Bethesda, Md, USA. Biology is increasingly dependent on mathematics, while the latter discipline has drawn from the former for real world models to support new computational pathways. In fact, the emerging field of bioinformatics is a prime example of such sophisticated collaboration.

There are lessons to be drawn from prior experience on how to incorporate the benefits of collaboration into formal education. The American Society for Cell Biology (ASCB) now has published a special edition of their journal CBE—Life Sciences Education (CBE-LSE), which focuses on connections between and integration of the biological and mathematical sciences.

Perhaps the most striking visual example of integrated biomath education comes from Andrej Šorgo of the University of Maribor in Slovenia.

To demonstrate the power of fractal geometry in modeling complex biological structures, Šorgo and his students formed a giant human fractal by lying prone on the floor of a university rotunda.

The participants extended their arms and legs into a multi-pointed, concentric fractal star.

A photograph of Šorgo's human fractal, taken from the image above, is featured on the cover of the special issue of CBE—Life Sciences Education (CBE-LSE).

The adage that biology is for science students who don't do math is laid to rest forever. Bio-math or is future for students of both disciplines, say the contributors of seven essays and 17 research articles on new ways to integrate mathematical thinking into biology education and introduce biological problems into math learning.

Pat Marsteller
Professor of Biology
Emory University



John R. Jungck
Professor of Biology
Beloit College

"The national scientific and academic community has issued repeated clarion calls for revising college biology curricula such that mathematical and computational preparation for future life scientists reflects the tools and practices of science," explains Pat Marsteller of Emory University.

Marsteller directs the Center for Science Education and is a faculty member in the department of Biology at Emory. She acted as special issue co-editor with John Jungck of Beloit College.

"This issue celebrates progress on incorporating quantitative reasoning into biology courses and integrating biological exemplars into mathematics courses," Marsteller said.

The ASCB launched CBE-LSE in 2002 as Cell Biology Education—A Journal of Life Science Education, changing the journal's name in 2006 and sharpened the focus on life science education at the K-12, undergraduate, and graduate levels.

A subsequent report in 2003 by the National Research Council (NRC), BIO2010, pointed out that genomics, bioinformatics, and quantitative biology of all kinds were already driving cutting-edge research in basic and clinical bioscience.

The pace has accelerated since that analysis to the point that some graduate departments are dedicated to the effort. The original report concluded that 21st century science students at all levels had to be prepared for a brave new interdisciplinary world.

In response to BIO2010, contributors to the CBE-LSE special issue offer "how to" advice and "best methods" analysis on bridging the traditionally wide gap between math and biology skills, especially for undergraduates.

• In From Biology to Mathematical Models and Back, Kendrick Shaw and colleagues report on teaching modeling to biology students and biology to math and engineering students.
  
  
• Irene M. Evans and Yolanda V. Tra describe using DNA microarray analysis as a two-way bridge between math and biology classes.
  
  
• Other articles explore the biology–math interface in the context of student diversity and team-based student research and through imaginative approaches such as "beanbag biology."

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