Transcript BIO 2010 Report

Bio 2010
Theory meets Reality
David Usher & John Pelesko
University of Delaware
Bio 2010
Recommendations
Biology education should be interdisciplinary
with a strong emphasis on developing
quantitative skills.
Laboratory courses should focus on developing
critical thinking skills.
Students should pursue independent research.
Teaching methods should be examined.
Resources must be adequate.
Faculty should be rewarded.
Bio 2010 Recommendations
University of Delaware Efforts
2003
Bio 2010
1980
1983
Office
Undergraduate
Research
Established
1990
1992
Problem Based
Learning Introduced
In Science Courses
2000
2002
Required
Investigative
Laboratory in
Biology
2006
Interdisciplinary
Math and Biology
Interdisciplinary Education
Challenges
1) Faculty
–
–
–
Cultural Barriers
Disconnect between research and teaching
Resist change away from a “Comfort Zone.”
•
“What’s in it for me” attitude
2) Department Administrative Barriers
–
Resource Issues
•
•
Department Budgets are static & seats in courses
limited
Promotion and tenure
3) Curricular Issues
•
Majors
Interdisciplinary Education Challenge #1
Solution (Step 1)
The Faculty: convince that knowledge of
mathematical approaches to life sciences is
important for the success of their own
scholarship and teaching.
Core Faculty Team (identify members)
– Biology faculty interested in working with
mathematicians such as those doing research on
networks and pattern recognition or data mining
– Mathematics faculty interested in applying their
skills to understanding important problems
related to the life sciences
Interdisciplinary Education Challenge #1
Solution (Step 1 cont.)
 Function of the Team
– Educate faculty & administration about
• Grants that require a quantitative biology
approach (recent examples)
– NSF: Interdisciplinary Training for Undergraduates in
Biological and Mathematical Sciences (UBM)
– NIH: A Systems Approach to Salivary Gland Biology
(R01)
• Different teaching resources
– Simulations and modules (act a resource consultant)
• Interdisciplinary Undergraduate Research
– Identify projects
Interdisciplinary Education Challenge #1
Solution (Step 1 cont.)
Function of the Team
– Broaden participations
• interdisciplinary meetings, lunches, and/or retreats.
• Joint seminars
PBL Classroom
(Facility is
important for
encouraging
discussion.)
Interdisciplinary Education
Challenge #2
The Department Chair
– Allocates resources
– Shapes faculty efforts
• Approves workload issues
• Determines who is hired
• Directs Promotion and Tenure process
– Needed for breaking down cultural barriers
• Facilitates interdepartmental communications
Interdisciplinary Education Challenge #2
Solution (Step 2)
Interdisciplinary teaching
– Joint teaching of course (workload reallocation)
– Release time to develop courses
Hiring
– Example: Computational or Systems Biologist
– Search committees with faculty from both
departments
– Primary appointment in one department, but held
jointly with another
Promotion and Tenure
– Letter of hire has to be specific
– Specifics must be discussed with faculty
Interdisciplinary Education
Challenges #3
The Current Curriculum
– Majors (defined decades or more ago)
• Primarily collections of courses not a
curriculum
– Cultural Barriers
• Depends on expertise of current faculty
• Math requirement exists as a “check off” box
for medical schools
– Proposed National Curricular Charges (like
Bio2010)
• What is the agenda?
Bio2010 Agenda
Sponsors
– National Academies (prepared report)
• “Undergraduate education is a crucial link in
the preparation of future researchers.”
• Report makes it clear that the focus on
education should be for future PhDs or
MD/PhDs
– HHMI, NIH, NSF (research focus)
Who are we educating?
 “Bio2010 focuses on the education of future
biomedical scientist with a strongly implied emphasis
on the molecular and cellular levels of organization.”
Donald Kennedy asks, Is Bio2010 the Right Blueprint
for the Biology of the Future?
Cell Biol Educ 2(4): 224-227 2003.
 University of Delaware Statistics (900 biology majors)
– Entering Biology freshman: 50% pre-professional,
10% graduate school, 40% not sure.
– 50% change their majors before graduating
• Migrate to majors requiring less math and chemistry
• Migrate to early admissions med major
• Migrate in from more quantitative and chemistry oriented
sciences
– After graduation: 30% stop at Bac, 20% grad
school, 30% professional school
Interdisciplinary Education Challenge #3
Solution (Step 3)
Carry Out
Educational
Assessment
(Bio 2010)
– Department
Goals
– What are the
important
skills?
Math?
Content?
Technology?
Critical Thinking?
Research?
Communication?
Interdisciplinary Education Challenge #3
Solution (Step 3 cont.)
University of Delaware (Quantitative Skills)
– Goal: Understand and apply mathematical
approaches to analyze, interpret and model
biological processes.
– Objectives (one of six): Students are expected to
understand mathematical formulas concerning
biological concepts and draw inferences from
them.
