Since 2004, Truman State University has trained students to conduct interdisciplinary research in mathematical biology through a combination of research experiences with faculty collaborators, courses, and field trips. This program of experiences for undergraduates has been made possible by the National Science Foundation’s Interdisciplinary Training for Undergraduates in Biology and Mathematics (UBM) program. This talk will outline our courses and our research program (including a portfolio-based interdisciplinary minor in mathematical biology), what we have learned about assessing interdisciplinary learning, and the role field trips have played in the professional development of faculty and students.
1. Training Undergraduates in Mathematical
Biology Using Research with Faculty
Jason Miller, Ph.D.
Department of Mathematics
Truman State University
SMB 2009, Vancouver,
4. Outline
• Context & Truman State University
• Why research?
SMB 2009, Vancouver,
5. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
SMB 2009, Vancouver,
6. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
• the research experiences (NSF UBM)
SMB 2009, Vancouver,
7. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
• the research experiences (NSF UBM)
• the courses
SMB 2009, Vancouver,
8. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
• the research experiences (NSF UBM)
• the courses
• program’s impact
SMB 2009, Vancouver,
9. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
• the research experiences (NSF UBM)
• the courses
• program’s impact
• program challenges, national needs
SMB 2009, Vancouver,
10. Outline
• Context & Truman State University
• Why research?
• overview of Truman’s interdisciplinary,
undergraduate mathematical biology program
• the research experiences (NSF UBM)
• the courses
• program’s impact
• program challenges, national needs
• start & continue conversation
SMB 2009, Vancouver,
16. About Truman
• Missouri’s only “highly selective” public
liberal arts University; teaching-centered,
small class size
SMB 2009, Vancouver,
17. About Truman
• Missouri’s only “highly selective” public
liberal arts University; teaching-centered,
small class size
• ~5800 undergraduates, ~300 faculty, 150
Masters students
SMB 2009, Vancouver,
18. About Truman
• Missouri’s only “highly selective” public
liberal arts University; teaching-centered,
small class size
• ~5800 undergraduates, ~300 faculty, 150
Masters students
• Institutional commitment to Undergraduate
Research and to Interdisciplinary teaching
SMB 2009, Vancouver,
19. About Truman
• Missouri’s only “highly selective” public
liberal arts University; teaching-centered,
small class size
• ~5800 undergraduates, ~300 faculty, 150
Masters students
• Institutional commitment to Undergraduate
Research and to Interdisciplinary teaching
• EX: all students must take a Junior
Interdisciplinary Seminar
SMB 2009, Vancouver,
21. About Truman
• about 25 biology faculty, 40 mathematics
faculty (math+stats+CS)
SMB 2009, Vancouver,
22. About Truman
• about 25 biology faculty, 40 mathematics
faculty (math+stats+CS)
• biology: research expected of faculty (with
students); experienced mentors
SMB 2009, Vancouver,
23. About Truman
• about 25 biology faculty, 40 mathematics
faculty (math+stats+CS)
• biology: research expected of faculty (with
students); experienced mentors
• mathematics: teaching focus, little or no
support for research activity; 10 new faculty
between 1998-2000
SMB 2009, Vancouver,
32. Mathematical Biology
Seminar Series
• Fulcrum for program
• Biweekly meeting of faculty and
undergraduates
SMB 2009, Vancouver,
33. Mathematical Biology
Seminar Series
• Fulcrum for program
• Biweekly meeting of faculty and
undergraduates
• Initially = “Biology Fashion Show”
SMB 2009, Vancouver,
34. Mathematical Biology
Seminar Series
• Fulcrum for program
• Biweekly meeting of faculty and
undergraduates
• Initially = “Biology Fashion Show”
• Leads to cross-disciplinary, research hook-ups
SMB 2009, Vancouver,
35. Mathematical Biology
Seminar Series
• Fulcrum for program
• Biweekly meeting of faculty and
undergraduates
• Initially = “Biology Fashion Show”
• Leads to cross-disciplinary, research hook-ups
• Pairings provide us with foundation for NSF
UBM research teams
SMB 2009, Vancouver,
37. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
Early Majority Late Majority
0.05
Early
Adopters Laggards
0
Distribution of Adoptors
SMB 2009, Vancouver,
41. • cantaught in a class
be
teach things through research that can’t
SMB 2009, Vancouver,
42. • cantaught in a class
be
teach things through research that can’t
• researchway for a research-active faculty
efficient
with undergrad is not always an
member to work
SMB 2009, Vancouver,
43. • cantaught in a class
be
teach things through research that can’t
• researchway for a research-active faculty
efficient
with undergrad is not always an
member to work
• done well, research is a transformative
experience for students (e.g. self-
understanding, career options)
SMB 2009, Vancouver,
44. • cantaught in a class
be
teach things through research that can’t
• researchway for a research-active faculty
efficient
with undergrad is not always an
member to work
• done well, research is a transformative
experience for students (e.g. self-
understanding, career options)
