Cheng Peng led the talk on The Science of Turning Raw Data to Actionable Knowledge.

Chris Boudreau was on the Careers in Data Science Panel. He works with the data for the State of Maine website.

Michael Topchik's career website. Michael was on the Careers in Data Science Panel. 

The website of Dan Pitch's work. He was on the Careers in Data Science Panel.

A data visualization connecting all of the majors to their professions.

Applies the Bayesian theory to the Zombie outbreak creating a hypothetical model for the zombie apocalypse.

Many of your students may have experienced only traditional lecturing before they show up in your class. If you suddenly plunge them into active learning with no preparation, their assumption may be that you’re either playing some kind of game with them or conducting an experiment with them as the guinea pigs, neither of which they appreciate, and you may experience some vigorous pushback.

This issue of the "Tomorrow's Professor" eNewsletter lays out some common active learning mistakes and how to avoid them. 

This is a collection of resources from the Teaching Issues and Experiments in Ecology (TIEE) project site. The site is a few years old and is experiencing some "link rot" - addresses that no longer work. However, there are still some high quality resources here. I wonder if the folks at TIEE would be open to suggestions for updating this collection?

Great list of examples of active learning strategies

Education research study published in PNAS 2014

News Feature from Nature with the subtitle: "Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack."

American Mathematical Association of Two-Year Colleges. Here they propose standards that mathematics be taught like sciences as a laboratory discipline.

Simulations that  model  prey density with consumption by one predator as well as a population of an insect over time.  

Linked is a really neat .gif graph that shows temperature change over time. It is easy to interpret and helps supplement the phenology module.

Also attached is a supplemental activity (class discussion) that helps illuminate how some entities present real data in a biased fashion to convince the reader of specific views. Students work as a group to bias real data, engage in a class discussion, and find real examples of biased data in social media/current events.

Instructor's Notes:

This TIEE module was implemented over the course of two days in a lab setting for community college students enrolled in a major's biology course. I began with the pre-workshop excel graphing activity by Calinger, had students work on the module without modifications, and ended with my critical analysis supplemental activity attached above.

CBE Life Sci Educ. 2010 Fall; 9(3): 201–211.

doi:  10.1187/cbe.10-03-0040

Mathematical Manipulative Models: In Defense of “Beanbag Biology”

John R. Jungck,* Holly Gaff,† and Anton E. Weisstein‡

This paper discusses a number of experiential tools for improved quantitative understanding in the biology classroom.

You tube video

Explains a study done on calculus students to better understand how to shape their curriculum. 

Explains the ways that Exponential growth models and logistic models depict real world scenarios to students.

A project dedicated to helping students understand science. Explains how various elements of science works and how science is in everyday life. 

Explains how a steady state system stays constant overtime. Also, explains how an equilibrium stays stable overtime. 

Determines the mathematical needs of colleges. Also offers  a curriculum guide. Focuses on two key main points:

• Determining  mathematical needs and priorities their partner disciplines by offering 22 weekend workshops.
• Supporting mathematics departments to develop and offer an engaging  College Algebra courses.

Its a vision to change Biology education through innovative ideas. The organization involved is the American Association for the Advancement in Science. They are searching for the best ways to teach biology.   

I implemented the module as written, with very little modification.  I attached the files I used and shared with students, as well as examples of student posters that were completed as part of the project.

We completed this activity as part of our Earth Day celebration in one 60min lecture period in my Second Semester Majors Introductory Biology Course. The course had 5 sections of 20-24 students each.  We had already completed the HHMI Excel Tutorials and the TIEE Phenology and Climate Change Module in previous labs, so it was possible to complete the full guided activity (minus performing the regression analyses-we just used trend lines and R² values) and have a short discussion in 60 min.

I incorporated the TIEE Phenology Module as part of a 4 lab period Phenology Project in my 2nd semester Majors Introductory Biology Course. The course had 5 sections each with 20-24 students; lab duration is 2 hours per week.

In the 1^st lab I introduced the topic of phenology using the three video clips below and a brief introductory reading. I also introduced my Campus Migratory Bird Phenology Project where student groups collect migratory bird data on campus for 30min a week, for 5 weeks (handout and rubrics provided). Lastly we conducted the HHMI Excel Tutorials 1-3 to learn how to use Excel and how to make bar graphs.
1. https://www.youtube.com/watch?v=EfAcoDO5u4Y
2. https://www.youtube.com/watch?v=Kpp9NE1i2zM
3. http://climatewisconsin.org/story/phenology

In the 2^nd and 3^rd labs we learned how to make line and scatterplot graphs and how to perform and interpret a linear regression by adding a linear trend line using the posted ppt from James Vance on the Phenology Collections site, and we completed the TIEE activity. After the 3rd lab students were given a homework assignment to graph two given data sets appropriately and to properly interpret the regression output biologically and statistically (assignment, student data and faculty data key provided).

In the 4^th lab (last lab session of the semester) student groups presented a 5-7min oral summary of their 5 Week Campus Migratory Bird Phenology Project to the rest of the class (presentation rubric provided)