– Assessment Tools: Faculty and Student surveys,
Curriculum mapping; awards & publications
Changes at UD
(as a result of assessment)
 Realigned Degree
Programs
– BA: interdisciplinary with
liberal arts
Pre-professional
• All admitted freshmen
– BS: interdisciplinary with
physical, chemical and
quantitative sciences Grad School
• Apply for admission during
the 4th semester
• Requires undergraduate
research
Changes at UD
Integrated Quantitative Goal
For quantitatively oriented students
– Develop new minor in Bioinformatics (tool user)
• No new resources are required
– Develop new interdisciplinary major in
Quantitative Biology (tool developer)
• Targets non-Biology majors in the sciences
• Requires resource commitments from multiple
departments
For traditional biology students
– Require Bio-Calculus course (embed Biology
examples in a standard calculus course)
– Embed quantitative examples in Biology courses
– Develop Modules for Bio faculty use
– Create Math Fellows (Math majors assisting in
laboratories)
Creation of a New Major:
Quantitative Biology
Step One: Identify goal/audience
- Quantitative background key for success in
biological research
- Goal: Train future researchers (Bio2010)
Step Two: Build a course structure
- Need the right mix of mathematics, biology,
chemistry, and physics
Step Three: Build integrative features
- Integrative seminars
- Capstone requirement
Step Four: Assess and revise
Bio 2010 vs. UD 2007
Bio 2010 – Quantitative Curriculum
Freshman
Biology I
Chemistry I
Math I
Sophomore
Molecular Biology
Differential Equations
Physics I
Junior
Genetics
Organic Chemistry II
Physics III
Research I
Senior
Physical Chemistry
Research III
Biology II
Probability and Stats
Math II
Faculty Research Seminar
Cell and Dev. Biology
Organic Chemistry
Physics II
Evolutionary Bio/Ecology
Biology Lab
Biochemistry
Research II
Advanced Mathematics
Research IV
UD 2007 – BS Quantitative Biology
Freshman
Biology I
Chemistry I
English I
Calculus I
Sophomore
Organic Chemistry I
Core Bio
Calculus III
Linear Algebra
Junior
Core Bio
Probability
Numerical Methods
Physics I
Senior
Core Bio Lab
Capstone
Research I
Biology II
Chemistry II
Discrete Math
Calculus II
Organic Chemistry II
Core Bio
Computer Science I
Differential Equations
Integrative Seminar
Biochemistry
Statistics
Part. Diff. Eq.
Physics II
Integrative Seminar
Research II
Capstone – UD Math Approach
Key Features:
Team Based
Open-ended problems
Milestones
Writing intensive
Regular presentations
Rethinking Calculus
 Constraints: Consider local and global issues
- Local: “Bio-Calc” must be open to all majors
- Global: Must meet requirements of graduate and
professional schools
 Goals: Why revise calculus?
- Ensure all biology majors have right tools
- Integrate and inspire
 Approach: Realign and revise
- Calc sequence realigned to early transcendental
- Special section created using biological examples
 Details: How to revise?
- Connect calculus with first year biology sequence
- Slowly create new library of examples and projects
Building Better Connections –
Calculus to Biology
Revision led by one math
faculty (L. Rossi) and one
biology faculty (B. Hodson)
Re-orient class to biology
examples (75%)
Integrate PBL exercises with
material drawn from biology
labs
Example: Osmosis and eggs
Bio 2010
…biological concepts and
examples should be included
in other science courses.
Math Across the Curriculum Modules
 Goal: Build quantitative thinking into wide range of
biology courses, build biological thinking into wide range
of mathematics courses
 Approach: Build a library of instructional “modules,”
loosely modeled on PBL Clearinghouse, that can be
used widely
 Step One: Survey existing modules and make available
to our faculty, develop new modules
 Step Two: Encourage collaborative development teams
- Use existing efforts in math and biology (FRAP module)
- Use undergraduate and graduate research students
- Use educational funding opportunities (HHMI, CTE,
NSF)
 The Future: Build a national clearinghouse
SUMMARY
Acknowledgements
Core Faculty Group
– Biological Sciences (David Usher)
– Chemistry & Biochemistry (Hal White)
– Chemical Engineering (Prasad Dhurjati )
– Mathematics (John Pelesko, Louis Rossi,
Tobin Driscoll, & Gilberto Schleiniger)
Funding: HHMI
BreakoutSession
Session
Breakout
Overall Goal: Identify problems that
impede carrying out the Quantitative
Goals of the Bio2010 report and define
potential Solutions.
Process: Groups will be led by a
moderator and the members will
identify a recorder who will present a
report summarizing the group’s
deliberation at the close of the session.
Breakout Session
Group Objectives: How do we…
– define “module?” What are the features of
a useful module? How do you support
module development? (Group 1)
– develop research projects involving math
either embedded into courses or as a part
of faculty directed research? (Group 2)
– initiate interdisciplinary interactions
among departments? (Group 3)
– foster bio-math interactions among
universities? (Group 4)