Incorporating Programming, Modeling, and Data Analysis Into an Introductory Biology Course

This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments...

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Bibliographic Details
Published inJournal of college science teaching Vol. 50; no. 3; pp. 23 - 27
Main Authors Bush, Eliot C., Adolph, Stephen C., Donaldson-Matasci, Matina C., Hur, Jae, Schulz, Danae
Format Journal Article
LanguageEnglish
Published Abingdon National Science Teachers Association 2021
National Science Teaching Association
Taylor & Francis Ltd
Subjects
Acquired immune deficiency syndrome
AIDS
Assignments
Biology
Cholera
Computer Science Education
Data Analysis
Evolution
FEATURES
Genes
Genomes
Genomics
HIV
Homework
Human immunodeficiency virus
Introductory Courses
Laboratories
Learner Engagement
Nonmajors
Phylogenetics
Population
Problem Solving
Programming
Science Curriculum
Science education
Science Instruction
STEM Education
Students
Teaching Methods
Trees
Undergraduate Students
Viruses
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Summary:This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions. Assessment based on course evaluations suggests that the course was effective in increasing engagement with Biology in a population of STEM-oriented students who are mostly nonmajors.
ISSN:0047-231X
1943-4898
DOI:10.1080/0047231X.2021.12290504