• done well, research is a transformative
experience for faculty
SMB 2009, Vancouver,
46. UR Done Well?
• Hours and hours of weekly student/mentor
interaction & collaboration
SMB 2009, Vancouver,
47. UR Done Well?
• Hours and hours of weekly student/mentor
interaction & collaboration
• students develop strong sense of project
ownership and investment
SMB 2009, Vancouver,
48. UR Done Well?
• Hours and hours of weekly student/mentor
interaction & collaboration
• students develop strong sense of project
ownership and investment
• interdisciplinary team? students leverage
disciplinary strengths, but also work
immerse themselves in their partner’s
discipline
SMB 2009, Vancouver,
49. UR Done Well?
• Hours and hours of weekly student/mentor
interaction & collaboration
• students develop strong sense of project
ownership and investment
• interdisciplinary team? students leverage
disciplinary strengths, but also work
immerse themselves in their partner’s
discipline
• students communicate (posters, formal and
informal oral and written reports)
SMB 2009, Vancouver,
53. Overview of Truman’s
Mathematical Biology Program
• learning through research
• use faculty-mentored interdisciplinary research
projects as pedagogical vehicle
SMB 2009, Vancouver,
54. Overview of Truman’s
Mathematical Biology Program
• learning through research
• use faculty-mentored interdisciplinary research
projects as pedagogical vehicle
• undergraduates are collaborators (interdisciplinary
quartets)
SMB 2009, Vancouver,
55. Overview of Truman’s
Mathematical Biology Program
• learning through research
• use faculty-mentored interdisciplinary research
projects as pedagogical vehicle
• undergraduates are collaborators (interdisciplinary
quartets)
• projects are long-term (12mos.) so that students
engage in the whole range of scientific experiences
SMB 2009, Vancouver,
57. Program Goals
• we’re not taking biology majors and turning them into
mathematics majors
SMB 2009, Vancouver,
58. Program Goals
• we’re not taking biology majors and turning them into
mathematics majors
• we’re not taking mathematics majors and turing them
into biology majors
SMB 2009, Vancouver,
59. Program Goals
• we’re not taking biology majors and turning them into
mathematics majors
• we’re not taking mathematics majors and turing them
into biology majors
• we are bringing students to a place where they can
confidently and creatively interact across disciplinary
boundaries
SMB 2009, Vancouver,
60. Program Goals
• we’re not taking biology majors and turning them into
mathematics majors
• we’re not taking mathematics majors and turing them
into biology majors
• we are bringing students to a place where they can
confidently and creatively interact across disciplinary
boundaries
• create and sustain a learning-community with
mathematical biology as a common interest
SMB 2009, Vancouver,
65. Research Teams
• each team has:
• two faculty
• two students
• each teams receives
stipends, supply budget and
travel allowance
SMB 2009, Vancouver,
66. Research Teams
• each team has:
• two faculty
• two students
• each teams receives
stipends, supply budget and
travel allowance
• year-long experience
(academic year + 10-week
summer)
SMB 2009, Vancouver,
67. Research Teams
• each team has:
• two faculty
• two students
• each teams receives
stipends, supply budget and
travel allowance
• year-long experience
(academic year + 10-week
summer)
January Summer December
SMB 2009, Vancouver,
69. Research Teams
• selection occurs in the Fall, students start
work in January (year-long)
SMB 2009, Vancouver,
70. Research Teams
• selection occurs in the Fall, students start
work in January (year-long)
• weekly meetings during the academic year
SMB 2009, Vancouver,
71. Research Teams
• selection occurs in the Fall, students start
work in January (year-long)
