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Zeidan Q, Loertscher J, Wolfson AJ, Tansey JT, Offerdahl EG, Kennelly PJ, Dries DR, Moore VDG, Dean DM, Carastro LM, Villafañe SM, Tyler L. Development of a Certification Exam to Assess Undergraduate Students' Proficiency in Biochemistry and Molecular Biology Core Concepts. CBE LIFE SCIENCES EDUCATION 2021; 20:es6. [PMID: 33900121 PMCID: PMC8734381 DOI: 10.1187/cbe.19-12-0265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 02/08/2021] [Accepted: 02/11/2021] [Indexed: 06/12/2023]
Abstract
With support from the American Society for Biochemistry and Molecular Biology (ASBMB), a community of biochemistry and molecular biology (BMB) scientist-educators has developed and administered an assessment instrument designed to evaluate student competence across four core concept and skill areas fundamental to BMB. The four areas encompass energy and metabolism; information storage and transfer; macromolecular structure, function, and assembly; and skills including analytical and quantitative reasoning. First offered in 2014, the exam has now been administered to nearly 4000 students in ASBMB-accredited programs at more than 70 colleges and universities. Here, we describe the development and continued maturation of the exam program, including the organic role of faculty volunteers as drivers and stewards of all facets: content and format selection, question development, and scoring.
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Affiliation(s)
- Quira Zeidan
- American Society for Biochemistry and Molecular Biology, Rockville, MD 20852
| | | | | | - John T. Tansey
- Chemistry Department, Program in Biochemistry and Molecular Biology, Otterbein University, Westerville, OH 43081
| | - Erika G. Offerdahl
- School of Molecular Biosciences, Washington State University, Pullman, WA 99164
| | - Peter J. Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061
| | - Daniel R. Dries
- Department of Chemistry and Biochemistry, Juniata College, Huntingdon, PA 16652
| | | | - Diane M. Dean
- Department of Chemistry, University of Saint Joseph, West Hartford, CT 06117
| | - L. Michael Carastro
- Department of Chemistry, Biochemistry & Physics, University of Tampa, Tampa, FL 33606
| | - Sachel M. Villafañe
- Department of Chemistry and Biochemistry, California State University Fullerton, Fullerton, CA 92831
| | - Ludmila Tyler
- Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, MA 01003
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Kopecki-Fjetland MA, Steffenson M. Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:446-456. [PMID: 33751802 DOI: 10.1002/bmb.21498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 01/05/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
For many students biochemistry is a demanding course because they are expected to apply previously learned foundational concepts to new biological contexts. These foundational concepts serve as a scaffold onto which to build threshold concepts such as the physical basis of interactions. Unfortunately, many students possess misconceptions or gaps in knowledge of these foundational concepts which hinder their understanding of new information. This paper describes the implementation of an iterative process to improve student foundational concept learning in an introductory biochemistry course. The process includes pre-assessment of foundational concept knowledge, introduction of interventions targeting low performing concepts and re-assessment of student learning gains. Diverse active learning strategies such as problem-based worksheets, tactile learning activities, review activities and learning cycle activities were introduced to target concepts including hydrogen bonding, pH/pKa, bond energy and chemical equilibrium. While all active learning strategies resulted in improved posttest scores compared to pretest scores, no one strategy appears to be more beneficial than another. Survey results suggest students recognized the value of utilizing the various active learning strategies in the classroom to enhance critical thinking skills, engagement during class time, and collaboration skills. The process allows instructors the breadth and flexibility to introduce diverse active learning strategies tailored to their specific student needs in an effort to improve student foundational concept learning.
