NEXUS: Developing Competency-based
Undergraduate Science Curricula
2012 Biennial Conference on Chemical Education
The Pennsylvania State University
30 July 2012
Cynthia Bauerle, Ph.D.
Assistant Director
Precollege and Undergraduate Science Education
Howard Hughes Medical Institute
“Reinvigorate the scientific
preparation of physicians.”
SFFP, 2009
http://www.hhmi.org/grants/pdf/08-209_AAMC-HHMI_report.pdf
SFFP Goals for Premedical Education
• Identify science competencies for premedical
education
• Encourage more interdisciplinary and
integrative science courses
• Recommend new approach(es) to assessment
of premedical outcomes
What is scientific competency in
medical practice?
Knowledge, skills and habits of mind needed to
understand scientific concepts and discoveries, to
integrate them into medical practice, and to
communicate them effectively to patients
Competencies for Entering Medical
Students
Implications for Undergraduate
Science Education
What are the opportunities for interdisciplinary
approaches?
How can assessments be designed to focus on
demonstrated competencies?
Implications for Undergraduate
Science Education?
Competencies are developed within an
interdisciplinary context
Apply concepts of physics to biological examples in
biology courses?
Explore basic physics principles within biological contexts
in physics courses?
Or both?
NEXUS Institutional Collaboration
The goal of the NEXUS project is to develop resources and structure for
a competency-based interdisciplinary undergraduate science curriculum.
http://www.hhmi.org/grants/office/nexus/
SFFP Competency-based
Modules/Curricula
Assessment
Implementation of Case Studies
Chemistry Physics
(PurU) (UMCP)
Math
(UMBC)
Assessment
Case Studies
Development
(UMiami)
Chemistry
(PurU)
Physics
(UMCP)
Math
(UMBC)
The Biological Sciences
Analysis of Competencies & Module/Curricula Planning Teams
Integrative Physics Module at UMCP
Implications for Undergraduate
Science Education?
Competency development is demonstrated through
learner performance
Skill
NOVICE
Competency
Proficiency
Specialty
EXPERT
Continuum of Scientific Learning
Types of Knowledge Relevant
to Scientific Inquiry
Physical knowledge consists of knowledge required to actually
perform the laboratory or field tasks.
Representational knowledge consists of the written and visual
representations used within research spaces.
Cognitive knowledge consists of background disciplinary
knowledge of scientific content and thinking abilities such as
problem solving, decision making and calculation.
Presentational knowledge consists of the ability to summarize
understandings from research, to conceptualize these in
manner that is valuable for the scientific community and
present them in formats that are used by the scientific
community.
(adapted from Hanauer, Hatfull, Jacobs-Sera, 2009)
Bloom’s Taxonomy (revised)
(Anderson & Krathwohl, 2001)
Developing Learning Objectives
Knowledge Types
Competency Framework
Knows
Physical
Representational
Cognitive
Presentational
Knows
How
Shows
Does
Decision making in assessment design
•Simulation
•Task completion
•Directed research
•T/F
•Multiple Choice
•Observation of real
world functioning
•Scientific inquiry
•Portfolio
•Short answer
•Essay
•Problem solving
•Case study
(Miller, 1990)
Integrated Case Study Module at Miami
NEXUS Assessment Development
•Purdue University is developing in-class and asynchronous learning
assessments to evaluate the impact of increased emphasis on
biological chemistry in foundational chemistry courses.
•University of Maryland College Park is developing attitudinal and
knowledge-based assessments to evaluate learning physics concepts in
a biological context.
•University of Maryland Baltimore County is developing a summative
assessment tool that addresses multiple knowledge types relevant to
application of quantitative reasoning in biology.
•University of Miami is developing a novel formative assessment tool
focused on learner application and integration of disciplinary knowledge
in case study contexts.
Goals of the NEXUS Project
• Develop and test interdisciplinary course modules that
connect biology with mathematics, physics, and chemistry
• Develop learning assessments that measure students’ abilities
to use information, analyze problems, and construct solutions
NEXUS Advisors
Kenneth Burtis, chair
UC Davis
Robert Hilborn
AAPT
Carol Brewer
Prairie Ecotone ResearchGroup, LLC
Jose Mestre
UIUC
Myra Burnett
Spelman College
Claudia Neuhauser
UMN Rochester
Catherine Drennan
MIT
Clifton Poodry
NIH/NIGMS
Susan Elrod
Cal Poly
Progress of the NEXUS Project to Date
2010-11:
develop and pilot competency-based modules on site
2011-12:
refine modules, develop and pilot assessments on site
2012-13:
pilot shared use of modules and assessments
2013-14:
evaluate and disseminate competency-based resources