The Case for Biocalculus: Improving Student Understanding of the Utility Value of Mathematics to Biology and Affect toward Mathematics.

The next generation of life science professionals will require far more quantitative skills than prior generations. Calculus is important for understanding dynamical systems in biology and, therefore, is often a required course for life science students. However, many life science students do not understand the utility value of mathematics to biology. Therefore, according to expectancy-value theory, life science students may experience lower motivation, which can impact their performance in a calculus course. This study examines how two different biocalculus courses, which integrated calculus and biological concepts and successfully halved the rates of students earning a D, F, or withdrawing (DFW), affected life science students' utility value, interest, and overall attitudes toward mathematics. Using pre and post surveys, we found that students' interest in mathematics increased by the end of the semester, and they demonstrated a more sophisticated understanding of how mathematics is used in biology. Students whose attitudes toward mathematics improved primarily attributed these changes to a better understanding of the utility of mathematics to biology, feelings of competence in mathematics, or rapport with the instructor. Thus, communicating the utility value of mathematics to biology through integrated mathematics-biology courses can contribute to improved attitudes toward mathematics that can impact students' motivation and performance.

Modeling and Cost Benefit Analysis to Guide Deployment of POC Diagnostics for Non-typhoidal Salmonella Infections with Antimicrobial Resistance.

Invasive non-typhoidal Salmonella (NTS) is among the leading causes of blood stream infections in sub-Saharan Africa and other developing regions, especially among pediatric populations. Invasive NTS can be difficult to treat and have high case-fatality rates, in part due to emergence of strains resistant to broad-spectrum antibiotics. Furthermore, improper treatment contributes to increased antibiotic resistance and death. Point of care (POC) diagnostic tests that rapidly identify invasive NTS infection, and differentiate between resistant and non-resistant strains, may greatly improve patient outcomes and decrease resistance at the community level. Here we present for the first time a model for NTS dynamics in high risk populations that can analyze the potential advantages and disadvantages of four strategies involving POC diagnostic deployment, and the resulting impact on antimicrobial treatment for patients. Our analysis strongly supports the use of POC diagnostics coupled with targeted antibiotic use for patients upon arrival in the clinic for optimal patient and public health outcomes. We show that even the use of imperfect POC diagnostics can significantly reduce total costs and number of deaths, provided that the diagnostic gives results quickly enough that patients are likely to return or stay to receive targeted treatment.

The Case for Biocalculus: Design, Retention, and Student Performance.

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies.