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Elizabeth F Ryder, William (Bill) Morgan, Michael Sierk, Sam S Donovan, Sabrina Robertson, Hayley Orndorf, Anne Rosenwald, Eric Triplett, Liz Dinsdale, Mark A. Pauley, William Tapprich, (2020), "Incubators: Building community networks and developing open educational resources to integrate bioinformatics into life science education", Biochemistry and Molecular Biology Education, 48, 4: pg: 381-390, June, (DOI: 10.1002/bmb.21387). Cited by:
Nate Emery, Ellen Bledsoe, Andrew Osborne Hasley, Carrie Diaz Eaton, (2020), "Cultivating inclusive instructional and research environments in ecology and evolutionary science", Ecology and Evolution, 11, 4: pg: 1480-1491, December, (DOI: 10.1002/ece3.7062). Cited by:
Olcay Akman, Carrie Diaz Eaton, Dan Hrozencik, Kristin Jenkins, Katerina V. Thompson, (2020), "Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education", Bulletin of Mathematical Biology, 82, 8: August, (DOI: 10.1007/s11538-020-00781-4). Cited by:
Carrie Diaz Eaton, Kaitlin Bonner, Karen Cangialosi, Bryan Dewsbury, Maggie Diamond-Stanic, Jason Douma, Michelle Smith, Jeremy M Wojdak, (2020), "Meeting Report: Sustainability Challenges for Open Resources to promote an Equitable Undergraduate Biology Education (SCORE-UBE) Network", : August, (DOI: 10.25334/V5BY-ZT28). Cited by:
Olcay Akman, Carrie Diaz Eaton, Dan Hrozencik, Kristin Jenkins, Katerina V. Thompson, (2020), "Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education", Bulletin of Mathematical Biology, 82, 109: August, (DOI: 10.1007/s11538-020-00781-4). Cited by:
Carrie Diaz Eaton, Drew LaMar, Maeve McCarthy, (2020), "21st Century Reform Efforts in Undergraduate Quantitative Biology Education", Letters in Biomathematics, 7, 1: pg: 55-66, May, . Cited by:
Alexa Clemmons, Jerry Timbrook, Jon Herron, Alison Crowe, (2020), "BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies", bioRxiv, : January, (DOI: 10.1101/2020.01.11.902882). Cited by:
AJ Lauer, Wendy Gram, Alycia Crall, Carrie Diaz Eaton, Rebecca Haacker, Emily Jack-Scott, Angeline Pendergrass, Kaitlin Stack Whitney, (2020), "Scientific meetings for all", Eos, 101: January, (DOI: 10.1029/2020EO138951). Cited by:
Robert Lee Mayes, Kent Rittschof, Joe Dauer, Bryon Gallant, (2019), "Quantitative modelling biology undergraduate assessment", Letters in Biomathematics, 6, 1: pg: 1-27, September, (DOI: 10.1080/23737867.2019.1653234). Cited by:
Kristin Jenkins, Vedham Karpakakunjaram, (2019), "Guest Commentary: I Was Told There Would Be No Math Involved", The American Biology Teacher, 81, 7: pg: 465, September, (DOI: 10.1525/abt.2019.81.7.465). Cited by:
Vinayak Mathur, Gaurav Arora, Mindy McWilliams, Janet Russell, Anne Rosenwald, (2019), "The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics.", Journal of Microbiology & Biology Education, 20, 1: April, (DOI: 10.1128/jmbe.v20i1.1607). Cited by:
Vinayak Mathur, Gaurav Arora, Mindy McWilliams, Janet Russell, Anne Rosenwald, (2019), "The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics", Journal of Microbiology & Biology Education, 20, 1: April, (DOI: 10.1128/jmbe.v20i1.1607). Cited by:
Teresa Mourad, (2018), "Emerging Education Resources and Initiatives: Harnessing the Potential of Disciplinary Societies to advance Biodiversity literacy", Biodiversity Information Science and Standards, 2, e27176: July, (DOI: 10.3897/biss.2.27176). Cited by:
Carrie Diaz Eaton, Hannah Callender Highlander, Kam Dahlquist, Drew LaMar, Glenn Ledder, Richard Schugart, (2019), "A “Rule-of-Five” Framework for Models and Modeling to Unify Mathematicians and Biologists and Improve Student Learning", PRIMUS, : March, (DOI: 10.1080/10511970.2018.1489318). Cited by:
Miranda M. Chen, S. M. Scott, Jessica D. Stevens, (2017), "Technology as a tool in teaching quantitative biology at the secondary and undergraduate levels: a review", Letters in Biomathematics, 5, 1: pg: 30-48, December, (DOI: 10.1080/23737867.2017.1413432). Cited by:
Timothy M. Beardsley, Robert E. Gropp, James M. Verdier, (2018), "Addressing Biological Informatics Workforce Needs: A Report from the AIBS Council", BioScience, 68, 11: pg: 847-853, November, (DOI: 10.1093/biosci/biy116). Cited by:
Melissa A. Wilson Sayres, Charles Hauser, Michael Sierk, Srebrenka Robic, Anne Rosenwald, Todd Smith, Eric Triplett, Jason Williams, Liz Dinsdale, Bill Morgan, James M. Burnette III, Sam S Donovan, Jennifer C. Drew, Sarah Elgin, Edison Fowlks, Sebastian Galindo, Anya Goodman, Neal Grandgenett, Carlos Christopher Goller, John R Jungck, Jeffrey D Newman, William Pearson, Elizabeth Ryd, Rafael Tosado-Acevedo, William Tapprich, Tammy C Tobin, Arlin Toro, Lonnie Welch, Robin Wright, David Ebenbach, Kimberly C. Olney, Mindy McWilliams, Mark A. Pauley, (2018), "Bioinformatics Core Competencies for Undergraduate Life Sciences Education", PLOS One, : June, (DOI: 10.1371/journal.pone.0196878). Cited by:
Carrie Diaz Eaton, Hannah Callender Highlander, (2017), "The Case for BioCalculus: Design, Retention, and Student Performance", CBE-Life Science Education, 16, 2: October, (DOI: 10.1187/cbe.15-04-0096). Cited by:
Dahlquist, Kam D, Aikens, Melissa L, Dauer, Joseph T, Donovan, Samuel S, Diaz Eaton, Carrie, Callender Highlander, Hannah, Jenkins, Kristin P, Jungck, John R, LaMar, M Drew, Ledder, Glenn, Mayes, Robert L, Schugart, Richard C, (2017), "An invitation to modeling: building a community with shared explicit practices", PeerJ Preprints, : September, (DOI: 10.7287/peerj.preprints.3215v1). Cited by:

