Citations

Search Citations
Citations
Carrie Diaz Eaton, Sam S Donovan, (2021), "QUBES - Quantitative Undergraduate Biology Education and Synthesis", Academic Data Science Alliance (ADSA) Special Interest Group (SIG) Meeting, : Online, June, . Cited by:
Carrie Diaz Eaton, (2020), "Calling Bull (with R)", Joint Mathematics Meetings, : Denver, CO, January, . Cited by:
Carrie Diaz Eaton, (2019), "Interdisciplinarity through Data Science", Department of Mathematics, : Juneau, AK, September, . Cited by:
Andrew Osborne Hasley, Hayley Orndorf, (2020), "Universal Design for Learning", STEM Inclusive Teaching Practices Webinar Series, : Online, May, (DOI: 10.25334/P8DR-N510). Cited by:
Bryan Dewsbury, Carrie Diaz Eaton, Molly Phillips, Anna Monfils, (2020), "Episode One", STEM Inclusive Teaching Practices Webinar Series, : Online, April, (DOI: 10.25334/P7NQ-HT70). Cited by:
Carrie Diaz Eaton, (2020), "B(ui)lding community for a new data science education in biology", Decolonizing your DNA, Twitter Conference #DecolonizingDNADay, : Online, April, . Cited by:
Carrie Diaz Eaton, (2019), "Finding Community to Advance STEM Education", Evening at Egan Friday Lecture Series, : Juneau, AK, September, . Cited by:
Vedham Karpakakunjaram, Kristin Jenkins, Stacey Kiser, (2019), "Meeting Students Where They Are: Teaching Quantitative Biology in Community Colleges", National Association of Biology Teachers Annual Conference 2019, : Chicago, IL, November, . Cited by:
Kristin Jenkins, Stacey Kiser, Vedham Karpakakunjaram, Brad Williamson, (2019), "Evolution of Data in Biology Education: From Data to Data Science", National Association of Biology Teachers Annual Conference 2019, : November, . Cited by:
Nancy Wilkins-Diehr, Mark Miller, Emre Brookes, Ritu Arora, Amit Chourasia, Prasad Calyam, Douglas Jennewein, Viswanath Nandigam, Drew LaMar, Sean Cleveland, Greg Newman, Shaowen Wang, Ilya Zaslavsky, Michael Cianfrocco, Kevin Ellett, David Tarboton, (2019), "Measuring Success: How Science Gateways Define Impact", Gateways 2019, : San Diego, CA, September, . Cited by:
Drew LaMar, Sam S Donovan, (2019), "Gateway design features for undergraduate education communities", Gateways 2019, : San Diego, CA, September, . Cited by:
Sam S Donovan, Drew LaMar, Hayley Orndorf, Sarah Prescott, (2019), "The QUBES Resource System: Integrating open educational practices into diverse education reform communities", 16th Annual Open Education Conference, : Phoenix, AZ, October, (DOI: 10.25334/X9F5-7C81). Cited by:
Anna Monfils, (2019), "Using Natural History Collections in the Classroom", Workshop for Natural History Collections Club Network, : Chicago, Illinois, May, . Cited by:
Anna Monfils, (2019), "SPNHC Educational Materials Share Fair", 34th Annual meeting of the Society for the Preservation of Natural History Collections, : Chicago, Illinois, May, . Cited by:
Anna Monfils, Molly Phillips, Libby Ellwood, Debra Linton, Lisa White, Natalie Douglas, Shari Ellis, Sam S Donovan, (2019), "Measuring Success for Collections: Educational Products and Outcomes", 34th Annual meeting of the Society for the Preservation of Natural History Collections, : Chicago, Illinois, May, (DOI: 10.25334/Q4HT89). Cited by:
Michael Sierk, Sam S Donovan, Bill Morgan, Hayley Orndorf, Mark A. Pauley, Sabrina Robertson, Elizabeth F Ryder, William Tapprich, (2019), "NIBLSE Incubators: A community-based model for the development of bioinformatics learning resources", Great Lakes Bioinformatics Conference, : Madison, WI, May, (DOI: 10.25334/Q42F3K). Cited by:
Bill Morgan, (2019), "Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE): Recent Activities", Great Lakes Bioinformatics Conference, : Madison, WI, May, (DOI: 10.25334/Q46443). Cited by:
