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Diaz Eaton, Carrie, (2017), "Lost in translation: Academic work beyond academia", : March, . Cited by:
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:
Orndorf, Hayley, Morgan, William, Grandgenett, Neal, Pauley, Mark, Ryder, Liz, Sierk, Michael, Wright, Robin, Rosenwald, Anne, Dinsdale, Elizabeth, Triplett, Eric W, Donovan, Sam, (2017), "Incubators: A community based model for improving the usability of bioinformatics learning resources", Great Lakes Bioinformatics Conference, : Chicago, Illinois, May, . Cited by:

There are a variety of barriers to faculty participation in scholarly approaches to teaching. Primary among these are the challenges undergraduate faculty face in finding and participating in a scholarly community, and in receiving academic credit for their work. The Open Education Resources (OER) movement was designed in part to make it easier for faculty to share their work, particularly in the context of adopting and adapting existing resources. However, participation in the OER community by undergraduate biology faculty is hampered by a lack of awareness, lack of an active disciplinary community, and technical difficulties involved in sharing modified materials. Furthermore, recognition for this type of teaching scholarship is undermined by the lack of clear and consistent ways to document participants' intellectual contributions. We have designed a system for facilitating collaborative projects around existing learning resources that both improve the quality of the materials and also document participant contributions. Incubators are small, peer-driven, relatively short-lived, online communities that work with a learning resource to 1) move it toward publication, 2) improve its usability, and 3) provide customizations for different student audiences and teaching settings. Incubators are formed around specifically identified goals in one or more of these areas. Incubator participants work in an online environment with both editorial and technical facilitators to produce materials that will be shared publicly, with the ultimate goal of publication in an open-access journal. This work is a collaboration between the NSF- funded Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) and the Quantitative Undergraduate Biology Education & Synthesis (QUBES) projects. The NIBLSE community brings both bioinformatics teaching expertise and learning resources to the Incubators. The QUBES community provides online infrastructure and experience in facilitating online collaboration and publication. Please visit https://qubeshub.org/groups/niblse/resourcecollection for more information.

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. 

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.

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.

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.

Mourad, Teresa, (2016), "2016 ESA Education Scholars", : October, . Cited by:
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:
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.

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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