Teaching Goals & Strategies
Students should make a personal connection to the topic begin taught.
Microbiology is the field of science that affects all of our lives personally so I want to inspire my students to gain; at a minimum an appreciation for the subject, and at best a burning desire to pursue a career in the field. To help encourage students in this direction, I ask students to provide their own examples of topics being discussed within class. For example, when discussing nutritional requirements of microorganisms, I ask students to suggest ways in which microorganisms affect their diets.
Each term I also assign a short project that asks students to identify and report on a microorganism that has or will impact their personal life or career. As a guide, I provide students with a full written example of Legionella pneumphilia (Appendix) including my personal story of how it impacted my brother’s life. I believe this type of project allows students to gain an appreciation for the importance of microbiology in their lives while encouraging them to connect what we learn in class to real world application.
Each term I also assign a short project that asks students to identify and report on a microorganism that has or will impact their personal life or career. As a guide, I provide students with a full written example of Legionella pneumphilia (Appendix) including my personal story of how it impacted my brother’s life. I believe this type of project allows students to gain an appreciation for the importance of microbiology in their lives while encouraging them to connect what we learn in class to real world application.
Students should develop critical thinking skills.
To facilitate questions and participation in discussions I ask student to form either small groups or pairs. When questions arise during open class discussion, I try not to answer the question directly but to encourage other students to makes possible suggestions. By this method I can determine if only one student is having trouble with the topic or if the subject requires further instruction. I also love to use questions that students ask during class or lab for either quiz or exam questions. By this method, students play an active role in the construction of their learning. Students are encouraged to avoid rote memory when studying for exams since the exam will present either similar examples to those presented in class or present cases which at first glance seem foreign, but utilize the foundational concept.
Students should acquire the art of effective communication.
In the sciences being able to communicate in a concise manner is important. Great science happens because of collaborations which require great communication. To promote student involvement I try to include at least one group-based learning activity per class such as using puzzles for small groups to organize and learn the flow of dichotomous trees or using Glow Germ to introduce students to the proper use of aseptic technique. In addition, students are paired for most laboratory projects. These students are then grouped in to two lab pairs. Students are advised to discuss issues or problems within their lab group before asking the class or me for help. In this way, students are learning to rely on their own peers to assist their learning rather than depending solely on me as the instructor to give them the answers. I believe in this way, students feel they have a primary role in their learning process
Students should develop an attention to detail.
Developing a respect for details is critical for all majors but especially those students considering careers in the medical sciences. This skill can be used in any area of study to improve understanding but is essential in microbiology where even the slightest changes can have significant impact. I like to begin by introducing students to the big picture of the role microbiology has in their own health. If a clinical microbiologist or doctor fails to pay attention and inaccurately report lab results then a patient can die. From this I lead students to an understanding of why many aspects of my courses focus on being detail oriented. For instance, scientific names must be properly noted for the student to receive full credit. Another example is that students must be able to learn and differentiate between different biochemical tests, which to the average person may seem similar. Students are provided detailed presentations, discussion, and tools to assist them in determining similarities and differences.
Class Format
Lecture:
For lectures, I prefer to use a blended format of traditional lecture with group based learning activities. I expect that student will pre-read assignments and come to class prepared to discuss before I begin my lecture. This discussion is a part of the participation component of the course and is peer graded. The groups must then present questions to me which will guide the lecture. Traditional lecture is still included when topics are not address by the students.
Laboratory:
My laboratories begin with a short topic lecture (15-30 minutes) introducing the day’s experiments including emphasis on key words, mechanisms, demonstrations, and helpful hints. I try to present information in both written and graphical formats to address different learning styles. Students are then encouraged to pursue the experiment on their own, collaborating with lab partners or groups when questions arise. I make rounds at the beginning and end of the experiment phase to guide the students as needed.
For lectures, I prefer to use a blended format of traditional lecture with group based learning activities. I expect that student will pre-read assignments and come to class prepared to discuss before I begin my lecture. This discussion is a part of the participation component of the course and is peer graded. The groups must then present questions to me which will guide the lecture. Traditional lecture is still included when topics are not address by the students.
Laboratory:
My laboratories begin with a short topic lecture (15-30 minutes) introducing the day’s experiments including emphasis on key words, mechanisms, demonstrations, and helpful hints. I try to present information in both written and graphical formats to address different learning styles. Students are then encouraged to pursue the experiment on their own, collaborating with lab partners or groups when questions arise. I make rounds at the beginning and end of the experiment phase to guide the students as needed.