• weekly meetings during the academic year
• intense 9+-week summer research program
SMB 2009, Vancouver,
77. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
0.1
0.05
0
Distribution of Adoptors
SMB 2009, Vancouver,
78. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
0.05
0
Distribution of Adoptors
SMB 2009, Vancouver,
79. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
0.05
Early
Adopters
0
Distribution of Adoptors
SMB 2009, Vancouver,
80. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
Early Majority
0.05
Early
Adopters
0
Distribution of Adoptors
SMB 2009, Vancouver,
81. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
Early Majority Late Majority
0.05
Early
Adopters
0
Distribution of Adoptors
SMB 2009, Vancouver,
82. Innovation Adoption
(Diffusion of Innovation, Everett Rogers, 1962)
0.2
0.15
Innovators
0.1
Early Majority Late Majority
0.05
Early
Adopters Laggards
0
Distribution of Adoptors
SMB 2009, Vancouver,
88. Interdisciplinary Minor
• Designed to foster thoughtful integration of
skills and knowledge in mathematics and
biology
JMM, 6 January 2009
Washington, D.C.
89. Interdisciplinary Minor
• Designed to foster thoughtful integration of
skills and knowledge in mathematics and
biology
• outcome based (electronic portfolio), not
course/credit based
JMM, 6 January 2009
Washington, D.C.
90. Interdisciplinary Minor
• Designed to foster thoughtful integration of
skills and knowledge in mathematics and
biology
• outcome based (electronic portfolio), not
course/credit based
• for majors in biology, mathematics, computer
science, agricultural science
JMM, 6 January 2009
Washington, D.C.
99. Requirements
• Demonstrate proficiencies in each category
(though research, courses)
• Earn 15+ credits doing so (must take Intro
to MathBio)
JMM, 6 January 2009
Washington, D.C.
100. Requirements
• Demonstrate proficiencies in each category
(though research, courses)
• Earn 15+ credits doing so (must take Intro
to MathBio)
• Attend MathBio Seminar
JMM, 6 January 2009
Washington, D.C.
101. Requirements
• Demonstrate proficiencies in each category
(though research, courses)
• Earn 15+ credits doing so (must take Intro
to MathBio)
• Attend MathBio Seminar
• Participate in two half-semester program
workshops/seminars
JMM, 6 January 2009
Washington, D.C.
106. Summary
• Program grew from institutional strengths
and interests, meeting the needs of many
SMB 2009, Vancouver,
107. Summary
• Program grew from institutional strengths
and interests, meeting the needs of many
• Creates a learning-centered community for
faculty and students
SMB 2009, Vancouver,
108. Summary
• Program grew from institutional strengths
and interests, meeting the needs of many
• Creates a learning-centered community for
faculty and students
• Trains students through research; discomfort
is a sign of success
SMB 2009, Vancouver,
109. Summary
• Program grew from institutional strengths
and interests, meeting the needs of many
• Creates a learning-centered community for
faculty and students
• Trains students through research; discomfort
is a sign of success
• We have evidence of success.
SMB 2009, Vancouver,
111. Other Issues
• Assessing our work (interdisciplinary
training)
• Increasing STEM undergraduate degree
production
• Increasing participation of traditionally
underrepresented groups
• Involve pre-K thru 12 and community
college teachers to move forward on the
adoption curve
SMB 2009, Vancouver,
113. Increasing STEM
production
• Is undergraduate degree production in STEM
keeping pace with national needs?
SMB 2009, Vancouver,
114. Increasing STEM
production
• Is undergraduate degree production in STEM
keeping pace with national needs?
• Probably not.
SMB 2009, Vancouver,
115. Increasing STEM
production
• Is undergraduate degree production in STEM
keeping pace with national needs?
• Probably not.
