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

http://www.hhmi.org/grants/pdf/08-209_AAMC-HHMI_report.pdf

“Reinvigorate the scientific preparation of physicians.”

SFFP, 2009

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

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

Competencies for Entering Medical Students

Implications for Undergraduate Science Education

What are the opportunities for interdisciplinary approaches?

How can assessments be designed to focus on demonstrated competencies?

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?

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.

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

Integrative Physics Module at UMCP

Competency development is demonstrated through learner performance

Skill Competency Proficiency Specialty

NOVICE EXPERT

Continuum of Scientific Learning

Implications for UndergraduateScience Education?

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)

Bloom’s Taxonomy (revised)

(Anderson & Krathwohl, 2001)

Competency FrameworkKnowledge Types

KnowsKnows How Shows Does

Physical

Representational

Cognitive

Presentational

Developing Learning Objectives

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)

Integrated Case Study Module at Miami

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.

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

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

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