I attended the ASMCUE conference in N Bethesda, MD in July. Below are some of the notes that I look at the sessions I attended. This meeting great for those wanting to learn about new teaching strategies. Though its an ASM meeting, the materials can be applied to many different science classes, not just microbiology. I got a lot of great ideas, below are just a few.
The opening keynote speaker was Eric Brown talking about FDA Food Safety
Genomics in food safety. Now use whole genome to trace food borne illness; have a library of reference sequences; this is a world-wide effort to input sequences and track illnesses; tomato debacle of 2009? Was actually traced back to Mexican peppers. Salmonella and listeria are the biggest problems; global micro identifier g-m-i.org genome trakr
Can also technology to identify antibiotic resistance
Career specialties will be in bioinformatics
Re-emphasizing the 3 'Rs' in a Microbiology Classroom using a Discussion on Antimicrobial Resistance
Lalitha Ramamoorthy, Marian University
There are fundamental deficiencies that are not going away—we are not going to change the students we’re getting so we need to teach who we have in our classrooms. These deficiencies affect retention and graduation rates, therefore she reinforces the skills throughout the course, not just one time.
Reading comprehension-annotate course readings; literature reviews
Analytical- data analysis, read scientific literature
Writing-chapter outlines; summarize a research article and use of case studies
Practice to paraphrase, develop outlines, do visual representation; teaches them about literature reviews and databases available, how to reference articles and use reference managers; read reviews, primary and secondary resources and analyze the credibility of the sources.
Analyze data through literature review and case studies—interpret data, evaluate the evidence and draw evidence-based conclusions.
Teaching with the ASM Curriculum Guidelines for Undergraduate Microbiology: Using Backwards Design
Sue Merkel, Cornell University
Rachel Horak,American Society for Microbiology
Vision and change: scientific knowledge is better than knowing facts
ASM thinking skills and core concepts
Set goals, evidence for assessment and feedback, figure out what students need to know; choose topics and design course based on what you want them to be able to do; focus the learning for enduring understanding using frequent feedback and doing higher order thinking levels
Enduring understanding—prioritize outcomes for studying; why are they important? Come back to the same concepts over and over
Worth being familiar with
Assessment Made Easy: Writing Learning Outcomes, Boots Quimby,University of Maryland
Tell students what to expect them to demonstrate at the end, represent something you can observe and assess
Stem Student will
Action verbs Calculate
Actual product, process outcome the resolution of an objective
Find verbs in Bloom’s taxonomy—have a table handy when writing LO; what level do you want them to know; make sure you can assess the outcome—understand and appreciate are BIG Nos
Students will be able to draw/label the diagram of DNA replication
Scientific Literacy: Teaching Biology Majors to Read, Paraphrase and Cite Scientific Literature; Melissa Zwick and Karen York, Stockton University LOOK AT NOTES TAKEN there is a book to use as an example in scientific writing
Practice with students 2-3 times; give them examples of plagiarism and good citations; help them practice they will start to recognize it themselves, peer teach
Making the Case: What Matters for Case Study Development? Ally Hunter, UMass Amherst
Summarize the known and unknown
Thoroughly answer the question
Derek Weber—Learning catalytics—it has lots of choices in the types of questions you can ask (higher or lower level ?s)
Retrieval practice is critical; if you want to learn, quit studying and take a test; peer discussions are important
What do I want to achieve with my students? Organize week based on Bloom’s taxonomy
Tuesday—active learning (speak the language and apply it)
Wednesday review; retrieve;
Thursday- case study
Tuesday-active learning, gaming and learning
Lab Notebook reflection questions to know what is in the notebook.
Use notes to tell difference between pro and eukaryotic cell. Reinforce what should be in notebook, make it relevant, need good information to pass on to instructor, lazy about making observations won’t have good information or numbers if only did part of lab or let partner write it down.
Reflection is done in the lab first few minutes; what skill is improved most? Gram stain, 5-6/semester; daily when first start so they get early idea of what should happen.
What did you learn in the course? Points at end for better reflection
Doesn’t grade lab notebooks any more
PARE-Ruth Plymale Ouachita Baptist Univ KS
Handout has extra information about how she implemented with more background on making dilutions.
Make videos available to HS students
Pamela Marshall email for powerpoints to the hands-on activity of central dogma
Blogging Amy Hollander, southern LA to increase science literacy
Need to be able to read science and communicate it to the community not necessarily write a research paper; sign up for a week that they will blog; article, who were the authors, what did they do, relates to what are covering in class; the blog is public; must cite the paper, can use youtube, ect, they much cite and use captions; comprehend a primary source and tell it to the public; students are graded on writing and must refer to 2 others and respond; have occasional quiz/test questions; would like to be able to assess but hasn’t done it yet
Have class Tuesday and due by Sunday and grade right away
Does lab blog too
Rubistar a rubric building tool online
Knowledge sharing about medical viruses, handout at ASMCUE
Did traditional lecture but wasn’t really working; so added activity of taking information to the community 21st century skills; team work social skill and ?
Students engage and apply knowledge—preparedness; chatting using blog; freely form a group (mixed gender); Plan before approval what topic? Misconception? Problem? Target group? Why? Get approved: everyone on team participates, work together creatively; feedback important (uncommon in Thailand); students take turns presenting to communities; observer from other groups as well as teacher; any style 15-20 minutes presentation, usually video, use assessment to know how well they did; student feedback is very positive, especially about being able to do things they didn’t think they could do and could apply knowledge to help in society; gets students out of comfort zone
Where? Temple to talk about shingles;
“Science is not in the learning but in giving back to mankind” not sure who said this
Modes of inquiry based learning in a lab virus biotech course—NC State
Cell culture based course; frog virus 3 affects cold blood vertebrates so can use at room temp without CO2 incubator; 3 assays—plaque assay (give students unk conc of virus) not being told what conc, but have to figure it out for themselves—then let them use the sample at the value they calculated for PCR; qPCR—infect FHM cells with the virus and another cell line, their miscalculations may or may not affect the outcome students also get a subset of research samples (this gives them buy-in but can’t really be used for research); transduction assay—prepare dilution series for GFP baculovirus vector to sf9 cells (flow cytometry), students eval the infectivity of vector
Virus biotech-frog virus 3 gene function project; covered virus and viral replication process, research function of gene and what it is homologous to—propose function of gene based on evidence they have accumulated—not judged if right or wrong but on their logic (they present with poster, power point or research paper) Make sure scaffold with deadlines. Lit search and NCBI search are required.