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Abstract
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions. Assessment based on course evaluations suggests that the course was effective in increasing engagement with Biology in a population of STEM-oriented students who are mostly nonmajors.
Additional information
Notes on contributors
Eliot C. Bush
Eliot C. Bush ([email protected]), Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz are all professors in the Department of Biology at Harvey Mudd College in Claremont, California.
Stephen C. Adolph
Eliot C. Bush ([email protected]), Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz are all professors in the Department of Biology at Harvey Mudd College in Claremont, California.
Matina C. Donaldson-Matasci
Eliot C. Bush ([email protected]), Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz are all professors in the Department of Biology at Harvey Mudd College in Claremont, California.
Jae Hur
Eliot C. Bush ([email protected]), Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz are all professors in the Department of Biology at Harvey Mudd College in Claremont, California.
Danae Schulz
Eliot C. Bush ([email protected]), Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz are all professors in the Department of Biology at Harvey Mudd College in Claremont, California.