QUBES will be intermittently unavailable due to scheduled maintenance the afternoon of Thursday, July 9, 2020. The maintenance work will end all tool sessions and there will be some downtime of other features during the maintenance period. Please plan accordingly and we do apologize for any inconvenience. close


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


Search Citations
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).

Monfils, Anna, Linton, Debra, Phillips, Molly, (2017), "Using Natural History Collections to Increase Biodiversity Literacy in Undergraduate Education", 4th Life Discovery - Doing Science Education Conference, : Norman, Oklahoma, October, . Cited by:

A new initiative entitled Biodiversity Literacy in Undergraduate Education (BLUE) aims to bring together communities of biodiversity, data, and education specialists to identify core undergraduate data competencies and standards, delineate learning progressions and develop effective strategies for sustained development and implementation of biodiversity and data literacy education. BLUE participants have also brought some of these strategies into practice by developing example activities.In this workshop, we will present a completed BLUE resource, Angiosperm Reproduction, and Coevolution, in which students use publicly available digitized natural history collections data to analyze spatial co-occurrence of pollinators and the plants they pollinate. Using various data layers and digital resources, students explore the global patterns of species occurrence in a geographic context and form hypotheses related to the interdependence of bats and agave. Specific questions are asked regarding the ecology, distribution, and conservation of both the plant and animal species. Students are asked to propose research questions in a geographic context. The lab is currently being evaluated at Central Michigan University as part of the introductory biology curricula.This module, along with others, is part of a QUBES-Hub Faculty Mentoring Network (FMN). We will also introduce other modules under development, demonstrate the module’s design process, and talk about the ongoing evaluation. Finally, the presenters will explain how participants can get involved in both BLUE and FMNs (https://qubeshub.org/groups/nhc_fmn/overview).

Beardsley, Paul, Gibson, Phil, Hamerlinck, Gabriela, Highlander, Hannah, Jenkins, Kristin, Mead, Louise, (2017), "Professional Development for Undergraduate Educators: Scientific Thinking with Models and Data", Evolution 2017, : Portland, Oregon, June, . Cited by:
Jenkins, Kristin, Hamerlinck, Gabriela, Donovan, Sam, Diaz-Eaton, Carrie, LaMar, Drew, Wojdak, Jeremy, Fleming-Davies, Arietta, Orndorf, Hayley, (2017), "QUBES: Building a community to promote undergraduate quantitative biology education", Gordon Research Conference on Undergraduate Biology Education Research, : Easton, Massachusetts, July, (DOI: 10.25334/Q44T0V). Cited by:
Hamerlinck, Gabriela, Donovan, Sam, Diaz-Eaton, Carrie, Jenkins, Kristin, LaMar, Drew, Wojdak, Jeremy, Fleming-Davies, Arietta, Orndorf, Hayley, (2017), "QUBES: Building a community to promote undergraduate quantitative biology education", Evolution 2017, : Portland, Oregon, June, (DOI: 10.25334/Q44T0V). Cited by:
Fleming-Davies, Arietta, Wojdak, Jeremy, Jenkins, Kristin, Hamerlinck, Gaby, (2016), "In-person Math Attitudes and Anxiety workshop at NABT", National Association of Biology Teachers Annual Conference 2016, : Denver, Colorado, November, . Cited by:
Jenkins, Kristin, (2016), "Teaching Computation in the Sciences Using MATLAB", : Northfield, Minnesota, October, . Cited by:


Diaz Eaton, Carrie, (2016), "Interdisciplinary Modeling Competition", COMAP, : . Cited by:

Judge for the competition

Diaz Eaton, Carrie, (2016), "Topics and Issues in Mathematical Biology Education", Annual Meeting of the Society for Mathematical Biology, : Nottingham, UK, July, . Cited by:

Minisymposium Co-organizer

Diaz Eaton, Carrie, (2016), "Frameworks for Teaching Mathematical Modeling to Biologists", Joint Meeting of the Education Section of the Society for Industrial and Applied Mathematics and Mathematics of Planet Earth, : Philadelphia, Pennsylvania, October, . Cited by:

Invited Session C-organizer

Diaz Eaton, Carrie, (2016), "Approaches to Teaching Mathematical Modeling", International Symposium of Biomathematics and Ecology Education and Research, : Charleston, South Carolina, October, . Cited by:

Invited Session Co-organizer

Diaz Eaton, Carrie, (2017), "Careers in Environmental biology", : . Cited by:

Steering Committee member on NSF RCN-UBE grant submitted 2017, Lead PI Teresa Mourad, Ecological Society of America.

Diaz Eaton, Carrie, LaMar, Drew, (2017), "Modeling Hub", : . Cited by:

Steering Committee for a joint project of SIAM, MAA, NCTM, and COMAP

Fleming-Davies, Arietta, (2017), "4th Life Discovery – Doing Science Biology Education Conference ", : . Cited by:

Planning Committee

Wojdak, Jeremy, (2017), "QUBES Faculty Mentoring Fellows Program", Online, : Online, March, . Cited by:
Monfils, Anna, Phillips, Molly, Linton, Debra, Donovan, Sam, Hale, Alison, (2017), "Resources for Collections-Based Undergraduate Education Faculty Mentoring Network", Online, : Online, April, . Cited by:
Hanselman, Jennifer, Holmberg, Tara, Steinweg, Meg, Hamerlinck, Gaby, (2017), "InTeGrate 2017 Faculty Mentoring Network", Online, : Online, January, . Cited by:
Fleming-Davies, Arietta, Grayson, Kristine, Bonner, Kaitlin, (2017), "DIG into Data Faculty Mentoring Network", Online, : Online, January, . Cited by:
Export Multiple Citations

Check the citations that you would like to have exported.

Reference Type
Author Geography
Author Affiliation