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Hamerlinck, Gabriela, (2017), "Infusing quantitative skills into the biology classroom", 4th Life Discovery - Doing Science Education Conference, : Norman, Oklahoma, October, . Cited by:

Increasing quantitative reasoning skills of biology students is necessary, but can be difficult. Participants will explore resources to introduce students to quantitative skills. We will discuss how these skills and resources might be implemented to support biological understanding.

Diaz Eaton, Carrie, (2016), "Biocalculus: Is it better?", Joint meeting for the Society of Mathematical Biology and The European Conference of Mathematical and Theoretical Biology, Nottingham, UK: July, . Cited by:
Diaz Eaton, Carrie, (2016), "A framework for modeling to encourage interdisciplinary conversations", Joint Meeting of the Education Section of the Society for Industrial and Applied Mathematics and Mathematics of Planet Earth, Philadelphia, PA: October, . Cited by:
Diaz Eaton, Carrie, (2016), "A framework for the teaching of modeling for biologists", International Symposium of Biomathematics and Ecology Education and Research, Charleston, SC: October, . Cited by:
Diaz Eaton, Carrie, (2016), "“QUBES: Quantitative Undergraduate Biology Education and Synthesis", International Congress on Mathematical Education, Hamburg, Germany: July, . Cited by:
Diaz Eaton, Carrie, (2016), "Community Building", International Symposium of Biomathematics and Ecology Education and Research, Charleston, SC: October, . Cited by:
Diaz Eaton, Carrie, (2016), "Yes, I model", Marymount University, Department of Mathematics Invited Presentation, Arlington, VA: October, . Cited by:
Diaz Eaton, Carrie, (2016), "Ecology, Evolution and Mathematics: A co-evolutionary model of mutualism", Colloquium of the School of Biology and Ecology at the University of Maine, Orono, ME: November, . Cited by:
Diaz Eaton, Carrie, (2016), "A community-centered approach to STEM education", STEM Education Colloquia, La Jolla, CA: December, . Cited by:
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.

Donovan, Sam, (2016), "Reimagining professional development: Faculty mentoring networks as a model for connecting projects and teachers", iDigBio Education and Outreach Webinar Series, : December, . Cited by:

The Quantitative Undergraduate Biology Education and Synthesis (QUBES) project is working to design, implement, and assess online collaborative communities that promote teaching scholarship. In doing this we have learned a variety of strategies for connecting existing and emerging projecst with interested faculty to promote work that serves the needs of all participants. The webinar will provide some background on the QUBES project, examples of how faculty mentoring networks have made it possible for diverse educational programs to reach new audiences, and a framework for designing your own broader impact strategies.

Hamerlinck, Gaby, Jenkins, Kristin, (2016), "Bringing Real Ecological Data into the Classroom: DryadLab on QUBESHub", ACUBE Annual Meeting, Milwaukee, WI: October, . Cited by:
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.

Donovan, Sam, Jenkins, Kristin, Hale, Alison, Hamerlinck, Gabriela, (2016), "Design, Implementation, and Evaluation of Faculty Mentoring Networks: A Model for Promoting Faculty Teaching Scholarship", National Association of Biology Teachers 2016 Annual Conference, : Denver, Colorado, November, . Cited by:

NGSS, AP Biology, and Vision & Change all highlight the importance of quantitative skills to understanding biology. The Quantitative Undergraduate Biology Education and Synthesis (QUBES, project addresses the many of the challenges associated with improving students’ quantitative skills. Although the project primarily focuses onundergraduate settings, high school faculty may also find the project resources valuable.This symposium will include 3-4 brief presentations by faculty who have adapted and used a diverse collection quantitative reasoning teaching resources as part of their participation in various Faculty Mentoring Networks (FMNs). FMNs are long duration, low intensity, online learning communities that support faculty through the customization and implementation of effective teaching materials. The FMNs represented will include HHMI Biointeractive, ESA/TIEE, DryadLab, and AIMS. These projects are all chosen because they leverage existing high quality quantitative teaching resources that should be of interest to the broad NABT audience. The resources will be presented as a collection of “implementation stories” which feature peer-to-peer descriptions of how a wide range of disciplinary topics, institutional settings, and quantitative skills were accommodated. Portions of these resources will be distributed during the symposium and additional supporting materials will be available online.In addition to sharing specific teaching resources we will highlight ways for symposium attendees to participate in the QUBES project. An introductory presentation will raise attendees awareness of our approach to supporting quantitative reasoning in biology classrooms and share opportunities for their participation in future Faculty Mentoring Networks. The closing presentation will reflect on, and generalize from, the specific “implementation stories” to provide an overview of how Faculty Mentoring Networks are used to support teaching scholarship, and ways that attendees can participate.

LaMar, Drew, (2016), "A Framework for Teaching Modeling to Biologists", SIAM Conference on Applied Mathematics Education, : Philadelphia, PA, September, . Cited by:

What are the modeling skills and metacognitive strategies of importance for the life sciences? In this talk, we describe a teaching and learning framework around modeling that (1) highlights the sometimes hidden role of models and modeling in the sciences, and (2) points to a possible path forward on how to move from using models as illustrative tools to using modeling as a process of discovery.

Diaz Eaton, Carrie, (2016), "A Framework for Modeling to Encourage Interdisciplinary Conversations", SIAM Conference on Applied Mathematics Education, : Philadelphia, PA, September, . Cited by:

Here we present a framework for thinking about what models and modeling are, particularly to other disciplines. We encourage that differing disciplinary approaches are seen as part of a larger picture of this framework, thinking about model representations in the rule of five, and modeling as the act of moving between representations. We provide examples to illustrate and acknowledge language can interfere with helping students make connections between disciplines, even between statistics and mathematical modeling. Although in targeted to teaching modeling skills to biologists, the lessons can be extrapolated to a variety of other interdisciplinary conversations.

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.

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! ( 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 (, the Esri EdCommunity (, Kurator developers (, and the Quantitative Undergraduate Biology Education and Synthesis community ( 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 ( 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.

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!

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