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This conference is managed by the American Society for Microbiology

Day 1 Learning objectives

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Learning Objectives Worksheet

For which course or course unit will you write specific learning objectives? BIO 325 Microbiology Students include science majors, pre-nursing, and dietetics students


BIG Dream Learning Goals:
A year (or more) after this course is over, I want and hope students will:

Be better critical thinkers
Be capable of complex problem solving
Master the basic concepts of microbiology
    Cell structure and function
    Metabolic pathways
    Information flow and genetics
    Microbial systems
    Impact of microbes
    Scientific thinking
    Microbiology lab skills

Measurable Learning Objectives:

UNIT 2: CENTRAL DOGMA (five lectures, listed separately below)

Students can demonstrate the central dogma of biology as a system of information transfer
Students can predict how genes, gene products, and the environment interact
Students can compare and contrast the mechanisms of evolution working in microbes and in other forms of life
Students can design experiments to answer questions about genes, gene expression, and gene regulation using biotechnology techniques

Lecture 6: Genomes and chromosomes

Students can describe DNA
•    Functionally
•    Structurally
Students can describe DNA replication in bacteria
Students can describe genomes
Students can explain DNA sequencing

Lecture 7:Transcription and translation

Students can describe transcription
Students can describe translation
Students can explain where proteins go
Students can describe bioinformatics

Lecture 8: Bacterial genetics

Students can describe gene transfers
Students can describe mutations
Students can explain genome evolution

Lecture 9: Gene regulation

Students can describe how gene expression is regulated
Students can explain why gene expression is regulated
Students can describe genomics and proteomics

Lecture 10: Biotechnology

Students can describe the different techniques of biotechnology
Student can describe the different applications of biotechnology
Students can use the techniques for the applications on given problems



Over the course of the day, we were introduced to the Biology Scholars Program especially in terms of how the three residency programs are intended to function.  As members of the Assessment residency, we are learning the skills of building a course using learning objectives that are measurable and (hopefully) assessing what the student is learning.  In the future, research and transition residencies may help in disseminating successful ideas we develop to the broader educational community.


I have read some of the education research literature and attended workshops (ex. POGIL) in the past, and even attended the TRUSE conference earlier this summer, so this area is something I have been interesting in for some time.  I have attempted to implement the ideas I found in these places in my classes.  I have written learning objectives and various kinds of assessment instruments and rubrics, but I still see disconnects between them.  My students express their frustration between what they "know" and what I "want".   After consulting with various people, I have confidence that my learning objectives (now better articulated at the unit level) are appropriate and assessable.  I'm sure I will be revising these objectives, but I feel I am starting in a good place.  I look forward to tomorrow where we will discuss learning activities and various assessment types.  I want to make the appropriate connections between content, concepts, skills, activities, and assessments to most effectively allow my students to succeed.

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