Teachers as learners in a cooperative learning biochemistry class

Area of Science:

• Biochemistry Education
• Higher Education Pedagogy

Background:

• Advanced biochemistry students at the University of New Mexico enroll in a specialized course.
• This course focuses on teaching and learning theories, course design, and assessment strategies.

Purpose of the Study:

• To train biochemistry majors in effective teaching methodologies.
• To enhance student understanding of biochemistry through problem-based learning (PBL).
• To foster collaborative teaching and learning environments.

Main Methods:

• Biochemistry majors served as educational assistants in an introductory survey biochemistry course for nonmajors.
• Students led problem-based learning sessions utilizing real-life biochemistry scenarios.
• The course involved practice in lecturing, exam writing, and grading.

Main Results:

• Educational assistants demonstrated increased understanding of core biochemistry principles.
• Participants gained appreciation for teaching complexities and developed improved learning strategies.
• Students became more confident speakers, and faculty noted benefits of team teaching.

Conclusions:

• The "Biochemistry Education" course effectively enhanced both teaching and learning outcomes.
• Problem-based learning and collaborative teaching models positively impacted students and faculty.
• This pedagogical approach improved scientific communication and confidence in future scientists.