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Arietta Fleming-Davies, Jeremy M Wojdak, Deborah Rook, (2019), "Biology Students Math Attitudes and Anxiety Program (BIOMAAP): a QUBES Faculty Mentoring Network", Online, : Online, January, . Cited by:
Nicole Chodkowski, Gabriela Hamerlinck, R Deborah Overath, Teresa Mourad, Kristin Jenkins, Sam S Donovan, Arietta Fleming-Davies, Jeremy M Wojdak, (2018), "QUBES-ESA partnership uses online Faculty Mentoring Networks to prepare faculty for teaching quantitative biology to undergraduates", Ecological Society of America Annual Conference 2018, : New Orleans, LA, August, (DOI: 10.25334/Q4G71G). Cited by:
Kaitlin Bonner, Arietta Fleming-Davies, Kristine Grayson, Alison N Hale, Ben Wu, Sam S Donovan, (2017), "Bringing Research Data to the Ecology Classroom through a QUBES Faculty Mentoring Network", Teaching Issues and Experiments in Ecology, 13: November, . Cited by:
Kaitlin Bonner, Arietta Fleming-Davies, Kristine Grayson, Alison N Hale, Ben Wu, Sam S Donovan, (2017), "Bringing Research Data to the Ecology Classroom through a QUBES Faculty Mentoring Network", Teaching Issues and Experiments in Ecology, 13: November, . Cited by:
Gabriela Hamerlinck, Sam S Donovan, Carrie Diaz Eaton, Kristin Jenkins, Drew LaMar, Jeremy M Wojdak, Arietta Fleming-Davies, Hayley Orndorf, (2017), "QUBES: Building a community to promote undergraduate quantitative biology education", The Tenth International Symposium on Biomathematics and Ecology: Education and Research, : Normal, IL, October, . Cited by:
Kaitlin Bonner, Arietta Fleming-Davies, Kristine Grayson, Raisa Hernández-Pacheco, Gabriela Hamerlinck, (2018), "DIG into Data Faculty Mentoring Network", Online, : Online, June, . Cited by:
Jenkins, Kristin, Hamerlinck, Gabriela, Donovan, Sam, Diaz-Eaton, Carrie, LaMar, Drew, Wojdak, Jeremy, Fleming-Davies, Arietta, Orndorf, Hayley, (2017), "QUBES: Building a community to promote undergraduate quantitative biology education", Gordon Research Conference on Undergraduate Biology Education Research, : Easton, Massachusetts, July, (DOI: 10.25334/Q44T0V). Cited by:
Hamerlinck, Gabriela, Donovan, Sam, Diaz-Eaton, Carrie, Jenkins, Kristin, LaMar, Drew, Wojdak, Jeremy, Fleming-Davies, Arietta, Orndorf, Hayley, (2017), "QUBES: Building a community to promote undergraduate quantitative biology education", Evolution 2017, : Portland, Oregon, June, (DOI: 10.25334/Q44T0V). Cited by:
Fleming-Davies, Arietta, Wojdak, Jeremy, Jenkins, Kristin, Hamerlinck, Gaby, (2016), "In-person Math Attitudes and Anxiety workshop at NABT", National Association of Biology Teachers Annual Conference 2016, : Denver, Colorado, November, . Cited by:
Fleming-Davies, Arietta, (2017), "4th Life Discovery – Doing Science Biology Education Conference ", : . Cited by:

Planning Committee

Fleming-Davies, Arietta, Grayson, Kristine, Bonner, Kaitlin, (2017), "DIG into Data Faculty Mentoring Network", Online, : Online, January, . Cited by:
Hamerlinck, Gaby, Fleming-Davies, Arietta, Jenkins, Kristin, Mourad, Teresa, (2017), "ESA Data Discovery Faculty Mentoring Network", Online, : Online, January, . Cited by:
Fleming-Davies, Arietta, Wojdak, Jeremy, Hale, Alison, Jenkins, Kristin, (2016), "Math Attitudes and Anxiety Faculty Mentoring Network", Online, : Online, September, . Cited by:
Fleming-Davies, Arietta, Hamerlinck, Gabriela, Hale, Alison N, Langen, Tom, Mourad, Teresa, Jenkins, Kristin, Donovan, Sam, (2017), "Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks", Multi-Scale Evaluation in STEM Education, : Knoxville, Tennessee, February, . Cited by:

