The old joke has gone flat—Biologists were the science kids in high school who couldn’t do math. But biology is increasingly quantitative and is likely to get more so. But how can undergraduates in introductory biology courses get more comfortable with quantitative reasoning? How can biology faculty tune up the skills that students will need in the Brave New World of quantitative medicine and informatics research biology? In the June issue of ASCB’s journal, CBE Life Sciences Education, Kathleen Hoffman, Jeff Leips, and colleagues in the Department of Biology at the University of Maryland-Baltimore County report the design, testing, and outcome of using four stand-alone modules in a large introductory biology class over four semesters. The modules, presented in weekly group-based, active-learning class sessions were aimed at improving skills “in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models.” And the undergrads did improve significantly, the researchers say, in all the targeted quantitative skills, although at different rates in different semesters.