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Hamerlinck, Gaby, Fleming-Davies, Arietta, Jenkins, Kristin, Mourad, Teresa, (2017), "ESA Data Discovery Faculty Mentoring Network", Online, : Online, January, . Cited by:
Amagai, Satoshi, Csikari, Melissa, Hamerlinck, Gaby, (2016), "HHMI Biointeractive Faculty Mentoring Network", Online, : Online, June, . Cited by:
Fleming-Davies, Arietta, Wojdak, Jeremy, Hale, Alison, Jenkins, Kristin, (2016), "Math Attitudes and Anxiety Faculty Mentoring Network", Online, : Online, September, . Cited by:
Donovan, Sam, Jenkins, Kristin, Hale, Alison, Meir, Eli, Roach, John, (2016), "SimBio Faculty Mentoring Network", Online, : Online, July, . Cited by:
Orndorf, Hayley, Pauley, Mark, Ryder, Elizabeth, Sierk, Michael, Wright, Robin, Rosenwald, Anne, Dinsdale, Elizabeth, Triplett, Eric W., Donovan, Sam, Morgan, William, (2017), "Incubators: A community based model for improving the usability of bioinformatics learning resources", Gordon Research Conference on Undergraduate Biology Education Research, : Easton, Massachusetts, July, . 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, the project is working to make existing bioinformatics learning resources more accessible to non-specialists and 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.

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:
Donovan, Sam, Hale, Alison, Monfils, Anna, Orndorf, Hayley, (2017), "Designing undergraduate biology curricula to teach skills and knowledge for data-intensive environmental research", ESA 2017 Annual Meeting, : Portland, OR, August, (DOI: 10.25334/Q4HW9C). 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.

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:
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