On a Calculus-based Statistics Course for Life Science Students

I thank the Howard Hughes Medical Institute (HHMI) Biomath Committee at the University of Arizona for many thought-provoking discussions. Student work and their feedback were essential in setting and refining the pedagogical approaches in the course. A special note of thanks goes to Christopher Bergevin, who was co-instructor the first time the course was taught, and to Carol Bender, the Director of the Undergraduate Biology Research Program, whose efforts have provided many undergraduate students with the opportunity to experience an authentic research experience. The activities described in this article were supported in part by a grant to the University of Arizona from the HHMI (52005889).