Undergraduate Mathematics for the Life Sciences: Models, Processes, and Directions

doi:10.5948/UPO9781614443162

Undergraduate Mathematics for the Life Sciences

Models, Processes, and Directions

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Eager, Eric Peirce, James and Barlow, Patrick 2014. Math Bio or Biomath? Flipping the Mathematical Biology Classroom. Letters in Biomathematics, Vol. 1, Issue. 2,

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Aldrich, Preston R. 2015. The curriculum prerequisite network: Modeling the curriculum as a complex system. Biochemistry and Molecular Biology Education, Vol. 43, Issue. 3, p. 168.

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Larripa, Kamila R. and Mazzag, Borbala 2016. A Modular Approach to Teaching Mathematical Modeling in Biotechnology in the Undergraduate Curriculum. PRIMUS, Vol. 26, Issue. 5, p. 485.

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Eaton, Carrie Diaz Highlander, Hannah Callender and Dolan, Erin L. 2017. The Case for Biocalculus: Design, Retention, and Student Performance. CBE—Life Sciences Education, Vol. 16, Issue. 2, p. ar25.

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Jungck, John R. Robeva, Raina and Gross, Louis J. 2020. Mathematical Biology Education: Changes, Communities, Connections, and Challenges. Bulletin of Mathematical Biology, Vol. 82, Issue. 9,

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Garfinkel, Alan Bennoun, Steve Deeds, Eric and Van Valkenburgh, Blaire 2022. Teaching Dynamics to Biology Undergraduates: the UCLA Experience. Bulletin of Mathematical Biology, Vol. 84, Issue. 3,

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Gordon, Sheldon P. Gross, Sarah Bahamonde, Matthew Winn, Jack Seifert, Jessica Martin, Carla A. and Yang, Yajun 2022. Developing a Mathematics Curriculum for the Biosciences. PRIMUS, Vol. 32, Issue. 2, p. 218.

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Norton, Douglas E. 2022. A Course on Mathematical Modeling for the Life Sciences. PRIMUS, Vol. 32, Issue. 2, p. 154.

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Edited by Glenn Ledder, University of Nebraska-Lincoln, Jenna P. Carpenter, Louisiana Tech University, Timothy D. Comar, Benedictine University

Publisher:: Mathematical Association of America
Online publication date:: October 2013
Print publication year:: 2013
Online ISBN:: 9781614443162
DOI:: https://doi.org/10.5948/UPO9781614443162

Subjects:: Mathematics, Mathematical Biology
Series:: MAA Notes

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There is a gap between the extensive mathematics background that is beneficial to biologists and the minimal mathematics background biology students acquire in their courses. The result is an undergraduate education in biology with very little quantitative content. New mathematics courses must be devised with the needs of biology students in mind. In this volume, authors from a variety of institutions address some of the problems involved in reforming mathematics curricula for biology students. The problems are sorted into three themes: Models, Processes, and Directions. It is difficult for mathematicians to generate curriculum ideas for the training of biologists so a number of the curriculum models that have been introduced at various institutions comprise the Models section. Processes deals with taking that great course and making sure it is institutionalized in both the biology department (as a requirement) and in the mathematics department (as a course that will live on even if the creator of the course is no longer on the faculty). Directions looks to the future, with each paper laying out a case for pedagogical developments that the authors would like to see.

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Undergraduate Mathematics for the Life Sciences

Models, Processes, and Directions

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

Frontmatter
pp i-vi

Foreword: Looking Backward and Moving Forward in Undergraduate Life Science Quantitative Education
pp vii-viii

Foreword: An Invitation to BIO SIGMAA
pp ix-x

Contents
pp xi-xiv

Preface
pp xv-xvi

General Introduction
pp xvii-xviii

I - Models
pp 1-4

1 - BioCalc at Illinois
pp 5-16

2 - Biocalculus at Benedictine University
pp 17-24

3 - Implementation of First Year Biomath Courses at the Ohio State University
pp 25-32

4 - Teaching Calculus, Probability, and Statistics to Undergraduate Life Science Majors: A Unified Approach
pp 33-38

5 - The First Year of Calculus and Statistics at Macalester College
pp 39-44

6 - Biology in Mathematics at the University of Richmond
pp 45-50

7 - A Terminal Post-Calculus-I Mathematics Course for Biology Students
pp 51-60

8 - Modeling Nature and the Nature of Modeling—an Integrative Modeling Approach
pp 61-64

9 - Mathematical Biology and Computational Algebra at the Sophomore Level
pp 65-68

10 - An Interdisciplinary Research Course in Theoretical Ecology for Young Undergraduates
pp 69-82

11 - An Interdisciplinary Course, Textbook, and Laboratory Manual in Biomathematics with Emphasis on Current Biomedical Research
pp 83-88

12 - Teaching Bioinformatics in a Mathematics Department
pp 89-96

13 - SYMBIOSIS: An Integration of Biology, Math and Statistics at the Freshman Level: Walking Together Instead of on Opposite Sides of the Street
pp 97-104

II - Processes
pp 105-108

14 - Science One: Integrating Mathematical Biology into a First-Year Program
pp 109-114

15 - Planning for the Long Term
pp 115-120

16 - Some Lessons from Fifteen Years of Educational Initiatives at the Interface between Mathematics and Biology: The Entry-Level Course
pp 121-126

17 - A “Wet-Lab” Calculus for the Life Sciences
pp 127-132

18 - Creating an Interdisciplinary Research Course in Mathematical Biology
pp 133-138

19 - Bioinformatics: An Example of a Cooperative Learning Course
pp 139-142

20 - Integrating Statistics and General Biology I in a Learning Community
pp 143-148

21 - Constructing an Undergraduate BioMath Curriculum at a Large University: Developing First Year Biomath Courses at The Ohio State University
pp 149-154

22 - Initial Steps Towards an Integration of Qualitative Thinking into the Teaching of Biology at a Large Public University
pp 155-164

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Undergraduate Mathematics for the Life Sciences

Models, Processes, and Directions

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