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Integration of Biochemistry and Problem Solving‐Based Pedagogy Throughout the Chemistry Curriculum in Support of Learning Outcomes Articulated by the Association of American Medical Colleges (AAMC), the ASBMB and the American Chemical Society (ACS)
Author(s) -
Jakubowski Henry V.,
Graham Kate,
McIntee Ed,
Schaller Chris
Publication year - 2016
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.30.1_supplement.662.12
Subject(s) - curriculum , class (philosophy) , chemistry , mathematics education , discipline , integrated curriculum , appeal , chemistry education , psychology , pedagogy , computer science , sociology , artificial intelligence , political science , social psychology , social science , enthusiasm , law
The Chemistry Department at the College of St. Benedict/St. John's University has integrated biochemistry throughout a dynamic and modern curriculum to enhance its appeal to students, to better prepare them for modern science and an early entry into research, and to increase our number of majors. In support of these changes we have adopted modern pedagogy that use a flipped pre‐class format and in‐class group problem solving activities. These changes align with biochemistry content and the scientific reasoning and inquiry skills (SIRS) represented in the MCAT2015. They support ASBMB calls for students to be trained in an interdisciplinary fashion that allows them to explain cross‐disciplinary concepts. They also align with the American Chemical Society (ACS) encouragements to create integrated foundation courses that combine traditional sub‐disciplines of chemistry and that are organized on integrative principles such as reactivity. Student start with a single introductory course (Chemical Structure and Properties) and then take three following courses in Chemical Reactivity which integrate one semester each of organic, inorganic and biochemistry. Traditional biochemistry lab skills are integrated into separate foundation lab courses in Chromatography, Synthesis, and Measurement. Upper division students take half‐semester in‐depth courses in such contemporary fields as Chemical Biology, Signal Transduction, and Medicinal Chemistry. Chemistry majors also taking an in‐depth Integrated Lab course with a three week “biophysical module”. Descriptions of this novel and integrative curriculum, how it prepares students for the MCAT and SIRS in general, and assessment of its effects will be presented. Especially interesting are changes in our number of majors and their diversity. Support or Funding Information This work was supported by NSF DUE 1043566