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About the Book

Foundations of Biochemistry takes advantage of the proven results of Process Oriented Guided Inquiry Learning, and is authored by educators who have tremendous practical experience not only within their fields but also in using POGIL within their classrooms. Exemplifying many of the best practices in science education, students are encouraged to explore the synergy of working, learning, and thinking together in groups, even as they apply textbook knowledge to real-world situations and begin to explore current biochemistry scholarship and research available online.

Contents

Authors

Thank you for your interest in our book of POGIL activities for the biochemistry classroom! Over the past decade, we have worked with hundreds of educators around the globe to support them in successful implementation of student-centered teaching practices in biochemistry. We know from personal experience that making instructional changes can be challenging and that there is no one-size-fits-all model. We hope our new system for creating custom electronic workbooks will empower you to make the changes that work in your classroom with your students. Please feel free to contact us at any point in the planning and teaching processes – you are not alone in this endeavor. We are happy to offer perspectives on selecting activities, integrating activities into your existing curriculum, revising your syllabus, trouble-shooting teaching challenges, and more.


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Jenny Loertscher, PhD

Ph.D. in Environmental Toxicology (University of Wisconsin)

Dr. Loertscher is focused on research to understand and improve student learning in undergraduate chemistry and biochemistry. Her research in this area focuses on the ways in which faculty classroom practices influence students’ understanding of foundational concepts and their ability to develop transferable skills like teamwork and analysis of complex problems.

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Vicky Minderhout, PhD

Ph.D. in Chemistry/Biochemistry (Northwestern University)

Dr. Minderhout works with a community of biochemists, biologists, and chemists to identify concepts that are critical for learning in biochemistry. They design instructional strategies to target these concepts, measure changes in student learning and disseminate classroom strategies and assessment tools. She hopes to develop tools which can reliably and validly measure student learning.

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Kate Frato, PhD

Ph.D. in Molecular Biophysics (Johns Hopkins University)

Dr. Frato is deeply interested in interdisciplinary research at the interface of biology, chemistry, and physics. Her group uses a combination of bioinorganic chemistry and biophysical methods to investigate the substrates, mechanisms, and biological roles of heme peroxidases, which may be involved in templating the silica frustule, a species-specific cell wall structure.

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This material is based upon work supported by the National Science Foundation under Grants no. 0717392 & 1224848.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundations (NSF).

 

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