Modified Moore Method for an Undergraduate Bioinformatics Survey Course

The Moore Method was originally developed by R.L. Moore to teach advanced mathematics in the college setting.  There have been many adaptations of the Moore Method, under the broad term Modified Moore Method (M³), which are now classified as a variant of inquiry based learning (IBL).  Despite the growing popularity of M³, it is rarely applied beyond mathematics.  At Iowa State University, we designed and taught an “Introduction to Bioinformatics” survey course using M³ for the first time during Fall semester 2015.  The class size was small (n=12), and students all had a background in the natural sciences, most in the biological sciences. Students had little to no formal training in computational sciences.  During the 16-week course, students learned to: 1) work on a remote Linux server, 2) read and write Python code, 3) tackle classic bioinformatics problems, and 4) solve current bioinformatics problems with available tools.  As with all M³ courses, learning objectives were met through carefully designed questions given to students prior to each class session.  Class sessions were completely led by students (i.e., reversed classroom) presenting solution to the assigned questions.  The application of M³ to our course has led to several desirable student outcomes: 1) engagement and ownership of the course material, 2) development of a strong sense of community, and 3) uniform learning outcomes.  One of the difficulties we experienced with applying M³ was the creation of the course material.  It was tough to create questions that were challenging enough without overwhelming the students.