“…Such literature defines models and promotes their use based on their ability to help students (and scientists) develop new insights (Gouvea & Passmore, 2017). Indeed, building and interpreting conceptual models supports learning of other competencies and concepts, including data interpretation (Zagallo, Meddleton, & Bolger, 2016), study design (Hester et al, 2018), systems thinking (Bergan-Roller, Galt, Chizinski, Helikar, & Dauer, 2018;Dauer et al, 2019;Dauer, Momsen, Speth, Makohon-Moore, & Long, 2013), and evolution (Speth et al, 2014). Proponents of incorporating drawing into the undergraduate biology curriculum have made similar arguments to increase the scope of Modeling as a competency (Quillin & Thomas, 2015).…”