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A Transformative Model for Undergraduate Quantitative Biology Education
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 i...
Autores principales: | , , , , , , , |
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Formato: | Texto |
Lenguaje: | English |
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American Society for Cell Biology
2010
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931664/ https://www.ncbi.nlm.nih.gov/pubmed/20810949 http://dx.doi.org/10.1187/cbe.10-03-0029 |
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author | Usher, David C. Driscoll, Tobin A. Dhurjati, Prasad Pelesko, John A. Rossi, Louis F. Schleiniger, Gilberto Pusecker, Kathleen White, Harold B. |
author_facet | Usher, David C. Driscoll, Tobin A. Dhurjati, Prasad Pelesko, John A. Rossi, Louis F. Schleiniger, Gilberto Pusecker, Kathleen White, Harold B. |
author_sort | Usher, David C. |
collection | PubMed |
description | 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. |
format | Text |
id | pubmed-2931664 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2010 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-29316642010-09-02 A Transformative Model for Undergraduate Quantitative Biology Education Usher, David C. Driscoll, Tobin A. Dhurjati, Prasad Pelesko, John A. Rossi, Louis F. Schleiniger, Gilberto Pusecker, Kathleen White, Harold B. CBE Life Sci Educ Essays 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. American Society for Cell Biology 2010 /pmc/articles/PMC2931664/ /pubmed/20810949 http://dx.doi.org/10.1187/cbe.10-03-0029 Text en © 2010 D. C. Usher et al. CBE-Life Sciences Education © 2010 The American Society for Cell Biology under license from the author(s). It is available to the public under Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). |
spellingShingle | Essays Usher, David C. Driscoll, Tobin A. Dhurjati, Prasad Pelesko, John A. Rossi, Louis F. Schleiniger, Gilberto Pusecker, Kathleen White, Harold B. A Transformative Model for Undergraduate Quantitative Biology Education |
title | A Transformative Model for Undergraduate Quantitative Biology Education |
title_full | A Transformative Model for Undergraduate Quantitative Biology Education |
title_fullStr | A Transformative Model for Undergraduate Quantitative Biology Education |
title_full_unstemmed | A Transformative Model for Undergraduate Quantitative Biology Education |
title_short | A Transformative Model for Undergraduate Quantitative Biology Education |
title_sort | transformative model for undergraduate quantitative biology education |
topic | Essays |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931664/ https://www.ncbi.nlm.nih.gov/pubmed/20810949 http://dx.doi.org/10.1187/cbe.10-03-0029 |
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