Microbiology education最新文献

{"title":"Promoting student involvement with environmental laboratory experiments in a general microbiology course.","authors":"Loretta Brancaccio Taras","doi":"10.1128/me.4.1.23-29.2003","DOIUrl":"https://doi.org/10.1128/me.4.1.23-29.2003","url":null,"abstract":"<p><p>This is a descriptive study of a series of laboratory exercises on environmental microbiology carried out by students in a general microbiology course during eight of the twelve weeks of the semester. The revised laboratory component is predicated upon seawater and sediment samples collected by student pairs using marine sampling equipment on a field trip aboard a research vessel. Two longitudinal studies were performed: assay for antibiotic production from isolated actinomycetes and construction and observation of Winogradsky columns. Two additional experiments: culturing microalgae and water testing for coliforms also used the samples collected by the students. The advantages of long-term, challenging laboratory experiences actively involving the students in group process, self-direction, and scientific practices are discussed. Also considered are development of laboratory skills, scientific competencies, and students' self-confidence in carrying out such environmental investigations. Plans for future assessment of student learning are presented.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 ","pages":"23-9"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633125/pdf/jmbe-4-1-23.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the primary literature in an allied health microbiology course.","authors":"D. Breakwell","doi":"10.1128/JMBE.V4I1.71","DOIUrl":"https://doi.org/10.1128/JMBE.V4I1.71","url":null,"abstract":"A strategy was adapted for using the primary literature to foster active learning in an allied health microbiology course. Recent journal articles were selected that underscored the fundamental microbiological principles to be learned in each course unit. At the beginning of the semester, students were taught the relationship between the layout of scientific articles and the scientific method. During the rest of the semester, students were oriented to the topic of each paper by viewing videos from Unseen Life on Earth: an Introduction to Microbiology, reading assigned pages from the text, and participating in mini-lectures and discussions. After all preparatory material was completed, a paper was read and discussed in small groups and as a class. Students were assessed using daily reading quizzes and end-of-unit concept quizzes. While reading quizzes averaged approximately 93%, concept quiz grades averaged approximately 82%. Student recognition of the terms used in each unit's scientific article was assessed with pre-read and post-read wordlists. For the self-assessment, the percent change between pre-read and post-read word cognition was, as expected, highly significant. Approximately 80% of students agreed that reading the scientific articles was a valuable part of the class and that it provided meaning to their study of microbiology. Using the primary scientific literature facilitated active learning in and out of the classroom. This study showed that introducing the scientific literature in an allied health microbiology class can be an effective way of teaching microbiology by providing meaning through the current literature and understanding of the scientific method.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 1","pages":"30-8"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of an applied microbiology course specifically designed for chemical engineering majors.","authors":"Gregory B Hecht,&nbsp;Patricia Mosto,&nbsp;C Stewart Slater","doi":"10.1128/me.4.1.13-22.2003","DOIUrl":"https://doi.org/10.1128/me.4.1.13-22.2003","url":null,"abstract":"<p><p>In recent years, the disciplines of microbiology and chemical engineering have developed an increasing convergence. To meet the needs of their future employers, today's chemical engineering students must receive some background in microbiology. This report describes the development and content of \"Biological Systems and Applications,\" a novel course specifically designed to provide basic biology and applied microbiology knowledge, skills, and experience to sophomore chemical engineering majors. Data collected from entrance and exit surveys of the students demonstrated that the course is successful. The importance of the \"project-base\" learning technique and of interdisciplinary faculty-student and faculty-faculty collaborations are proposed as elements essential to the success of this particular course.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 ","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633126/pdf/jmbe-4-1-13.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course.","authors":"Michael J McInerney,&nbsp;L Dee Fink","doi":"10.1128/me.4.1.3-12.2003","DOIUrl":"https://doi.org/10.1128/me.4.1.3-12.2003","url":null,"abstract":"<p><p>We used team-based learning to improve comprehension and critical thinking of students in an undergraduate microbial metabolism-physiology course. The course used well-known bacterial pathways to highlight themes of energy conservation and biodegradation. Prior to the introduction of team-based learning, student recall of this information was poor and students had difficulty extrapolating information to new organisms. Initially, individual and group quizzes were added to promote problem-solving and critical-thinking skills. This significantly improved student attitudes about the amount of information they learned and whether the instructor promoted critical thinking. However, retention of the material as judged by final examination scores was still poor. In the next year, two challenging projects were added to the course to complement the above themes: (i) postulating a pathway for the metabolism of a substrate by a bacterium, and (ii) modifying the current model for anaerobic sulfate reduction by incorporating recent genetic information. The inclusion of the team projects significantly improved final examination scores compared to the previous year without team projects. Overall, team-based learning with challenging projects improved the students' comprehension and retention of information, critical thinking, and attitudes about the course and focused student-instructor interactions on learning rather than grades.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 ","pages":"3-12"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633123/pdf/jmbe-4-1-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of an applied microbiology course specifically designed for chemical engineering majors.","authors":"G. B. Hecht, P. Mosto, C. Slater","doi":"10.1128/JMBE.V4I1.69","DOIUrl":"https://doi.org/10.1128/JMBE.V4I1.69","url":null,"abstract":"In recent years, the disciplines of microbiology and chemical engineering have developed an increasing convergence. To meet the needs of their future employers, today's chemical engineering students must receive some background in microbiology. This report describes the development and content of \"Biological Systems and Applications,\" a novel course specifically designed to provide basic biology and applied microbiology knowledge, skills, and experience to sophomore chemical engineering majors. Data collected from entrance and exit surveys of the students demonstrated that the course is successful. The importance of the \"project-base\" learning technique and of interdisciplinary faculty-student and faculty-faculty collaborations are proposed as elements essential to the success of this particular course.