1. Research Problem Across the Undergrad Science curriculum some concepts are consistently hard to acquire despite repeated exposure and appear to have a low retention rate.

2. Research Question What previous acquired concepts from other science classes are difficult to apply in an undergrad introductory level Biochemistry course? Context 30 students in premed track, incl.18-20 each semester BA/MDs (high % URM and /or educational disadvantaged) BiOC423 last high stakes class, taught every semester Preclass reading/quiz, Postclass homework questions and refelctions In class group discussions with white boards, clicker, worksheets, think pair share, … Optional SI session outside of class

3. Research Methods 1. Problems on application level on same selected concepts phrased in context of Chemistry (repeat from Chem final) and Biochemistry (new) 2. Survey on confidence level as add on for extra credit after each exam I will collect these data: Pretest in the first week of classes clicker questions relating to concepts during class (formative, no confidence) Posttest as part of final I will analyze the data by comparison of Pre vs. post test performance of individual students in BIOC (retention within class) Chem final vs. Pre test performance of individual students (retention across curriculum) Test performance vs. confidence levels reported (metacognitive awareness) Pre and post confidence (perceived learning ) Will work on exact nature of these

4. Alignment of Research Question and Methods This is why I think it aligns: The question of retention across the curriculum will be addressed first. This baseline can then be used to investigate the impact of context (Chem vs. BioC) further. The data will help me answer my question by: Possible outcomes 1. Retention from previous Chem class, yes / no? If not 1. Acquisition/retention in my class? 2. Will mastery of Biochem help application in the chemistry context ? 3. Do students over/underestimate their aptitude for concepts?

5. Questions