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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:
Liu, Loretta, Grobengeiser, Katie, Donovan, Sam, Hale, Alison N., (2016), "The Impact of Diversity on Group Productivity Within Online Faculty Mentoring Networks (FMNs) of Educators", University of Pittsburgh Office of Undergraduate Research Celebration of Research 2016, : Pittsburgh, PA, April, . Cited by:

With the fast growing pace of online technology for teaching and obtaining information, increasingly, many educators are turning their browsers on to immerse both themselves and their students in the plethora of resources that the internet has to offer. QUBES (Quantitative Undergraduate Biology Education Synthesis) is one of these online resources, specializing in aiding professors who want to implement more quantitative biology into their lecture material. QUBES allows educators to participate in various “modules” available for professors to utilize via Faculty Mentoring Networks (FMNs). FMN members attend meetings with each other to discuss their progress in implementing new teaching strategies, tools, and resources through video chat on Google Hangouts. Our research specifically focuses on comparing the productivity of these meetings in each FMN to the level of diversity of that specific group. Various claims suggest that a greater diversity of thinkers contribute to more successful projects. Therefore, we predict that a greater diversity in geography, institution type and size, and percent of tenure will correlate to a greater measure of productivity in FMN meetings. Diversity is measured and analyzed as differences in geographic location, type and size of institution the participant teaches at and whether or not the participant has tenure. To quantitatively score the productivity of members, a second set of data is gathered from analyzing FMN recordings of each group. This data set will analyze educator-educator interactions as well as educator-mentor interactions to give a holistic view of overall group productivity. Analyzing the data using a statistical and mathematical model will highlight any significant correlating trends in three different FMNs. Further analysis and conclusions will be determined from the gathered data.

Balsan, Leah, McLaughlin, Connor, Donovan, Sam, Hale, Alison N., (2016), "Quantitative biology: how educators that "buy-in" demonstrate greater productivity in teaching scholarship", University of Pittsburgh Office of Undergraduate Research Celebration of Research 2016, : Pittsburgh, PA, April, . Cited by:

How does one teach effectively? Teachers and school administrators have been asking this question for generations. However, in the biological sciences, this question has been complicated by the growth of technology. Research methods are rapidly changing due to new technology, tools, and data analysis processes. Quantitative Undergraduate Biology Education and Synthesis (QUBES) is an online project funded by the National Science Foundation with the overall goal of integrating quantitative reasoning and research into biology classrooms. But in order to teach their students, teachers must first understand these techniques themselves. QUBES Mentoring Networks (FMNs) allow for the sharing of these skills. They provide guidance and resources to use in the classroom to facilitate students understanding of quantitative biology concepts. The purpose of our current research is to assess the effectiveness of the FMNs. In order to explore this topic, we collected “buy-in” data and compared it to the amount of participation in the small group meetings. The buy-in data included two major areas: profile completion and the total number of online posts, both to the forum and the collection. Productivity data was collected from FMN recordings on Google Hangouts and measured as: attendance and substance of contributions. Substance was scored as: unsubstantial (1), substantial feedback (2), substantial reporting of their own work (3), and both substantial feedback/reporting (4). From this we predicted that more buy-in would correlate with a higher level of participation. Preliminary results indicate that participants with greater profile completion and posts have high attendance, supporting our original prediction. In the future, additional data will be collected in order to determine if a consistent relationship is present.

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:
Donovan, Sam, Hale, Alison, Hanselman, Jennifer, Scherer, Hannah, (2015), "InTeGrate faculty mentoring network", Kickoff at National Association of Biology Teachers 2015 annual conference, : November, . Cited by:

The goal of this faculty mentoring network was to help faculty teach for a sustainable future in their undergraduate biology classrooms. This network ran from November 11, 2015 to May 31, 2016.

