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Aligning and Using Assessments in Gateway Courses for Biochemistry & Molecular Biology Majors

Aligning and Using Assessments in Gateway Courses for Biochemistry & Molecular Biology Majors. Ellis Bell University of Richmond. Gateway Disciplinary Concepts I. Gateway Disciplinary Concepts II. Essential Interdisciplinary Concepts: Word Association. Interdisciplinary Foundational Concepts.

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Aligning and Using Assessments in Gateway Courses for Biochemistry & Molecular Biology Majors

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  1. Aligning and Using Assessments in Gateway Courses for Biochemistry & Molecular Biology Majors Ellis Bell University of Richmond

  2. Gateway Disciplinary Concepts I

  3. Gateway Disciplinary Concepts II

  4. Essential Interdisciplinary Concepts: Word Association Interdisciplinary Foundational Concepts

  5. Interdisciplinary Concepts

  6. The Importance of Mathematical Skills The equation: [C] = m.[B]/(K + [B]) describes the equilibrium of a fixed total concentration of A with varying concentrations of B. Using the accompanying template sketch a graph that represents the dependency of [C] on the concentration of B for a high value of K and a low value of K

  7. Practice of Science Skills • a] You wish to make up 85mL of a solution containing 0.38M Glutamic Acid, C5O4N1H9, How many grams of Glutamic Acid would you weigh out to dissolve in a total volume of 85mL of water? • b] Once you have made up this solution, you decide that you also need 50mL of an 0.1M solution of Glutamic Acid and you are going to make it by diluting some of the above solution with water. How much of the above solution would you need to use?

  8. William is preparing to make Coomassie Brilliant Blue stain. From his high school chemistry and biology classes, he is familiar with preparing simple solutions, including PPE use, but he has not made a Coomassie Brilliant Blue solution before. He is provided the following formula: • • Dissolve 1 g of Coomassie Brilliant Blue (Bio-Rad) in 1 liter of the following solution: • • Methanol (50% [v/v]) • • Glacial acetic acid (10% [v/v]) • • H2O (40%) • • Stir the solution for 3-4 hours and then filter through Whatman filter paper. Store at room temperature. • Questions: • William has not used Glacial Acetic Acid or Methanol before. What safety information should he reference first? • Glacial Acetic Acid presents three major safety & health hazards, one of which might not be obvious. What are those hazards? • • • What is the primary physical hazard of Methanol? • What is the primary health hazard of Methanol? • What does the acronym PPE stand for? • What PPE should be used for this procedure? • Where should William prepare this solution, and Why? 

  9. Communication Skills

  10. Access & Assess Information Skills • During a proteomics screen you have identified the peptide: isakrqlvsgikyil. • Using bioinformatics approaches what can you find about the structure and function of the protein that the peptide was derived from? • How would you attempt to define, using bioinformatics approaches, which of the amino acids in this peptide might be critical for the biological function of the parent protein?

  11. The Structure of the Curriculum • Current A series of unconnected courses from a variety of departments • Future

  12. What Do we want students to know and be able to do so we can teach relevant, challenging Biochemistry & Molecular Biology Courses to Juniors

  13. What do we want students to know and be able to do so they can get engaged with research early in their undergraduate careers?

  14. Blended Introductory Courses • IQS: Integrated Quantitative Science • SMART Courses Biology/Chemistry Biology/Math Biology/Physics What are the problems/costs Are they successful?

  15. Stand Alone Biochemistry and Molecular Biology Gateway Courses • Interdisciplinary Concepts as the Gateway Establish the connections between the disciplines necessary for Biochemistry & Molecular Biology • Encouraging Students to engage in Research • Sophomore Year

  16. The Importance of Gateway Assessment

  17. Problems with Most Curricula • Transfer Students • Little connection between required courses • Little connection to the current state of the discipline

  18. An Ideal Curriculum Would: • Ensure all students enter a sophomore/junior level BMB Course(s) with appropriate background, Skills and Focus on Interdisciplinarity • Facilitate transfer students access to the major • Ensure all graduates have appropriate understanding of foundational disciplinary and interdisciplinary material necessary for the next steps in their career- Med School, Grad School, the workplace etc. • Ensure all graduates have the skills- Lab, Workplace, Life- to succeed in a science oriented careers • Excite students and retain them in STEM Oriented Majors and Careers

  19. An Ideal Curriculum might look like: • 1st Year Bootcamp courses Disciplinary Intro vs Blended Courses Standard vs Advanced- pretest/placement etc Introduction to Research-Skills, Broad Topic Areas • 2nd Year BMB Gateway Course Interdisciplinary Science Gateway Assessment • 3rd Year BMB Sequence, Biophysical Chemistry/Physical Chemistry Bootcamp as necessary • 4th Year Capstone Experiences Research, Internships, seminar, course etc

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