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This editorial serves as an introduction to Part 2 of the Special Issue Mathematics and the Life Sciences – a collection of articles showcasing ideas, examples, pedagogical frameworks, and curricular materials aiming to bridge the stubbornly persistent gap at the undergraduate level between the mathematical and the life sciences. The special issue features authors from public and private institutions of diverse types, sizes, and geographic locations: community colleges, liberal arts colleges, and research-oriented universities. We hope this special issue will serve as a resource to faculty who seek to make changes to their own course(s) or initiate curriculum reforms at their own schools. This Part 2 special issue features course materials and programs based on discrete mathematics, computational approaches, and statistics. It also includes articles on internship programs and co-curricular opportunities. Part 1 focuses on educational initiatives that are appropriate for calculus classes or require calculus as a prerequisite. [ABSTRACT FROM AUTHOR]

This editorial serves as an introduction to Part 1 of the Special Issue Mathematics and the Life Sciences – a collection of articles showcasing ideas, examples, pedagogical frameworks, and curricular materials aiming to bridge the stubbornly persistent gap at the undergraduate level between the mathematical and the life sciences. The special issue features authors from public and private institutions of diverse types, sizes, and geographic locations: community colleges, liberal arts colleges, and research-oriented universities. We hope this special issue will serve as a resource to faculty who seek to make changes to their own course(s) or initiate curriculum reforms at their own schools. Part 1 focuses on educational initiatives that are appropriate for Calculus classes or require calculus as a prerequisite. Part 2 of the special issue features course materials and programs based on discrete mathematics, computational approaches, and statistics. Part 2 also includes articles on internship programs and co-curricular opportunities. [ABSTRACT FROM AUTHOR]

The two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled "SUMMIT-P." The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom. [ABSTRACT FROM AUTHOR]

This paper describes a collaboration between a mathematician and a compositionist who developed a sequence of collaborative writing assignments for calculus. This sequence of developmentally appropriate assignments presents peer review as a collaborative process that promotes reflection, deepens understanding, and improves exposition. First, we distinguish writing-to-learn from writing-in-the-disciplines. Then, we review collaborative writing pedagogies and explain best practices for teaching peer review. Finally, we present an implementation plan and examples of student work that illustrate improved understanding of content and improved exposition. [ABSTRACT FROM PUBLISHER]