Eaton, Carrie D., Donovan, Sam, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy, Hale, Alison N., Fleming-Davies, Arietta, (2015), "QUBES: Building a community to promote undergraduate quantitative biology education", The International Symposium on Biomathematics and Ecology: Education and Research, : Normal, IL, October, . Cited by:
Poli, DorothyBelle, Cartier, Jen, Donovan, Sam, Diaz Eaton, Carrie, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Sheehy, Bob, Wojdak, Jeremy, Hale, Alison N., Fleming-Davies, Arietta, (2016), "Supporting Faculty in Quantitative Undergraduate Biology Education and Synthesis (QUBES)", Envisioning the Future of STEM Education (EnFUSE) AAAS, : Washington, DC, April, . Cited by:
Eaton, Carrie, (2015), "QUBES Hub: An online community", International Symposium on Biomathematics and Ecology Education and Research, : Normal, IL, . Cited by:
Eaton, Carrie D., Donovan, Sam, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy, Hale, Alison N., Fleming-Davies, Arietta, (2015), "?", Gordon Research Conference on Undergraduate Biology Education Research, : Lewiston, ME, July, . 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), "QUBES: Building a community to promote undergraduate quantitative biology education", Interdisciplinary STEM Education for Millennial Students, : June, . 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:
Orndorf, Hayley, Hale, Alison N., Donovan, Sam S., (2015), "The Effect of Instructor Communication on Student Perceptions of Mathematics in Biology", University of Pittsburgh Honors College Undergraduate Research Fair 2015, : Pittsburgh, PA, April, . Cited by:

Student perceptions of the importance of mathematics in biology are context dependent. While students often view math as unnecessary to understanding biology, certain conditions can promote positive responses to math-bio topics. The goal of this project was to investigate factors that promote positive student attitudes. First, we created a model describing possible influences on student perceptions of math in biology. Based on this model, we predicted that instructor communication about course goals would influence student responses about the importance of mathematics in biology. To test this prediction, we altered instructor communication to Foundations of Biology 2 (BIOSC 0160) students and monitored impacts on student perceptions through the use of a survey. Instructor communication consisted of a statement of the course objectives at the beginning of the survey. Half of the students received surveys with objectives emphasizing the link between math and biology, while the other half received a survey with traditional course objectives. Following this “instructor communication,” students were asked to express their opinions about what biology is and how they learn biology. We found that our instructor communication influenced students’ perceptions about certain aspects of what biology is. Specifically, students that were primed with math-bio course objective rated statements that biological knowledge is a set of core concepts and results from classical experiments significantly lower than traditionally primed students. While student perceptions of how they learn biology were largely independent of the objectives they received, students receiving the math-bio course objectives agreed more strongly with the statement that mathematical representations can provide meaning to biological concepts. Overall, our results indicate that the majority of students acknowledged the usefulness of quantitative skills in solving biological problems but did not believe math to be a central part of biology. The results of this pilot project will be used to guide further investigation on students' attitudes towards quantitative biology.

Akoto, Atteh, Garber-Talamo, Michelle, Donovan, Sam S., Hale, Alison N., (2015), "Pre-Health Students' Attitudes towards the Relative Importance of Biology and Statistics for their Preparation for Professional School", University of Pittsburgh Honors College Undergraduate Research Fair 2015, : Pittsburgh, PA, April, . Cited by:

During a recent review of the MCAT exam, the American Association of Medical Colleges (AAMC) surveyed medical school faculty to determine the relative importance of basic science and statistics topics for medical school preparation and success. Based on the results of this survey, the AAMC identified statistical reasoning as one of the major competencies expected of incoming medical students. The purpose of this project was to ascertain how students who self-identify as pre-med/pre-health: 1) perceive the importance of statistics to their academic preparation for professional school and 2) how this relates to their attitudes towards the incorporation of basic statistical reasoning in their undergraduate biology classes. We administered a survey similar to that of the AAMC to pre-health students at the University of Pittsburgh. Students were asked to rate the importance of 10 biology and 10 statistics topics from the original AAMC survey. Topics were selected based on their medical relevance and relative importance ranking in the AAMC survey. Students were also asked if they had ever encountered the statistics topics within the context of a biology course and if they believed that working with each statistical concept in a biology course would be beneficial to their preparation for medical school. The results of our survey indicate that, compared to the AAMC, students overestimated the relative importance of comparative anatomy and topics related to body systems. In contrast, students underestimated the relative importance of measures of central tendency to their preparation for medical school. Students felt that additional exposure to all of the statistics topics in biology courses would be helpful to their preparation for medical school. Not surprisingly, students’ ranking of the relative importance of a statistics topic correlated with their interest in studying it in a biology course. Our research was conducted in the context of an initiative to promote math in undergraduate biology courses and is exploratory in nature. Our results will be used to inform faculty about the attitudes of pre-health students and to inform students of the expectations of the AAMC in preparation for medical school.

