Perception Filter in the Learning Process How do we breach it when we teach?

1. Promoting Concept-Driven Teaching Strategies in Biochemistry and Molecular Biology through Concept AssessmentsMidwest Regional ASBMB RCN MeetingUniversity of Michigan at Dearborn16 June 2012Facilitators and PresentersHal White, University of DelawareMarilee Benore, University of Michigan Dearborn

2. What does it mean when a student says, I understand?.... Does it mean the same thing to the student that it does to another student or to you?..… How can students demonstrate their understanding to you and others?

3. Perception Filter in the Learning Process How do we breach it when we teach? How do we find out what is here? Perception Filter How can students correct it, if it is wrong? Long-Term Memory Working Memory Space An “infinite” expandable long-term storage space Storing Limited thinking- holding space Incoming Information Retrieving “7 ± 2” Feedback Loop for Perception Filter Adapted from: Johnstone (1997) J. Chem Educ. 74, 262. Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

4. The Challenge “So why do outstanding scientists who demand rigorous proof for scientific assertions in their research continue to use and, indeed, defend on the basis of their intuition alone, teaching methods that are not the most effective?” Handelsman et al. Science (2004) 304, 521-2.

5. This is good reading for all STEM teaching faculty

6. 5 Core Concepts 6 Core Competencies Apply Science Process Evolution Quantitative Reasoning Structure and Function Modeling and Simulation Information Flow Interdisciplinary Nature of Science Transformation of Energy and Matter Communicate and Collaborate Systems Science and Society

7. Vision and Change - Recommendations • Integrate Core Concepts and Competencies throughout the Curriculum • Focus on Student-Centered Learning • Promote Campuswide Commitment to Change. • Engage the Biology Community in the Implementation of Change.

8. NSF-Funded ASBMB Project: Background and Overview Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

9. These objectives will be addressed in the following four specific aims of this project: • 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. Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

10. Five Year Schedule for the ASBMB Project March 2010 Rockville August 2011 Richmond April 2012 San Diego Moravian Northeastern Norfolk State UC Santa Barbara UM Dearborn Concordia Montclair Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

11. Specific Goals for Regional Workshops Years 1-5 2010-2011: --Definitions of foundational concepts and skills --Introduction of the goals of assessment tools: formative vs. summative assessment 2011-2012: --Taxonomy of concepts and skills- links to potential revisions of ASBMB recommended curriculum --Active Learning Strategies 2012-2013: --Development and testing of Assessment tools 2021-2014: --Development and testing of Assessment tools 2014-2015: --Dissemination of results/Toolkit development Promoting Concept Driven Teaching Strategies in BMB through Concept Assessments

12. What Do Our Students Need to Know? Biology Chemistry Provides the methods and molecular perspective Provides the relevance Biochemistry Molecular Biology Provides the means to evaluate and predict Provides physical models Mathematics Physics