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Affiliation(s)
| | - Matthew Steffenson
- Department of Biological Sciences, St Edward's University, Austin, Texas, USA
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Michael J, McFarland J. Another look at the core concepts of physiology: revisions and resources. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:752-762. [PMID: 33226263 DOI: 10.1152/advan.00114.2020] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
In 2011, we published a description of 15 core concepts of physiology, and in 2017 we described how core concepts could be used to teach physiology. On the basis of publications and conference presentations, it is clear that the core concepts, conceptual frameworks, and the homeostasis concept inventory have been used by faculty in many ways to improve and assess student learning and align instruction and programs. A growing number of colleagues focus their teaching on physiology core concepts, and some core concepts have been used as explicit themes or organizing principles in physiology or anatomy and physiology textbooks. The core concepts published in 2011 were derived from inputs from a diverse group of physiology instructors and articulated what this group of instructors expressed a decade ago. On the basis of current feedback from the physiology teaching community as a consequence of the use of core concepts in teaching and learning, we have revisited these concepts and made revisions to address issues that have emerged. In this article, we offer revised definitions and explanations of the core concepts, propose an additional core concept ("physical properties of matter" which combines two previous concepts), and describe three broad categories for the revised core concepts. Finally, we catalog published resources for each of the core concepts that provide instructors tools to focus facilitation of student learning on goals (learning outcomes), activities and assessments to enable students to develop and apply their understanding of the core concepts of physiology.
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Affiliation(s)
- Joel Michael
- Department of Physiology and Biophysics, Rush Medical College, Chicago, Illinois
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Evans DL, Bailey SG, Thumser AE, Trinder SL, Winstone NE, Bailey IG. The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education. FEBS Open Bio 2020; 10:1720-1736. [PMID: 32696491 PMCID: PMC7459419 DOI: 10.1002/2211-5463.12938] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 06/22/2020] [Accepted: 07/17/2020] [Indexed: 11/08/2022] Open
Abstract
When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies-pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies - including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self-management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta-literacy supporting the use of evidence-based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy.
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Affiliation(s)
| | - Sarah G. Bailey
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
| | | | - Sarah L. Trinder
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
| | | | - Ian G. Bailey
- Department of Biochemical SciencesUniversity of SurreyGuildfordUK
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Del Gaizo Moore V, Loertscher J, Dean DM, Bailey CP, Kennelly PJ, Wolfson AJ. Structuring and Supporting Excellence in Undergraduate Biochemistry and Molecular Biology Education: The ASBMB Degree Accreditation Program. CBE LIFE SCIENCES EDUCATION 2018; 17:le2. [PMID: 30444448 PMCID: PMC6755895 DOI: 10.1187/cbe.18-09-0189] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
| | | | - Diane M. Dean
- Department of Chemistry, University of Saint Joseph, West Hartford, CT 06117
| | - Cheryl P. Bailey
- School of Natural and Health Sciences & Education, Mount Mary University, Milwaukee, WI 53222
| | - Peter J. Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, VA 24061
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Halmo SM, Sensibaugh CA, Bhatia KS, Howell A, Ferryanto EP, Choe B, Kehoe K, Watson M, Lemons PP. Student difficulties during structure-function problem solving. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:453-463. [PMID: 30369042 DOI: 10.1002/bmb.21166] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 06/28/2018] [Accepted: 08/10/2018] [Indexed: 06/08/2023]
Abstract
Protein structure-function is a key concept in biochemistry. We used the perspective of domain-specific problem-solving to investigate students' solutions to a well-defined protein structure-function problem. We conducted think-aloud interviews with 13 undergraduate students and performed qualitative content analysis to examine the differences in the domain-general and domain-specific knowledge among correct and incorrect solutions. Our work revealed that students used domain-general and domain-specific knowledge in their problem solving. We also identified difficulties for students with the amino acid backbone, amino acid categorization, and causal mechanisms of noncovalent interactions. Using the identified difficulties, we make recommendations for the design of instructional materials targeted to improve protein structure-function problem solving in the biochemistry classroom. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):453-463, 2018.
