nexus: developing competency-based undergraduate science curricula cynthia bauerle, ph.d. assistant...
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NEXUS: Developing Competency-based Undergraduate Science Curricula
Cynthia Bauerle, Ph.D.Assistant Director
Precollege and Undergraduate Science EducationHoward Hughes Medical Institute
2012 Biennial Conference on Chemical EducationThe Pennsylvania State University
30 July 2012
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http://www.hhmi.org/grants/pdf/08-209_AAMC-HHMI_report.pdf
“Reinvigorate the scientific preparation of physicians.”
SFFP, 2009
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SFFP Goals for Premedical Education
• Identify science competencies for premedical education
• Encourage more interdisciplinary and integrative science courses
• Recommend new approach(es) to assessment of premedical outcomes
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What is scientific competency in medical practice?
Knowledge, skills and habits of mind needed to understand scientific concepts and discoveries, to integrate them into medical practice, and to communicate them effectively to patients
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Competencies for Entering Medical Students
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Implications for Undergraduate Science Education
What are the opportunities for interdisciplinary approaches?
How can assessments be designed to focus on demonstrated competencies?
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Implications for UndergraduateScience Education?
Competencies are developed within aninterdisciplinary context
Apply concepts of physics to biological examples in biology courses?
Explore basic physics principles within biological contexts in physics courses?
Or both?
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NEXUS Institutional Collaboration
http://www.hhmi.org/grants/office/nexus/
The goal of the NEXUS project is to develop resources and structure for a competency-based interdisciplinary undergraduate science curriculum.
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SFFP Competency-based Modules/Curricula
Physics(UMCP)
Math(UMBC)
Chemistry(PurU)
Physics(UMCP)
Math(UMBC)
Case StudiesDevelopment
(UMiami)
Assessment
Analysis of Competencies & Module/Curricula Planning Teams
Chemistry(PurU)
Implementation of Case Studies
Assessment
The Biological Sciences
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Integrative Physics Module at UMCP
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Competency development is demonstrated through learner performance
Skill Competency Proficiency Specialty
NOVICE EXPERT
Continuum of Scientific Learning
Implications for UndergraduateScience Education?
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Types of Knowledge Relevantto Scientific Inquiry
Physical knowledge consists of knowledge required to actuallyperform the laboratory or field tasks.
Representational knowledge consists of the written and visualrepresentations used within research spaces.
Cognitive knowledge consists of background disciplinaryknowledge of scientific content and thinking abilities such asproblem solving, decision making and calculation.
Presentational knowledge consists of the ability to summarizeunderstandings from research, to conceptualize these inmanner that is valuable for the scientific community andpresent them in formats that are used by the scientificcommunity.
(adapted from Hanauer, Hatfull, Jacobs-Sera, 2009)
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Bloom’s Taxonomy (revised)
(Anderson & Krathwohl, 2001)
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Competency FrameworkKnowledge Types
KnowsKnows How Shows Does
Physical
Representational
Cognitive
Presentational
Developing Learning Objectives
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Decision making in assessment design
• T/F• Multiple Choice
• Observation of real world functioning• Scientific inquiry• Portfolio
• Simulation• Task completion• Directed research
• Short answer• Essay• Problem solving• Case study
(Miller, 1990)
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Integrated Case Study Module at Miami
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NEXUS Assessment Development• Purdue University is developing in-class and asynchronous learning
assessments to evaluate the impact of increased emphasis on biological chemistry in foundational chemistry courses.
• University of Maryland College Park is developing attitudinal and knowledge-based assessments to evaluate learning physics concepts in a biological context.
• University of Maryland Baltimore County is developing a summative assessment tool that addresses multiple knowledge types relevant to application of quantitative reasoning in biology.
• University of Miami is developing a novel formative assessment tool focused on learner application and integration of disciplinary knowledge in case study contexts.
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Goals of the NEXUS Project
• Develop and test interdisciplinary course modules that connect biology with mathematics, physics, and chemistry
• Develop learning assessments that measure students’ abilities to use information, analyze problems, and construct solutions
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NEXUS AdvisorsKenneth Burtis, chairUC Davis
Robert HilbornAAPT
Carol BrewerPrairie Ecotone ResearchGroup, LLC
Jose MestreUIUC
Myra BurnettSpelman College
Claudia NeuhauserUMN Rochester
Catherine DrennanMIT
Clifton PoodryNIH/NIGMS
Susan ElrodCal Poly
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Progress of the NEXUS Project to Date2010-11: develop and pilot competency-based modules on site
2011-12: refine modules, develop and pilot assessments on site
2012-13: pilot shared use of modules and assessments
2013-14: evaluate and disseminate competency-based resources