Incorporating Biological Problems into Mathematics Courses

Incorporating Biological Problems Incorporating Biological Problems into Mathematics Coursesinto Mathematics Courses

Lester CaudillLester CaudillKathy HokeKathy Hoke

University of RichmondUniversity of RichmondDepartment of Mathematics and Computer ScienceDepartment of Mathematics and Computer Science

lcaudill@richmond.edu lcaudill@richmond.edu

A Report on a Non-existent* White PaperA Report on a Non-existent* White Paper

* For now

What is a “White Paper”?What is a “White Paper”?

What is a “White Paper”?What is a “White Paper”?

A report or guide that often A report or guide that often addresses problems and how to solve addresses problems and how to solve them. them.

What is a “White Paper”?What is a “White Paper”?

A report or guide that often A report or guide that often addresses problems and how to solve addresses problems and how to solve them. them.

WPs are used to educate readers and WPs are used to educate readers and help people make decisions.help people make decisions.

What is a “White Paper”?What is a “White Paper”?

A report or guide that often addresses A report or guide that often addresses problems and how to solve them. problems and how to solve them.

WPs are used to educate readers and WPs are used to educate readers and help people make decisions.help people make decisions.

The thing in the binder is NOT the The thing in the binder is NOT the white paper!white paper!

Combining Biology and MathCombining Biology and Math

Three possible approaches:Three possible approaches:

Combining Biology and MathCombining Biology and Math

Three possible approaches:Three possible approaches:

• Incorporate biological applications into Incorporate biological applications into existing math coursesexisting math courses

Combining Biology and MathCombining Biology and Math

Three possible approaches:Three possible approaches:

• Incorporate biological applications into Incorporate biological applications into existing math coursesexisting math courses

• Incorporate mathematical techniques Incorporate mathematical techniques into existing biology coursesinto existing biology courses

Combining Biology and MathCombining Biology and Math

Three possible approaches:Three possible approaches:

• Incorporate biological applications into Incorporate biological applications into existing math coursesexisting math courses

• Incorporate mathematical techniques into Incorporate mathematical techniques into existing biology coursesexisting biology courses

• Create new “hybrid” mathematical Create new “hybrid” mathematical biology/biomathematics coursesbiology/biomathematics courses

Combining Biology and MathCombining Biology and Math

Three possible approaches:Three possible approaches:

• Incorporate biological applications into Incorporate biological applications into existing math coursesexisting math courses

• Incorporate mathematical techniques into Incorporate mathematical techniques into existing biology coursesexisting biology courses

• Create new “hybrid” mathematical Create new “hybrid” mathematical biology/biomathematics coursesbiology/biomathematics courses

Working Group:Working Group:

““Incorporating Bio into Math Incorporating Bio into Math Courses”Courses”

Formed at Quantitative Biology Formed at Quantitative Biology meeting at ETSU, July 2007meeting at ETSU, July 2007

Why Work Bio into Math Why Work Bio into Math Courses?Courses?

Why Work Bio into Math Why Work Bio into Math Courses?Courses?

Help students recognize, appreciate, and Help students recognize, appreciate, and utilize the interconnections between utilize the interconnections between biology and mathematicsbiology and mathematics

Why Work Bio into Math Why Work Bio into Math Courses?Courses?

Help students recognize, appreciate, and Help students recognize, appreciate, and utilize the interconnections between utilize the interconnections between biology and mathematicsbiology and mathematics

Prepare biology students for modern Prepare biology students for modern quantitative biologyquantitative biology

Why Work Bio into Math Why Work Bio into Math Courses?Courses?

Help students recognize, appreciate, and Help students recognize, appreciate, and utilize the interconnections between utilize the interconnections between biology and mathematicsbiology and mathematics

Prepare biology students for modern Prepare biology students for modern quantitative biologyquantitative biology

Prepare mathematics students to support Prepare mathematics students to support and contribute to modern biological and contribute to modern biological researchresearch

Why Work Bio into Math Why Work Bio into Math Courses?Courses?

