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Monfils, Anna K., Ellwood, Elizabeth, Linton, Debra L., Phillips, Molly, Cook, Joseph, Kerski, Joseph, Barbaro, Tracy, Donovan, Sam, (2016), "Integrating Natural History Collections into Undergraduate Education: Creating the Resources and Growing the Community", Botany 2016, : Savannah, Georgia, August, . Cited by:

In 2010, the United States National Science Foundation funded a research coordination network (RCN), Advancing Integration of Museums into Undergraduate Education: AIM-UP! (AIMUP.unm.edu). That project has produced a thriving national network of undergraduate educators, curators, collection managers, database managers, and scientists, that is identifying and developing novel ways to use natural history collections (e.g. herbarium specimens) in undergraduate education. To extend this work and broaden the visibility and utility of AIM-UP resources we have launched a collaborative effort among AIM-UP! participants, that extends our project to the Integrated Digitized Biocollections Education and Outreach working group (iDigBio.org), the Esri EdCommunity (edcommunity.esri.com), Kurator developers (wiki.datakurator.net/web/Kurator), and the Quantitative Undergraduate Biology Education and Synthesis community (QUBEShub.org). We report on a plant/pollinator co-evolution collaborative educational module under development and a vetted workflow for producing, evaluating, and assessing additional educational modules based in the extensive museum and herbarium databases now available on-line. We will introduce other emerging opportunities to build the AIM-UP! collaborative network and expand existing modules through a QUBES sponsored Faculty Mentoring Network (qubeshub.org/community/fmn). We also provide details on a pilot "train the teacher" workshop that will prepare and enable faculty to use and incorporate specimen-based data (and associated tools) into the introductory undergraduate biology curriculum and upper-level botany courses.

Hale, Alison, Donovan, Sam, (2015), "Data-based inquiry in the Classroom using Authentic Research Data from the Dryad Digital Repository", National Association of Biology Teachers 2015 annual conference, : Providence, Rhode Island, November, . Cited by:
Jenkins, Kristin, (2015), "Diving into the Deep End: Teaching Interdisciplinary Science", MPE2013, : October, . Cited by:
Jenkins, Kristin, Sturner, Kelly, Reichert, Susan, (2016), "Biology by Numbers: Math and Life Science are Better Together", National Science Teachers Association, : April, . 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.

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.

Eaton, Carrie, (2015), "QUBES Hub: An online community", International Symposium on Biomathematics and Ecology Education and Research, : Normal, IL, . Cited by:
Eaton, Carrie, H., Callender, (2016), "The case for biocalculus: Interdisciplinary Conversations", Joint Mathematics Meetings, : Seattle, WA, January, . Cited by:
Eaton, Carrie, Donovan, Sam, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy, (2015), "QUBES: Supporting faculty in the teaching of mathematical biology", Society for Mathematical Biology 2015 Conference, : Atlanta, GA, . Cited by:
Eaton, Carrie, (2015), "Calculus, Zombies, Community, and QUBES: Education at the interface of mathematics and biology", Pizza Pi Colloquium, Mathematics Department, University of Maine, : Orono, ME, March, . Cited by:
Poli, DorothyBelle, (2015), "QUBES: A Tool for Resources, Research, Mentoring, and Community in Quantitative Biology Education", Society for Integrative and Comparative Biology, : West Palm Beach, FL, January, . Cited by:
Poli, DorothyBelle, Cartier, Jen, Donovan, Sam, Diaz Eaton, Carrie, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Sheehy, Bob, Wojdak, Jeremy, (2015), "QUBES: Bringing improved quantities education to more undergraduates and faculty", Society for Integrative and Comparative Biology, : West Palm Beach, FL, January, . Cited by:
Donovan, Sam S., (2014), "High Performance Computing in Undergraduate Education: Scanning the Landscape", Invited Workshop Cold Spring Harbor Research Lab, : Cold Spring Harbor, NY, September, . Cited by:
Hale, Alison N., Fleming-Davies, Arietta, Donovan, Sam S., (2015), "2015 Resources for Ecology Education: Fair and Share", 2015 Ecological Society of America, : Baltimore, MD, August, . Cited by:
Poli, DorothyBelle, (2015), "Counting the Forest and the Trees: Quantitative Undergraduate Biology Education and Synthesis (QUBES) is a tool for Vision and Change", Botany 2015, : Edmonton, Alberta - Canada, July, . Cited by:

