Hoffman, Kathleen

Leupen, Sarah

Pie, Hannah

Starz-Gaiano, Michelle

Turner, Patricia

Williams, Tory

English

ISU ReD: Research and eData

Presentation for the Symposium on BEER November 2023Integrating Quantitative Skills into Biology CoursesKathleen Hoffman1,*, Sarah Leupen2, Hannah Pie3, Michelle Starz-Gaiano2, PatriciaTurner3, Tory Williams41Department of Mathematics and Statistics, UMBC, Baltimore MD 212502Department of Biological Sciences, UMBC, Baltimore MD 212503Department of Science Engineering and Technology, Howard Community College, Columbia MD 210444College of Natural and Mathematical Sciences, UMBC, Baltimore MD 21250khoffman@umbc.eduAs a response to calls for changes in Biology education to include more quantitative reasoning skills, teams ofinstructors from University of Maryland, Baltimore County (UMBC), Howard Community College (HCC),Montgomery College (MC), and Community College of Baltimore County (CCBC) through the NationalScience Foundation Improving Undergraduate STEM Education (NSF IUSE) project designed novel groupwork modules for four core Biology courses that incorporate the application of mathematical skills in biolog-ical contexts. The modules focus on helping students improve quantitative competencies like demonstratingquantitative numeracy, interpreting data/graphs, demonstrating proficiency in statistical analyses, usingmathematical models in biological systems, applying logic to problem solving, and using quantitative lan-guage to describe biological phenomena. Each module includes pre- and post-assessment questions to assessstudent learning gains in the quantitative competencies. Validity, reliability, and learning gains relativeto the summative assessment will be presented across modules implemented in cell biology courses overseveral semesters and institutions, including over 600 students. A positive correlation between betweenpost-assessment scores and final grade as well as gains on assessment and final course grade were found fortransfer students, who were previously identified as a population whose post assessment scores and gainswere significantly smaller than direct entry students.

Integrating Quantitative Skills into Biology Courses

https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?article=1684&context=beer

Integrating Quantitative Skills into Biology Courses

Abstract

Similar works

Full text

Available Versions

ISU ReD: Research and eData