P224: Science One: An interdisciplinary first-year science program

Author: Chris Addison, The University of British Columbia, Canada

Co-Author:

Date: 8/4/14

Time: 9:35 AM9:55 AM

Room: MAK A1165

Related Symposium: S26

Science One is an interdisciplinary first-year science program offered to 75 students each year at the University of British Columbia. In its twentieth year, Science One provides an integrated educational experience encompassing first-year biology, chemistry, mathematics and physics by emphasizing the connections between the disciplines. Teaching in an integrated format presents many logistical challenges due to the fact that each discipline often has it’s own preference for the order that content should be presented. Furthermore, one must also be careful to ensure consistency in nomenclature and in descriptions of phenomena that span multiple disciplines. This compels members of the Science One teaching team to view content as a whole and break out of their disciplinary norms. In this presentation I will discuss current efforts in Science One to provide an integrated curriculum for topics common to the four first-year disciplines, and will provide examples of teaching themes used in our classroom. I will also discuss current efforts to measure the benefits this experience provides to students in our program.

P100: Team-based learning to teach first-year chemistry

Author: Chris Addison, The University of British Columbia, Canada

Co-Author:

Date: 8/3/14

Time: 3:40 PM4:00 PM

Room: MAN 122

Related Symposium: S15

The traditional lecture format focuses class time on the transmission of course content, leaving students to do homework outside of class time to practice applying course concepts. The increasing emphasis on engaging students in the learning process has led to the development of different active-learning approaches such as PBL, POGIL, PLTL and peer instruction. One other method that can be used to implement active learning is team-based learning (TBL). In TBL, students are formed into dedicated learning teams of 5-7 students and these teams are maintained for the duration of the course. Course content is broken into content modules lasting approximately two weeks, with each module contains two portions: A readiness assurance process (RAP) and application activities. The RAP is designed to ensure students have the initial content knowledge to successfully contribute to their team while the in-class application activities are completed in their learning teams and allows the teams to practice applying course concepts. In this presentation, I will introduce TBL and its core principles, and discuss my experiences in using this approach to teach first-year chemistry.