• Quantitative & Mathematical Biology are
uniquely positioned to attract students to
science and mathematics
SMB 2009, Vancouver,
116. Social Relevance
public health stem cells
disease control genetic engineering
bio-warfare performance
bio-technology enhancement
bio-inspired science human and non-human
robotics learning enhancement
(Chris Arney, USMA)
SMB 2009, Vancouver,
117. Social Relevance
• With quantitative techniques, students can
contribute to understanding serious social
issues
public health stem cells
disease control genetic engineering
bio-warfare performance
bio-technology enhancement
bio-inspired science human and non-human
robotics learning enhancement
(Chris Arney, USMA)
SMB 2009, Vancouver,
118. Energy storing prosthetic knee for above knee amputees, prosthetic, amputee prosthesis, 07/16/2007 09:58 PM
| How The XT9 ESPK Works | Pros & Cons | Important Information! |
Thank you for visiting
SYMBIOTECHS USA
The XT9 Energy Storing Prosthetic
Knee is the only prosthetic knee device
for highly active amputees, designed to
mimic the functions of the quadriceps
during intense athletic and extreme
sports use by athletic amputees!
__________________________
The XT9 Energy Storing Prosthetic
Knee (ESPK) for high activity above
the knee amputees, is the first
prosthesis designed to enable AK
amputees to enjoy extreme sports at
and an active life at the top level.
Thanks to an aerospace grade, light
weight knee frame and other space
age materials and components, the
XT9 prosthetic limb can withstand the
forces generated in extreme sports
activities by even the most active
amputees.
Many sports were once impossible for
Above Knee (AK) amputees because
of limitations with their prosthetics.
The XT9 prosthetic knee has
overcome those limitations for
amputees involved in extreme sports
and active lifestyles.
Thanks to this new prosthetic device,
sports like snowboarding are now
possible for AK amputees around the
world! The dynamic functions of the
XT9 knee make it the only prosthetic
limb that mimics real knee functions
for all boarding activities.
http://www.symbiotechsusa.com/ Page 1 of 2
SMB 2009, Vancouver,
119. http://mathbio.truman.edu
This material is based upon work supported by the National Science Foundation under NSF
UBM #0337769 and NSF UBM #0436348. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not necessarily
reflect the views of the National Science Foundation.
JMM, 6 January 2009
Washington, D.C.
124. Continue the Conversation
• Email:
millerj@truman.edu
• LinkedIn:
jasonearlmiller
• Twitter:
@hatchethead
• Facebook:
jasonemiller
io
(search #mathbio)
•
hb
Web:
•
at
FriendFeed: http://pyrite.truman.edu/
#m
@hatchethead ~millerj/
(search #mathbio)
Resources
Council on Undergraduate National Digital Science Library
Research (CUR) National Institute for
MAA’s SIGMAA for Mathematical and Biological
Mathematical and Synthesis (NIMBioS)
Computational Biology Mathematical Biosicences
Merlot Institute (MBI)
SMB Education Committee National Conferences on
BioQuest Consoritum Undergraduate Research
SMB 2009, Vancouver,
125. http://mathbio.truman.edu
This material is based upon work supported by the National Science Foundation under NSF
UBM #0337769 and NSF UBM #0436348. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not necessarily
reflect the views of the National Science Foundation.
JMM, 6 January 2009
Washington, D.C.
Editor's Notes
Thank you for the kind introduction.
I’m honored to be asked here to kick off the workshop by sharing my experiences
this group is doing important work
I hope sharing my experience will give you added insight into your work.
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
Outline of talk - will conclude with some conversation, advertise ‘panel’ discussion
I want to continue this conversation, share information, make connections with you who are interested in doing this yourself…
Will repeat this slide later, and I’ll put this slide deck on slideshare.
You are here.
Truman is located in NE MO - rural location 200 mi from KC and STL.
Residential campus, beautiful place to work and study.
END: an intersection of coincidences led a group of mathematical science faculty to reach out to biology faculty as a source of expertise in UR
feeding that interest: articles in professional society publications, Bio2010, and finally an NSF solicitation
END: an intersection of coincidences led a group of mathematical science faculty to reach out to biology faculty as a source of expertise in UR
feeding that interest: articles in professional society publications, Bio2010, and finally an NSF solicitation
END: an intersection of coincidences led a group of mathematical science faculty to reach out to biology faculty as a source of expertise in UR
feeding that interest: articles in professional society publications, Bio2010, and finally an NSF solicitation
Will describe the genesis of our program.
you can do this too
Started with one pair of faculty and several glasses of wine.
