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Anna Monfils, Molly Phillips, Debra Linton, (2019), "The Potential of Natural History Collections in Educating the 21st Century Scientist and Citizen", 5th Life Discovery - Doing Science Education Conference, : Gainesville, Florida, March, (DOI: 10.25334/Q44433). Cited by:
Sam S Donovan, (2019), "Getting students to reason with data: QUBES tools and teaching resources built for introductory biology", Biology Learning Community Conference 2019, : Henderson, Nevada, March, (DOI: 10.25334/Q49X5B). Cited by:
Bill Morgan, Sam S Donovan, Hayley Orndorf, Sabrina Robertson, Elizabeth F Ryder, Michael Sierk, Anne Rosenwald, Liz Dinsdale, Eric Triplett, Mark A. Pauley, William Tapprich, (2018), "Development of the NIBLSE Learning Resource Collection and Incubators", 2018 ASCB/EMBO Conference, : San Diego, CA, December, (DOI: 10.25334/Q4TX1G). Cited by:
Sam S Donovan, (2018), "The role of a biology education gateway in promoting faculty teaching scholarship and increasing project impact", University of Michigan, Department of Ecology and Evolutionary Biology, Invited Presentation, : Ann Arbor, MI, March, . Cited by:
Drew LaMar, (2018), "Serenity now! Keep calm and do science with real data in the classroom", National Association of Biology Teachers Annual Conference 2018, : San Diego, CA, November, (DOI: 10.25334/Q4DD6G). Cited by:
Carrie Diaz Eaton, (2017), "QUBES", World Conference on Natural Resource Modeling, : Barcelona, Spain, June, . Cited by:
Carrie Diaz Eaton, (2017), "QUBES: A community supporting faculty teaching at the interface of mathematics and biology", Gordon Research Conference on Undergraduate Biology Education, : Easton, MA, July, . Cited by:
Carrie Diaz Eaton, (2018), "A Framework for Moving towards a More Inclusive Science", Bates College, : Lewiston, ME, February, . Cited by:
Gabriela Hamerlinck, (2017), "QUBES: a collaboration and professional development platform for quantitative biology education", The Tenth International Symposium on Biomathematics and Ecology: Education and Research, : Normal, IL, October, . Cited by:
Sam S Donovan, (2018), "Helping teachers and students learn with research data: The role of a scientific gateway for education", Cary Institute, : Millbrook, NY, April, (DOI: 10.25334/Q4S40V). Cited by:
Sam S Donovan, (2018), "Fostering and sustaining interdisciplinary faculty communities around undergraduate teaching: Insights from the QUBES project", SIAM ED18, : Portland, OR, July, . Cited by:
Bill Morgan, Sam S Donovan, Hayley Orndorf, Sabrina Robertson, Elizabeth Ryder, Michael Sierk, Anne Rosenwald, Liz Dinsdale, Eric Triplett, Mark A. Pauley, William Tapprich, (2018), "Development of the NIBLSE Learning Resource Collection and Incubators", International Society for Computational Biology, : Chicago, Illinois, July, . Cited by:
Joe Dauer, Robert Lee Mayes, (2018), "Quantitative Modeling by Biology UnderGraduate Students", University of Houston, : Houston, Texas, February, . Cited by:
Monfils, Anna, Linton, Debra, Phillips, Molly, (2017), "Using Natural History Collections to Increase Biodiversity Literacy in Undergraduate Education", 4th Life Discovery - Doing Science Education Conference, : Norman, Oklahoma, October, . Cited by:

A new initiative entitled Biodiversity Literacy in Undergraduate Education (BLUE) aims to bring together communities of biodiversity, data, and education specialists to identify core undergraduate data competencies and standards, delineate learning progressions and develop effective strategies for sustained development and implementation of biodiversity and data literacy education. BLUE participants have also brought some of these strategies into practice by developing example activities.In this workshop, we will present a completed BLUE resource, Angiosperm Reproduction, and Coevolution, in which students use publicly available digitized natural history collections data to analyze spatial co-occurrence of pollinators and the plants they pollinate. Using various data layers and digital resources, students explore the global patterns of species occurrence in a geographic context and form hypotheses related to the interdependence of bats and agave. Specific questions are asked regarding the ecology, distribution, and conservation of both the plant and animal species. Students are asked to propose research questions in a geographic context. The lab is currently being evaluated at Central Michigan University as part of the introductory biology curricula.This module, along with others, is part of a QUBES-Hub Faculty Mentoring Network (FMN). We will also introduce other modules under development, demonstrate the module’s design process, and talk about the ongoing evaluation. Finally, the presenters will explain how participants can get involved in both BLUE and FMNs (https://qubeshub.org/groups/nhc_fmn/overview).

Beardsley, Paul, Gibson, Phil, Hamerlinck, Gabriela, Highlander, Hannah, Jenkins, Kristin, Mead, Louise, (2017), "Professional Development for Undergraduate Educators: Scientific Thinking with Models and Data", Evolution 2017, : Portland, Oregon, June, . Cited by:
Dinsdale, Elizabeth, Pauley, Mark, Rosenwald, Anne, Triplett, Eric W., Morgan, William, (2017), "NIBLSE: A network to fully integrate bioinformatics into undergraduate life science education", Great Lakes Bioinformatics Conference, : Chicago, Illinois, May, . Cited by:

Despite its increasing importance in nearly all areas of biology, bioinformatics has yet to be fully integrated into undergraduate life science curricula. To this end, the Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE, pronounced “nibbles”) was formed and funded by the NSF to: 1) create a network of investigators committed to integrating bioinformatics into undergraduate life sciences education; 2) develop and disseminate a set of core bioinformatics competencies for undergraduate students in the biological sciences; 3) identify and disseminate assessment tools that are aligned with the core competencies; and 4) organize and vet curricular activities and professional development materials that address the competencies. This presentation will present our current progress on these objectives. Foremost, the growing NIBLSE community of biology and bioinformatics educators has recently defined a set of bioinformatics core competencies essential for all life scientists. In addition, NIBLSE, in cooperation with QUBES, has developed an online platform to develop and disseminate bioinformatics learning resources (https://qubeshub.org/groups/niblse). Finally, NIBLSE will soon begin efforts to identify assessment tools for biology instructors incorporating bioinformatics into their classrooms.

Morgan, William, (2017), "The NIBLSE Network", Fifth Biannual Undergraduate Bioinformatics Education Conference Program, : Latrobe, Pennsylvania, April, . Cited by:
Jenkins, Kristin, Donovan, Sam, LaMar, Drew, Hamerlinck, Gabriela, Orndorf, Hayley, (2017), "Making the Most of Models", National Association of Biology Teachers 2017 Annual Conference, : St. Louis, MO, November, . Cited by:
Jenkins, Kristin, (2016), "Modeling for Understanding: An authentic scientific experience in the undergraduate biology classroom", Biology Department Seminar Series, : Georgetown, Washington, DC, September, . Cited by:

Models are an integral part of the scientific process used to represent ideas, solve problems, predict outcomes, and test theories. Modeling involves a broad set of skills and approaches, including quantitative reasoning. Students are exposed to models throughout their education, but may not understand the role of modeling in the scientific process or how to use models to increase their content knowledge. The Quantitative Undergraduate Biology Education (QUBES) project has been supporting a working group exploring how this key scientific practice be more effectively used in undergraduate biology education.

Donovan, Sam, (2017), "QUBES – A virtual synthesis center catalyzing change in undergraduate quantitative biology education", HHMI Constellation Meeting: Advancing science students mastery of quantitative skills, : Chevy Chase, MD, March, . Cited by:
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