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Hanselman, Jennifer, Scherer, Hannah, Donovan, Sam, Hale, Alison, (2016), "Adapting geoscience materials for introductory biology courses using the Faculty Mentoring Network", Earth Educators' Rendezvous, : Madison, Wisconsin, July, . Cited by:

InTeGrate and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project have partnered to support the adaptation of these geoscience modules into introductory biology courses. The modules all include a systems thinking approach while focusing on students' metacognitive abilities. The QUBES project partners with high quality content providers, like InTeGrate, to coordinate long duration (3-4 month), low intensity (biweekly synchronous meetings) faculty communities called faculty mentoring networks (FMN). The goal of a FMN is to support the faculty community through the process of customizing the materials for use in their instructional settings, implementing them with students, and publishing the products for use by other faculty. These efforts provide rich scholarly experiences for participants and add value to the existing teaching materials by building paradata (information about the use of the materials) that will support future adoption.Situated learning postulates that learning is embedded in experience such that learning outcomes for participants in the FMN are a product of their efforts to incorporate geoscience concepts into biology courses. Analysis of FMN activities from the perspective of situated learning in a community of practice allows for identification of mechanisms through which participants learn from their experience, each other, and input and facilitation from the mentors. Understanding how the participants experienced the FMN leads to identification of components of the FMN that were particularly instrumental or detrimental to faculty adaptation and implementation of InTeGrate materials. Faculty are adapting InTeGrate modules for the biology context with a range of approaches and degrees of revision. Analysis of how faculty approach these changes provides insight into strategies for supporting more faculty members in the use of existing materials in new disciplinary settings.

Monfils, Anna K., Ellwood, Elizabeth, Linton, Debra L., Phillips, Molly, Cook, Joseph, Kerski, Joseph, Barbaro, Tracy, Donovan, Sam, Powers, Karen, Prather, L. Alan, Guralnick, Rob, (2016), "Integrating Natural History Collections into Undergraduate Education: Creating the Resources and Growing the Community", GREEN MUSEUM – HOW TO PRACTICE WHAT WE PREACH? 2016 SPNHC conference, : Berlin, Germany, June, . Cited by:

Natural history collection specimens and associated data provide unique physicaland virtual opportunities to engage students in the practice of science in authentic, place based lessons. We will present information on how collections, and the data associated with collections, can facilitate student learning and teach valuable skill sets necessary for the 21st century workforce. The talk will highlight ongoing efforts to engage students using museum data and provide examples of current educational opportunities and existing educational modules. We will present results from recent surveys of students working in collections, collection professionals speaking to new skill sets needed for workforce training, and the collections community's insight on future directions in the use of museums in undergraduate education. We will address challenges associated with implementing natural history collection modules into undergraduate education and introduce emerging collaborative efforts to incorporate specimens and associated data into the undergraduate curriculum.

Grayson, Kristine, Hale, Alison, Wu, X-Ben, (2016), "Data-based inquiry in the Classroom using Authentic Research Data from the Dryad Digital Repository", 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:

Looking for real datasets to use in the classroom? DryadLab modules encourage students to focus on core competencies such as critical thinking and data analysis by promoting an active learning environment for all students. Through the use of authentic data sets, students develop an ability to analyze and represent data to solve a problem, understand the relationship between the data and the hypothesis, cope with missing data, recognize confounding factors, interpret ambiguous results, and come to better understand how scientific knowledge is constructed – come learn how to use these materials in your classroom!

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 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:
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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