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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:
Griffin, Michael P., (2016), "Clarkson University Faculty Participate in Teaching Workshop to Make Quantitative Biology More Accessible", : July, . Cited by:
Hanselman, Jennifer, Scherer, Hannah, Donovan, Sam, Hale, Alison, (2016), "Adapting geoscience materials for introductory biology courses using the Faculty Mentoring Network", Earth Educators' Rendezvous, : Madison, Wisconsin, July, . Cited by:

InTeGrate and the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project have partnered to support the adaptation of these geoscience modules into introductory biology courses. The modules all include a systems thinking approach while focusing on students' metacognitive abilities. The QUBES project partners with high quality content providers, like InTeGrate, to coordinate long duration (3-4 month), low intensity (biweekly synchronous meetings) faculty communities called faculty mentoring networks (FMN). The goal of a FMN is to support the faculty community through the process of customizing the materials for use in their instructional settings, implementing them with students, and publishing the products for use by other faculty. These efforts provide rich scholarly experiences for participants and add value to the existing teaching materials by building paradata (information about the use of the materials) that will support future adoption.Situated learning postulates that learning is embedded in experience such that learning outcomes for participants in the FMN are a product of their efforts to incorporate geoscience concepts into biology courses. Analysis of FMN activities from the perspective of situated learning in a community of practice allows for identification of mechanisms through which participants learn from their experience, each other, and input and facilitation from the mentors. Understanding how the participants experienced the FMN leads to identification of components of the FMN that were particularly instrumental or detrimental to faculty adaptation and implementation of InTeGrate materials. Faculty are adapting InTeGrate modules for the biology context with a range of approaches and degrees of revision. Analysis of how faculty approach these changes provides insight into strategies for supporting more faculty members in the use of existing materials in new disciplinary settings.

Monfils, Anna K., Ellwood, Elizabeth, Linton, Debra L., Phillips, Molly, Cook, Joseph, Kerski, Joseph, Barbaro, Tracy, Donovan, Sam, Powers, Karen, Prather, L. Alan, Guralnick, Rob, (2016), "Integrating Natural History Collections into Undergraduate Education: Creating the Resources and Growing the Community", GREEN MUSEUM – HOW TO PRACTICE WHAT WE PREACH? 2016 SPNHC conference, : Berlin, Germany, June, . Cited by:

Natural history collection specimens and associated data provide unique physicaland virtual opportunities to engage students in the practice of science in authentic, place based lessons. We will present information on how collections, and the data associated with collections, can facilitate student learning and teach valuable skill sets necessary for the 21st century workforce. The talk will highlight ongoing efforts to engage students using museum data and provide examples of current educational opportunities and existing educational modules. We will present results from recent surveys of students working in collections, collection professionals speaking to new skill sets needed for workforce training, and the collections community's insight on future directions in the use of museums in undergraduate education. We will address challenges associated with implementing natural history collection modules into undergraduate education and introduce emerging collaborative efforts to incorporate specimens and associated data into the undergraduate curriculum.

Monfils, Anna K., Ellwood, Elizabeth, Linton, Debra L., Phillips, Molly, Cook, Joseph, Kerski, Joseph, Barbaro, Tracy, Donovan, Sam, (2016), "Integrating Natural History Collections into Undergraduate Education: Creating the Resources and Growing the Community", Botany 2016, : Savannah, Georgia, August, . Cited by:

In 2010, the United States National Science Foundation funded a research coordination network (RCN), Advancing Integration of Museums into Undergraduate Education: AIM-UP! ( That project has produced a thriving national network of undergraduate educators, curators, collection managers, database managers, and scientists, that is identifying and developing novel ways to use natural history collections (e.g. herbarium specimens) in undergraduate education. To extend this work and broaden the visibility and utility of AIM-UP resources we have launched a collaborative effort among AIM-UP! participants, that extends our project to the Integrated Digitized Biocollections Education and Outreach working group (, the Esri EdCommunity (, Kurator developers (, and the Quantitative Undergraduate Biology Education and Synthesis community ( We report on a plant/pollinator co-evolution collaborative educational module under development and a vetted workflow for producing, evaluating, and assessing additional educational modules based in the extensive museum and herbarium databases now available on-line. We will introduce other emerging opportunities to build the AIM-UP! collaborative network and expand existing modules through a QUBES sponsored Faculty Mentoring Network ( We also provide details on a pilot "train the teacher" workshop that will prepare and enable faculty to use and incorporate specimen-based data (and associated tools) into the introductory undergraduate biology curriculum and upper-level botany courses.

Grayson, Kristine, Hale, Alison, Wu, X-Ben, (2016), "Data-based inquiry in the Classroom using Authentic Research Data from the Dryad Digital Repository", 2016 National Academies Special Topics Summer Institute on Quantitative Biology “Lowering the Activation Energy: Making Quantitative Biology More Accessible", : Raleigh, North Carolina, June, . Cited by:

Looking for real datasets to use in the classroom? DryadLab modules encourage students to focus on core competencies such as critical thinking and data analysis by promoting an active learning environment for all students. Through the use of authentic data sets, students develop an ability to analyze and represent data to solve a problem, understand the relationship between the data and the hypothesis, cope with missing data, recognize confounding factors, interpret ambiguous results, and come to better understand how scientific knowledge is constructed – come learn how to use these materials in your classroom!