Help students recognize, appreciate, and Help students recognize, appreciate, and utilize the interconnections between biology utilize the interconnections between biology and mathematicsand mathematics

Prepare biology students for modern Prepare biology students for modern quantitative biologyquantitative biology

Prepare mathematics students to support and Prepare mathematics students to support and contribute to modern biological researchcontribute to modern biological research

Reflect on what Pat and Malcolm saidReflect on what Pat and Malcolm said

Different Levels of Integration Different Levels of Integration (of bio into math courses)(of bio into math courses)

Different Levels of Integration Different Levels of Integration (of bio into math courses)(of bio into math courses)

1.1. Keep math course as it is, but insert Keep math course as it is, but insert biological applications (i.e. biological applications (i.e. “flavoring” an existing course)“flavoring” an existing course)

Different Levels of Integration Different Levels of Integration (of bio into math courses)(of bio into math courses)

1.1. Keep math course as it is, but insert Keep math course as it is, but insert biological applications (i.e. biological applications (i.e. “flavoring” an existing course)“flavoring” an existing course)

2.2. Adapt the math topics in an existing Adapt the math topics in an existing course to include bio-friendly topicscourse to include bio-friendly topics

Different Levels of Integration Different Levels of Integration (of bio into math courses)(of bio into math courses)

1.1. Keep math course as it is, but insert Keep math course as it is, but insert biological applications (i.e. “flavoring” biological applications (i.e. “flavoring” an existing course)an existing course)

2.2. Adapt the math topics in an existing Adapt the math topics in an existing course to include bio-friendly topicscourse to include bio-friendly topics

3.3. Build a new math course, including Build a new math course, including only bio-relevant math topics (e.g. only bio-relevant math topics (e.g. math methods for biology)math methods for biology)

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #1: Not everyone Challenge #1: Not everyone recognizes the importance of doing recognizes the importance of doing this. this.

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #1: Not everyone Challenge #1: Not everyone recognizes the importance of doing recognizes the importance of doing this. this.

• This is true on both sides of the fence.This is true on both sides of the fence.

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #2: Competing interestsChallenge #2: Competing interests

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #2: Competing interestsChallenge #2: Competing interests

• Biologists want to work on the biology Biologists want to work on the biology coursescourses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #2: Competing interestsChallenge #2: Competing interests

• Biologists want to work on the biology Biologists want to work on the biology coursescourses

• Mathematicians want to work on the Mathematicians want to work on the math coursesmath courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #2: Competing interestsChallenge #2: Competing interests

• Biologists want to work on the biology Biologists want to work on the biology coursescourses

• Mathematicians want to work on the Mathematicians want to work on the math coursesmath courses

• Evidence: Working group membershipsEvidence: Working group memberships

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• To identify “new” applications, need To identify “new” applications, need people well-educated in both biology people well-educated in both biology and mathand math

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• To identify “new” applications, need To identify “new” applications, need people well-educated in both biology people well-educated in both biology and mathand math

Even bio-mathematicians usually only know Even bio-mathematicians usually only know the biology directly related to their research the biology directly related to their research fieldfield

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• Need real data sets to work withNeed real data sets to work with

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• Need real data sets to work withNeed real data sets to work with

• Not many texts available as resourcesNot many texts available as resources

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #4: Implementation issuesChallenge #4: Implementation issues

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #4: Implementation issuesChallenge #4: Implementation issues

• Possible conflict between adapting Possible conflict between adapting course content for biological purposes course content for biological purposes and maintaining content needed for and maintaining content needed for succeeding math coursessucceeding math courses

Four Challenges to Incorporating Four Challenges to Incorporating Bio into Math CoursesBio into Math Courses

Challenge #4: Implementation issuesChallenge #4: Implementation issues

• Possible conflict between adapting Possible conflict between adapting course content for biological purposes course content for biological purposes and maintaining content needed for and maintaining content needed for succeeding math coursessucceeding math courses

• Resource issues (faculty dev time, Resource issues (faculty dev time, course revision time, team teaching course revision time, team teaching credit)credit)

Addressing the Addressing the “Four Challenges”“Four Challenges”

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #1: Not everyone Challenge #1: Not everyone recognizes the importance of doing recognizes the importance of doing this. this.

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #1: Not everyone Challenge #1: Not everyone recognizes the importance of doing recognizes the importance of doing this. this.

• Not everyone will buy into the idea – Not everyone will buy into the idea – THIS IS OKAY! (PR can help)THIS IS OKAY! (PR can help)

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #1: Not everyone recognizes Challenge #1: Not everyone recognizes the importance of doing this. the importance of doing this.

