PROMOTING CONCEPT-DRIVEN TEACHING STRATEGIES IN BMB THROUGH CONCEPT ASSESSMENTS

Joseph Provost – University of San Diego

PROMOTING CONCEPT-DRIVEN TEACHING STRATEGIES IN BMB THROUGH CONCEPT ASSESSMENTS

Growth of a community: ASBMB project to create resources to support the biochemistry and

molecular biology community and education

By developing the BMB Concept Inventory, our goal is to broadly impact biochemistry and molecular biology education across the U.S. at the program, departmental, course and faculty levels.

Additionally, this project aims to serve as a hub to connect biochemistry and molecular biology faculty from diverse communities, institutions and backgrounds

PROJECT MISSION

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.

You AreHERE

White Papers:

Biochemistry and Molecular Biology Education vol 41 (5) September/October 2013

Building a Community of BMB Faculty

THE PLAN

Introduction• Scientific Teaching• Backward Design• Aligned Tools

INTRODUCTION GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARY

THE PLAN

Introduction• Scientific Teaching• Backward Design• Aligned Tools

Example BMB Alignment Table• Overall Learning Goal• Specific Learning Objective• Learning Assessment• Learning Strategy

INTRODUCTION GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARY

SCIENTIFIC TEACHING

INTRODUCTION GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARY

Engaging in undergraduate education in a manner similar to conducting scientific research

Research GoalsSpecific Aims

EvidenceExperimental Methods

Learning GoalsSpecific Objectives

AssessmentsLearning Strategies

J. Handelsman, S. Miller, C. Pfund (2006) Scientific Teaching, W. H. Freeman and Co.

BACKWARD DESIGN

GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARYINTRODUCTION

G. Wiggins and J. McTighe (1998) Understanding by Design, Association for Supervision and Curriculum Development.

“FORWARD DESIGN”

Step 1:Content List

Step 2:Write Exam

Step 3:What

Learned?

BACKWARD DESIGN

GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARYINTRODUCTION

G. Wiggins and J. McTighe (1998) Understanding by Design, Association for Supervision and Curriculum Development.

“FORWARD DESIGN”

Step 1:Content List

Step 2:Write Exam

Step 3:What

Learned?

Step 3:Plan

Methods

Step 2:Plan

Measures

Step 1:Define

Outcomes

BACKWARD DESIGN

SCIENTIFIC TEACHING ALIGNMENT TABLE

GOALS OBJECTIVES ASSESSMENTS STRATEGIES SUMMARYINTRODUCTION

Overall Learning GoalStudents should understand…

Learning Objectives

Learning Assessments

Learning Strategies

Students should be able to (verb)…

Students should be able to (verb)…

9:00 Introductions: Meet the participants9:30 Background and Context of the Project: Ben Caldwell

10:00Backward Design and BMB Alignment Tables: Ellis Bell . The principles of scientific teaching and backward design will be exemplified using sample overall learning goals & specific learning objectives

10:30 Coffee Break

10:45Activity- Decide your Destiny: Rachel Booth Formation of small groups of three based upon attendees chosen learning objectives. Group Members will self select roles as literature searchers, electronic submitter, and verbal presenter for the session

11:15Activity- Goals and Objectives - Formation of small groups of three based upon attendees chosen learning objectives. Group Members will self select roles as literature searchers, electronic submitter, and verbal presenter for the session

12:00 Lunch

1:00 Activity-Assessments - Small groups will develop an assessment and associated scoring rubric to measure student learning of the refined specific learning objective

2:00 Small groups will develop a student centered strategy to promote learning of the refined specific learning objective, in the context of either a classroom or lab setting

3:00 Break

3:15 Activity- Finalize Alignment Table - Small groups finalize and electronically submit their alignment tables

3:30 Activity- Compare and Contrast - Group reporters will summarize their group’s submission. Groups will discuss similarities and differences in their outcomes

4:30 Moderators from each big group report out - general discussion

5:00 Activity- Reflect and Close - Time will be allowed to complete a short evaluation of the workshop, followed by unstructured, open discussion

6:00 Optional Informal Networking Dinner

Curriculum based on BMB core concepts NOT courses

Significant experiential learning Allows for research, internship, or

cooperative learning experiences Adequate faculty in BMB and

related fields

Program Accreditation (7 years) Degree is certified if student passes

ASBMB program assessment instrument

http://www.asbmb.org/accreditation/