Embedding Science of Learning Tips in a High-Enrollment Biochemistry Course
Mona Monfared
Description
BIS 103 is a high-enrollment upper-division biochemistry course with approximately 200–400 students per section. Although many students have established study habits by their junior and senior years, I wanted to take the opportunity to introduce evidence-based learning strategies directly into the course. This past year, I started dedicating a few slides (typically 1-3 slides) at the start of every week to evidence-based learning strategies. These "Science of Learning (SoL) Tips” highlighted concepts such as the retrieval effect, spacing effect, and desirable difficulty, paired with practical ways students could apply them. To assess students' perceptions and use of these strategies, I administered an end-of-quarter Qualtrics survey. Among more than 400 respondents across two spring sections, 85% reported trying at least some of the SoL tips, with many also reporting that they used the strategies not only in BIS 103 (74%) but also in their other courses (49%). In this presentation, I will describe the eight SoL tips and share survey results on students' awareness, adoption, and perceived usefulness of these tips.
Link to the video [video.ucdavis.edu]
About the Presenter
Mona Monfared is a Professor of Teaching in the Molecular and Cellular Biology Department. She is the co-Director of the Future Undergraduate Science Educators (FUSE) Program, a Graduate Academic Certificate program for students who want to pursue teaching careers in higher education. She teaches the FUSE courses as well as BIS102: Structure and Function of Biomolecules and BIS103: Bioenergetics and Metabolism. She received her PhD in Biochemistry and Molecular Biology at UC Davis, working on the molecular genetics of female plant reproduction. Dr. Monfared did her postdoctoral research at the Plant Gene Expression Center at UC Berkeley/USDA studying genes involved in seed pod and leaf development as well as stem cell maintenance. She has been an instructor at several schools in the San Francisco Bay Area (Santa Clara University, St. Mary's College, Holy Names College, and UC Berkeley Extension). Her current research program focuses on inclusive teaching practices and professional development for graduate students.
