Principal Investigator: Eden Fussner-Dupas, Assistant Professor of Teaching, Department of Biochemistry and Molecular Biology
Project description
Biochemistry is a content-heavy, dense discipline. Learning the intricate details of an ever-advancing understanding of biochemical reactions, pathways and mechanisms that drives biology; is increasingly more challenging within the conventional didactic course format. Emerging evidence supports delivering information-dense STEM courses, using a blended teaching approach, which both improves student engagement and retention. We will convert BIOC302 into a blended teaching environment by providing students with pre-class videos/readings and will use in-class time for recapping complex ideas and applied student centred learning. We will monitor whether this transition improves student learning, while maintaining student performance on traditional assessment.
Research questions
- How does converting BIOC302 into a blended classroom environment impact the learning experience?
- Will students keep up with material if some is presented in an asynchronous manner, or will we see an increase in bingeing of core concepts/material prior to major assessments and exams?
- In what ways do active learning exercises allow for greater engagement and deeper critical thinking, as compared to prior formats of the course?
- Will students succeed and learn as effectively or even more effectively in a blended classroom experience of an advanced biochemistry course?