A Transformative Model for Undergraduate Quantitative Biology Education

Abstract

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

“…Either they never consider studying science in college, or they switch out of the field for a variety of reasons in their first or second year (Seymour and Hewitt, 1997; Committee on Science and Technology, 2006). At the same time, for students who persist in STEM majors, some of the most creatively challenging and thought-provoking courses—capstone experiences—are reserved for seniors (Goyette and DeLuca, 2007; Usher et al ., 2011; Wiegant et al ., 2011). We hoped to convey some of the analytical and creative aspects of science at the outset of students’ college careers with a CREATE course designed for freshmen.…”

The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology

“…In response to these calls, there have been efforts to better integrate math into biology curricula. Such reforms include incorporating the teaching of quantitative skills (e.g., via modules or in-class research experiences) into biology courses ( Robeva et al , 2010 ; Speth et al , 2010 ; Thompson et al , 2010 ; Colon-Berlingeri and Burrowes, 2011 ; Madlung et al , 2011 ; Wightman and Hark, 2012 ; Makarevitch et al , 2015 ; Hoffman et al , 2016 ), redesigning mathematics courses for biology majors to include biology examples ( Edelstein-Keshet, 2005 ; Metz, 2008 ; Chiel et al , 2010 ; Duffus and Olifer, 2010 ; Watkins, 2010 ; Rheinlander and Wallace, 2011 ; Thompson et al , 2013 ), and designing fully integrated math–biology courses and majors ( Depelteau et al , 2010 ; de Pillis and Adolph, 2010 ; Duffus and Olifer, 2010 ; Hoskinson, 2010 ; Usher et al , 2010 ; Thompson et al , 2013 ; Hester et al , 2014 ). The goal of such reforms is to ensure that students develop quantitative skills that will prepare them for careers in the field of modern biology.…”

Using student feedback to improve student attitudes and mathematical confidence in a first year interdisciplinary quantitative course: from the ashes of disaster!

“…algebra, calculus, statistics), and (iv) an appropriate computational software environment. The technology adopted in interdisciplinary science courses is varied but has frequently extended to mathematical and statistical software like MATLAB [18,19,20] and R [15], general purpose programming languages such as Python, [21,13,11], and basic spread sheeting programs like Excel [22,23].…”

“…A rigid curriculum design at one institution required majors to be housed in one department. This impeded the progression of interdisciplinary science programs [20]. Matthews [9] reported the impacts on individual students of academic programs dominated by individual disciplines focusing on the teaching of content in a single discipline at the expense of building quantitative problem solving skills.…”