Challenges and opportunities to build quantitative self-confidence in biologists
Kim Cuddington, Karen C Abbott, Frederick R Adler, Mehmet Aydeniz, Rene Dale, Louis J Gross, Alan Hastings, Elizabeth A Hobson, Vadim A Karatayev, Alexander Killion, Aasakiran Madamanchi, Michelle L Marraffini, Audrey L McCombs, Widodo Samyono, Shin-Han Shiu, Karen H Watanabe, Easton R White
This paper came out of a NIMBioS workshop called “Quantitative Education in Life Science Graduate Programs“
Abstract
New graduate students in biology programs may lack the quantitative skills necessary for their research and professional careers. The acquisition of these skills may be impeded by teaching and mentoring experiences that decrease rather than increase students’ beliefs in their ability to learn and apply quantitative approaches. In this opinion piece, we argue that revising instructional experiences to ensure that both student confidence and quantitative skills are enhanced may improve both educational outcomes and professional success. A few studies suggest that explicitly addressing productive failure in an instructional setting and ensuring effective mentoring may be the most effective routes to simultaneously increasing both quantitative self-efficacy and quantitative skills. However, there is little work that specifically addresses graduate student needs, and more research is required to reach evidence-backed conclusions.
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UNH wrote up a nice summary of the paper from the perspective of Easton White, one of the authors of the paper. The summary is here
