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Learning Objectives Worksheet

 

For which course or course unit will you write specific learning objectives?

 

 

Molecular Basis of Human Disease, 300+ students class for biology seniors


BIG Dream Learning Goals:

A year (or more) after this course is over, I want and hope students will:

 

Goal 1. Knowledge and comprehension levels: understand the basics of signaling pathways and how they regulate gene expression.

 

        Goal 2. Knowledge, comprehension, and application: using model organisms and tissue cell cultures to understand human diseases and develop therapies to treat them

 

Goal 3. Be able to assess the current state of the knowledge about the molecular mechanism of a disease:

i. Conduct an informed literature search:

a.     Know how to conduct literature search in PubMed

b.     Differentiate between primary and secondary literature (it would be great if these skills will be introduced in freshmen, sophomore, or junior year – will require coordination with other instructors)

c.     Differentiate (Evaluate the quality of scientific journals?) between more and less reputable scientific journals

ii.     Analyzing a research article:

a.     Know the structure of scientific article, what is the function of its different parts

b.     Be able to read the scientific language, identify the important terminology, proactively figure out the meaning of unfamiliar terminology

Analyzing the experiments:

c.     Identify a hypothesis/scientific question an experiment aims to answer

d.     Identify the controls and what specific why these controls are used (what do they control for)

e.     Understand why a particular method was used to answer this experimental question

f.      Be able to analyze and describe the experimental results

g.     Be able to draw immediate conclusions from the results: did the experiment answer the question it aimed to answer?

h.     Understand how authors overall conclusions (stated in the Discussion part of the paper) relate to the experimental results

Goal 4. Be able to formulate a hypothesis about molecular mechanism underlying a disease or a treatment.

Goal 5. Be able to design an experiment to test this hypothesis and predict which experimental outcomes will support or refute the hypothesis

 


 

 


Measurable Learning Objectives:

For one unit of the course: Achondroplasia, a dominantly inherited human disease

 

Goal 1. Knowledge and comprehension: understand the process of growth of long bones, the role of chondrocytes in the growth process

       Knowledge and comprehension Understand the principles (mechanism?) of Receptor tyrosine kinase signaling and how it affects the expression of target genes in chondrocytes, as well as how this expression affects chondrocyte proliferation.

Application: be able to predict what happens if one of the components of the FGFR3 RTK signaling pathway is acting abnormally, at the molecular level and at the level of chondrocyte proliferation and long bones growth.

 

Goal 2. Knowledge, comprehension, and application: understand how gene targeting in mice is used to understand the effects of mutation in FGFR3 receptor tyrosine kinase.

Subtopics:

a.     understand how gene targeting works

b.     differentiate between knock-out and knock-in, their uses (comprehension)

c.     be able to generate a scheme of a targeting construct that can be used to generate a knock-out or knock-in mouse model (application)

d.     understand the use of marker genes to identify a specific subtype of cells (e.g., proliferating chondrocytes) (comprehension)

 

Goal 3 will require an incremental approach. In the first unit, not all of the learning objectives below will be practiced.

The students should be able to:

a.                   Using PubMed, find recent articles relevant to the molecular mechanism of a particular disease (application)

b.                   Identify one review and one biological research article. Distinguish between peer-reviewed and non-peer-reviewed articles or publications (application, understanding)

c.                    Select papers from reputable journals (application)

d.                   Identify whether a paper given to them (a primary research paper on the mouse model for Achondroplasia) is a primary or secondary literature.

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Learning Objectives Worksheet

 

For which course or course unit will you write specific learning objectives?

 

 

Molecular Basis of Human Disease, 300+ students class for biology seniors


BIG Dream Learning Goals:

A year (or more) after this course is over, I want and hope students will:

 

Goal 1. Knowledge and comprehension levels: understand the basics of signaling pathways and how they regulate gene expression.

