Abstract
In the United States, there are multiple reports from both mathematics and biology communities that address the quantitative preparation of undergraduate life science students. Many of them make broad recommendations for the revision of life science curriculum to incorporate more quantitative techniques. Here, we review initiatives and progress in the United States on the state of quantitative biology education in the context of the mathematics education, biology research frontiers, and the funding system and other sources of support for systemic change to meet new demands.
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