Integrated 1st Year Biological Sciences and General Chemistry

ISLL Philosophy: We steadfastly believe that the dynamic, active, and engaging learning environment we promote in ISLL enables students’ gain of applied knowledge and transferable skills that are critical for 21st century STEM majors.

Jackie Fajardo, Department of Chemistry and Biochemistry, University of Delaware

Problem-Based Learning (PBL) in Brazilian Music Teacher Training

We have developed this proposal in view of a recent decision by the Brazilian government (Act 13.278) of implementing Music Education (Music
Appreciation) in grade schools throughout all its commonwealth.  It is our main goal to promote comparable real-life situations as part of
teacher’s training, as they face this new challenge. We believe PBL is capable of providing the necessary tools to effectively train new these new teachers.

 Matheus Henrique da Fonsêca Barros International Visiting Scholar – Dept. of Music – UD Instituto Federal do Serto Pernambucano – Brasil

Welcoming reception and poster session

Date: Wednesday, January 9, 2019
Time: 5:00-7:00 p.m.
Location: Faculty Commons, 116 Pearson Hall

Full list of poster presentations to be announced.

Poster presentations from participants and facilitators will be available during the opening reception.

Lectureless Biochemistry: 19 Years of Total PBL in Majors Introductory Biochemistry

A series of 8 to 10 classic research articles on hemoglobin and sickle cell anemia, presented in historical order, introduce sophomore biochemistry majors to the discipline.  Each article constitutes a rich multidisciplinary problem-based learning (PBL) “problem” from which students identify and pursue those topics they need to learn or review in order to understand the article (learning issues).  Most class periods in this PBL format are devoted to discussions of various learning issues within permanent groups of 3 or 4 students facilitated by a tutor who has previously taken the course.  Brief descriptions of the historical context of each article and follow-up lists of instructor-generated learning issues provide the intellectual continuity and assure that students address the major conceptual issues.  These issues include topics relating to ethics in the conduct of science, philosophy of science, and experimental design in addition to issues of biochemical content, biography, and history. The course incorporates many of the elements identified as important for transforming undergraduate science education in BIO 2010. Examples of classroom activities and long-term student course assessments will be presented. Supported in part by HHMI, NSF, Pew Charitable Trust, and FIPSE. Course web-site:

Harold B. White, Department of Chemistry and Biochemistry, University of Delaware