quantitative Biology Summer Institute (QB SI) is presented by BioQUEST, Science Case Net and QUBES.  This will be a working meeting during which participants will learn about and use evidence-based teaching strategies such as backward design, active learning, and assessment, as well as methods such as cases and modeling.  Hands on sessions at the institute will focus on resources and methods to address the special challenges associated with teaching quantitative biology.  The workshop is developed by BioQUEST, which celebrates 30 years of leadership in biology education reform in 2016, and Science Case Network, which brings expertise on using case based pedagogies. The QUBES project will support ongoing collaborations among participants.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Jenkins, Kristin, (2016), "Data Discovery Faculty Mentoring Network", Online, : January, . Cited by:

The goal of this faculty mentoring network is to help faculty bring research data into undergraduate classrooms.

Hale, Alison, Orndorf, Hayley, Donovan, Sam, Diaz-Eaton, Carrie, Fleming-Davies, Arietta, Gower, Stith, Hamerlinck, Gabriela, Jenkins, Kristin, LaMar, A. Drew, Poli, DorothyBelle, Sheehy, Bob, Wojdak, Jeremy, (2016), "Faculty Mentoring Networks: A model for promoting teaching scholarship in quantitative biology education", 2016 National Academies Special Topics Summer Institute on Quantitative Biology “Lowering the Activation Energy: Making Quantitative Biology More Accessible", : Raleigh, North Carolina, June, . Cited by:

The incorporation of quantitative skills and concepts into biology classrooms remains a major hurdle for biology education reform. Biology faculty often feel underprepared to teach quantitative reasoning, may not feel supported to develop and implement change, and receive little or no credit for time devoted to reforming their teaching. We hypothesize that promoting the scholarly aspects of quantitative biology education can increase faculty participation and persistence in their reform efforts. Our model of the factors influencing faculty perceptions of their teaching scholarship has three primary components: 1) faculty must have sufficient knowledge of quantitative reasoning content and effective pedagogy; 2) they must exhibit high self-efficacy around their teaching; and, 3) they must self-identify as quantitative biology teachers. To test our proposed model, we have designed, implemented, and assessed faculty mentoring networks (FMNs), which are online communities that support faculty in their efforts to infuse quantitative skills into their existing courses. The structure of FMNs have emerged from the use of four design principles that connect the activities faculty engage to components of our change model. The faculty mentoring networks are designed to provide mentoring in quantitative biology from experienced peers and content experts, support a collaborative community working on shared problems and goals, engage faculty all the way through classroom implementation and encourage the public sharing of teaching projects. The design of FMNs will continue to be refined as more networks are developed, but early evidence points to their success as measured by faculty implementation of projects in their classrooms.

Eaton, Carrie D., Donovan, Sam, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy, Hale, Alison N., Fleming-Davies, Arietta, Hamerlinck, Gabriela, (2015), "Building a Community to Promote Undergraduate Quantitative Biology Education", MPE 2013 Workshop on Education for the Planet Earth of Tomorrow, : Knoxville, TN, September, . Cited by:
Hamerlinck, Gabriela, (2016), "I was told there would be no math involved: Introducing students to quantitative biology", Wisconsin Society for Science Teachers, : La Crosse, WI, April, . Cited by:

Banish mathphobia! Come explore some great, open access resources designed to help students understand how to use mathematical tools in a biological context.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Jenkins, Kristin, (2016), "Scaling Up ESA/QUBES Faculty Mentoring Network", Kickoff at Life Discovery - Doing Science Education Conference, : Baltimore, MD, March, . Cited by:

This QUBES Faculty Mentoring Network focused on supporting faculty to equip students with the quantitative skillset needed to ‘scale up’ to large ecological datasets. This network ran from January - May 31, 2016.

Jenkins, Kristin, Hamerlinck, Gabriela, (2015), "Quantitative Biology in Introductory Biology", Kickoff at the National Association of Biology Teachers annual conference, : November, . Cited by:

This QUBES Faculty Mentoring Network focused on infusing quantitative reasoning throughout the existing intro bio curriculum. This network ran from November 11, 2015 to April 30, 2016.

Hamerlinck, Gabriela, (2016), "I was told there would be no math involved: Introducing students to quantitative biology", Life Discovery - Doing Science Education Conference, : March, . Cited by:
Hale, Alison, Fleming-Davies, Arietta, Hamerlinck, Gabriela, Aikens, Melissa, Donovan, Sam, Jenkins, Kristin, Wojdak, Jeremy, (2016), "Faculty Mentoring Networks: A model for professional development in undergraduate quantitative biology education", Ecological Society of America annual conference 2016, : Fort Lauderdale, Florida, . Cited by:

There is a significant need to design and test alternative models for faculty development around undergraduate science teaching. Existing models for helping faculty adopt evidence-based teaching strategies have generally been shown to be ineffective at promoting change in classroom practices. Additionally, the existing models do not scale well and often do not reflect the pedagogical strategies that they promote. Here we report early outcomes from the faculty development portion of the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. The interventions involved participation in Faculty Mentoring Networks (FMN). FMNs are unique in that participants interact over multiple weeks in an online community to customize and implement a particular high quality teaching strategy focused on quantitative biology. We report on two FMNs that each had 10-15 faculty participants and shared many structural features but focused on very different teaching strategies. One network focused on the use of agent based modelling in the classroom (ABM) while the other network focused on student use of research datasets associated with the Dryad data repository (DL). To assess the effectiveness of FMNs in faculty development, we collected data from faculty participation in the FMN activities and surveys conducted at the end of the interventions. Overall, participants indicated that the FMN experience provided strong motivation, guidance, and support to create and/or adapt materials targeting students’ quantitative reasoning skills (Likert scale: 1 - 5; ABM (N = 10): 4.9 /- 0.1; DL (N = 9): 5.0 /- 0). In ABM, 50% of participants developed and shared a sketch for a student activity using BehaviorSpace simulations. In DL, 70% of participants produced and shared an adaptation of a data-driven curriculum module. Participants unanimously agreed that they would recommend FMNs to colleagues, and 95% indicated they would be interested in participating in another network. Qualitative analysis of free response survey questions suggests that peer interactions are a key element underlying the successful adoption of new teaching strategies in FMNs. Through the sharing of materials and experiences (i.e. “teacher talk”), faculty saw how others “put their own spin” on a topic. By comparing and contrasting different approaches, faculty could decide which strategies might work in their own classroom. Seven additional FMNs are running in spring 2016. We will refine our assessment for these networks to further identify the mechanisms that promote a positive and productive professional development experience for faculty and encourage implementation of quantitative biology in undergraduate classrooms.

Donovan, Sam, Diaz-Eaton, Carrie, Fleming-Davies, Arietta, Gower, Stith, Hale, Alison N., Hamerlinck, Gabriela, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Bob Wojdak, Jeremy (2015), "QUBES: Building a community to promote undergraduate quantitative biology education", National Association of Biology Teachers 2015 annual conference, : Providence, Rhode Island, November, . Cited by:
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