ASM events
This conference is managed by the American Society for Microbiology
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Clark, I. E., Romero-Calderon, R., Olson, J.M., Jaworski, L., Lopatto, D., & Banerjee, U. (2009). “Deconstructing” Scientific Research: A Practical and Scalable Pedagogical Tool to Provide Evidence-Based Science Instruction. PLoS Biology, 12, e1000264.  

In this paper, students listen to a research seminar, which is also recorded.  Students then spent classtime ‘deconstructing’ the seminar over 5 weeks (10 contact hours), each week spent on 5-10 minutes of the talk.  Through this they learn about research, scientific inquiry, experimental procedures and how knowledge is formed.  They report large perceived learning gains. At the end they have a Q &A with the speaker and speakers report a greater perceived comprehension by the students than when they first gave the seminar. This technique has been used with iBioSeminars before, and can be a good model for a scalable active learning module based on an online seminar.  


Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D.K. (2010). “Learn before Lecture: A Strategy that Improves Learning Outcomes in  a Large Introductory Biology Class. CBE-LSE, 9, 473-481.  

By shifting some lecture material to be learned before classtime, and then using classtime for applying these concepts, these educators found that students increased their performance on questions that assessed that material on an exam.  This study helps illustrate that shifting content delivery to before class while actively engaging students to apply this knowledge in class can help students learn material. For example, the iBioSeminar can deliver the content before class, while students participate in discussions or activities in class that apply the content in a higher order cognitive manner. 


Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning. CBE-LSE, 8, 182-192. 

 In this study, one lecture/week in a three-lecture/week course was replaced with a peer-facilitated workshop where students participated in activities such as problem solving and evaluating case studies.  This format showed improvements in student learning, especially among female and URM students.  This study also illustrates the usefulness and benefits of group work in learning, which is a model we are using in the iBioSeminars flipped classroom approach. 


Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., & Yuan, R. (2005). Introductory Biology Courses: A Framework to Support Active Learning in Large Enrollment Introductory Science Courses. CBE, 4, 143-156. 

This study aims to use active learning in a large enrollment microbiology course. The educators achieve this by taking a team approach to teaching where each educator assumes a role and rotates through them.  They have extra material for engaging students online, such as powerpoints and extra lecture and lab materials, which the students responded positively to in an online environment.  This study shows that with coordination and thought, active learning can be brought to a large enrollment classroom.  One major criticism of active learning or a flipped classroom is that you cannot bring it to scale. This study shows great examples of how this can be achieved.  


Tanner, K. (2010). Order Matters: Using the 5E Model to Align Teaching with How People Learn. CBE-LSE, 9, 159-164. 

In this perspective, Kimberly Tanner describes the 5E model (engage, explore, explain, elaborate, evaluate) and gives strategies as how aligning this model with teaching and learning.  We modeled our flipped class using the 5E model, where the students engaged in a subject with the seminar, explored with their peers, explained/elaborated in a larger group discussion and were then evaluated.  This review is a good reminder of why this is an effective approach. 

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