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    The RIOS Institute Strategic Plan
    The Institute for a Racially Just, Inclusive, and Open STEM Education (RIOS Institute) is a virtual synthesis center led by a diverse set of individuals at the interface of open education, STEM...
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    BioGraphI FMN Leader Guide (Template version) - Google Docs
    This document contains the leader guide for the Biologist and Graph Interpretation (BioGraphI) Project’s semester-long Faculty Mentoring Network (FMN). FMN leaders use it to organize the FMN, and...
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    How STEM Faculty Can Manage Generative A.I. use by Students
    Generative AIs (e.g., ChatGPT have arrived on college campuses. STEM faculty have begun grappling with this disruptive technology and have responded in a various way from grudging acceptance to...
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    Advanced Student Molecular Case Study Authorship Scaffolded Project and Rubric
    Instructions, assignment prompts, and a rubric for assessing advanced undergraduate authorship of molecular case studies
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    QUBES: An education gateway for accelerating undergraduate biology education reform
    Poster about QUBES as an education gateway presented at the 2020 Partners@QUBES Leadership Summit.
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    Built-in Flexibility: Lessons learned to engage your community virtually
    Materials and resources for "Built-in Flexibility," an episode of the webinar series, "Adapting to COVID-19: Resources for Natural History Collections in a New Virtual World."
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    Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education
    This is an open access article from Bulletins in Math Bio.
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    QUBES: An education gateway for professional development, OER sharing, and project support
    Poster about QUBES as an education gateway presented at the 2019 ASCN Transforming Institutions
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    The Education for Sustainability – Philly Project: Supporting Teachers to Develop Lessons on Sustainability
    Talk given as a part of the Symposium - Communities of Practice for Math Modeling Education at the SIAM 2018 Conference
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    Faculty professional development in quantitative biology promotes scholarly teaching
    Poster presented at NABT 2017 in St. Louis, Missouri
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    Helping teachers and students learn with research data: The role of a scientific gateway for education
    Presentation at the Cary Institute, April 5, 2018
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    Integrating Natural History Collections into Undergraduate Education: Creating the Resources and Growing the Community
    Presentation given at SPNHC

    Keywords: idigbio

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    Distributed creation, community guidance, and OER development: current models and emerging practices
    Presented at the BioQUEST 2016 Summer Workshop
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    Integrating student research projects into mathematical biology courses
    Part of the 2015 SMB Minisymposium: Topics in Biomathematics Education
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    Reaching Across Boundaries: Building Relationships, Sharing, & Learning Online
    Presentation given as part of a Minisymposium at BEER 2015.
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    Understanding the Quantitative and Computational Skills of Incoming Biology Students
    Presentation given as part of a Minisymposium at BEER 2015.
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    AIMS- Analyzing Images to learn Mathematics and Statistics - studying leaf cutter ants to learn linear regression
    This is a teaching resource that uses fascinating images and videos of leaf cutter ants foraging in Panama to provide an engaging context for students to learn about mathematics and statistics.
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    Essay to students about the fallacy of fixed math ability
    Essay written in 2014 for freshmen in an intro bio course on the fallacy of fixed math ability
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    Using gross parasites to sneak even grosser equations into the introductory biology classroom
    This was an oral presentation at the 2015 Annual Meeting of the American Society of Parasitologists in Omaha, NE.
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    QUBES: A vision of community collaboration in teaching and learning in quantitative biology
    Presentation about new projects QUBES is pursuing and how to get involved. Presented at the Seventh International Symposium on Biomathematics and Ecology: Education and Research 2014, Claremont, CA.
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