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

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Presentation on theme: "Flipping the Microbiology Laboratory Dave Westenberg Missouri S&T March 14, 2014."— Presentation transcript:

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

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

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

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16 Assessing the flipped class

17 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

18 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

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

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22 #Question Almost never SeldomSometimesOftenAlways #Avg 1 I learn about the world outside of school My new learning starts with problems about the world outside of school I learn how science can be part of my out-of- school life I get a better understanding of the world outside of school I learn interesting things about the world outside of school What I learn has nothing to do with my out-of- school life Learning about the world

23 #Question Almost never SeldomSometimesOftenAlways #Avg 1 I learn that science cannot provide perfect answers to problems I learn that science has changed over time I learn that science is influenced by people's values and opinions I learn about the different sciences used by people in other cultures I learn that modern science is different from the science of long ago I learn that science is about creating theories Learning about science

24 #Question Almost never SeldomSometimesOftenAlways #Avg 1 It's OK for me to ask the teacher 'Why do I have to learn this?' It's OK for me to question the way I'm being taught It's OK for me to complain about teaching activities that are confusing It's OK for me to complain about anything that prevents me from learning It's OK for me to express my opinion It's OK for me to speak up for my rights Learning to speak out

25 #Question Almost never SeldomSometimesOftenAlways #Avg 1 I help the teacher to plan what I'm going to learn I help the teacher to decide how well I am learning I help the teacher to decide which activities are best for me I help the teacher to decide how much time I spend on learning activities I help the teacher to decide which activities I do I help the teacher to assess my learning Learning to learn

26 #Question Almost never SeldomSometimesOftenAlways #Avg 1 I get the chance to talk to other students I talk with other students about how to solve problems I explain my understandings to other students I ask other students to explain their thoughts Other students ask me to explain my ideas Other students explain their ideas to me Learning to communicate

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

28 Thank You!

29 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

30 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. BeforeNow I feel part of a community of teachers I am a good teacher I am satisfied with the teaching materials that I create

31 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. BeforeNow Assessing student learning and revising teaching methods accordingly Developing learning goals that reflect the nature of science Developing learning goals based on students’ understanding of material Identifying and solving teaching challenges Including regular formative assessment in courses Drawing on knowledge and experience of colleagues

32 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. Which of the following have you done due to your participation as an ASM Scholar? Please check all that apply. Gained IRB approval to conduct classroom research 2080% Sought "human subjects" approval from my students 1872% Identified a teaching problem to resolve through classroom research 2392% Identified literature related to a teaching problem 2392% Identified a research method or approach to address the teaching problem 1976% Conducted research on some aspect of my teaching 2392% Gathered and interpreted data about my teaching 2496% Changed my teaching due to the results of my research 1976%

33 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. BeforeNow Measuring student learning I am interested in publishing my findings about student learning I regularly experiment with new teaching approaches Giving and receiving constructive feedback about teaching I can mentor other teachers and teachers-in-training

34 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! Which of the following have you done due to your participation as an ASM Scholar? Presented about teaching and learning to my department/ campus colleagues 2184% Served as a reviewer or panelist about teaching and learning 936% Received a teaching award or similar honor 624% Had teaching recognized in a tenure or promotion review 520% Gave a presentation about teaching and learning at a professional meeting 2080% Submitted a manuscript for publication about teaching and learning 832% Published findings from a study of my teaching 520% Attended other teaching and learning events (courses, seminars) for professional development 2288%


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