Models and the process of modeling are fundamental to the discipline of biology, and therefore should be incorporated into undergraduate biology courses. In this essay, we draw upon the literature and our own teaching experiences to provide practical suggestions for how to introduce models and modeling to introductory biology students. We begin by demonstrating the ubiquity of models in biology, including representations of the process of science itself. We advocate for a model of the process of science that highlights parallel tracks of mathematical and experimental modeling investigations. With this recognition, we suggest ways in which instructors can call students’ attention to biological models more explicitly by using modeling language, facilitating metacognition about the use of models, and employing model-based reasoning. We then provide guidance on how to begin to engage students in the process of modeling, encouraging instructors to scaffold a progression to mathematical modeling. We use the Hardy-Weinberg Equilibrium model to provide specific pedagogical examples that illustrate our suggestions. We propose that by making even a small shift in the way models and modeling are discussed in the classroom, students will gain understanding of key biological concepts, practice realistic scientific inquiry, and build quantitative and communication skills.

Diaz Eaton, Carrie, Allen, Deborah, Anderson, Laurel J., Bowser, Gillian, Pauley, Mark A., Williams, Kathy S., Uno, Gordon E., (2016), "Summit of the Research Coordination Networks for Undergraduate Biology Education", CBE Life Sciences Education, 15, 4: December, . Cited by:

The first summit of projects funded by the National Science Foundation’s Research Coordination Networks for Undergraduate Biology Education (RCN-UBE) program was held January 14–16, 2016, in Washington, DC. Sixty-five scientists and science educators from 38 of the 41 Incubator and Full RCN-UBE awards discussed the value and contributions of RCNs to the national biology education reform effort. The summit illustrated the progress of this innovative UBE track, first awarded in 2009. Participants shared experiences regarding network development and growth, identified best practices and challenges faced in network management, and discussed work accomplished. We report here on key aspects of network evaluation, characteristics of successful networks, and how to sustain and broaden participation in networks. Evidence from successful networks indicates that 5 years (the length of a Full RCN-UBE) may be insufficient time to produce a cohesive and effective network. While online communication promotes the activities of a network and disseminates effective practices, face-to-face meetings are critical for establishing ties between network participants. Creation of these National Science Foundation–funded networks may be particularly useful for consortia of faculty working to address problems or exchange novel solutions discovered while introducing active-learning methods and/or course-based research into their curricula.

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