Scientific Teaching

Handelsman, Jo; Ebert-May, Diane; Beichner, Robert J.; Bruns, Peter J.; Chang, Amy; DeHaan, Robert L.; Gentile, J. Ronald; Miller, Sarah; Stewart, James; Tilghman, Shirley M.; Wood, William B.

doi:10.1126/science.1096022

Cited by 904 publications

(755 citation statements)

References 6 publications

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“…Alternatives to the traditional lecture format include a variety of active learning/teaching strategies that have been thoroughly evaluated for effectiveness (2,4,5,6,10, and many others), as well as proposals for novel evaluation and assessment methods (1,3).…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Larios‐Sanz

Simmons

Bagnall

et al. 2011

J Microbiol Biol Educ.

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Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester) at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell) seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms), prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life.

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Section: Introductionmentioning

confidence: 99%

Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Larios‐Sanz

Simmons

Bagnall

et al. 2011

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…For example, cooperative learning benefits student achievement through increased understanding of the material, long-term retention of previously learned course content, improved higher-level thinking, and enhanced test performance [10][11][12]. This type of structured peer interaction engages students to become more familiar with the material through active discussion, debate, and the opportunity to explain and share information between their peers [13][14][15][16][17]. Collaborative interaction serves as a checks and balance system for students to evaluate their understanding of core concepts and form new connections for meaningful learning [18,19].…”

Section: Introductionmentioning

confidence: 99%

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Srougi

Miller

Witherow

et al. 2013

Biochem Molecular Bio Educ

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Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructorassigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume.

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“…1. The project was developed using the backward design approach (5,13). Learning outcomes were first determined to meet the learning objectives stated above.…”

Section: Methodsmentioning

confidence: 99%

Antiviral Drug Research Proposal Activity

Injaian

Smith

Shipley

et al. 2011

J Microbiol Biol Educ.

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The development of antiviral drugs provides an excellent example of how basic and clinical research must be used together in order to achieve the final goal of treating disease. A Research Oriented Learning Activity was designed to help students to better understand how basic and clinical research can be combined toward a common goal. Through this project students gained a better understanding of the process of scientific research and increased their information literacy in the field of virology. The students worked as teams to research the many aspects involved in the antiviral drug design process, with each student becoming an “expert” in one aspect of the project. The Antiviral Drug Research Proposal (ADRP) culminated with students presenting their proposals to their peers and local virologists in a poster session. Assessment data showed increased student awareness and knowledge of the research process and the steps involved in the development of antiviral drugs as a result of this activity.

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Scientific Teaching

Cited by 904 publications

References 6 publications

Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Antiviral Drug Research Proposal Activity

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