NEXUS: Developing Competency-based Undergraduate Science Curricula Cynthia Bauerle, Ph.D. Assistant Director Precollege and Undergraduate Science Education.

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Presentation transcript:

NEXUS: Developing Competency-based Undergraduate Science Curricula Cynthia Bauerle, Ph.D. Assistant Director Precollege and Undergraduate Science Education Howard Hughes Medical Institute 2012 Biennial Conference on Chemical Education The Pennsylvania State University 30 July 2012

“Reinvigorate the scientific preparation of physicians.” SFFP, 2009

SFFP Goals for Premedical Education Identify science competencies for premedical education Encourage more interdisciplinary and integrative science courses Recommend new approach(es) to assessment of premedical outcomes

What is scientific competency in medical practice? Knowledge, skills and habits of mind needed to understand scientific concepts and discoveries, to integrate them into medical practice, and to communicate them effectively to patients

Competencies for Entering Medical Students

Implications for Undergraduate Science Education What are the opportunities for interdisciplinary approaches? How can assessments be designed to focus on demonstrated competencies?

Implications for Undergraduate Science Education? Competencies are developed within an interdisciplinary context Apply concepts of physics to biological examples in biology courses? Explore basic physics principles within biological contexts in physics courses? Or both?

NEXUS Institutional Collaboration The goal of the NEXUS project is to develop resources and structure for a competency-based interdisciplinary undergraduate science curriculum.

SFFP Competency-based Modules/Curricula Physics (UMCP) Math (UMBC) Chemistry (PurU) Physics (UMCP) Math (UMBC) Case Studies Development (UMiami) Assessment Analysis of Competencies & Module/Curricula Planning Teams Chemistry (PurU) Implementation of Case Studies Assessment The Biological Sciences

Integrative Physics Module at UMCP

Competency development is demonstrated through learner performance SkillCompetencyProficiencySpecialty NOVICE EXPERT Continuum of Scientific Learning Implications for Undergraduate Science Education?

Types of Knowledge Relevant to Scientific Inquiry Physical knowledge consists of knowledge required to actually perform the laboratory or field tasks. Representational knowledge consists of the written and visual representations used within research spaces. Cognitive knowledge consists of background disciplinary knowledge of scientific content and thinking abilities such as problem solving, decision making and calculation. Presentational knowledge consists of the ability to summarize understandings from research, to conceptualize these in manner that is valuable for the scientific community and present them in formats that are used by the scientific community. (adapted from Hanauer, Hatfull, Jacobs-Sera, 2009)

Bloom’s Taxonomy (revised) (Anderson & Krathwohl, 2001)

Competency Framework Knowledge Types Knows Knows HowShowsDoes Physical Representational Cognitive Presentational Developing Learning Objectives

Decision making in assessment design T/F Multiple Choice Observation of real world functioning Scientific inquiry Portfolio Simulation Task completion Directed research Short answer Essay Problem solving Case study (Miller, 1990)

Integrated Case Study Module at Miami

NEXUS Assessment Development Purdue University is developing in-class and asynchronous learning assessments to evaluate the impact of increased emphasis on biological chemistry in foundational chemistry courses. University of Maryland College Park is developing attitudinal and knowledge-based assessments to evaluate learning physics concepts in a biological context. University of Maryland Baltimore County is developing a summative assessment tool that addresses multiple knowledge types relevant to application of quantitative reasoning in biology. University of Miami is developing a novel formative assessment tool focused on learner application and integration of disciplinary knowledge in case study contexts.

Goals of the NEXUS Project Develop and test interdisciplinary course modules that connect biology with mathematics, physics, and chemistry Develop learning assessments that measure students’ abilities to use information, analyze problems, and construct solutions

NEXUS Advisors Kenneth Burtis, chair UC Davis Robert Hilborn AAPT Carol Brewer Prairie Ecotone ResearchGroup, LLC Jose Mestre UIUC Myra Burnett Spelman College Claudia Neuhauser UMN Rochester Catherine Drennan MIT Clifton Poodry NIH/NIGMS Susan Elrod Cal Poly

Progress of the NEXUS Project to Date :develop and pilot competency-based modules on site :refine modules, develop and pilot assessments on site :pilot shared use of modules and assessments : evaluate and disseminate competency-based resources