Kristin Jenkins, (2019), "Interdisciplinary biology education: a holistic approach to an intractable problem", Great Lakes Bioinformatics Conference, : Madison, WI, May, (DOI: 10.25334/Q49X6Q). Cited by:
Anna Monfils, Molly Phillips, Libby Ellwood, Debra Linton, Sam S Donovan, (2019), "The Potential of Natural History Collections in Educating the 21stCentury Scientist and Citizen", Botany 2019, : Tucson, Arizona, July, . Cited by:
Drew LaMar, Kristin Jenkins, Nicole Chodkowski, (2019), "Serenity now! Keep calm and do science with real data in the classroom", 5th Life Discovery - Doing Science Education Conference, : Gainesville, Florida, March, (DOI: 10.25334/Q46X6S). Cited by:
Anna Monfils, Molly Phillips, Debra Linton, (2019), "The Potential of Natural History Collections in Educating the 21st Century Scientist and Citizen", 5th Life Discovery - Doing Science Education Conference, : Gainesville, Florida, March, (DOI: 10.25334/Q44433). Cited by:
Sam S Donovan, (2019), "Getting students to reason with data: QUBES tools and teaching resources built for introductory biology", Biology Learning Community Conference 2019, : Henderson, Nevada, March, (DOI: 10.25334/Q49X5B). Cited by:
Bill Morgan, Sam S Donovan, Hayley Orndorf, Sabrina Robertson, Elizabeth F Ryder, Michael Sierk, Anne Rosenwald, Liz Dinsdale, Eric Triplett, Mark A. Pauley, William Tapprich, (2018), "Development of the NIBLSE Learning Resource Collection and Incubators", 2018 ASCB/EMBO Conference, : San Diego, CA, December, (DOI: 10.25334/Q4TX1G). Cited by:
Sam S Donovan, (2018), "The role of a biology education gateway in promoting faculty teaching scholarship and increasing project impact", University of Michigan, Department of Ecology and Evolutionary Biology, Invited Presentation, : Ann Arbor, MI, March, . Cited by:
Drew LaMar, (2018), "Serenity now! Keep calm and do science with real data in the classroom", National Association of Biology Teachers Annual Conference 2018, : San Diego, CA, November, (DOI: 10.25334/Q4DD6G). Cited by:
Carrie Diaz Eaton, (2017), "QUBES", World Conference on Natural Resource Modeling, : Barcelona, Spain, June, . Cited by:
Carrie Diaz Eaton, (2017), "QUBES: A community supporting faculty teaching at the interface of mathematics and biology", Gordon Research Conference on Undergraduate Biology Education, : Easton, MA, July, . Cited by:
Carrie Diaz Eaton, (2018), "A Framework for Moving towards a More Inclusive Science", Bates College, : Lewiston, ME, February, . Cited by:
Gabriela Hamerlinck, (2017), "QUBES: a collaboration and professional development platform for quantitative biology education", The Tenth International Symposium on Biomathematics and Ecology: Education and Research, : Normal, IL, October, . Cited by:
Sam S Donovan, (2018), "Helping teachers and students learn with research data: The role of a scientific gateway for education", Cary Institute, : Millbrook, NY, April, (DOI: 10.25334/Q4S40V). Cited by:
Sam S Donovan, (2018), "Fostering and sustaining interdisciplinary faculty communities around undergraduate teaching: Insights from the QUBES project", SIAM ED18, : Portland, OR, July, . Cited by:
Bill Morgan, Sam S Donovan, Hayley Orndorf, Sabrina Robertson, Elizabeth Ryder, Michael Sierk, Anne Rosenwald, Liz Dinsdale, Eric Triplett, Mark A. Pauley, William Tapprich, (2018), "Development of the NIBLSE Learning Resource Collection and Incubators", International Society for Computational Biology, : Chicago, Illinois, July, . Cited by:
Joe Dauer, Robert Lee Mayes, (2018), "Quantitative Modeling by Biology UnderGraduate Students", University of Houston, : Houston, Texas, February, . Cited by:
Monfils, Anna, Linton, Debra, Phillips, Molly, (2017), "Using Natural History Collections to Increase Biodiversity Literacy in Undergraduate Education", 4th Life Discovery - Doing Science Education Conference, : Norman, Oklahoma, October, . Cited by:

