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Beers MA, Hall ML, Matthews AGW, Elmore DE, Oakes ESC, Goss JW, Radhakrishnan ML. A fully integrated undergraduate introductory biology and chemistry course with a community-based focus I: Vision, design, implementation, and development. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:859-869. [PMID: 34369643 DOI: 10.1002/bmb.21565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 05/27/2021] [Accepted: 07/13/2021] [Indexed: 06/13/2023]
Abstract
We describe a first-semester, integrated, introductory biology and chemistry course for undergraduates at Wellesley College in Wellesley, MA, USA. Our vision was to create a supportive learning community in which students could comfortably make connections between scientific disciplines as they learned necessary content for subsequent courses, further developed problem solving, communication, and laboratory skills, and meaningfully connected with other students and with faculty during their first semester in college. Through highlighting five guiding principles that are central to the course, we describe the integrated course structure and content as well as our efforts to build community, provide support, and engage students in building skills crucial to scientists. We also highlight features of this course and institutional policies that facilitated its logistical and collaborative implementation that can be adapted to fit the needs, goals, and constraints of a diverse range of institutions. A companion article describes an assessment of our course in achieving academic and community building goals.
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Affiliation(s)
- Melissa A Beers
- Department of Biological Sciences, Wellesley College, Wellesley, Massachusetts, USA
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
| | - Mona L Hall
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
- Department of Chemistry, Wellesley College, Wellesley, Massachusetts, USA
| | - Adam G W Matthews
- Department of Biological Sciences, Wellesley College, Wellesley, Massachusetts, USA
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
| | - Donald E Elmore
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
- Department of Chemistry, Wellesley College, Wellesley, Massachusetts, USA
| | - Elizabeth S C Oakes
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
- Department of Chemistry, Wellesley College, Wellesley, Massachusetts, USA
| | - John W Goss
- Department of Biological Sciences, Wellesley College, Wellesley, Massachusetts, USA
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
| | - Mala L Radhakrishnan
- Biochemistry Program, Wellesley College, Wellesley, Massachusetts, USA
- Department of Chemistry, Wellesley College, Wellesley, Massachusetts, USA
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Haas KL, Heemstra JM, Medema MH, Charkoudian LK. Collaborating with Undergraduates To Contribute to Biochemistry Community Resources. Biochemistry 2017; 57:383-389. [PMID: 29048882 DOI: 10.1021/acs.biochem.7b00872] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have gained traction as effective ways to expand the impact of undergraduate research while fulfilling pedagogical goals. In this Perspective, we present innovative ways to incorporate fundamental benefits and principles of CUREs into a classroom environment through information/technology-based research projects that lead to student-generated contributions to digital community resources (CoRes). These projects represent an attractive class of CUREs because they are less resource-intensive than laboratory-based CUREs, and the projects align with the expectations of today's students to create rapid and publicly accessible contributions to society. We provide a detailed discussion of two example types of CoRe projects that can be implemented in courses to impact research and education at the chemistry-biology interface: bioinformatics annotations and development of educational tools. Finally, we present current resources available for faculty interested in incorporating CUREs or CoRe projects into their pedagogical practices. In sharing these stories and resources, we hope to lower the barrier for widespread adoption of CURE and CoRe approaches and generate discussions about how to utilize the classroom experience to make a positive impact on our students and the future of the field of biochemistry.
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Affiliation(s)
- Kathryn L Haas
- Department of Chemistry & Physics, Saint Mary's College , Notre Dame, Indiana 46556, United States
| | - Jennifer M Heemstra
- Department of Chemistry, Emory University , Atlanta, Georgia 30322, United States
| | - Marnix H Medema
- Bioinformatics Group, Wageningen University , Droevendaalsesteeg 1, 6708PB Wageningen, The Netherlands
| | - Louise K Charkoudian
- Department of Chemistry, Haverford College , Haverford, Pennsylvania 19041-1392, United States
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