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Affiliation(s)
- Stephanie M Halmo
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Cheryl A Sensibaugh
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Kush S Bhatia
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Alexandra Howell
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Ersta P Ferryanto
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Bryant Choe
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Kaitlin Kehoe
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Morgan Watson
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
| | - Paula P Lemons
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602
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Farrell KJ, Carey CC. Power, pitfalls, and potential for integrating computational literacy into undergraduate ecology courses. Ecol Evol 2018; 8:7744-7751. [PMID: 30250659 PMCID: PMC6144986 DOI: 10.1002/ece3.4363] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2018] [Revised: 05/31/2018] [Accepted: 06/14/2018] [Indexed: 12/03/2022] Open
Abstract
Environmental research requires understanding nonlinear ecological dynamics that interact across multiple spatial and temporal scales. The analysis of long-term and high-frequency sensor data combined with simulation modeling enables interpretation of complex ecological phenomena, and the computational skills needed to conduct these analyses are increasingly being integrated into graduate student training programs in ecology. Despite its importance, however, computational literacy-that is, the ability to harness the power of computer technologies to accomplish tasks-is rarely taught in undergraduate ecology classrooms, representing a major gap in training students to tackle complex environmental challenges. Through our experience developing undergraduate curricula in long-term and high-frequency data analysis and simulation modeling for two environmental science pedagogical initiatives, Project EDDIE (Environmental Data-Driven Inquiry and Exploration) and Macrosystems EDDIE, we have found that students often feel intimidated by computational tasks, which is compounded by the lack of familiarity with software (e.g., R) and the steep learning curves associated with script-based analytical tools. The use of prepackaged, flexible modules that introduce programming as a mechanism to explore environmental datasets and teach inquiry-based ecology, such as those developed for Project EDDIE and Macrosystems EDDIE, can significantly increase students' experience and comfort levels with advanced computational tools. These types of modules in turn provide great potential for empowering students with the computational literacy needed to ask ecological questions and test hypotheses on their own. As continental-scale sensor observatory networks rapidly expand the availability of long-term and high-frequency data, students with the skills to manipulate, visualize, and interpret such data will be well-prepared for diverse careers in data science, and will help advance the future of open, reproducible science in ecology.
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Affiliation(s)
| | - Cayelan C. Carey
- Department of Biological SciencesVirginia TechBlacksburgVirginia
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Mercer AM, Lewis JE, Sutheimer S, Wolfson AJ. Developing a conversation: A strategy to engage faculty in pedagogical change. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:382-389. [PMID: 29984537 DOI: 10.1002/bmb.21135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 02/06/2018] [Accepted: 05/07/2018] [Indexed: 06/08/2023]
Abstract
Personal interviews were conducted with biochemistry faculty during which they were presented with student performances on a content survey. From these interviews, four themes that reflect faculty responses to the surveys emerged: awareness of student understanding, self-reflection on teaching practice, planned collaboration with colleagues, and emotional reactions. Here, we discuss these themes and their implications for creating conversation designed to promote reflection on biochemistry teaching. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:382-389, 2018.
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Affiliation(s)
- Allison M Mercer
- Department of Chemistry, Center for Improvement of Teaching and Research on Undergraduate STEM, University of South Florida, Tampa, Florida, 33620
| | - Jennifer E Lewis
- Department of Chemistry, Center for Improvement of Teaching and Research on Undergraduate STEM, University of South Florida, Tampa, Florida, 33620
| | - Susan Sutheimer
- Department of Chemistry, Green Mountain College, Poultney, Vermont, 05764
| | - Adele J Wolfson
- Department of Chemistry, Wellesley College, Wellesley, Massachusetts, 02481
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Taylor ATS, Olofson EL, Novak WRP. Enhancing student retention of prerequisite knowledge through pre-class activities and in-class reinforcement. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:97-104. [PMID: 27537100 DOI: 10.1002/bmb.20992] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Accepted: 06/01/2016] [Indexed: 06/06/2023]
Abstract
To foster the connection between biochemistry and the supporting prerequisite concepts, a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was written and either assigned as pre-class work or as recitation activities. We assessed student learning gains after using these activities alone, or in combination with regularly-integrated clicker and discussion questions. Learning gains were determined from student performance on pre- and post-tests covering key prerequisite concepts, biochemistry course exams, and student self-evaluation. Long-term retention of the material was assessed using a comprehensive exam given to a subset of the students. Our results show that using the pre-class exercises in combination with integrative questions was effective at improving student performance in both the short and long term. Similar results were obtained at both a large research institution with large class enrollments and at a private liberal arts college with moderate enrollments. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):97-104, 2017.
