scholarly journals Cooperative Behaviour in Theory and Practice: Leading Undergraduate Research in Behaviour Mathematical Biology

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Jonathan Rowell ◽  
Jan Rychtar
2010 ◽  
Vol 9 (3) ◽  
pp. 284-289 ◽  
Author(s):  
Jason E. Miller ◽  
Timothy Walston

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.


2011 ◽  
Vol 10 (3) ◽  
pp. 250-258 ◽  
Author(s):  
Istvan Karsai ◽  
Jeff Knisley ◽  
Debra Knisley ◽  
Lev Yampolsky ◽  
Anant Godbole

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members—two from biology and two from mathematics—gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.


2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Editorial Board

As it is releasing the seventh volume, Spora has established itself to be a highly respected journal for student-driven research in mathematics, biology, and related fields. Spora's role in disseminating work that was conducted by at least one student author makes it a unique platform to expand the body of knowledge in mathematical biology. Spora welcomes submissions related to Ph.D. dissertations, master's theses, and undergraduate research projects.


2020 ◽  
Vol 4 (1) ◽  
pp. 76-77
Author(s):  
Karen Yokley ◽  
◽  
Nicholas Luke ◽  

In summer 2020, North Carolina A&T State University and Elon University were poised to debut their Research Experiences for Undergraduates program in mathematical biology funded by the National Science Foundation (NSF). The directors decided to hold the program virtually so that students would have the opportunity. Although the directors did not have experience running a virtual program, they learned from the experience and have recommendations for program directors in similar situations.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


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