Examining Curricular Trends in Introductory Biochemistry Courses at Large Universities

Abstract

Current conversations in chemical education highlight the importance of student‐centered learning approaches and the need to implement such learning approaches in college classrooms. However, commentary and other conversations continue to suggest traditional lectures are predominantly used to teach biochemistry. The goal of this study was to determine curricular trends within introductory biochemistry courses at R1 institutions of higher education. By determining the current state of biochemistry education, strategies can be developed to promote student‐centered learning strategies, particularly in large lecture courses common in biochemistry at the introductory level. The primary focus of this study was to identify common teaching and learning strategies presented in course syllabi. Introductory‐level biochemistry syllabi were collected from 42 R1 institutions. All syllabi were approved by the American Chemical Society (ACS) or counted towards an ACS‐approved degree/program. Syllabi were assessed on course delivery methods, pedagogical strategies used within the course, forms of formative and summative assessment, activities to establish real‐world connections, and major topics presented to students. The results indicate that most courses were presented in a traditional lecture format with few integrating student‐centered strategies such as peer‐led team instruction. Similarly, few syllabi described instructional scaffolds used to construct real‐life connections with biochemistry content. Topics most frequently addressed in the courses included fundamental building blocks, biopolymers, and supramolecular structures. Not surprising was the ubiquitous use of large lecture‐style courses. Lecture has long been shown to be an efficient method of instruction that promote memorization of facts rather than cultivating complex understandings essential in problem‐solving. Results presented demonstrate the need for student‐centered strategies in biochemistry at R1 universities to promote deeper learning, develop critical thinking and problem‐solving skills, and foster connections between content and real‐world applications students could face in their future careers.