Evolution of a self-renewing, participant-centered workshop series in BMB assessment

Tyler L 1 , Kennelly PJ 2 , Engelman S 3 , Block KF 4 , Bobenko JC 5 , Catalano J 6 Show all authors , Jones JA 7 , Kanipes-Spinks MI 8 , Lim YM 9 , Loertscher J 10 , Olafimihan T 4 , Reiss H 4 , Upchurch-Poole TL 11 , Wei Y 12 , Linenberger Cortes KJ 13 , Moore VDG 14 , Dries DR 15

Affiliations 

  • 1 Biochemistry and Molecular Biology Department, University of Massachusetts Amherst, Amherst, Massachusetts, USA
  • 2 Department of Biochemistry, Virginia Polytechnic Institute & State University, Blacksburg, Virginia, USA
  • 3 Research and Evaluation, Custom EduEval LLC, Austin, Texas, USA
  • 4 Education, Professional Development and Outreach, American Society for Biochemistry and Molecular Biology, Rockville, Maryland, USA
  • 5 Department of Natural Sciences, University of Maryland Eastern Shore, Princess Anne, Maryland, USA
  • 6 Department of Chemistry and Biochemistry, Montclair State University, Montclair, New Jersey, USA
  • 7 Department of Chemistry and Biochemistry, La Sierra University, Riverside, USA
  • 8 Department of Chemistry, North Carolina Agricultural and Technical State University, Greensboro, North Carolina, USA
  • 9 Department of Preclinical Science, Universiti Tunku Abdul Rahman - Kampus Bandar Sungai Long, Kajang, Malaysia
  • 10 Department of Chemistry, Seattle University, Seattle, Washington, USA
  • 11 Department of Psychology, Juniata College, Huntingdon, Pennsylvania, USA
  • 12 Department of Chemistry, New Jersey City University, Jersey City, New Jersey, USA
  • 13 Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, Georgia, USA
  • 14 Department of Chemistry, Elon University, Elon, North Carolina, USA
  • 15 Department of Chemistry & Biochemistry, Juniata College, Huntingdon, Pennsylvania, USA
Biochem Mol Biol Educ, 2024;52(1):58-69.
PMID: 37815098 DOI: 10.1002/bmb.21789

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.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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