Excellence in Teaching Mathematics and Science: Research and Practice
October 12, 2007 - October 14, 2007
The Chicago Symposium Series presents the First Midwest Symposium on Excellence in Teaching Mathematics and Science. This forum is devoted to improving the teaching and learning of mathematics and science at the undergraduate level. The symposium will bring together faculty and graduate students in education, mathematics and science from universities, 4-year and 2-year colleges from throughout the Midwest.
BioQUEST is presenting two breakout sessions:
Saturday, October 13th
Enhancing Quantitative Reasoning in Biology:
The BioQUEST Curriculum Consortium's Biological ESTEEM (Excel Simulations and Tools for Exploratory, Experiential Mathematics) Project
John R. Jungck, Beloit College; Tim Comar, Benedictine University; Ethel Stanley, BioQUEST Curriculum Consortium
A primary intention of the Biological ESTEEM project has been to provide sample elementary applications of mathematics across the spectrum of activity-based general biology curricula. Particular attention has been paid to equations that have significantly transformed contemporary biological practice and that are widely used in classroom, laboratory, and field activities in the context of measurement, analysis, modeling, and hypothesis testing. Through extensive use of simulations, tools, and databases, we believe that students will have an opportunity to develop an intuitive sense of the power, utility, and beauty of applying mathematics to biology.
The Biological ESTEEM Collection is an open collection; biologists, mathematicians, computer scientists, and other interested parties contribute new modules or to suggest major revisions to currently existing modules.
In this session, we will introduce a variety of visual modules (fractals, cellular automata, computational geometry) and then interactively explore two numerical problems involving phylogenetic tree construction and population genetics.
Sunday October 14th
Investigative Case-Based Learning (ICBL)
Presenters: Ethel Stanley, BioQUEST Curriculum Consortium; Tim Comar, Benedictine University; John R. Jungck, Beloit College
Investigative Case-Based Learning (ICBL) is a variant of Problem Based Learning that encourages students to develop questions that can be explored further by reasonable investigative approaches. Students then gather data and information for testing their hypotheses. They produce materials that can be used to persuade others of their findings.
Investigative cases necessarily shift the focus of student learning beyond the facts to include using scientific knowledge to frame questions and to answer them. Investigative case-based learning methods incorporate problem posing, problem solving, and peer persuasion. Instructors as well as students are collaborators in this three phase process, often providing additional insights and defining potential strengths and weaknesses in the design of the problem statement and the investigation.
In this session, we will track the spread of West Nile Virus using sequence data from the World Health Organization and investigate algal blooms in the Chesapeake Bay using real time data acquisition.
BioQUEST Staff Attending: