Microbiology for Majors Course Context: 3000 level course that is part of our Biology Core Learning Objective Taxonomy Level/Category Learning Activities Formative Assessment Summative Assessment Compare and contrast the cell walls of gram-positive bacteria, gram-negative bacteria, acid-fast bacteria and archaea and discuss their environmental and medical significance. analysis In-class group work Gram staining, acid fast staining Worksheet (homework) Quiz Unit exam Pre/Post test

Learning Activities Group activity (in-class) Gram staining (in lab) Draw and label cell walls of Gram positive, Gram negative and acid-fast bacteria. Draw and label the cell wall of archaea.  Compare and contrast how cell wall structures of Gram positive bacteria, Gram negative bacteria, acid-fast bacteria, and archaea that Impact environmental stability Play a role in disease Impact sensitivity to antibiotics and disinfectants Gram staining (in lab) Acid-fast staining (in lab)

Formative Assessments Worksheet (pre-work) All of the following are found in the cell walls of gram-positive bacteria except N-acetylglucosamine Lipoteichoic acid Lipid A Teichoic acid Gram-negative cells contain a periplasmic space that is filled with lysozyme the site of protein synthesis rich in degradative enzymes a site of endocytosis Quiz (short answer) What structural feature is responsible for the thicker peptidoglycan in Gram positive bacteria? What is the most common type of cell wall in the archaea made out of?

Summative Assessments Unit exam Cell wall essay exam question rubric Question: Compare and contrast the cell walls of Gram + bacteria, Gram – bacteria, and Archaea. Unacceptable Below average Average Above average Excellent <3.0 3.0 – 3.25 3.5 – 3.75 4.0 – 4.75 4.5 – 5.0 Identifies and describes < 3 structural components No discussion of their function No mention of significance Discusses their function Identifies and describes 3 to 4 structural components Some mention of significance Identifies and describes 5 to 6 structural components Discusses significance of each component Identifies > 6 structural components

Timeline August: finalize learning activities and summative and formative assessments for learning objective #2. Revise pre/post test September: implement new tools in class and evaluate their effectiveness October – November: Start developing a knowledge survey for our Microbiology Course that aligns with our pre/post test December: Develop appropriate case studies and continue to align exam questions and learning objectives