Promoting Content‐Independent Skills in the Biochemistry Active Learning Classroom

As the scope of biochemistry becomes larger and more interdisciplinary, the question of what students should learn in a biochemistry course becomes a significant challenge. Although most biochemists agree that all students should know a set of biochemical fundamentals, decisions must always be made on what content to cover or omit when teaching a course. ASBMB has recognized that one solution is to make acquisition of content‐independent skills central in biochemistry courses. Such skills, including the ability to dissect a problem, the ability to collaborate with others, and the ability to think in an integrated manner, enable students to be life long learners. Biochemistry at Seattle University has been taught without lecture using a structured small group format for the past ten years. This format enables instructors to connect learning of biochemistry content to practice of essential skills. Skills are taught through the use of positively interdependent small groups, through activities explicitly designed to hone skills, and through assignment of periodic student self assessments. We have seen convincing evidence of skill acquisition using a variety of assessment methods including a student assessment of learning gains (SALG) survey. We are currently conducting an NSF‐funded effort to have our activities implemented and evaluated on a national level in preparation for wide dissemination.