This paper discusses the redesign of a remote bioscientific vocabulary course aimed at increasing student engagement, enhancing learning outcomes, and improving accessibility. The previous design, which relied heavily on timed exams and memorization, created stress and limited deeper understanding. The new approach uses a project-based assessment model, where students complete take-home assignments that allow them to apply vocabulary in real-world contexts.

The course is centered around four thematic projects which are designed to help students practice vocabulary within four specific scientific disciplines. Each project consists of vocabulary questions and open-ended research questions that prompt students to explore the material further. This project-based approach can support independent learning and self-directed growth in a remote course structure. Two take-home "exams" assess students' ability to synthesize their learning and offer further opportunity to connect the projects with the course content.

To help reinforce vocabulary acquisition, short weekly checkpoints are introduced as low-stakes assessments. These checkpoints help students track their progress without the pressure of high-stakes exams. Weekly learning reflections provide an opportunity for students to clarify confusions and respond to open-ended questions about the week’s material. These questions prepare students for open-ended research questions in the projects and the reflective questions on the exams.

The redesigned course also adopts a free, open-source textbook, which improves accessibility and affordability. The textbook not only covers bioscientific vocabulary but also teaches the history of science, giving students a broader context for the vocabulary they are learning. The textbook emphasizes decolonizing narratives of scientific history while acknowledging the Greek and Latin origins for much of bioscientific vocabulary. This historical perspective helps students understand the evolution of scientific concepts, making the vocabulary more meaningful and easier to retain.

The course redesign reflects a shift toward a more dynamic, student-centered learning experience. By focusing on projects, reflection, and consistent practice, the course aims to empower students to take ownership of their learning while navigating the challenges of remote education. Ultimately, the goal is to not only help students master bioscientific vocabulary but to equip them with the skills and confidence to apply their learning in real-world contexts.

Keywords: Distance learning, Project-based learning, Bioscientific vocabulary, Scientific history, Undergraduate education, Online assessments, Open educational resources.