  Despite widespread calls for the incorporation of mathematical modeling into
the undergraduate biology curriculum, there is lack of a common understanding
around the definition of modeling, which inhibits progress. In this paper, we
extend the "Rule of Four," initially used in calculus reform efforts, to a
framework for models and modeling that is inclusive of varying disciplinary
definitions of each. This unifying framework allows us to both build on
strengths that each discipline and its students bring, but also identify gaps
in modeling activities practiced by each discipline. We also discuss benefits
to student learning and interdisciplinary collaboration.
