1. Implementing Vision and Change Using Concept-Driven Teaching Strategies Welcome to the Feb. 8, 2014 ASBMB- sponsored regional workshop at UCSB. Your hosts: Duane Sears and Ann Wright Keynote address: Vicky Minderhout Funded by an NSF RCN-UBE (Research Coordination Networks – Undergraduate Biology Education) grant (2010): “Promoting Concept Driven Teaching Strategies in Biochemistry and Molecular Biology through Concept Assessments” 1

2. Implementing Vision and Change Using Concept-Driven Teaching Strategies Announcements  If you don’t already have one, please pick up a copy of the workshop booklet provided for everyone. It includes more detailed information about this workshop, its participants, and the activities. It also includes as several articles relevant to this meeting that many of you might find interesting and useful as a science educators. 2  The first page of the booklet outlines the meeting agenda and you will see that we will are scheduled to be quite busy until 5:30 pm.  However, there will be lunch break from 12:30-1:30 and coffee break from 3:30-3:45.

3. Implementing Vision and Change Using Concept-Driven Teaching Strategies NSF-Funded ASBMB project: Background & overview 3

4. Implementing Vision and Change Using Concept-Driven Teaching Strategies Just out: ASBMB’s Accreditation Program http://www.asbmb.org/accreditation/ 4

5. Implementing Vision and Change Using Concept-Driven Teaching Strategies ASBMB-sponsored workshops and meetings. 5  Since 2010, 12 workshops have held around the country and up to this point, 4 have been planned for 2014, including this one.  With registration numbers around 30 per workshop in the first two years, roughly 500 science educators have participated in these workshops including K-12 science teachers, graduate students and postdocs, and faculty from small colleges and large universities.  In more recent years, registration numbers have grown to between 50 to 70 per meeting, including this one with 53 registered.

6. Implementing Vision and Change Using Concept-Driven Teaching Strategies These specific aims in the RCN grant have been or are being addressed in these workshops.  Specific Aim 1 (year 1):  Specific Aim 1 (year 1): Identify foundational concepts in terms of core knowledge and foundational principles, research, and skills.  Specific Aim 2 (years 2-3):  Specific Aim 2 (years 2-3): 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 (years 3-4):  Specific Aim 3 (years 3-4): Develop and evaluate appropriate assessment tools for the topics identified in Specific Aim 1.  Specific Aim 4 (years 4-5):  Specific Aim 4 (years 4-5): Create a toolkit that can easily be accessed by the academic community. 6

7. Implementing Vision and Change Using Concept-Driven Teaching Strategies What do our students need to know and how do we know if they know what we want them to know? Biochemistry Molecular Biology Biology Provides the relevance: Concepts and Skills Physics Provides physical models: Allied Field Chemistry Provides the methods and molecular perspective: Concepts, Skills, Allied Field Mathematics Provides the means to evaluate and predict: Allied Field Adapted from a slide made by Prof. Hal White, U. Del. 7

8. Implementing Vision and Change Using Concept-Driven Teaching Strategies Today’s workshop activities and goals. Group formation according to learning objectives Group formation according to learning objectives (11:00 to 11:30 pm) Each participant selects one of the top learning objectives identified by the survey and is thus assigned to one group with no more than 4. 8 1 st group activity 1 st group activity (11:30 to 12:30 pm) – Groups refine their selected learning goal and specific learning objective in sufficiently explicit language for the purposes of designing an assessment and learning strategy. 2nd group activity 2nd group activity (1:30-2:30 pm) – Groups develop an assessment and associated scoring rubrics to measure student learning of your refined specific learning objective. 3rd group activity 3rd group activity (2:30- 3:30 pm)- Groups Develop a student centered strategy designed to promote student learning of your refined specific learning objective either in the context of a classroom or laboratory activity. Finalize and electronically submit your completed alignment table created during the 3 group activities.

9. Implementing Vision and Change Using Concept-Driven Teaching Strategies Workshop Flowchart – part 1 9 1.BEFORE 11 am, participants should look over the learning objectives written on the board and identify TWO objections you would be msot interested in working on during the three workshop sessions. 2.AT 11 am, participants will sign up for just 1 of 12 groups. NO MORE than 3 or 4 participants will be assigned PER GROUP. NO MORE than 2 groups will work on the SAME learning objective. 3.By writing your participant number (on the back of your name badge) next to just one learning objective shown on the white board here, you will select the one group you will be in the entire day (no switching); the learning objectives were identified from the survey. 4.After all 12 groups have been formed, each group will be given a THUMB DRIVE with a “blank” design template Word document that your group is asked to complete by the end of the 3 rd session. The drive also has a Word document with the list of learning objectives so each group can COPY & PASTE their objective into the template.

