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This conference is managed by the American Society for Microbiology

Reading Reflections

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1. Project Course

My project course will be a 200 level 4 credit microbiology (BIO225) lecture part of the course. This course is offered at our college with the prerequisites of either BIO210 (Anatomy and Physiology 1) or BIO 101 (Introductory Biology). Most of the student either pursue their careers in allied health or transfer to four year colleges.

2.    2. What constraints influence how you teach this course?  (e.g., large class size, laboratory format, non-majors)  

The BIO225 Microbiology offered at the Trident Technical College is an intense course and the most challenging part of the course is to cover the whole syllabus in time. Most of the time the general student complains is; there is too much material to cover in a 14 week spring or fall and 10 week summer semester.  To finish the course content within the specified time, I feel that I am often rushing through the material which needed to be explained with more time. Now our college will adopt a compressed seven and half week semester starting fall of 2014. The contact hour with the students will remain the same as the 14 week course but still the amount of material may be overwhelming to the students and a three hour class in a traditional lecture format may be ineffective due to the lack of attention span. 


3. What do you hope the students will learn in your course? 

The 200 level microbiology course offered at our college prepare the students for either transferring to a four year college or pursue careers in allied health sciences. I want to make sure that the students should be adequately prepared for that. In this residency my Colleague Dr. Maureen Whitehurst will be working on reviewing the course content to reach this goal and omit some of the content if necessary to reduce the student and teaching burden without compromising the quality of the course as per the ASM guidelines and objectives. 



4.   4.  How do you determine whether students have achieved the learning you describe in question #3? 

We are planning to learn the student success by comparing the traditional 14 week courses with short 10 week summer courses or future fast forward courses(seven and half week) in the spring of 2014 before our college adopt the seven and half week compressed course format. Our institute already does have a research division and they will help us to measure the student learning and compare the date among these courses.  


5.   5.  Provide a list of 3–4 specific assessment strategies you are most interested in exploring during the Assessment Institute? 


i)             I am proposing a modified course delivery for the compressed semester. The students will meet for a three hour class and I would like to make a video lecture of each chapter for whole course content available. The students will be required to watch the video online through “Desire 2 Learn” (D2L) course management software. Then the students will be required to take an online quiz prior to come to the class. The scores of these quizzes will be compared to the in class quizzes offered in the mixed mode online courses offered by the college where the students read and learn the chapters on their own. 

ii)            In the compressed format, the instructors will spend one hour in lecture to explain the selected topics (difficult concepts) 

iii)           The second hour of the class the students will do group assignments to grasp the concepts of the chapter and practical applications relevant to the chapter content. The participation and assignment in group will be evaluated and I would like to explore the strategy that how we can measure the student learning/working in groups. 

iv)           In the last hour of the course the students will read the chapter material, review the content and ask for any specific questions in an interactive manner followed by a detailed quiz to finish the chapter. We will compare this quiz grades with traditional quiz grades from the 14 week traditional courses. 

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