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Flipping the Microbiology Laboratory

Flipping the Microbiology Laboratory. Dave Westenberg Missouri S&T March 14, 2014. Presentation Outline. The microbiology lab course Challenges Why “flip” the course? Learning to flip Judging the flip. Please Ask Questions. Microbiology Lab at Missouri S&T. 2 Days per week

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Flipping the Microbiology Laboratory

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  1. Flipping the Microbiology Laboratory Dave Westenberg Missouri S&T March 14, 2014

  2. Presentation Outline • The microbiology lab course • Challenges • Why “flip” the course? • Learning to flip • Judging the flip

  3. Please Ask Questions

  4. Microbiology Lab at Missouri S&T • 2 Days per week • 2 Hours per day • 2 Sections in Fall • 3 Sections in Spring

  5. Microbiology Lab Learning Objectives • Lab safety • Aseptic technique • Microbiology techniques • Written and oral communication

  6. Challenges • Shorter lab period (3 -> 2 hours) • Multiple sections • Demonstrating techniques • Students preparation • Student attention

  7. Challenges

  8. Why “Flip” the course? • Everything I know about teaching I learned from K-12 teachers. • Save precious lab time • Consistent content delivery • Better student preparation • Better student learning?

  9. Expected Project Outcomes • Effective student preparation • Extensive student-student and student-instructor interaction • Appropriate student application of laboratory techniques

  10. Microbiology Lab 1.1 • Recorded lectures • Recorded demonstrations • Quizzes • Same lab exercises

  11. Lessons learned • Better preparation but … • More student interaction but … • i.e. Cool tool but … • Need to re-think the entire course.

  12. Microbiology Lab 2.0 • Projects vs. Activities • Incorporate experimental design • Recorded “lectures” • Recorded demonstrations • Quizzes

  13. Assessing the flipped class

  14. Biology Scholars Program • Goal: Develop faculty expertise in evidenced-based science education reform • Three components • Research – practices SoTL • Writing - publishing science education research • Leadership - undergraduate reform • Applications required; multiyear residency • 7 life sciences professional societies and Carnegie Foundation for Advancement of Teaching www.biologyscholars.org

  15. Outcomes: Research Residency • Locate and use science education and science research literature • Frame appropriate questions regarding student learning in the biological sciences • Design projects to determine outcomes in terms of student learning • Design methods for collecting data concerned with student learning and other outcomes • Analyze and interpret student surveys and learning data • Understand the importance of and necessary steps required for IRB approval • Identify appropriate venues for publishing studies

  16. Expected Project Outcomes • Effective student preparation • Extensive student-student and student-instructor interaction • Appropriate student application of laboratory techniques

  17. Learning about the world

  18. Learning about science

  19. Learning to speak out

  20. Learning to learn

  21. Learning to communicate

  22. Acknowledgements American Society for Microbiology Biology Scholars Program April Rocha and Daniel Roush CERTI Mini-Grant Program eFellows Program EdTech – Amy Skyles, Julie Phelps

  23. Thank You!

  24. Program Features • Three themes • Science education research • Science education publishing • Educational leadership • Applications & institutional support required • Intensive, multi-day kick-off institute • 1 year virtual residency w. 5 year tracking • Follow-up meetings • E-discussions • E-mentoring • Personal benchmarks

  25. Satisfaction (3 Cohorts) The outcomes have all been positive. I have gained new tools with which to pursue my research and have a network of scholars with whom I can share and learn from in this pursuit. The ASM Scholars experience gave me the confidence to take an initial attempt at SoTL and turn it into a part of my research program.

  26. Learning (3 Cohorts) Describe your practice of SoTL: I think about what I want to know about my students and their learning and apply methods to answer those questions. I develop assessment instruments to use in my classroom in an attempt to determine how changes I make in my teaching style affect student learning.

  27. Application(3 Cohorts) I used a mixed methods approach to assess student learning in an advanced molecular biology course; one tool was a written grant proposal to assess higher order thinking skills. I have asked students to write reflective journals weekly. I have scored these to see how their thinking about the lab becomes more or less scientific over the course of a semester.

  28. Application(3 Cohorts) Completing one 4-year study on active learning; working on one study involving high school teachers and students; and starting a project to revise the curriculum and assess learning in an intro biology course. I have revised my course to include active learning experiences and online discussions of scientific readings.

  29. Overall Impact (3 Cohorts) If anything, I am a more fierce advocate of SoTL and feel strongly that SoTL must be seen on par with traditional, disciplinary, discovery-based scholarship, especially for tenure and promotion. I am so centered on student learning that I rarely take time to administer the teaching evaluations!

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