Levenson, Wendy Jo, Herbst, Monika Norea, Donovan, Sam S., Hale, Alison N., (2015), "Characterizing the Quantitative Biology Curricula from Institutions Across the United States", University of Pittsburgh Honors College Undergraduate Research Fair 2015, : Pittsburgh, PA, April, . Cited by:

Due to the increasingly quantitative nature of the biological sciences, many schools now offer majors in mathematical biology. As this is a new major, there is no standard for how the program should be designed nor is there a place to easily access information about each school’s curriculum. In this study we analyzed the curriculum of ten mathematical biology programs to characterize their core components and their interdisciplinary nature. We then compared these programs to elucidate similarities and differences in: the percentage of credit hours devoted to mathematics vs. science; the department in which the major is housed; the number of required courses at different levels of learning (introductory, intermediate, and advanced); the number of undergraduate students enrolled in the major; and the number of interdisciplinary courses offered. Preliminary analyses indicate that programs vary across a wide spectrum in the percentage of credit hours devoted to mathematics vs. science. The programs that are heavily skewed towards either math or science lack courses that are cross-listed between departments. However, most programs offer courses with titles that suggest a blend of mathematical and biology concepts. We also found that most mathematical biology programs are housed in the mathematics department. By characterizing the layout, focus, and difficulty of mathematical biology programs, professionals in this field will be able to compare their curriculum with others to create a more consistent curriculum.

Donovan, Sam, Eaton, Carrie Diaz, Gower, Stith T., Jenkins, Kristin P., LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy M., (2015), "QUBES: a community focused on supporting teaching and learning in quantitative biology", Letters in Biomathematics, Proceedings of the Seventh International Symposium on Biomathematics and Ecology: Education and Research, Taylor & Francis, 2, 1: pg: 46-55, June, (DOI: 10.1080/23737867.2015.1049969). Cited by:

This letter provides an overview of the Quantitative Undergraduate Biology Education and Synthesis (QUBES) Project funded through the National Science Foundation. The project has five distinct, but interdependent, initiatives which work together to support faculty and students in the teaching and learning of quantitative biology (QB). QUBES has adopted an integrated strategy to improving the frequency and effectiveness of QB instruction that includes coordinating a broad consortium of professional stakeholders, supporting faculty development and the implementation of new teaching practices, providing an infrastructure for collaboration and access to high quality materials, establishing new metrics for faculty teaching scholarship and documenting the project outcomes.

Jenkins, Kristin, Donovan, Sam, Dewey, Tanya, Gower, Tom, LaMar, M. Drew, (2015), "2015 Quantitative Biology Education Summit", 2015 Quantitative Biology Education Summit, : National Evolutionary Synthesis Center (NESCent), Durham NC, February, . Cited by:

This meeting will be supported by two NSF funded projects: the Data In Inquiry RCN, and the newly funded Quantitative Undergraduate Biology Education and Synthesis Project (QUBES). The Data in Inquiry RCN is wrapping up its activities but the community we established and many of the educational issues we addressed will be picked up as part of the QUBES project. QUBES will focus on supporting faculty throughout their efforts to bring a more quantitative perspective as they teach biology, including providing students with opportunities to work with modern tools and data. This support extends from learning about new quantitative approaches, to finding and adapting existing quantitative teaching resources, implementing new lessons, and evaluating their effectiveness.

At this meeting we will build on the initial work generated by the Data in Inquiry RCN and the QUBES RCN - forerunner of the current QUBES project - and establish priorities for our future efforts. We will discuss the immediate, “low hanging fruit” as well as the long term challenges in quantitative biology education. Specifically, we hope to make progress in two areas: 1) identifying critical next steps required to move undergraduate biology classrooms into the 21st century and 2) an analysis of the kinds of data inquiry currently being used in biology classrooms.