A new initiative entitled Biodiversity Literacy in Undergraduate Education (BLUE) aims to bring together communities of biodiversity, data, and education specialists to identify core undergraduate data competencies and standards, delineate learning progressions and develop effective strategies for sustained development and implementation of biodiversity and data literacy education. BLUE participants have also brought some of these strategies into practice by developing example activities.In this workshop, we will present a completed BLUE resource, Angiosperm Reproduction, and Coevolution, in which students use publicly available digitized natural history collections data to analyze spatial co-occurrence of pollinators and the plants they pollinate. Using various data layers and digital resources, students explore the global patterns of species occurrence in a geographic context and form hypotheses related to the interdependence of bats and agave. Specific questions are asked regarding the ecology, distribution, and conservation of both the plant and animal species. Students are asked to propose research questions in a geographic context. The lab is currently being evaluated at Central Michigan University as part of the introductory biology curricula.This module, along with others, is part of a QUBES-Hub Faculty Mentoring Network (FMN). We will also introduce other modules under development, demonstrate the module’s design process, and talk about the ongoing evaluation. Finally, the presenters will explain how participants can get involved in both BLUE and FMNs (https://qubeshub.org/groups/nhc_fmn/overview).

Beardsley, Paul, Gibson, Phil, Hamerlinck, Gabriela, Highlander, Hannah, Jenkins, Kristin, Mead, Louise, (2017), "Professional Development for Undergraduate Educators: Scientific Thinking with Models and Data", Evolution 2017, : Portland, Oregon, June, . Cited by:
Dinsdale, Elizabeth, Pauley, Mark, Rosenwald, Anne, Triplett, Eric W., Morgan, William, (2017), "NIBLSE: A network to fully integrate bioinformatics into undergraduate life science education", Great Lakes Bioinformatics Conference, : Chicago, Illinois, May, . Cited by:

Despite its increasing importance in nearly all areas of biology, bioinformatics has yet to be fully integrated into undergraduate life science curricula. To this end, the Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE, pronounced “nibbles”) was formed and funded by the NSF to: 1) create a network of investigators committed to integrating bioinformatics into undergraduate life sciences education; 2) develop and disseminate a set of core bioinformatics competencies for undergraduate students in the biological sciences; 3) identify and disseminate assessment tools that are aligned with the core competencies; and 4) organize and vet curricular activities and professional development materials that address the competencies. This presentation will present our current progress on these objectives. Foremost, the growing NIBLSE community of biology and bioinformatics educators has recently defined a set of bioinformatics core competencies essential for all life scientists. In addition, NIBLSE, in cooperation with QUBES, has developed an online platform to develop and disseminate bioinformatics learning resources (https://qubeshub.org/groups/niblse). Finally, NIBLSE will soon begin efforts to identify assessment tools for biology instructors incorporating bioinformatics into their classrooms.

Morgan, William, (2017), "The NIBLSE Network", Fifth Biannual Undergraduate Bioinformatics Education Conference Program, : Latrobe, Pennsylvania, April, . Cited by:
Jenkins, Kristin, Donovan, Sam, LaMar, Drew, Hamerlinck, Gabriela, Orndorf, Hayley, (2017), "Making the Most of Models", National Association of Biology Teachers 2017 Annual Conference, : St. Louis, MO, November, . Cited by:
Jenkins, Kristin, (2016), "Modeling for Understanding: An authentic scientific experience in the undergraduate biology classroom", Biology Department Seminar Series, : Georgetown, Washington, DC, September, . Cited by:

Models are an integral part of the scientific process used to represent ideas, solve problems, predict outcomes, and test theories. Modeling involves a broad set of skills and approaches, including quantitative reasoning. Students are exposed to models throughout their education, but may not understand the role of modeling in the scientific process or how to use models to increase their content knowledge. The Quantitative Undergraduate Biology Education (QUBES) project has been supporting a working group exploring how this key scientific practice be more effectively used in undergraduate biology education.

