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NEXUS: Developing Competency-based Undergraduate Science Curricula

NEXUS: Developing Competency-based Undergraduate Science Curricula . 2012 Biennial Conference on Chemical Education The Pennsylvania State University 30 July 2012. Cynthia Bauerle, Ph.D. Assistant Director Precollege and Undergraduate Science Education Howard Hughes Medical Institute.

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NEXUS: Developing Competency-based Undergraduate Science Curricula

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  1. NEXUS: Developing Competency-based Undergraduate Science Curricula 2012 Biennial Conference on Chemical Education The Pennsylvania State University 30 July 2012 Cynthia Bauerle, Ph.D. Assistant Director Precollege and Undergraduate Science Education Howard Hughes Medical Institute

  2. “Reinvigorate the scientific preparation of physicians.” SFFP, 2009 http://www.hhmi.org/grants/pdf/08-209_AAMC-HHMI_report.pdf

  3. SFFP Goals for Premedical Education • Identify science competencies for premedical education • Encourage more interdisciplinary and integrative science courses • Recommend new approach(es) to assessment of premedical outcomes

  4. What is scientific competency in medical practice? Knowledge, skills and habits of mind needed to understand scientific concepts and discoveries, to integrate them into medical practice, and to communicate them effectively to patients

  5. Competencies for Entering Medical Students

  6. Implications for Undergraduate Science Education What are the opportunities for interdisciplinary approaches? How can assessments be designed to focus on demonstrated competencies?

  7. Implications for UndergraduateScience Education? Apply concepts of physics to biological examples in biology courses? Explore basic physics principles within biological contexts in physics courses? Or both? Competencies are developed within an interdisciplinary context

  8. NEXUS Institutional Collaboration The goal of the NEXUS project is to develop resources and structure for a competency-based interdisciplinary undergraduate science curriculum. http://www.hhmi.org/grants/office/nexus/

  9. SFFP Competency-based Modules/Curricula Assessment Implementation of Case Studies Chemistry (PurU) Physics (UMCP) Math (UMBC) Assessment Case Studies Development (UMiami) Chemistry (PurU) Physics (UMCP) Math (UMBC) The Biological Sciences Analysis of Competencies & Module/Curricula Planning Teams

  10. Integrative Physics Module at UMCP

  11. Implications for UndergraduateScience Education? Competency development is demonstrated through learner performance Skill Competency Proficiency Specialty NOVICE EXPERT Continuum of Scientific Learning

  12. Types of Knowledge Relevantto Scientific Inquiry Physical knowledge consists of knowledge required to actually perform the laboratory or field tasks. Representational knowledge consists of the written and visual representations used within research spaces. Cognitive knowledge consists of background disciplinary knowledge of scientific content and thinking abilities such as problem solving, decision making and calculation. Presentational knowledge consists of the ability to summarize understandings from research, to conceptualize these in manner that is valuable for the scientific community and present them in formats that are used by the scientific community. (adapted from Hanauer, Hatfull, Jacobs-Sera, 2009)

  13. Bloom’s Taxonomy (revised) (Anderson & Krathwohl, 2001)

  14. Developing Learning Objectives

  15. Decision making in assessment design • Simulation • Task completion • Directed research • Observation of real • world functioning • Scientific inquiry • Portfolio • Short answer • Essay • Problem solving • Case study • T/F • Multiple Choice (Miller, 1990)

  16. Integrated Case Study Module at Miami

  17. NEXUS Assessment Development • Purdue University is developing in-class and asynchronous learning assessments to evaluate the impact of increased emphasis on biological chemistry in foundational chemistry courses. • University of Maryland College Park is developing attitudinal and knowledge-based assessments to evaluate learning physics concepts in a biological context. • University of Maryland Baltimore County is developing a summative assessment tool that addresses multiple knowledge types relevant to application of quantitative reasoning in biology. • University of Miami is developing a novel formative assessment tool focused on learner application and integration of disciplinary knowledge in case study contexts.

  18. Goals of the NEXUS Project • Develop and test interdisciplinary course modules that connect biology with mathematics, physics, and chemistry • Develop learning assessments that measure students’ abilities to use information, analyze problems, and construct solutions

  19. NEXUS Advisors

  20. Progress of the NEXUS Project to Date 2010-11: develop and pilot competency-based modules on site 2011-12: refine modules, develop and pilot assessments on site 2012-13: pilot shared use of modules and assessments 2013-14: evaluate and disseminate competency-based resources

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