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From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

Hillel J. Chiel

Departments of *Biology,

Neurosciences, and

Biomedical Engineering, Case Western Reserve University, Cleveland, OH 44106-7080

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Jeffrey M. McManus

Departments of *Biology,

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, and

Kendrick M. Shaw

Departments of *Biology,

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John Jungck, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.10-03-0022

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Abstract

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

Vol. 9, No. 3

September 01, 2010

141-377

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Downloads: 706

Citations: 33

History

Submitted: 15 March 2010

Revised: 3 June 2010

Accepted: 4 June 2010

Information

© 2010 H. J. Chiel et al. CBE-Life Sciences Education © 2010 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s).

ACKNOWLEDGMENTS

H.J.C. gratefully acknowledges support for development of the course from the two previous chairs of the Department of Biology, Drs. Norman Rushforth and Joseph Koonce, both of whom provided release time and regular moral support as the course was developed; and from the current Chair of Biology, Dr. Chris Cullis, who has continued to provide enthusiastic support for the course and the development of the interactive textbook. H.J.C. also gratefully acknowledges support from the former Chair of the Department of Biomedical Engineering, Dr. Patrick Crago, and from his colleagues Drs. Randall D. Beer, Michael Branicky, and Robin Snyder, who provided helpful comments and feedback on earlier versions of the textbook. The Howard Hughes Medical Institute (HHMI) has provided support to the Department of Biology through its Undergraduate Biological Sciences Initiative; HHMI supported the purchase of the laptops used in the course. H.J.C. also was supported through a Nord Grant from the University Center for Innovation in Teaching and Education (UCITE) during the initial development of units for the course. We are grateful for comments on an earlier draft of the manuscript from Drs. Robin Snyder, Peter Thomas, and Hilary Walton; Jocelyn Eckert; and two anonymous reviewers. Most of all, we gratefully acknowledge the helpful feedback and suggestions that we have received from students in the Dynamics of Biological Systems course; they have helped us to become better teachers.

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