• Not everyone will buy into the idea – THIS Not everyone will buy into the idea – THIS IS OKAY! (PR can help)IS OKAY! (PR can help)

• Just need at least one biologist and at least Just need at least one biologist and at least one mathematicianone mathematician

Addressing the Addressing the “Four Challenges”“Four Challenges”

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #2: Competing interestsChallenge #2: Competing interests

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #2: Competing interestsChallenge #2: Competing interests

• Many of the same math-bio connections Many of the same math-bio connections will serve both sides, so WORK will serve both sides, so WORK TOGETHER!TOGETHER!

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #2: Competing interestsChallenge #2: Competing interests

• Many of the same math-bio connections Many of the same math-bio connections will serve both sides, so WORK will serve both sides, so WORK TOGETHER!TOGETHER!

• Each connection should be good for use Each connection should be good for use in both bio and math coursesin both bio and math courses

Addressing the Addressing the “Four Challenges”“Four Challenges”

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• Work together and share! (e.g. existing Work together and share! (e.g. existing courses – see wiki)courses – see wiki)

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #3: Identifying and Challenge #3: Identifying and utilizing good biological applications utilizing good biological applications of mathematics is difficult to doof mathematics is difficult to do

• Work together and share! (e.g. existing Work together and share! (e.g. existing courses – see wiki)courses – see wiki)

• Need a repository of math applications Need a repository of math applications in biology (More about this later)in biology (More about this later)

Addressing the Addressing the “Four Challenges”“Four Challenges”

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #4: Implementation issuesChallenge #4: Implementation issues

Addressing the Addressing the “Four Challenges”“Four Challenges”

Challenge #4: Implementation issuesChallenge #4: Implementation issues

• Decide on goals and consequences at Decide on goals and consequences at the start, then proceed accordinglythe start, then proceed accordingly

Repository of ApplicationsRepository of Applications

Repository of ApplicationsRepository of Applications

Bio-math people contribute applications Bio-math people contribute applications from their fields of specializationfrom their fields of specialization

Repository of ApplicationsRepository of Applications

Bio-math people contribute applications Bio-math people contribute applications from their fields of specializationfrom their fields of specialization• E.g.: E.g.:

Lester contributes applications from bacteria-Lester contributes applications from bacteria-antibiotic dynamicsantibiotic dynamics

Edith contributes applications from biostatisticsEdith contributes applications from biostatistics Laurie contributes applications from bioinformaticsLaurie contributes applications from bioinformatics

Repository of ApplicationsRepository of Applications

Bio-math people contribute applications Bio-math people contribute applications from their fields of specializationfrom their fields of specialization• E.g.: E.g.:

Lester contributes applications from bacteria-Lester contributes applications from bacteria-antibiotic dynamicsantibiotic dynamics

Edith contributes applications from biostatisticsEdith contributes applications from biostatistics Laurie contributes applications from bioinformaticsLaurie contributes applications from bioinformatics

• Each contribution includes biological Each contribution includes biological backgroundbackground

Repository of ApplicationsRepository of Applications

Bio-math people contribute applications from Bio-math people contribute applications from their fields of specializationtheir fields of specialization• E.g.: E.g.:

Lester contributes applications from bacteria-antibiotic Lester contributes applications from bacteria-antibiotic dynamicsdynamics

Edith contributes applications from biostatisticsEdith contributes applications from biostatistics Laurie contributes applications from bioinformaticsLaurie contributes applications from bioinformatics

• Each contribution includes biological Each contribution includes biological backgroundbackground

• Searchable, organized by math topic and by Searchable, organized by math topic and by bio topic, with indications of level of bio topic, with indications of level of sophistication of eachsophistication of each

Repository of ApplicationsRepository of Applications

This would be a significant undertakingThis would be a significant undertaking

Repository of ApplicationsRepository of Applications

This would be a significant undertakingThis would be a significant undertaking

• Requires a curator (not named Lester!)Requires a curator (not named Lester!)

Repository of ApplicationsRepository of Applications

This would be a significant undertakingThis would be a significant undertaking

• Requires a curator (not named Lester!)Requires a curator (not named Lester!)

Q: Is this something that HHMI, NSF, or Q: Is this something that HHMI, NSF, or NIH would sponsor?NIH would sponsor?

Concluding RemarksConcluding Remarks

Concluding RemarksConcluding Remarks

Begin stimulating audience Begin stimulating audience discussion now…discussion now…