Hale, Alison, Orndorf, Hayley, Donovan, Sam, Diaz-Eaton, Carrie, Fleming-Davies, Arietta, Gower, Stith, Hamerlinck, Gabriela, Jenkins, Kristin, LaMar, A. Drew, Poli, DorothyBelle, Sheehy, Bob, Wojdak, Jeremy, (2016), "Faculty Mentoring Networks: A model for promoting teaching scholarship in quantitative biology education", 2016 National Academies Special Topics Summer Institute on Quantitative Biology “Lowering the Activation Energy: Making Quantitative Biology More Accessible", : Raleigh, North Carolina, June, . Cited by:

The incorporation of quantitative skills and concepts into biology classrooms remains a major hurdle for biology education reform. Biology faculty often feel underprepared to teach quantitative reasoning, may not feel supported to develop and implement change, and receive little or no credit for time devoted to reforming their teaching. We hypothesize that promoting the scholarly aspects of quantitative biology education can increase faculty participation and persistence in their reform efforts. Our model of the factors influencing faculty perceptions of their teaching scholarship has three primary components: 1) faculty must have sufficient knowledge of quantitative reasoning content and effective pedagogy; 2) they must exhibit high self-efficacy around their teaching; and, 3) they must self-identify as quantitative biology teachers. To test our proposed model, we have designed, implemented, and assessed faculty mentoring networks (FMNs), which are online communities that support faculty in their efforts to infuse quantitative skills into their existing courses. The structure of FMNs have emerged from the use of four design principles that connect the activities faculty engage to components of our change model. The faculty mentoring networks are designed to provide mentoring in quantitative biology from experienced peers and content experts, support a collaborative community working on shared problems and goals, engage faculty all the way through classroom implementation and encourage the public sharing of teaching projects. The design of FMNs will continue to be refined as more networks are developed, but early evidence points to their success as measured by faculty implementation of projects in their classrooms.

Hale, Alison, Donovan, Sam, (2015), "Data-based inquiry in the Classroom using Authentic Research Data from the Dryad Digital Repository", National Association of Biology Teachers 2015 annual conference, : Providence, Rhode Island, November, . Cited by:
Eaton, Carrie D., Donovan, Sam, Gower, Stith, Jenkins, Kristin, LaMar, M. Drew, Poli, DorothyBelle, Sheehy, Robert, Wojdak, Jeremy, Hale, Alison N., Fleming-Davies, Arietta, Hamerlinck, Gabriela, (2015), "Building a Community to Promote Undergraduate Quantitative Biology Education", MPE 2013 Workshop on Education for the Planet Earth of Tomorrow, : Knoxville, TN, September, . Cited by:
Jenkins, Kristin, (2015), "Diving into the Deep End: Teaching Interdisciplinary Science", MPE2013, : October, . Cited by:
Jenkins, Kristin, Sturner, Kelly, Reichert, Susan, (2016), "Biology by Numbers: Math and Life Science are Better Together", National Science Teachers Association, : April, . Cited by:
Hamerlinck, Gabriela, (2016), "I was told there would be no math involved: Introducing students to quantitative biology", Wisconsin Society for Science Teachers, : La Crosse, WI, April, . Cited by:

Banish mathphobia! Come explore some great, open access resources designed to help students understand how to use mathematical tools in a biological context.

Fleming-Davies, Arietta, Hamerlinck, Gabriela, Jenkins, Kristin, (2016), "Scaling Up ESA/QUBES Faculty Mentoring Network", Kickoff at Life Discovery - Doing Science Education Conference, : Baltimore, MD, March, . Cited by:

This QUBES Faculty Mentoring Network focused on supporting faculty to equip students with the quantitative skillset needed to ‘scale up’ to large ecological datasets. This network ran from January - May 31, 2016.

Jenkins, Kristin, Hamerlinck, Gabriela, (2015), "Quantitative Biology in Introductory Biology", Kickoff at the National Association of Biology Teachers annual conference, : November, . Cited by:

This QUBES Faculty Mentoring Network focused on infusing quantitative reasoning throughout the existing intro bio curriculum. This network ran from November 11, 2015 to April 30, 2016.

Hamerlinck, Gabriela, (2016), "I was told there would be no math involved: Introducing students to quantitative biology", Life Discovery - Doing Science Education Conference, : March, . Cited by:
Liu, Loretta, Grobengeiser, Katie, Donovan, Sam, Hale, Alison N., (2016), "The Impact of Diversity on Group Productivity Within Online Faculty Mentoring Networks (FMNs) of Educators", University of Pittsburgh Office of Undergraduate Research Celebration of Research 2016, : Pittsburgh, PA, April, . Cited by:

