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/