Promoting Concept-Driven Teaching Strategies in Biochemistry and

Molecular Biology through Concept Assessments

Midwest Regional ASBMB RCN MeetingUniversity of Michigan at Dearborn

16 June 2012

Facilitators and PresentersHal White, University of Delaware

Marilee Benore, University of Michigan Dearborn

What does it mean when a student says,

I understand?....

Does it mean the same thing to the student that it does to another

student or to you?..…

How can students demonstrate their understanding to you and others?

Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

Perception Filter in the Learning ProcessHow do we breach it when we teach?

Adapted from: Johnstone (1997) J. Chem Educ. 74, 262.

Long-Term Memory

An “infinite”

expandable long-termstorage space

Limitedthinking-holdingspace

WorkingMemory

Space

Perception Filter

Inco

min

g In

form

atio

n

Storing

Retrieving

Feedback Loop for Perception Filter

“7 ± 2”

How do we find out what is here?

How can students correct it, if it is wrong?

The Challenge

“So why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed, defend on the basis of their intuition alone, teaching methods that are not the most effective?”

Handelsman et al. Science (2004) 304, 521-2.

This is goodreading for all

STEM teaching faculty

Evolution

Structure andFunction

Information Flow

Transformation ofEnergy and Matter

Systems

5 Core Concepts 6 Core Competencies

Apply ScienceProcess

QuantitativeReasoning

InterdisciplinaryNature of Science

Modeling andSimulation

Communicate and Collaborate

Science and Society

Vision and Change - Recommendations

• Integrate Core Concepts and Competencies throughout the Curriculum

•Focus on Student-Centered Learning

•Promote Campuswide Commitment to Change.

•Engage the Biology Community in the Implementation of Change.

Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

NSF-Funded ASBMB Project: Background and Overview

These objectives will be addressed in the following four specific aims of this project:

• Specific Aim 1: Identify foundational concepts in terms of core knowledge

and foundational principles, research, and skills.

• Specific Aim 2: Create a taxonomy of these foundational concepts and skills, and link them to topics outlined in the undergraduate curriculum recommendations of ASBMB

• Specific Aim 3: Develop and evaluate appropriate assessment tools for the topics identified in Specific Aim 1.

• Specific Aim 4: Create a toolkit that can be easily accessed by the

academic community.

Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

Five Year Schedule for the ASBMB Project

Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

ConcordiaMontclair

March 2010Rockville

MoravianNortheasternNorfolk State

UC Santa BarbaraUM Dearborn

August 2011Richmond

April 2012San Diego

Specific Goals for Regional Workshops Years 1-5

2010-2011: --Definitions of foundational concepts and skills--Introduction of the goals of assessment tools: formative vs. summative assessment

2011-2012: --Taxonomy of concepts and skills- links to potential revisions of ASBMB recommended curriculum

--Active Learning Strategies

2012-2013: --Development and testing of Assessment tools

2021-2014: --Development and testing of Assessment tools

2014-2015: --Dissemination of results/Toolkit development

Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

What Do Our Students Need to Know?

BiochemistryMolecular Biology

BiologyChemistry

PhysicsMathematics

Provides the relevance

Provides the methods and molecular perspective

Provides the means toevaluate and predict

Provides physical models

NO NCH

NC N OC

H3C H3C

CH2

COO COO

CH3 CH3

CH2

H HH H H HH