Promoting Concept-Driven Teaching Strategies in Biochemistry and Molecular Biology through Concept Assessments Midwest Regional ASBMB RCN Meeting University of Michigan at Dearborn 16 June 2012 Facilitators and Presenters Hal White, University of Delaware Marilee Benore, University of Michigan Dearborn
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Promoting Concept-Driven Teaching Strategies in Biochemistry and Molecular Biology through Concept Assessments Midwest Regional ASBMB RCN Meeting University.
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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