QuantitativeEducationforLifeSciencesBIO2010andBe.ppt

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, examples, and techniques from mathematics, and the physical and information sciences should be included in biology courses, and biological concepts and examples should be included in other science courses. Faculty must work collaboratively to integrate mathematics and physical sciences into life science courses as well as providing avenues for incorporating life science exa