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

doi:10.5948/UPO9781614443162

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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Contents

Foreword: Looking Backward and Moving Forward in Undergraduate Life Science Quantitative Education
pp vii-viii
- By Louis J. Gross, University of Tennessee, Knoxville
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Foreword: An Invitation to BIO SIGMAA
pp ix-x
- By Eric Marland, Appalachian State University
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General Introduction
pp xvii-xviii
- By Glenn Ledder, Iowa State University
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1 - BioCalc at Illinois
pp 5-16
- By J. Jerry Uhl, University of Illinois-Urbana, Judy Holdener, Kenyon College
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2 - Biocalculus at Benedictine University
pp 17-24
- By Timothy D. Comar, Benedictine University
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3 - Implementation of First Year Biomath Courses at the Ohio State University
pp 25-32
- By Laura Kubatko, The Ohio State University, Janet Best, The Ohio State University, Tony Nance, The Ohio State University, Yuan Lou, The Ohio State University
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4 - Teaching Calculus, Probability, and Statistics to Undergraduate Life Science Majors: A Unified Approach
pp 33-38
- By Frederick R. Adler, University of Utah
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5 - The First Year of Calculus and Statistics at Macalester College
pp 39-44
- By Dan Flath, Macalester College, Tom Halverson, Macalester College, Danny Kaplan, Macalester College, Karen Saxe, Macalester College
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6 - Biology in Mathematics at the University of Richmond
pp 45-50
- By Lester Caudill, University of Richmond
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7 - A Terminal Post-Calculus-I Mathematics Course for Biology Students
pp 51-60
- By Glenn Ledder, University of Nebraska-Lincoln
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8 - Modeling Nature and the Nature of Modeling—an Integrative Modeling Approach
pp 61-64
- By Claudia Neuhauser, University of Minnesota Rochester
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9 - Mathematical Biology and Computational Algebra at the Sophomore Level
pp 65-68
- By Rohan Attele, Chicago State University, Dan Hrozencik, Chicago State University
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10 - An Interdisciplinary Research Course in Theoretical Ecology for Young Undergraduates
pp 69-82
- By Glenn Ledder, University of Nebraska-Lincoln, Brigitte Tenhumberg, University of Nebraska-Lincoln, G. Travis Adams, University of Nebraska-Lincoln
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11 - An Interdisciplinary Course, Textbook, and Laboratory Manual in Biomathematics with Emphasis on Current Biomedical Research
pp 83-88
- By Raina Robeva, Sweet Briar College, Robin Davies, Sweet Briar College, Michael L. Johnson, University of Virginia Health System
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12 - Teaching Bioinformatics in a Mathematics Department
pp 89-96
- By Steven Deckelman, University of Wisconsin-Stout
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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
- By Karl H. Joplin, Dept. of Biological Sciences, Edith Seier, Statistics all of East Tennessee State University, Anant Godbole, Statistics all of East Tennessee State University, Michel Helfgott, Statistics all of East Tennessee State University, Istvan Karsai, Dept. of Biological Sciences, Darrell Moore, Dept. of Biological Sciences, Hugh A. Miller III, Dept. of Biological Sciences
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14 - Science One: Integrating Mathematical Biology into a First-Year Program
pp 109-114
- By Mark Mac Lean, The University of British Columbia, Vancouver, BC, Canada
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15 - Planning for the Long Term
pp 115-120
- By Meredith L. Greer, Bates College
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16 - Some Lessons from Fifteen Years of Educational Initiatives at the Interface between Mathematics and Biology: The Entry-Level Course
pp 121-126
- By Louis J. Gross, University of Tennessee-Knoxville
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17 - A “Wet-Lab” Calculus for the Life Sciences
pp 127-132
- By James L. Cornette, Iowa State University, Gail B. Johnston, Iowa State University, Ralph A. Ackerman, Iowa State University, Brin A. Keller, Michigan State University
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18 - Creating an Interdisciplinary Research Course in Mathematical Biology
pp 133-138
- By Glenn Ledder, University of Nebraska-Lincoln, Brigitte Tenhumberg, University of Nebraska-Lincoln
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19 - Bioinformatics: An Example of a Cooperative Learning Course
pp 139-142
- By Namyong Lee, Minnesota State University, Ernest Boyd, Minnesota State University
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20 - Integrating Statistics and General Biology I in a Learning Community
pp 143-148
- By William Ardis, Collin College, Sukanya Subramanian, Collin College
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21 - Constructing an Undergraduate BioMath Curriculum at a Large University: Developing First Year Biomath Courses at The Ohio State University
pp 149-154
- By Tony Nance, The Ohio State University, Laura Kubatko, The Ohio State University
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22 - Initial Steps Towards an Integration of Qualitative Thinking into the Teaching of Biology at a Large Public University
pp 155-164
- By Carole L. Hom, University of California, Eric V. Leaver, University of California, Martin Wilson, University of California
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Models, Processes, and Directions

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