Vision and Change stressed the importance of quantitative skills for the future of science in the United States. In response to this plea, biologists and mathematicians came together to discuss quantitative education, and QUBES (Quantitative Undergraduate Biology Education and Synthesis) was born. QUBES was recently awarded a five-year grant from the Improving Undergraduate STEM Education (IUSE) Program at the National Science Foundation, and aims to improve learning opportunities for all students enrolled in undergraduate biology courses. This presentation will focus on how QUBES plans to achieve this goal (for example, through mentoring networks and an online Hub of collaborating educators) and how you can get involved in this new community.

Donovan, Sam S, Gross, Lou, Fleming-Davies, Arietta, (2015), "Integrating quantitative reasoning in biology education: Making the science more authentic and the learning more robust", BioQUEST / HHMI / CaseNet Summer Workshop 2015, : Claremont, CA, June, . Cited by:

Join us for an education workshop where you will get hands on experience using a variety of freely available scientific tools (particularly R and Netlogo) to explore biological problems. Our primary goal is to help participants adopt and adapt existing curriculum modules that address two of the core competencies outlined in the Vision and Change report (“Ability to use quantitative reasoning” and “Ability to use modeling and simulation”). The tools and modules we will present are appropriate for use in introductory biology and upper-division course and laboratory settings. One tool introduced will be the R package, a freely available statistics and modeling package available on multiple platforms that has become prevalent in many areas of biology. Attendees will work with examples of its use with naive students to enhance quantitative analysis of data. Topics will include data analysis / visualization, agent based modeling, and general strategies for engaging students quantitative reasoning.

Fleming-Davies, Arietta, Morris, Julie, Orlofske, Sarah, Wisner, Ellen, (2015), "The tree of life: Transforming the "parade of phyla" into an integrated curriculum emphasizing evolutionary concepts, tree-thinking, and quantitative reasoning skills", BioQUEST/HHMI/CaseNet Annual Workshop 2015, : Claremont, CA, June, . Cited by:

Our goal is to create an integrated curriculum that emphasizes evolutionary concepts, tree-thinking, and quantitative reasoning skills in presenting the diversity of life, intended to supplement or replace the traditional “parade of phyla.” As part of this working group, our first step is to gather a collection of existing materials that can be used and/or modified to address our desired learning outcomes.Learning Outcomes:Students are able to:1. Create, interpret, and use phylogenies to test hypotheses2. Connect the mechanisms of microevolution to macroevolutionary patterns, in order to explain how the diversity of living things is generated and perpetuated3. Use quantitative reasoning to analyze evolutionary and ecological dataIn addition, materials will address the following specific learning outcomes, divided into three major themes:Mechanisms1.1. Demonstrate how morphological evolution results from a subset of molecular evolution1.2. Compare and contrast the likelihood of phenotypic and genotypic convergence1.3. Demonstrate how evolutionary changes are constrained by existing genotypic and phenotypic variation1.4. Recognize that evolution occurs in an environment that varies over space and time1.5. Evaluate the relative importance of abiotic versus biotic factors on selection1.6. Recognize and compare multiple evolutionary solutions to similar environmental challenges Speciation2.1. Illustrate how divergence in phenotype may lead to reproductive isolation2.2. Recognize that species are dynamic entities, and compare the theoretical and practical uses of multiple species concepts2.3. Interpret visual representations of speciation eventsBiodiversity3.1. Describe the molecular and structural unity of life3.2. Explain the role of endosymbiosis and horizontal gene transfer in the origins of the major lineages3.3. Justify why biodiversity is important to humans3.4. Compare the general characteristics of major lineages in evolutionary history3.5. Summarize the role of extinction in shaping patterns of biodiversityWe welcome contributions of materials to any of the above themes (See https://qubeshub.org/groups/summer2015/collections/tree-of-life-mechanisms, or contact any of the authors )

Poli, DorothyBelle, Sheehy, Robert, (2014), "Panel: Implementing and distributing learning resources in quantitative biology education", Seventh International Symposium on Biomathematics and Ecology: Education and Research, : Claremont, CA, October, . Cited by:

QUBES Hub will offer a rich store of resources for incorporating quantitative skills into the undergraduate curriculum and tools for facilitating collaboration in the development and sharing of materials and ideas. In order to facilitate a productive discussion, this portion of the session will focus on how individuals would implement the QUBES Hub during their own professional development.

