CHED 17 |
| Biochemistry at Seattle University has been taught without lecture using a structured small group format with instructor-designed activities (a la POGIL) for the past ten years. This format enables instructors to connect learning of biochemistry content to the practice of essential skills. The long-term success of this course has now allowed us to move forward with plans to support other biochemists in adopting the approach. Although most biochemists agree that students should know a set of biochemical fundamentals, the centrality of biochemistry to many modern fields of study has resulted in a complicated national landscape with biochemistry courses offered by a variety of departments. Since local curricular decisions are influenced by departmental norms, it can be difficult to compare biochemistry courses across institutions, let alone share a coherent set of specific classroom activities. Any attempt to improve biochemistry learning at the national level must take this difficulty into account. The American Society for Biochemistry and Molecular Biology (ASBMB) has published curriculum guidelines that separately discuss both content and skills that should be central to biochemistry courses. As the first task of our NSF-sponsored efforts to disseminate a meaningful set of activities to support biochemistry learning, we have recruited a small but diverse group of biochemists to map the ASBMB suggested curriculum onto our set of classroom activities. This presentation will discuss the results of the initial mapping. |
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POGIL: Process Oriented Guided Inquiry Learning
8:30 AM-11:45 AM, Sunday, April 6, 2008 Hilton New Orleans Riverside -- Magnolia, Oral
Division of Chemical Education |