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Legacy TRIPSEs (Tri‐Partite Problem‐Solving Exercises): Fostering Student Engagement and Learning in Large Classes
Author(s) -
Rangachari Patangi K,
Nastos Stash
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.633.1
Subject(s) - creativity , interim , clarity , class (philosophy) , mathematics education , relevance (law) , psychology , process (computing) , computer science , social psychology , artificial intelligence , biology , biochemistry , archaeology , political science , law , history , operating system
The TRIPSE is a process‐oriented problem solving exercise that mimics the scientific process. Using limited data, students: 1) frame hypotheses; 2) design experimental tests; and 3) later with new information, reassess answers. Earlier we validated it as an evaluative exercise in a large class (The FASEB Journal. 2008; 22:767.1). We report here the use of TRIPSEs to promote student engagement and learning in a freshmen introductory biology class. In part 1, students learned about gene expression and cell signaling. In part 2, students (groups of 5) incorporated elements of what they had learned into designing novel problems that could be left as a “legacy” for future classes. Groups were told to: 1) write challenging problems based on published material; 2) state 4 plausible hypotheses and for each hypothesis indicate appropriate experimental tests; and 3) provide annotated references. Interim feedback was given. Groups were assessed on clarity, creativity, plausibility of hypotheses, relevance of the experiments proposed and corroboration for statements made. On an exit survey, a total of 322 students from 2 separate years rated this exercise the most valuable amongst several used.