In 2003, I took students to NCUR. Saw the quality of biology students’ work. Recognized that the ability of math folks to do UR with their students could be strengthened by learning from biologists. Note to self: how to do this?
At about that time, BIO 2010 was published.
This notice of a new NSF program appeared, too, so we decided to go for it. We had a couple projects that appeared to fit the bill. We got it.
A mathbio seminar helped us grow the community, the effort. Foundation for 2004 UBM award, five-year. (Now known as an institutional award.)
A mathbio seminar helped us grow the community, the effort. Foundation for 2004 UBM award, five-year. (Now known as an institutional award.)
A mathbio seminar helped us grow the community, the effort. Foundation for 2004 UBM award, five-year. (Now known as an institutional award.)
A mathbio seminar helped us grow the community, the effort. Foundation for 2004 UBM award, five-year. (Now known as an institutional award.)
A mathbio seminar helped us grow the community, the effort. Foundation for 2004 UBM award, five-year. (Now known as an institutional award.)
What was our goal?
On the one hand: training undergraduates to do graduate and professional work in mathematical biology (integrative work)
On the other hand...
...our goal was to get more of our colleagues on campus to adopt the idea that math+biol partnerships are important.
...teaching through UR is the epitome of putting concepts before content - have concepts drive the acquisition of content in service of a larger goal
also...learning through research can tap into students who struggle in the classroom
...teaching through UR is the epitome of putting concepts before content - have concepts drive the acquisition of content in service of a larger goal
also...learning through research can tap into students who struggle in the classroom
...teaching through UR is the epitome of putting concepts before content - have concepts drive the acquisition of content in service of a larger goal
also...learning through research can tap into students who struggle in the classroom
...teaching through UR is the epitome of putting concepts before content - have concepts drive the acquisition of content in service of a larger goal
also...learning through research can tap into students who struggle in the classroom
… large time burden initially, but that tails off as students take ownership of their project
… large time burden initially, but that tails off as students take ownership of their project
… large time burden initially, but that tails off as students take ownership of their project
… large time burden initially, but that tails off as students take ownership of their project
scientific enterprise:
from reading primary literature,
designing experiment,
writing & presenting proposal,
carrying out data collection,
synthesizing/assessing,
reporting,
repeating
student selection: competitive application process
support from NSF: Interidisciplinary Training of Undergraduates in Biology and Mathematics (2003, 2004)
scientific enterprise:
from reading primary literature,
designing experiment,
writing & presenting proposal,
carrying out data collection,
synthesizing/assessing,
reporting,
repeating
student selection: competitive application process
support from NSF: Interidisciplinary Training of Undergraduates in Biology and Mathematics (2003, 2004)
scientific enterprise:
from reading primary literature,
designing experiment,
writing & presenting proposal,
carrying out data collection,
synthesizing/assessing,
reporting,
repeating
student selection: competitive application process
support from NSF: Interidisciplinary Training of Undergraduates in Biology and Mathematics (2003, 2004)
scientific enterprise:
from reading primary literature,
designing experiment,
writing & presenting proposal,
carrying out data collection,
synthesizing/assessing,
reporting,
repeating
student selection: competitive application process
support from NSF: Interidisciplinary Training of Undergraduates in Biology and Mathematics (2003, 2004)
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.
Faculty teams are tentatively identified in the spring so that, by mid-Fall, they are able to submit a research project description to be posted on our web site as part of our dissemination plans and recruitment efforts. All faculty recruit for the program and participate in student selection.
We seek the best students we can possibly find. We advertise the program as highly competitive. Typically juniors or seniors are considered, but exceptional sophomores are considered, too.
We open applications early enough in the Fall so that student can learn if they are accepted to the program by the time they register for Spring classes. (They are encouraged to have certain courses under their belts by the time the summer research program starts; faculty are often OK with students taking those courses concurrently with spring semester research work.) Students selected for the program start work in January by meeting with their team weekly, reading papers, attending the mathematical biology seminar, and so forth.