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Fostering and Sustaining Interdisciplinary Faculty Communities Around Undergraduate Teaching: Insights from the QUBES Project

Author(s): Sam S Donovan

University of Pittsburgh

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Talk given as a part of the Symposium - Communities of Practice for Math Modeling Education at the SIAM 2018 Conference

Licensed under CC Attribution-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 28 Aug 2018 doi:10.25334/Q4ZX4V - cite this


 The Quantitative Undergraduate Biology Education and Synthesis (QUBES) project acts as an online center supporting a diverse community of faculty and projects interested in improving students’ quantitative reasoning in biological contexts. We provide an online platform for scientific collaboration and computation that is being used by over 70 partner projects representing the life sciences, mathematics, earth science, statistics, computer science, and education research communities. To help our partners share their products and resources we have implemented a system for providing professional development to distributed, heterogeneous groups of teachers called Faculty Mentoring Networks (FMNs). Working across disciplinary boundaries to support communication, planning, delivery, and evaluation of FMNs has required explicit discussions of the differences among academic traditions, particularly as they influence uptake by other disciplines and use in teaching settings. This presentation will focus on several case studies of interdisciplinary collaboration facilitated by the QUBES project and highlight a set of practical lessons learned that inform our ongoing efforts to promote faculty engagement with diverse teaching and learning communities.

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