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QuantitativeEducationforLifeSciencesBIO2010andBeyond
Quantitative Education for Life Sciences: BIO2010 and Beyond
Louis J. Gross
Departments of Ecology and Evolutionary Biology and Mathematics, The Institute for Environmental Modeling, University of Tennessee – Knoxville
Financial Support: National Science Foundation (DUE 9150354, DUE 9752339)
National Institutes of Health (GM59924-01)
/bioed
Overview:
Summary of BIO2010 quantitative education recommendations
Different viewpoints from the Math/CS Panel summary
Overview of the University of Tennessee projects
Future directions: Suggestions to implement BIO2010 ideas and impediments
Main components of quantitative life science education:
(i) K-12 and teacher training.
(ii) Undergraduate intro biology courses.
(iii) Undergraduate intro quantitative courses.
(iv) Upper division life science courses.
(v) Undergraduate research experiences.
(vi) Graduate training: quantitative ? bio,
bio ? quantitative.
(vii) Faculty, post-doc, MD advanced training.
(viii) International cooperative training and
research.
Main components of quantitative life science education:
(i) K-12 and teacher training.
(ii) Undergraduate intro biology courses.
(iii) Undergraduate intro quantitative courses.
(iv) Upper division life science courses.
(v) Undergraduate research experiences.
(vi) Graduate training: quantitative ? bio,
bio ? quantitative.
(vii) Faculty, post-doc, MD advanced training.
(viii) International cooperative training and
research.
Major BIO2010 Recommendations
Schools should reexamine current approaches to see if they meet the needs of today’s undergraduate biology students. Those selecting the new approaches should consider the importance of building a strong foundation in mathematics, and the physical and information sciences to prepare students for research that is increasingly interdisciplinary in character. This implementation should be accompanied by a process of assessment.
2. Concepts,
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