PROMOTING CONCEPT-DRIVEN TEACHING STRATEGIES IN BMB THROUGH CONCEPT ASSESSMENTS

1. 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

2. 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

6. You Are HERE 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. 

7. White Papers: Biochemistry and Molecular Biology Education vol 41 (5) September/October 2013

8. Building a Community of BMB Faculty

11. The Plan • Introduction • Scientific Teaching • Backward Design • Aligned Tools Introduction Goals Objectives Assessments Strategies Summary

12. 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

13. Scientific Teaching Engaging in undergraduate education in a manner similar to conducting scientific research Research Goals Learning Goals Specific Aims Specific Objectives Evidence Assessments Experimental Methods Learning Strategies J. Handelsman, S. Miller, C. Pfund (2006) Scientific Teaching, W. H. Freeman and Co. Introduction Goals Objectives Assessments Strategies Summary

14. Backward Design “Forward Design” Step 1: Content List Step 2: Write Exam Step 3: What Learned? G. Wiggins and J. McTighe (1998) Understanding by Design, Association for Supervision and Curriculum Development. Introduction Goals Objectives Assessments Strategies Summary

15. Backward Design “Forward Design” Step 1: Content List Step 2: Write Exam Step 3: What Learned? Backward Design Step 3: Plan Methods Step 2: Plan Measures Step 1: Define Outcomes G. Wiggins and J. McTighe (1998) Understanding by Design, Association for Supervision and Curriculum Development. Introduction Goals Objectives Assessments Strategies Summary

16. Scientific Teaching Alignment Table Introduction Goals Objectives Assessments Strategies Summary

18. 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/