Make Room for Computing

Abstract

Although P. Pevzner and R. Shamir, as well as the Bio2010 project, are right about the importance of computational, mathematical, and modeling skills for the next generation of biologists (“Computing has changed biology—biology education must catch up,” Education Forum, 31 July, p. [541][1]), they ignore the realities of the modern biology curriculum and student learning. Specifically, it is unlikely that a single course can achieve the goal they desire. Computational and modeling mastery is not a trivial topic to append to a curriculum. Moreover, there is no surplus of student credit hours to absorb the courses needed. To introduce new topics in a pedagogically realistic manner, departments will have to restructure currently required courses. This will involve redesigning base biology courses to emphasize the relevance and application of modeling and computational skills, particularly given the observation that many biology students are actively mathphobic. Developing true expertise will require student credit hours. Where will they come from? One possibility is to redirect credit hours associated with medical school admission (but largely irrelevant to most biologists). Whatever the source, it is clear that programs need to reconsider where our limited resources are currently being spent. We cannot afford to waste the students' time on irrelevant or ineffectual courses. [1]: /lookup/doi/10.1126/science.1173876