| Autor: |
Esquibel J; Science Department, Lansing Community College, Lansing, MI 48933., Rook DL; BioQUEST Curriculum Consortium, Raymond, NH 03077., LoRe SM; Center for Academic Research and Excellence (CARE), Chattanooga State Community College, Chattanooga, TN 37406., Starnes JH; Mathematics and Sciences Department, Southcentral Kentucky Community & Technical College, Bowling Green, KY 42101., Miller JM; Mathematics Department, Roane State Community College, Harriman, TN 37748., Buntz JG; Biology Department, Central New Mexico Community College, Albuquerque, NM 87106., Hugo A; Mathematics Department, Everett Community College, Everett, WA 98201., Nieuwsma CB; *Mathematics Division, Paradise Valley Community College, Phoenix, AZ 85032., Seitz H; Science Division, Johnson County Community College, Overland Park, KS 66220., Bissell A; The NROC Project, Carmel, CA 93922., Gross L; National Institute for Mathematical and Biological Synthesis (NIMBioS), and., Kiser S; Science, Mathematics, and Engineering Division, Lane Community College, Eugene, OR 97405., Lenhart S; Mathematics Department, University of Tennessee, Knoxville, TN 37996., Mills MA; E-Learning, Innovation and Teaching Excellence and., Neuhauser C; **Division of Research, Mathematics, University of Houston, Houston, TX 77204., Corriette I; Mathematics Department, Santa Fe College, Gainesville, FL 32606., Prescott S; BioQUEST Curriculum Consortium, Raymond, NH 03077., Jenkins KP; BioQUEST Curriculum Consortium, Raymond, NH 03077., Karpakakunjaram V; Biology Department, Montgomery College, Rockville, MD 20850. |
| Abstrakt: |
Mastery of quantitative skills is increasingly critical for student success in life sciences, but few curricula adequately incorporate quantitative skills. Quantitative Biology at Community Colleges (QB@CC) is designed to address this need by building a grassroots consortium of community college faculty to 1) engage in interdisciplinary partnerships that increase participant confidence in life science, mathematics, and statistics domains; 2) generate and publish a collection of quantitative skills-focused open education resources (OER); and 3) disseminate these OER and pedagogical practices widely, in turn expanding the network. Currently in its third year, QB@CC has recruited 70 faculty into the network and created 20 modules. Modules can be accessed by interested biology and mathematics educators in high school, 2-year, and 4-year institutions. Here, we use survey responses, focus group interviews, and document analyses (principles-focused evaluation) to evaluate the progress in accomplishing these goals midway through the QB@CC program. The QB@CC network provides a model for developing and sustaining an interdisciplinary community that benefits participants and generates valuable resources for the broader community. Similar network-building programs may wish to adopt some of the effective aspects of the QB@CC network model to meet their objectives. |
