Mathematics for biological sciences undergraduates: a needs assessment

BioSkills Guide: Development and National Validation of a Tool for Interpreting theVision and ChangeCore Competencies

“…The Vision and Change description of the "ability to use modeling and simulation" provides examples that emphasize the use of computational and mathematical models, such as "computational modeling of dynamic systems" and "incorporating stochasticity into biological models" (AAAS, 2011). From interviews and survey comments, we found that many participants likewise valued these skill sets, likely because they help prepare students for jobs (also see Durán and Marshall, 2018). However, many participants felt the definition of "modeling" should be expanded to include the use of conceptual models.…”

“…BioSkills Guide responsible conduct of research (Diaz-Martinez et al, 2019), quantitative reasoning (Durán and Marshall, 2018;Stanhope et al, 2017), bioinformatics (Wilson Sayres et al, 2018), data science (Kjelvik and Schultheis, 2019), data communication (Angra and Gardner, 2016), modeling (Quillin and Thomas, 2015;Diaz Eaton et al, 2019), the interdisciplinary nature of science (Tripp and Shortlidge, 2019), and scientific writing (Timmerman et al, 2011). Efforts to define general or STEMwide educational goals for college graduates can also inform how we teach competencies in biology, such as the Association of American College and University VALUE rubrics (Rhodes, 2010) and more targeted work on information literacy (Association of College and Research Libraries, 2015), communication (Mercer-Mapstone and Kuchel, 2017), and process skills (Understanding Science, 2016;Cole et al, 2018).…”

“…, 2012 ), responsible conduct of research ( Diaz-Martinez et al. , 2019 ), quantitative reasoning ( Durán and Marshall, 2018 ; Stanhope et al. , 2017 ), bioinformatics ( Wilson Sayres et al.…”

BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

“…The Vision and Change description of the "Ability to Use Modeling and Simulation" provides examples that emphasize the use of computational and mathematical models, such as "computational modeling of dynamic systems" and "incorporating stochasticity into biological models" (AAAS, 2011). From interviews and survey comments, we found that many participants likewise valued these skill sets, likely because they help prepare students for jobs (also see Durán & Marshall, 2018). However, many participants felt the definition of "modeling" should be expanded to include the use of conceptual models.…”

“…Since then, two groups have unpacked the core concepts into more detailed frameworks Cary & Branchaw, 2017). For competencies, biology education researchers have enumerated a variety of specific scientific practices, including: science process skills (Coil, Wenderoth, Cunningham, & Dirks, 2010), experimentation (Pelaez et al, 2017), scientific literacy (Gormally, Brickman, & Lutz, 2012), responsible conduct of research (Diaz-Martinez et al, 2019), quantitative reasoning (Durán & Marshall, 2018;Stanhope et al, 2017), bioinformatics (Wilson Sayres et al, 2018), data science (Kjelvik & Schultheis, 2019), data communication (Angra & Gardner, 2016), modeling (Diaz Eaton et al, 2019;Quillin & Thomas, 2015), the interdisciplinary nature of science (Tripp & Shortlidge, 2019), and scientific writing (Timmerman, Strickland, Johnson, & Payne, 2011). Efforts to define general or STEM-wide education goals for college graduates can also inform how we teach competencies in biology, such as the Association of American College & University VALUE rubrics (Rhodes, 2010) and more targeted work on information literacy (Association of College and Research Libraries, 2015), communication (Mercer-Mapstone & Kuchel, 2017), and process skills (Cole, Lantz, Ruder, Reynders, & Stanford, 2018;Understanding Science, 2016).…”