1. CHEM-342 Introduction to Biochemistry
Spring Semester
First Class
Prof. Hal White

2. Topics for Today Overview of the Course
What is Problem-Based Learning (PBL)
Introductions
First Assignment (on-line by today!)
Second Assignment

3. What was the On-Line Questionnaire About?
Tell me something about you
Tell me something about the class
Get you thinking about big issues and this course

4. Administrative Details
Check out the syllabus and schedule at:
Purchase a course reader at the Bookstore
Buy a 3-ring binder for your reader
Groups will be formed on Wednesday

6. questions – you have learned how to learn
“…once you have learned to ask questions – relevant and appropriate and substantial
questions – you have learned how to learn
and no one can keep you from learning
whatever you want or need to know.”
Neil Postman & Charles Weingartner
in Teaching as a Subversive Activity, 1969

7. Teaching as a Subversive Activity
A major goal of higher education is to enable students to think independently.
Independent thinkers seek understanding.
Independent thinkers challenge superficial answers.
Independent thinkers develop strong convictions.
Independent thinkers question authority.
Independent thinkers become leaders.
If you don’t change as a result of taking this course, we are wasting our time.

8. Characteristics Needed For Success
1. Communication Skills - both verbal and written.
2. Ability to define problems, gather and evaluate information related to the problem, and develop solutions.
3. Ability to work with others, especially in team settings.
4. Ability to address specific problems in complex, real- world settings.
From 1994 Wingspread Conference on “Quality Assurance in Undergraduate Education”

9. Characteristics Needed For Success
Oral
Written
Visual
Communication Skills

10. Characteristics Needed For Success
Education
and
Training
Problem-
Solving
Ability
Acquired
Skills
Accumulated
Knowledge

11. Introduction to Biochemistry Instructional Goals For Students
Become intellectually independent learners
Recognize and confront areas of personal ignorance
Review and apply chemical, biological, physical, and mathematical principles in a biochemical context
Improve problem-solving skills
Create, understand, and value abstract biochemical models
See biochemistry in relevant historical and societal contexts

12. Introduction to Biochemistry Instructional Goals For Students, Cont.
Discover and use the resources of the library and the Internet
Gain confidence in reading and understanding scientific articles
Experience the powers (and pitfalls) of collaborative work
Appreciate importance of clear oral and written communication
Learn to organize logical arguments based on evidence

13. Introduction to Biochemistry Special Goal and Challenge
For this class, as a group, to become sufficiently skilled learners to score above the class average in CHEM-641 next fall.
In order for this to happen, you will need to work individually and together so that everyone learns.
Everyone here has unique and special abilities, background, and personality to contribute to the effort.

14. Introduction to Biochemistry Relation to Other Science Courses
Biology
Provides the
methods and
molecular perspective
Provides
the relevance
Biochemistry
Provides the means to
evaluate and predict
Provides
physical models
Mathematics
Physics

15. Teaching = Learning?
I got interested in PBL in I had been a good teacher and I had attended a number of CTE workshops.
My primary classroom approach was an interactive lecture.
The frustration I had and many other teachers have is illustrated in this cartoon.
My feeling that, “there must be a better way,” coincided with workshops on PBL that I will mention a little later.

16. Problem-Based Learning: The Process
Learning initiated with problem.
Students organize ideas and previous knowledge.
Students pose questions, defining what they know and don’t know.
Assign responsibility for questions, discuss resources.
Reconvene, explore newly learned information, refine questions.
PBL: The Process.
How does PBL play out in the classroom?

17. Problem-Based Learning: The Process
Resolution of Problem;
(How did we do?)
Presentation of Problem
Next stage of
the problem
Organize ideas and
prior knowledge
(What do we know?)
Integrate new
Information;
Refine questions
Pose questions (What do
we need to know?)
Reconvene, report
on research;
Research questions;
summarize;
analyze findings
Assign responsibility
for questions; discuss
resources

18. PBL: Course Content
Contrary to popular belief, this course is NOT about Hemoglobin and Sickle Cell Anemia, though you will learn a lot about both.
Hemoglobin is a central molecule in biochemistry and thus serves as a unifying theme to introduce many concepts and connections.
Any one of a number of other themes could serve the same purpose, e.g. Insulin and Diabetes or Vitamin C and the Common Cold.
PBL: The Process.
How does PBL play out in the classroom?

19. For Group Discussion (10 Minutes)
Have you had a course that used Problem-Based Learning or groups?
What did you like or dislike about it? Make a list.
What can be done to lessen the perceived drawbacks?
PBL: The Process.
How does PBL play out in the classroom?

20. Who are you? “Who do you think you are?”
“I don’t want to know your age, religion, what part of the country you come from. …They don’t mean a thing. What I really want to know is what you love. Because if I know what you love, I know what is important to you.”
(From ad on WLFN years ago)
Introduce yourself to the class and say something about yourself. e.g. What do you love to do?