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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.

Hanselman, Jennifer, Scherer, Hannah, Donovan, Sam, Hale, Alison, Hamerlinck, Gabriela, (2016), "InTeGrate QUBES Faculty Mentoring Network", Online, : Online, August, . Cited by:
Mourad, Teresa, (2016), "Bringing data-rich experiences to undergraduate classrooms - ESA Education scholars pave the way", : September, . 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, qubeshub.org) 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.

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", National Association of Biology Teachers 2016 Annual Conference, : Denver, Colorado, November, . 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. 

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", Ecological Society of America Annual Conference 2016, : Fort Lauderdale, Florida, August, . 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. 

Orndorf, Hayley, Morgan, William, Grandgenett, Neal, Pauley, Mark, Ryder, Liz, Sierk, Michael, Wright, Robin, Rosenwald, Anne, Dinsdale, Elizabeth, Triplett, Eric W, Donovan, Sam, (2016), "Incubators: A community based model for improving the usability of bioinformatics learning resources", National Association of Biology Teachers 2016 Annual Conference, : Denver, Colorado, November, . 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.

Jenkins, Kristin, Hamerlinck, Gaby, Donovan, Sam, Hale, Alison, Orndorf, Hayley, LaMar, M. Drew, Fleming-Davies, Arietta, Wojdak, Jeremy, Gower, Stith, (2016), "“Lowering the Activation Energy: Making Quantitative Biology More Accessible"", 2016 National Academies Special Topics Summer Institute on Quantitative Biology, : North Carolina State University, Raleigh, North Carolina, June, . Cited by:

Modeled on the National Academies Summer Institutes, the Quantitative Biology Summer Institute (QB SI) is presented by BioQUEST, Science Case Net and QUBES.  This will be a working meeting during which participants will learn about and use evidence-based teaching strategies such as backward design, active learning, and assessment, as well as methods such as cases and modeling.  Hands on sessions at the institute will focus on resources and methods to address the special challenges associated with teaching quantitative biology.  The workshop is developed by BioQUEST, which celebrates 30 years of leadership in biology education reform in 2016, and Science Case Network, which brings expertise on using case based pedagogies. The QUBES project will support ongoing collaborations among participants.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Jenkins, Kristin, (2016), "Data Discovery Faculty Mentoring Network", Online, : January, . Cited by:

The goal of this faculty mentoring network is to help faculty bring research data into undergraduate classrooms.

Wojdak, Jeremy, (2016), "Analyzing Images to learn Mathematics and Statistics (AIMS) - faculty mentoring network", Online, : February, . Cited by:

This faculty mentoring network will provide participants with a basic introduction to image analysis and using image analysis and interesting biological contexts to motivate student learning of mathematics and statistics. 

Linton, Deb, Ellwood, Libby, Nelson, Gil, Goodwin, Jillian, James, Shelley, Phillips, Molly, Babaro, Tracy, Monfils, Anna, Roberts, Mari, (2017), "Building and disseminating resources for collections-based undergraduate education", Building and disseminating resources for collections-based undergraduate education: Kickoff Workshop, : Gainesville, Florida, May, . Cited by:
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