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Affiliation(s)
- Ann T S Taylor
- Chemistry Department, Wabash College, Crawfordsville, IN 47933
| | - Eric L Olofson
- Psychology Department, Wabash College, Crawfordsville IN 47933
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10
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Bell JK, Eckdahl TT, Hecht DA, Killion PJ, Latzer J, Mans TL, Provost JJ, Rakus JF, Siebrasse EA, Ellis Bell J. CUREs in biochemistry-where we are and where we should go. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:7-12. [PMID: 27357379 PMCID: PMC5297992 DOI: 10.1002/bmb.20989] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2016] [Revised: 05/24/2016] [Accepted: 05/24/2016] [Indexed: 05/08/2023]
Abstract
Integration of research experience into classroom is an important and vital experience for all undergraduates. These course-based undergraduate research experiences (CUREs) have grown from independent instructor lead projects to large consortium driven experiences. The impact and importance of CUREs on students at all levels in biochemistry was the focus of a National Science Foundation funded think tank. The state of biochemistry CUREs and suggestions for moving biochemistry forward as well as a practical guide (supplementary material) are reported here. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):7-12, 2017.
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Affiliation(s)
- Jessica K. Bell
- Department of Chemistry & BiochemistryUniversity of San DiegoSan DiegoCalifornia
| | - Todd T. Eckdahl
- Department of BiologyMissouri Western State UniversitySt. JosephMissouri
| | - David A. Hecht
- School of Mathematics, Science and EngineeringSouthwestern CollegeChula VistaCalifornia
| | | | - Joachim Latzer
- Department of Chemistry & BiochemistryUniversity of San DiegoSan DiegoCalifornia
| | - Tamara L. Mans
- Biology DepartmentNorth Hennepin Community CollegeBrooklyn ParkMinnesota
| | - Joseph J. Provost
- Department of Chemistry & BiochemistryUniversity of San DiegoSan DiegoCalifornia
| | - John F. Rakus
- Department of ChemistryMarshall UniversityHuntingtonWest Virginia
| | - Erica A. Siebrasse
- American Society for Biochemistry and Molecular BiologyRockvilleMaryland
| | - J. Ellis Bell
- Department of Chemistry & BiochemistryUniversity of San DiegoSan DiegoCalifornia
- Department of ChemistryUniversity of RichmondRichmondVirginia
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White HB, Benore MA, Sumter TF, Caldwell BD, Bell E. What skills should students of undergraduate biochemistry and molecular biology programs have upon graduation? BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2013; 41:297-301. [PMID: 24019246 PMCID: PMC4106712 DOI: 10.1002/bmb.20729] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2013] [Accepted: 07/30/2013] [Indexed: 05/23/2023]
Abstract
Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment.
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Affiliation(s)
- Harold B. White
- Department of Chemistry and Biochemistry, University of Delaware, Newark, Delaware 19716
| | - Marilee A. Benore
- Department of Natural Sciences, University of Michigan-Dearborn, Dearborn, Michigan 48128
| | - Takita F. Sumter
- Department of Chemistry, Physics, and Geology, Winthrop University, Rock Hill, South Carolina 29733
| | - Benjamin D. Caldwell
- Department of Chemistry, Missouri Western State University, Saint Joseph, Missouri 64507
| | - Ellis Bell
- Department of Chemistry, University of Richmond, Richmond, Virginia 23173
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Tansey JT, Baird T, Cox MM, Fox KM, Knight J, Sears D, Bell E. Foundational concepts and underlying theories for majors in "biochemistry and molecular biology". BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2013; 41:289-296. [PMID: 24019234 DOI: 10.1002/bmb.20727] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2013] [Accepted: 07/30/2013] [Indexed: 06/02/2023]
Abstract
Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members and science educators from around the country that focused on identifying: 1) core principles of biochemistry and molecular biology, 2) essential concepts and underlying theories from physics, chemistry, and mathematics, and 3) foundational skills that undergraduate majors in biochemistry and molecular biology must understand to complete their major coursework. Using information gained from these workshops, as well as from the ASBMB accreditation working group and the NSF Vision and Change report, the Core Concepts working group has developed a consensus list of learning outcomes and objectives based on five foundational concepts (evolution, matter and energy transformation, homeostasis, information flow, and macromolecular structure and function) that represent the expected conceptual knowledge base for undergraduate degrees in biochemistry and molecular biology. This consensus will aid biochemistry and molecular biology educators in the development of assessment tools for the new ASBMB recommended curriculum.
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Affiliation(s)
- John T Tansey
- Department of Biochemistry and Molecular Biology, Otterbein University, Westerville, Ohio
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