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting student involvement with environmental laboratory experiments in a general microbiology course.","authors":"L. Taras","doi":"10.1128/JMBE.V4I1.70","DOIUrl":"https://doi.org/10.1128/JMBE.V4I1.70","url":null,"abstract":"This is a descriptive study of a series of laboratory exercises on environmental microbiology carried out by students in a general microbiology course during eight of the twelve weeks of the semester. The revised laboratory component is predicated upon seawater and sediment samples collected by student pairs using marine sampling equipment on a field trip aboard a research vessel. Two longitudinal studies were performed: assay for antibiotic production from isolated actinomycetes and construction and observation of Winogradsky columns. Two additional experiments: culturing microalgae and water testing for coliforms also used the samples collected by the students. The advantages of long-term, challenging laboratory experiences actively involving the students in group process, self-direction, and scientific practices are discussed. Also considered are development of laboratory skills, scientific competencies, and students' self-confidence in carrying out such environmental investigations. Plans for future assessment of student learning are presented.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 1","pages":"23-9"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course.","authors":"Michael McInerney, L. Fink","doi":"10.1128/JMBE.V4I1.68","DOIUrl":"https://doi.org/10.1128/JMBE.V4I1.68","url":null,"abstract":"We used team-based learning to improve comprehension and critical thinking of students in an undergraduate microbial metabolism-physiology course. The course used well-known bacterial pathways to highlight themes of energy conservation and biodegradation. Prior to the introduction of team-based learning, student recall of this information was poor and students had difficulty extrapolating information to new organisms. Initially, individual and group quizzes were added to promote problem-solving and critical-thinking skills. This significantly improved student attitudes about the amount of information they learned and whether the instructor promoted critical thinking. However, retention of the material as judged by final examination scores was still poor. In the next year, two challenging projects were added to the course to complement the above themes: (i) postulating a pathway for the metabolism of a substrate by a bacterium, and (ii) modifying the current model for anaerobic sulfate reduction by incorporating recent genetic information. The inclusion of the team projects significantly improved final examination scores compared to the previous year without team projects. Overall, team-based learning with challenging projects improved the students' comprehension and retention of information, critical thinking, and attitudes about the course and focused student-instructor interactions on learning rather than grades.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"4 1","pages":"3-12"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bacterial Diversity Studies Using the 16S rRNA Gene Provide a Powerful Research-Based Curriculum for Molecular Biology Laboratory.","authors":"S. Boomer, Daniel P. Lodge, B. Dutton","doi":"10.1128/154288102X14285807655107","DOIUrl":"https://doi.org/10.1128/154288102X14285807655107","url":null,"abstract":"We have developed a ten-week curriculum for molecular biology that uses 16S ribosomal RNA genes to characterize and compare novel bacteria from hot spring communities in Yellowstone National Park. The 16S rRNA approach bypasses selective culture-based methods. Our molecular biology course offered the opportunity for students to learn broadly applicable methods while contributing to a long-term research project. Specifically, students isolated and characterized clones that contained novel 16S rRNA inserts using restriction enzyme, DNA sequencing, and computer-based phylogenetic methods. In both classes, students retrieved novel bacterial 16S rRNA genes, several of which were most similar to Green Nonsulfur bacterial isolates. During class, we evaluated student performance and mastery of skills and concepts using quizzes, formal lab notebooks, and a broad project assignment. For this report, we also assessed student performance alongside data quality and discussed the significance, our goal being to improve both research and teaching methods.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"3 1","pages":"18-25"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1128/154288102X14285807655107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63765766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An activity-based format increased student retention in a community college microbiology course.","authors":"Mary F Lux","doi":"10.1128/me.3.1.7-11.2002","DOIUrl":"https://doi.org/10.1128/me.3.1.7-11.2002","url":null,"abstract":"<p><p>Microbiology is offered each semester at the Allied Health Campus of Pearl River Community College. The evening course meets weekly for 16 sessions from 5 p.m. to 10 p.m. Most students enrolled in the course are in one of the seven associate degree allied health programs on the allied health campus. Among the challenges of teaching a course in this situation is retention of enrolled students. Although the course is required for most of the allied health programs on the campus, many students enrolled, attended class for a few weeks, and withdrew from the course. During the 1998-1999 school year the retention rates for students enrolled in the night microbiology classes for Fall and Spring semesters were 52% and 47%, respectively. The format for the 1998-1999 academic year was a conventional course with 2½ hours of lecture material followed by 2 hours of laboratory. Little or no effort was made to correlate laboratory and lecture topics. The course format for Fall 1999 was modified to (i) provide the laboratory component at the beginning of the time slot, (ii) tailor the lecture topics to relate to the laboratory component each night, and (iii) add an outside reading component. The laboratory served as an introduction to the lecture topic, and the lecture became more significant since it related directly to the laboratory experience. Following this format change the retention rate for the Fall 1999 semester increased to 80%.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"3 ","pages":"7-11"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633118/pdf/jmbe-3-1-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a microbiology course for diverse majors; longitudinal survey of the use of various active, problem-based learning assignments.","authors":"Diana R Cundell","doi":"10.1128/me.3.1.12-17.2002","DOIUrl":"https://doi.org/10.1128/me.3.1.12-17.2002","url":null,"abstract":"<p><p>Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant). Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students' perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%), in keeping with the target audience, and their perception of the course's challenge level was significantly higher (p < 0.03, 8.7) than their junior and senior counterparts (7.9). Students rated the most useful learning tools as case history studies (9.4) and the class debate (9.1), with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students' perceptions of the importance of the course (p < 0.03).</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"3 ","pages":"12-7"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633121/pdf/jmbe-3-1-12.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}