 

        Goal 2. Knowledge, comprehension, and application: using model organisms and tissue cell cultures to understand human diseases and develop therapies to treat them

 

Goal 3. Be able to assess the current state of the knowledge about the molecular mechanism of a disease:

i. Conduct an informed literature search:

a.     Know how to conduct literature search in PubMed

b.     Differentiate between primary and secondary literature (it would be great if these skills will be introduced in freshmen, sophomore, or junior year – will require coordination with other instructors)

c.     Differentiate between more and less reputable scientific journals

ii.     Analyzing a research article:

a.     Know the structure of scientific article, what is the function of its different parts

b.     Be able to read the scientific language, identify the important terminology, proactively figure out the meaning of unfamiliar terminology

Analyzing the experiments:

c.     Identify a hypothesis/scientific question an experiment aims to answer

d.     Identify the controls and what specific why these controls are used (what do they control for)

e.     Understand why a particular method was used to answer this experimental question

f.      Be able to analyze and describe the experimental results

g.     Be able to draw immediate conclusions from the results: did the experiment answer the question it aimed to answer?

h.     Understand how authors overall conclusions (stated in the Discussion part of the paper) relate to the experimental results

Goal 4. Be able to formulate a hypothesis about molecular mechanism underlying a disease or a treatment.

Goal 5. Be able to design an experiment to test this hypothesis and predict which experimental outcomes will support or refute the hypothesis

 


 

 

 

 

 

Measurable Learning Objectives:

For one unit of the course: Achondroplasia, a dominantly inherited human disease

 

Goal 1. Knowledge and comprehension: understand the process of growth of long bones, the role of chondrocytes in the growth process

       Knowledge and comprehension Understand the principles of Receptor tyrosine kinase signaling and how it affects the expression of target genes in chondrocytes, as well as how this expression affects chondrocyte proliferation.

Application: be able to predict what happens if one of the components of the FGFR3 RTK signaling pathway is acting abnormally, at the molecular level and at the level of chondrocyte proliferation and long bones growth.

 

Goal 2. Knowledge, comprehension, and application: understand how gene targeting in mice is used to understand the effects of mutation in FGFR3 receptor tyrosine kinase.

Subtopics:

a.     understand how gene targeting works

b.     differentiate between knock-out and knock-in, their uses (comprehension)

c.     be able to generate a scheme of a targeting construct that can be used to generate a knock-out or knock-in mouse model (application)

d.     understand the use of marker genes to identify a specific subtype of cells (e.g., proliferating chondrocytes) (comprehension)

 

Goal 3 will require an incremental approach. In the first unit, not all of the learning objectives below will be practiced.

The students should be able to:

a.                   Using PubMed, find recent articles relevant to the molecular mechanism of a particular disease (application)

b.                   Identify one review and one biological research article. Distinguish between peer-reviewed and non-peer-reviewed articles or publications (application, understanding)

c.                    Select papers from reputable journals (application)

d.                   Identify whether a paper given to them (a primary research paper on the mouse model for Achondroplasia) is a primary or secondary literature.

Based on this article:

a.     Identify which parts of the paper will contain a background information, experimental details, etc.

b.     Identify the key terms and be able to find the meaning of the unknown terms in textbooks and online resources

When provided with a figure from the Achondroplasia paper (plus the experimental details that can’t be deduced from the figure, but not the text of the article), be able to

b. Identify the specific experimental question asked in (selected) figures from the paper.

d. Be able to identify the controls and why these controls are used (what do they control for?)

e. Be able to analyze and describe the experimental results

f. Be able to draw immediate conclusions from the results: did the experiment answer the question it aimed to answer?

g. identify key conclusions and identify the experimental data that allowed the authors to reach these conclusions.

h. Evaluate the validity of authors conclusions

Ella, if you show your students a figure from the paper that they have already discussed in class (have they discussed it?) that this will be testing whether they remember what the figure is about (remembering), not of their ability to figure out what the figure is showing them de novo (analyzing)? I guess I'm unsure about how this whole exercise will be conducted in your class. Will the students discuss the paper before you expect them to be able to meet these learning objectives, or do you expect them to be able to meet these learning objectives on any figure from any paper that they read? 

Based on this article:

a.     Identify which parts of the paper will contain a background information, experimental details, etc.

b.     Identify the key terms and be able to find the meaning of the unknown terms in textbooks and online resources

When provided with a figure from the Achondroplasia paper (plus the experimental details that can’t be deduced from the figure, but not the text of the article), be able to

b. Identify the specific experimental question asked in (selected) figures from the paper.

d. Be able to identify the controls and why these controls are used (what do they control for?)

e. Be able to analyze and describe the experimental results

f. Be able to draw immediate conclusions from the results: did the experiment answer the question it aimed to answer?

g. identify key conclusions and identify the experimental data that allowed the authors to reach these conclusions.

h. Evaluate the validity of authors conclusions

 

 

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