Two themes, one talk: Distributing quantitative faculty expertise to classrooms that need it in real-time & measuring professional contributions to undergraduate education
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Have you ever wanted to add a quantitative project to your course, but lacked the expertise with some aspect of the software, computation, modeling, or statistics? Have you ever wished you could share some of your expertise with those teaching in biology departments that aren’t particularly quantitative? Have you been intimidated by the specter of another big time commitment? Us too. As part of the QUBES (Quantitative Undergraduate Biology Education and Synthesis) project we will create Faculty Mentoring Networks partnering faculty with quantitative leanings with those elsewhere in the country who are trying to integrate more mathematics or statistics into their biology courses. The focal concept is to facilitate these mentoring interactions DURING the process of implementation and assessment of new course materials - not just before – and to lower the hurdles for participants. The second theme we will discuss is whether a system of quantifying professional teaching contributions could drive cultural change in the valuation of teaching, what that system would need to look like, and whether the biomath education community could pilot this effort.
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Researchers should cite this work as follows:
Wojdak, J., Donovan, S., Gower, T., and Jenkins, K. (October 2014) Two themes, one talk: Distributing quantitative faculty expertise to classrooms that need it in real-time & measuring professional contributions to undergraduate education. Presented at the Seventh International Symposium on Biomathematics and Ecology: Education and Research 2014, Claremont, CA. Slides available at https://qubeshub.org/resources/516.