10. Implementing Vision and Change Using Concept-Driven Teaching Strategies Workshop Flowchart – part 2 10 5.The group members should find a good place to set up and work during the 3 workshop sessions. 6.Each group needs to assign one individual to each of these tasks: RECORDER – This individual will record information in the template. REPORTER – This individual will report on the group at 4:30 pm RESEARCHER – This individual find relevant online info. ROVER (optional) – This individual will assist where needed. 7.At 4:30 each REPORTER will give a 5-6 min summary of the groups design template. 8.At 5:30 pm, the RECORDERs will turn in their thumb drives to me for my post-meeting report Goals: The workshop activities are designed to help guide you through the stepwise creation of (1) specific learning goals, (2) assessments, and (3) learning strategies that target your learning goal. Eventually, ASBMB hopes to use the templates to help in the development of searchable and vetted online resource for instructors and educational researchers to use.

11. Implementing Vision and Change Using Concept-Driven Teaching Strategies Top 8 learning objectives you selected in the online pre-meeting workshop survey 11

12. Implementing Vision and Change Using Concept-Driven Teaching Strategies BAMBEd publications with learning objectives. 12  Part 1: Introduction  Part 1: Introduction: (These are found in your meeting booklets.) Carla Mattos, Margaret Johnson, Hal White, Duane Sears, Cheryl Bailey and Ellis Bell. “Foundational Concepts and Underlying Theories for Majors in Biochemistry and Molecular Biology.” Biochem. Mol. Biol. Educ. 41:287-8 (2013).  Part 2: Foundational Concepts  Part 2: Foundational Concepts: John T. Tansey, Teaster Baird, Jr., Michael M. Cox, Kristin M. Fox, Jennifer Knight, Duane Sears, and Ellis Bell. “Foundational Concepts and Underlying Theories for Majors in Biochemistry and Molecular Biology.” Biochem. Mol. Biol. Educ. 41:289-96 (2013).  Part 3: Skills  Part 3: Skills: Harold B. White, Marilee A. Benore, Takita F. Sumter, Benjamin D. Caldwell, and Ellis Bell. “What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have Upon Graduation?” Biochem. Mol. Biol. Educ. 41:297-301 (2013).  Part 4: Allied Fields  Part 4: Allied Fields: Ann Wright, Joseph Provost, Jennifer A. Roecklein-Canfield, and Ellis Bell. “Essential Concepts & Underlying Theories from Physics, Chemistry, and Mathematics for Biochemistry and Molecular Biology Majors.” Biochem. Mol. Biol. Educ. 41:302-8 (2013).

13. Implementing Vision and Change Using Concept-Driven Teaching Strategies Resource: Reverse Design Template 13 This template is can be found as a Word file with this name on the thumb drive. “Alignment LocationAbbr LastNameA LastNameB LastNameC.docx”

14. Implementing Vision and Change Using Concept-Driven Teaching Strategies Resource: Suggested literature resources. 14 This template is can be found as a Word file with this name on the thumb drive. “Regional Handout - Literature Resources.docx”

15. Implementing Vision and Change Using Concept-Driven Teaching Strategies Resource: Concatenated Bloom’s taxonomy. http://www.proprofs.com/flashcards/story.php?title=blooms-taxonomy-thinking(1) (2) (3) Combined levels 15 This resource page can be found in your workshop booklet.

16. Implementing Vision and Change Using Concept-Driven Teaching Strategies Bloom’s Taxonomy www.teach-nology.com(1) (2) (3) Combined levels 16

17. Implementing Vision and Change Using Concept-Driven Teaching Strategies Ann Wright, workshop co-host and DBR. Ann is a Professor of Biology at Canisius College in Buffalo, NY. In addition to her responsibilities as a biology professor, Ann has become a very respected and accomplished “DBR,” or design-based researcher, in the areas of science education that we will discuss today. 17  She has included the following article in the workshop booklet: David R. Krathwohl. A Revision of Bloom’s Taxonomy: An Overview, Theory into Practice 41:212-18 (2002) Later on this morning, she will introduce the rational for these workshop activities: “Backward design: A framework for building your course.”

18. Implementing Vision and Change Using Concept-Driven Teaching Strategies Vicky Minderhout, my other co-host and keynote speaker. Vicky is a Professor of Chemistry and Dept. Chair at Seattle University in Seattle, Washington. Vicky is an expert practitioner of POGIL, or “Process Oriented Guided Inquiry Learning,” whereby students learn by doing and instructors instruct by guiding rather than lecturing. (See ACS Symposium on POGIL in booklet.) 18 Later Vicky will discuss “Effective teaching practices and assessment strategies that promote learning in undergraduate biochemistry.”  She has co-authored (with Jenny Loertscher) a POGIL-based textbook, Foundations of Biochemistry, Pacific Crest publisher.  In 2011, Vicky was one of only 27 faculty chosen nationwide for the 2011 Washington State “Professor of the Year” award from the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE).