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Development of a Research‐Intensive Undergraduate Teaching Program in Biochemistry
Author(s) -
Milner Rachel
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.665.12
Subject(s) - biochemist , presentation (obstetrics) , subject matter , undergraduate research , subject (documents) , inclusion (mineral) , engineering ethics , biochemistry , chemistry , medical education , psychology , computer science , library science , medicine , engineering , curriculum , pedagogy , mineralogy , biochemical engineering , radiology
In this presentation, I will describe and justify the design of our undergraduate teaching program in biochemistry. Overall, in our design, we considered two important questions: “ What is a biochemist anyway? ” and “ What is the purpose of laboratory courses in biochemistry? ” If you look at any biochemistry text book, or review the research interests of members of biochemistry departments in research‐intensive universities such as ours, you will discover that the subject matter extends from what might otherwise be described as biophysics through molecular biology, nutrition and metabolism, virology, and into cell biology. So, how do you design a program in biochemistry? What should a student of biochemistry know or be able to do? This question always elicits vigorous debate in our department and has never been resolved! However, we do all agree that biochemistry is a research‐based discipline and that engagement in research is probably the most important component of an undergraduate program in biochemistry. In light of this, we decided that our program should focus on the inclusion of significant research opportunities at all levels and that these should be quite distinct from laboratory courses or laboratory components to didactic courses. Our didactic program covers a broad (but arguably incomplete) range of the subject matter that comprises biochemistry, building upwards systematically from introductory basics. Ultimately, our highest level courses focus on discussion of current research publications, and at these higher levels students select courses which reflect their particular interests within the discipline. Importantly, increasingly challenging research opportunities are incorporated systematically throughout the program, and we feel strongly that this focus on research, rather than on labs, fosters the development of mature, independent learners with important and transferable research skills. We also feel that their immersion in research leaves our graduating class with a clearer understanding of what it really means to be a biochemist.