Resource Library and Common Web Interface for Biochemistry Case Study

John Anderson, a professor in the Department of Biochemistry, Molecular Biology, and Biophysics on the Twin Cities campus, and Carol Gross, a scientist in the department, are developing a searchable biochemistry resource library and a common Web site interface for BioC 3021, a large-enrollment undergraduate course taken by nearly 1000 students per year that provides the foundation for advanced studies in all areas of the biological sciences, and BioC 6021, a professional-level version of the course.

Instructional Goals

Students in BioC 3021/6021 study a large volume of material on many topics, and some find it difficult to focus their studies and to study effectively. The professional-level students also must complete an extra project requirement. In addition, six-to-seven different instructors teach different sections of the course each year, and it is challenging to provide consistent instruction. Anderson and Gross wanted to help students and instructors meet both sorts of challenges. Specifically, they set out to

improve students' study options;
enhance students' ability to learn course content;
help instructors as they develop teaching strategies for their sections;
ensure that students in different sections receive equivalent learning experiences.

Technology Strategies

Anderson and Gross asked previous students about the use of technology in the course, and 73% of 155 wanted more technology-enhanced materials such as quizzes, tutorials, online lecture review materials, and the like. Anderson and Gross thus decided to develop a common course Web site home page that will include a description of the course goals, links to pages with information specific to each section of the course, and a list of major course topics linked to to the following resources:

400 images that are currently used in lectures along with explanatory text;
QuickTime video clips currently available from Anderson;
future interactive exercises;
topic information organized like quizzes with adaptive feedback that the professional-level students create as their course projects;
quizzes linked to course materials that students can use as self-tests; and
information about biochemistry research being conducted at the University.

Learning Outcomes

At the TEL seminar on October 9 on Course Redesign, Anderson and Gross reported that distance students have responded favorably to the resources that have been made available so far. Anderson and Gross plan to include an online student survey on the course site and questions about it in course evaluation forms. They also will survey faculty members about the project at the end of each semester.