Wojdak, Jeremy, Donovan, Sam, Gower, Tom, Jenkins, Kristin, (2014), "Two themes, one talk: Distributing quantitative faculty expertise to classrooms that need it in real-time & measuring professional contributions to undergraduate education", Seventh International Symposium on Biomathematics and Ecology: Education and Research, : October, . Cited by:

Have you ever wanted to add a quantitative project to your course, but lacked the expertise with some aspect of the software, computation, modeling, or statistics? Have you ever wished you could share some of your expertise with those teaching in biology departments that aren’t particularly quantitative? Have you been intimidated by the specter of another big time commitment? Us too. As part of the QUBES (Quantitative Undergraduate Biology Education and Synthesis) project we will create Faculty Mentoring Networks partnering faculty with quantitative leanings with those elsewhere in the country who are trying to integrate more mathematics or statistics into their biology courses. The focal concept is to facilitate these mentoring interactions DURING the process of implementation and assessment of new course materials - not just before – and to lower the hurdles for participants. The second theme we will discuss is whether a system of quantifying professional teaching contributions could drive cultural change in the valuation of teaching, what that system would need to look like, and whether the biomath education community could pilot this effort.

LaMar, M. Drew, Eaton, Carrie, (2014), "QUBES: A vision of community collaboration in teaching and learning in quantitative biology", The Seventh International Symposium on Biomathematics and Ecology: Education and Research, : Claremont, CA, October, . Cited by:

QUBES, which stands for Quantitative Undergraduate Biology Education and Synthesis, is an NSF Research Coordination Network in Undergraduate Biology Education (RCN-UBE) and was recently awarded a five-year grant from the Improving Undergraduate STEM Education (IUSE) Program at the National Science Foundation. QUBES aims to bring stakeholders together in biology and mathematics to improve learning opportunities for all students enrolled in undergraduate biology courses by reflecting the centrality of quantitative approaches in modern biology. Come hear about the new projects we are pursuing in QUBES, who is currently in on the action, and how to get involved.

Wojdak, Jeremy, (2015), "Using gross parasites to sneak even grosser equations into the introductory biology classroom", American Society of Parasitologists Annual Meeting, : American Society of Parasitologists, Omaha, NE, June, . Cited by:

College faculty that teach introductory courses often struggle to strike a successful balance between covering the requisite content, introducing students to the array of scientific skills they will need, and maintaining the student’s interest. Mathematics, modeling, simulation, and statistics are all more important for a successful career in science than ever, yet in most schools the curriculum hasn’t kept pace with the changing demands. Parasitologists might be in a particularly good position to contribute to needed reforms. Many parasitologists use reasonably sophisticated mathematical models or statistical analyses in their own research, and many teach these methods in their upper-level parasitology courses. The incorporation of more quantitative approaches, which sometimes students are not excited about, could be made more palatable by the genuinely fascinating stories in which we can embed the need for quantitative tools. For this approach to be impactful, though, we will need to produce and share materials for use by non-parasitologists. As a by-product, more of the students at our institutions might gain exposure to basic parasite biology, which is often given short shrift in introductory courses.

Wojdak, Jeremy, (2015), "A collaborative approach to quantitative biology course reform: It's better than doing it all by yourself", Society for Mathematical Biology Annual Meeting, : Atlanta, GA, July, . Cited by:

Faculty often experience two distinct problems as they start reforming their courses: 1) finding the new materials, modules, or approaches they'd like to add to their course, and 2) figuring out how to effectively implement those materials given their local circumstances. As a community of quantitative biology educators, we should be benefiting from each other's experience and expertise to ameliorate these problems, especially for introductory topics that are common among many courses and institutions. Currently, the sharing of faculty instructional expertise mostly focuses on sharing the classroom materials, but leaves out the teaching notes, examples of student work, assessments, and other insights gained as faculty implement those materials. We will first discuss a couple of interesting ways to introduce quantitative biology to new students, including a project that uses image analysis to motivate and engage introductory students in open inquiry. Then we will discuss a new mechanism for easily sharing and refining these kinds of teaching resources, and then perhaps most critically we will discuss an approach to faculty development aimed at helping faculty during, rather than only before, they implement changes in their classrooms.

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