Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2019
Document Type
Portfolio
Citation
Zhang, Jing. "BIOC 321: Elements of Biochemistry – A Peer Review of Teaching Project Benchmark Portfolio" (2019). UNL Faculty Portfolios, 127. https://digitalcommons.unl.edu/prtunl/127/
Abstract
The benchmark portfolio of Biochemistry 321, Elements of Biochemistry, aimed to provide a broad overview for this large-enrollment class for non-biochemistry majors. This course was delivered in a blended format, and the learning objectives were aligned with the American Society of Biochemistry and Molecular Biology (ASBMB) foundational concepts and skills. Classroom response system iClicker was employed and Think-Pair-Share method was utilized to facilitate the in-class discussion and group-learning. Additional activities include the 3D molecular models for visualizing and hands-on learning of the structure-function relationship concept, and practicing problem-solving through the end-of-chapter essay questions. Data analysis suggested that the iClicker response system and group discussion are effective on learning, and different study strategies used by students might play an important role in exam performance. Class-attendance was also examined and it correlated to low exam performance. The future plan includes to adjust the delivery format of the course and emphasize the in-class practice of problem-solving through group-learning, use additional formative assessment, and to develop the course to become more learner-centered to improve student success.