Donovan, Sam, (2017), "QUBES – A virtual synthesis center catalyzing change in undergraduate quantitative biology education", HHMI Constellation Meeting: Advancing science students mastery of quantitative skills, : Chevy Chase, MD, March, . Cited by:
Hamerlinck, Gabriela, (2017), "Infusing quantitative skills into the biology classroom", 4th Life Discovery - Doing Science Education Conference, : Norman, Oklahoma, October, . Cited by:

Increasing quantitative reasoning skills of biology students is necessary, but can be difficult. Participants will explore resources to introduce students to quantitative skills. We will discuss how these skills and resources might be implemented to support biological understanding.

Diaz Eaton, Carrie, (2016), "Biocalculus: Is it better?", Joint meeting for the Society of Mathematical Biology and The European Conference of Mathematical and Theoretical Biology, Nottingham, UK: July, . Cited by:
Diaz Eaton, Carrie, (2016), "A framework for modeling to encourage interdisciplinary conversations", Joint Meeting of the Education Section of the Society for Industrial and Applied Mathematics and Mathematics of Planet Earth, Philadelphia, PA: October, . Cited by:
Diaz Eaton, Carrie, (2016), "A framework for the teaching of modeling for biologists", International Symposium of Biomathematics and Ecology Education and Research, Charleston, SC: October, . Cited by:
Diaz Eaton, Carrie, (2016), "“QUBES: Quantitative Undergraduate Biology Education and Synthesis", International Congress on Mathematical Education, Hamburg, Germany: July, . Cited by:
Diaz Eaton, Carrie, (2016), "Community Building", International Symposium of Biomathematics and Ecology Education and Research, Charleston, SC: October, . Cited by:
Diaz Eaton, Carrie, (2016), "Yes, I model", Marymount University, Department of Mathematics Invited Presentation, Arlington, VA: October, . Cited by:
Diaz Eaton, Carrie, (2016), "Ecology, Evolution and Mathematics: A co-evolutionary model of mutualism", Colloquium of the School of Biology and Ecology at the University of Maine, Orono, ME: November, . Cited by:
Diaz Eaton, Carrie, (2016), "A community-centered approach to STEM education", STEM Education Colloquia, La Jolla, CA: December, . Cited by:
Grayson, Kristine, Donovan, Sam, Bonner, Kaitlin, Fleming-Davies, Arietta, Hale, Alison, Wu, Ben, (2017), "Bringing Research Data to the Ecology Classroom: Opportunities, Barriers, and Next Steps", Ecological Society of America Annual Conference 2017, Portland, OR: August, . Cited by:

The broad vision for transforming undergraduate biology education includes promoting scientific literacy in the "New Biology" (NRC, 2009), where the development of quantitative competencies is central to understanding the process of science (AAAS, 2011). Instruction that incorporates student-driven inquiry using authentic data can emphasize quantitative skills and contextualize core ecological concepts using real-world questions. A great deal of progress has been made in the collection, sharing, and discoverability of biological research data as a public resource. Access to data is no longer the primary factor limiting its use in undergraduate classrooms and great strides have been made in the best practices for teaching with data. The first goal of this session is to highlight current knowledge on effective strategies for bringing authentic research data into introductory biology and ecology classrooms through describing several cutting-edge practices and curriculum resources. The Ecological Society of America has been recognized as a leader in transforming undergraduate biology (AAAS, 2001) and they continue to play an important coordinating role in emerging efforts to bring more data into classrooms. The speakers include pioneers in these efforts who have worked closely with professional societies, data providers, and educational specialists to demonstrate the efficacy of using data in diverse educational settings. The second goal of this session is to provide a forum to discuss challenges facing development, dissemination, and broad implementation of data-centric curricula. Using ecological data in the classroom presents unique challenges, as ecological processes are often scale-dependent and complex to interpret. Successful execution of data-driven student inquiry requires the correct balance of exploration and self-discovery with tangible outcomes that reinforce core concepts. The speakers will address perceived barriers to using data in the classroom and how new approaches can promote student learning and increase the reach of resources for teaching. The successful integration of data exploration into the classroom has the potential to play a major role in the quest for quantitative literacy in undergraduate students. Because we are in the midst of a rapid evolution of both our science and our science education, it is important that we critically examine the development and use of data-driven teaching resources. In this session, leading thinkers in ecology and biology education will provide a conceptual framework for addressing barriers to classroom use and identifying paths toward the continued expansion of authentic data in ecology classrooms.

Export Multiple Citations

Check the citations that you would like to have exported.

|
Reference Type
Author Geography
Author Affiliation