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

2. “…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

3. 1.A major goal of higher education is to enable students to think independently. 2.Independent thinkers seek understanding. 3.Independent thinkers challenge superficial answers. 4.Independent thinkers develop strong convictions. 5.Independent thinkers question authority. 6.Independent thinkers become leaders. 7.If you don’t change as a result of taking this course, I am wasting my time. Teaching as a Subversive Activity

4. Visual OralWritten Communication Skills Characteristics Needed For Success

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

6. From: http://www.qvresearch.com/self_assessments/am_i_a_team_player.htm Characteristics Needed For Success

7. Ability to address specific problems in complex, real-world settings

8. 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

9. 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

10. Introduction to Biochemistry Special Goal and Challenge For this class, as a group, to become sufficiently skilled learners to score significantly 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.

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

12. Overview/ Assessment Group Discussion ResearchPreparation of Group “Product” Whole Class Discussion Mini-lecture (only if needed!) Problem, Project, or Assignment Problem-Based Learning Cycle