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Tyler L, Kennelly PJ, Engelman S, Block KF, Bobenko JC, Catalano J, Jones JA, Kanipes-Spinks MI, Lim YM, Loertscher J, Olafimihan T, Reiss H, Upchurch-Poole TL, Wei Y, Linenberger Cortes KJ, Moore VDG, Dries DR. Evolution of a self-renewing, participant-centered workshop series in BMB assessment. Biochem Mol Biol Educ 2024; 52:58-69. [PMID: 37815098 DOI: 10.1002/bmb.21789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Revised: 09/04/2023] [Accepted: 09/12/2023] [Indexed: 10/11/2023]
Abstract
We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community-the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves-through extensive peer review and reflection-become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.
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Affiliation(s)
- Ludmila Tyler
- Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Peter J Kennelly
- Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, Virginia, USA
| | - Shelly Engelman
- Research and Evaluation, Custom EduEval LLC, Austin, Texas, USA
| | - Kirsten F Block
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | - Jennifer C Bobenko
- Department of Natural Sciences, University of Maryland Eastern Shore, Princess Anne, Maryland, USA
| | - Jaclyn Catalano
- Department of Chemistry and Biochemistry, Montclair State University, Montclair, New Jersey, USA
| | - Jesica A Jones
- Department of Chemistry and Biochemistry, La Sierra University, Riverside, USA
| | - Margaret I Kanipes-Spinks
- Department of Chemistry, North Carolina Agricultural and Technical State University, Greensboro, North Carolina, USA
| | - Yang Mooi Lim
- Department of Preclinical Science, Universiti Tunku Abdul Rahman - Kampus Bandar Sungai Long, Kajang, Malaysia
| | | | - Tejiri Olafimihan
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | - Hailey Reiss
- Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
| | | | - Yufeng Wei
- Department of Chemistry, New Jersey City University, Jersey City, New Jersey, USA
| | | | | | - Daniel R Dries
- Department of Chemistry & Biochemistry, Juniata College, Huntingdon, Pennsylvania, USA
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