Support

Support Options

  • Knowledge Base

    Find information on common questions and issues.

  • Support Messages

    Check on the status of your correspondences with members of the QUBES team.

Contact Us

About you
About the problem

Citations

Search Citations
Citations
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:
Satoshi Amagai, Melissa Csikari, Gabriela Hamerlinck, (2018), "HHMI BioInteractive Faculty Mentoring Network", Online, : Online, June, . 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:
Gabriela Hamerlinck, Deborah Rook, (2018), "Investigating socio-environmental issues with data", Online, : Online, January, . Cited by:
Megan A. Jones, Kristine Grayson, (2018), "NEON Faculty Mentoring Network", Online, : Online, January, . Cited by:
Ben Galluzzo, Maria Luteman Hernandez, Jeremy M Wojdak, (2017), "Math Modeling Faculty Mentoring Network", Online, : Online, September, . Cited by:
Teresa Mourad, Elizabeth H Schultheis, Melissa Kjelvik, Gabriela Hamerlinck, (2017), "LDC - DataNuggets Faculty Mentoring Network", Online, : Online, September, . Cited by:
Jennifer Hanselman, Tara Holmberg, Michelle Ann Fisher, Gabriela Hamerlinck, Deborah Rook, (2018), "InTeGrate Faculty Mentoring Network", Online, : Online, January, . Cited by:
Erin N. Bodine, Carrie Diaz Eaton, Gabriela Hamerlinck, Jeremy M Wojdak, (2017), "The Discrete Faculty Mentoring Network - Approachable Modeling without Calculus", Online, : Online, November, . Cited by:
Teresa Mourad, Gabriela Hamerlinck, (2018), "ESA Data Discovery Faculty Mentoring Network", Online, : Online, February, . Cited by:
J. Phil Gibson, Paul Beardsley, Gabriela Hamerlinck, Nicole Chodkowski, Deborah Rook, (2018), "Plants by the Numbers Faculty Mentoring Network", Online, : Online, January, . Cited by:
Holly D Gaff, Gabriela Hamerlinck, Jeremy M Wojdak, (2017), "Beanbag Biology Faculty Mentoring Network", Online, : Online, October, . Cited by:
Melissa Csikari, Satoshi Amagai, Gabriela Hamerlinck, (2017), "HHMI BioInteractive Faculty Mentoring Network 2017", Online, : Online, June, . 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:
Harless, Jacob, LaMar, Drew, (2017), "Developing Open Source Plugins for the Educational Gateway QUBEShub: Expanding Community Reach and Building a Robust Open Education Resource Ecosystem", The 12th Gateway Computing Environments Conference, : Ann Arbor, Michigan, October, . Cited by:

We present work on development of (1) a component to record, track and display the multitude of partners and professional organizations involved in the QUBES mission, and (2) a component to bring open-education resource development to HubZero and QUBES

Morgan, William, Donovan, Sam, Orndorf, Hayley, Ryder, Elizabeth F., Sierk, Michael, Wright, Robin, Rosenwald, Anne, Dinsdale, Elizabeth, Triplett, Eric W., Pauley, Mark A., Tapprich, William, (2017), "Incubators: A community based model for improving the usability of bioinformatics learning resources", 2017 American Society for Cell Biology/European Molecular Biology Organization Meeting, : Philadelphia, Pennsylvania, December, . Cited by:

The Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) is an NSF-funded Research Coordination Network that aims to establish bioinformatics as an essential component of undergraduate life sciences education. As part of that effort, NIBLSE is working to make existing bioinformatics learning resources more accessible to non-specialists and to increase their use across undergraduate biology courses. To this end, NIBLSE has partnered with the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project and CourseSource to develop and implement a novel model for supporting the refinement, publication, and dissemination of high quality bioinformatics teaching resources. NIBLSE Incubators are small, short-lived, online communities that work with an existing learning resource to (1) improve its usability across diverse life sciences classrooms, (2) introduce and teach important bioinformatics learning outcomes, and (3) move the learning resource toward publication and broader dissemination. Incubator pilots have highlighted the opportunities and challenges of this approach and led to the refinement of the development process. NIBLSE and QUBES are supported by grants from the National Science Foundation (DBI 1539900 and DUE 1446269, respectively).

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.

Hamerlinck, Gabriela, Kidder, Kevin E., LoRe, Sondra, Hale, Alison N., Bishop, Pamela, Jenkins, Kristin, Donovan, Sam (2017), "Professional development in quantitative biology and its relationship to promoting scholarly teaching", Ecological Society of American Annual Conference 2017, : August, (DOI: 10.25334/Q4T95S). Cited by:
Donovan, Sam, LaMar, M. Drew, (2017), "Building a gateway between classrooms and data science using QUBESHub", Gateways 2017, : Ann Arbor, Michigan, October, (DOI: 10.6084/m9.figshare.5483692.v1). Cited by:

This paper addresses the gap between the practice of biological science and biology education as it pertains to data science and quantitative literacy. We discuss one way to address this gap through the development of a new web application called BioRadiant, an open-source R Shiny application that will be deployed on the scientific gateway QUBES (Quantitative Undergraduate Biology Education and Synthesis).

Export Multiple Citations

Check the citations that you would like to have exported.

|
Reference Type
Author Geography
Author Affiliation