With the fast growing pace of online technology for teaching and obtaining information, increasingly, many educators are turning their browsers on to immerse both themselves and their students in the plethora of resources that the internet has to offer. QUBES (Quantitative Undergraduate Biology Education Synthesis) is one of these online resources, specializing in aiding professors who want to implement more quantitative biology into their lecture material. QUBES allows educators to participate in various “modules” available for professors to utilize via Faculty Mentoring Networks (FMNs). FMN members attend meetings with each other to discuss their progress in implementing new teaching strategies, tools, and resources through video chat on Google Hangouts. Our research specifically focuses on comparing the productivity of these meetings in each FMN to the level of diversity of that specific group. Various claims suggest that a greater diversity of thinkers contribute to more successful projects. Therefore, we predict that a greater diversity in geography, institution type and size, and percent of tenure will correlate to a greater measure of productivity in FMN meetings. Diversity is measured and analyzed as differences in geographic location, type and size of institution the participant teaches at and whether or not the participant has tenure. To quantitatively score the productivity of members, a second set of data is gathered from analyzing FMN recordings of each group. This data set will analyze educator-educator interactions as well as educator-mentor interactions to give a holistic view of overall group productivity. Analyzing the data using a statistical and mathematical model will highlight any significant correlating trends in three different FMNs. Further analysis and conclusions will be determined from the gathered data.

Balsan, Leah, McLaughlin, Connor, Donovan, Sam, Hale, Alison N., (2016), "Quantitative biology: how educators that "buy-in" demonstrate greater productivity in teaching scholarship", University of Pittsburgh Office of Undergraduate Research Celebration of Research 2016, : Pittsburgh, PA, April, . Cited by:

How does one teach effectively? Teachers and school administrators have been asking this question for generations. However, in the biological sciences, this question has been complicated by the growth of technology. Research methods are rapidly changing due to new technology, tools, and data analysis processes. Quantitative Undergraduate Biology Education and Synthesis (QUBES) is an online project funded by the National Science Foundation with the overall goal of integrating quantitative reasoning and research into biology classrooms. But in order to teach their students, teachers must first understand these techniques themselves. QUBES Mentoring Networks (FMNs) allow for the sharing of these skills. They provide guidance and resources to use in the classroom to facilitate students understanding of quantitative biology concepts. The purpose of our current research is to assess the effectiveness of the FMNs. In order to explore this topic, we collected “buy-in” data and compared it to the amount of participation in the small group meetings. The buy-in data included two major areas: profile completion and the total number of online posts, both to the forum and the collection. Productivity data was collected from FMN recordings on Google Hangouts and measured as: attendance and substance of contributions. Substance was scored as: unsubstantial (1), substantial feedback (2), substantial reporting of their own work (3), and both substantial feedback/reporting (4). From this we predicted that more buy-in would correlate with a higher level of participation. Preliminary results indicate that participants with greater profile completion and posts have high attendance, supporting our original prediction. In the future, additional data will be collected in order to determine if a consistent relationship is present.

Hale, Alison, Fleming-Davies, Arietta, Hamerlinck, Gabriela, Aikens, Melissa, Donovan, Sam, Jenkins, Kristin, Wojdak, Jeremy, (2016), "Faculty Mentoring Networks: A model for professional development in undergraduate quantitative biology education", Ecological Society of America annual conference 2016, : Fort Lauderdale, Florida, . Cited by:

There is a significant need to design and test alternative models for faculty development around undergraduate science teaching. Existing models for helping faculty adopt evidence-based teaching strategies have generally been shown to be ineffective at promoting change in classroom practices. Additionally, the existing models do not scale well and often do not reflect the pedagogical strategies that they promote. Here we report early outcomes from the faculty development portion of the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. The interventions involved participation in Faculty Mentoring Networks (FMN). FMNs are unique in that participants interact over multiple weeks in an online community to customize and implement a particular high quality teaching strategy focused on quantitative biology. We report on two FMNs that each had 10-15 faculty participants and shared many structural features but focused on very different teaching strategies. One network focused on the use of agent based modelling in the classroom (ABM) while the other network focused on student use of research datasets associated with the Dryad data repository (DL). To assess the effectiveness of FMNs in faculty development, we collected data from faculty participation in the FMN activities and surveys conducted at the end of the interventions. Overall, participants indicated that the FMN experience provided strong motivation, guidance, and support to create and/or adapt materials targeting students’ quantitative reasoning skills (Likert scale: 1 - 5; ABM (N = 10): 4.9 /- 0.1; DL (N = 9): 5.0 /- 0). In ABM, 50% of participants developed and shared a sketch for a student activity using BehaviorSpace simulations. In DL, 70% of participants produced and shared an adaptation of a data-driven curriculum module. Participants unanimously agreed that they would recommend FMNs to colleagues, and 95% indicated they would be interested in participating in another network. Qualitative analysis of free response survey questions suggests that peer interactions are a key element underlying the successful adoption of new teaching strategies in FMNs. Through the sharing of materials and experiences (i.e. “teacher talk”), faculty saw how others “put their own spin” on a topic. By comparing and contrasting different approaches, faculty could decide which strategies might work in their own classroom. Seven additional FMNs are running in spring 2016. We will refine our assessment for these networks to further identify the mechanisms that promote a positive and productive professional development experience for faculty and encourage implementation of quantitative biology in undergraduate classrooms.

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