We are interested in building on, and learning from, previous and ongoing projects as we launch the 5-year Quantitative Undergraduate Biology Education and Synthesis (QUBES) project: http://www.qubeshub.org/. We will be identifying objectives for immediate action, as well as strategizing for longer term projects.

This meeting will be a unique opportunity to work collaboratively to survey the dynamic field of quantitative biology education and share input on strategies for advancing our knowledge and practice around effectively teaching modern biological methods. It will be a working meeting that will involve some pre-meeting responsibilities and opportunities to contribute to the meeting products. Additional information about pre-meeting work and potential products will be in the next update email. Together we hope to lay out a clear path for both the near and far futures of quantitative biology education.

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 )

LaMar, M. Drew, Eaton, Carrie, Wojdak, Jeremy, Poli, DorothyBelle, Sheehy, Robert, Donovan, Sam, Jenkins, Kristin, Gower, Tom, (2014), "QUBES Minisymposium", Seventh International Symposium on Biomathematics and Ecology: Education and Research, : Claremont, CA, October, . Cited by:
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.

Hale, Alison N, Fleming-Davies, Arietta, Donovan, Sam, (2015), "QUBES: Building a community to promote undergraduate quantitative biology education", Ecological Society of America Annual Meeting, : Baltimore, MD, August, . Cited by:

Ecology has developed into a field with a strong emphasis on quantitative research. As a result, the majority of ecology-related careers require proficiency in quantitative skills, such as statistical analysis, mathematical modelling, and programming. Despite the demand for young ecologists with a strong math background, undergraduate ecology curricula often remain largely descriptive and conceptual. While a suite of educational resources exists on the web, the support and incentives required for faculty to adopt these resources are lacking. The NSF-funded Quantitative Undergraduate Biology Education and Synthesis (QUBES) project seeks to facilitate the adoption of quantitative biology into the classroom through five initiatives. First, QUBES will unite the interests of various professional societies under a common goal of promoting quantitative biology. Second, QUBES will promote faculty networks to foster professional development by bringing faculty together with experts in quantitative reasoning. Third, QUBES will develop a system to track and measure faculty teaching contributions. Fourth, QUBES will monitor the outcome of this system and track its success in moving quantitative biology into the classroom. Lastly, to implement the above initiatives, QUBES has partnered with HubZero, an open source software platform, to create a website that supports collaboration and quantitative biology education activities. The QUBES Hub website (qubeshub.org) launched in February 2015. QUBES Hub currently features the QUBES consortium of 15 professional organizations, including the Ecological Society of America. A resource submission and review system has been created inside the Hub to promote the sharing of resources among these societies and between faculty. Users can submit a variety of resources - including software, data, teaching material, and reference material - and post comments describing how they adapted the resource for a particular classroom setting. To date, QUBES Hub hosts over 100 resources. QUBES Hub has also been designed and used to coordinate faculty workshops and networks. The website served as the home for the 2015 Quantitative Biology Education Summit, a meeting that brought together leading experts to identify critical next steps in bringing quantitative biology into the undergraduate classroom. Additionally, two faculty networks are currently being piloted. QUBES Hub has already united over 100 scientists and mathematicians with an interest in promoting quantitative biology. By providing easy access to professional development and teaching resources, along with promoting teaching scholarship, QUBES can help faculty overcome the barriers to teaching quantitative biology and assist in the development of well-trained ecologists for the next generation.

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.

Just, Winfried, Callender, Hannah, LaMar, M. Drew, Raina S. Robeva (2015), "Disease Transmission Dynamics on Networks: Network Structure Versus Disease Dynamics", Algebraic and Discrete Mathematical Methods for Modern Biology, first, Academic Press: pg: 217-235, March, 9780128012130, . Cited by:
Just, Winfried, Callender, Hannah, LaMar, M. Drew, Toporikova, Natalia, Raina S. Robeva (2015), "Transmission of Infectious Diseases: Data, Models, and Simulations", Algebraic and Discrete Mathematical Methods for Modern Biology, first, Academic Press: pg: 193-215, March, 9780128012130, . Cited by:
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