Using ecological research data in undergraduate courses has many potential benefits for student learning. Students gain knowledge of ecological concepts, increased understanding of the scientific process, and meaningful opportunities to develop and practice quantitative skills (Langen et al. 2014). As ecological datasets continue to become larger and more complex, faculty may need additional support both to build their own skills and to teach effectively with research data. 

LaMar, M. Drew, Donovan, Sam, Diaz-Eaton, Carrie, Fleming-Davies, Arietta, Gower, Stith, Hale, Alison N., Hamerlinck, Gabriela, Jenkins, Kristin, Poli, DororthyBelle, Sheehy, Bob, Wojdak, Jeremy, (2016), "QUBES: Building a community to promote undergraduate quantitative biology education", The 11th Gateway Computing Environments Conference, : San Diego, California, November, . Cited by:

Quantitative skills have been recognized as core competencies for career success in biology, and many faculty are interested in teaching more quantitative biology in their courses. The QUBES project is designed to improve communication among educators, assist faculty in understanding and implementing novel content and teaching strategies in their unique classroom settings, and create an academic reward system that emphasizes teaching as well as research. To meet these goals, QUBES is building a diverse online community of educators interested in quantitative biology.

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.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Hale, Alison N, Langen, Tom, Mourad, Teresa, Jenkins, Kristin, Donovan, Sam, (2016), "Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks", ACUBE Annual Meeting, : Milwaukee, WI, October, . Cited by:

Using ecological research data in undergraduate courses has many potential benefits for student learning. Students gain knowledge of ecological concepts, increased understanding of the scientific process, and meaningful opportunities to develop and practice quantitative skills (Langen et al. 2014). As ecological datasets continue to become larger and more complex, faculty may need additional support both to build their own skills and to teach effectively with research data.

Donovan, Sam, Hale, Alison, Fleming-Davies, Arietta, Hamerlinck, Gabriela, Wojdak, Jeremy, Jenkins, Kristin, (2016), "Faculty Mentoring Networks: A Model for Promoting Teaching Scholarship in Quantitative Biology Education", National Association of Biology Teachers 2016 Annual Conference, Denver, Colorado: November, . Cited by:

Faculty Mentoring Networks (FMNs) are designed to support the development of teaching scholarship by promoting teacher identity, self-efficacy, and knowledge/experience via four core design principles. We draw these principles from our experience developing and running 13 FMNs with over 200 participants.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Hale, Alison N, Langen, Tom, Mourad, Teresa, Jenkins, Kristin, Donovan, Sam, (2016), "Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks", National Association of Biology Teachers 2016 Annual Conference, : Denver, Colorado, November, . Cited by:

Using ecological research data in undergraduate courses has many potential benefits for student learning. Students gain knowledge of ecological concepts, increased understanding of the scientific process, and meaningful opportunities to develop and practice quantitative skills (Langen et al. 2014). As ecological datasets continue to become larger and more complex, faculty may need additional support both to build their own skills and to teach effectively with research data. 

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Hale, Alison N, Langen, Tom, Mourad, Teresa, Jenkins, Kristin, Donovan, Sam, (2016), "Confronting the challenges of bringing research data into undergraduate classrooms using online faculty mentoring networks", Ecological Society of America Annual Conference 2016, : Fort Lauderdale, Florida, August, . Cited by:

Using ecological research data in undergraduate courses has many potential benefits for student learning. Students gain knowledge of ecological concepts, increased understanding of the scientific process, and meaningful opportunities to develop and practice quantitative skills (Langen et al. 2014). As ecological datasets continue to become larger and more complex, faculty may need additional support both to build their own skills and to teach effectively with research data. 

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