1887

Transforming a Sequence of Microbiology Courses Using Student Profile Data

    Authors: ROSA J. BUXEDA1,*, DEBORAH A. MOORE2
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology and; 2: Department of Mathematics, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico 00681-9012
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • The Soloman and Felder instrument to assess learning styles, Index of Learning Styles, is available electronically at http://www2.ncsu.edu/effective_teaching/ .
    • *Corresponding author. Mailing address: University of Puerto Rico at Mayagüez, P.O. Box 9012, Mayagüez, PR 00681-9012. Phone: (787) 832-4040 ext. 2174. Fax: (787) 831-5249. E-mail: r_buxeda@rumac.upr.clu.edu.
    • Copyright © 2000, American Society for Microbiology. All Rights Reserved.
    Source: J. Microbiol. Biol. Educ. May 2000 vol. 1 no. 1 1-6. doi:10.1128/154288100X14285805455897
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    46.60 Kb
  • PDF
    119.48 Kb
  • XML

    Abstract:

    A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.

Key Concept Ranking

Culture Media
0.4785264
Electron Microscopy
0.4785264
Culture Media
0.4785264
Electron Microscopy
0.4785264
Food Microbiology
0.42625886
Microbial Ecology
0.42625886
0.4785264

References & Citations

1. Advisory Committee to the National Science Foundation Directorate for Education and Human Resources1996Shaping the future: new expectations for undergraduate education in science, mathematics, engineering and technologyiiiNational Science FoundationArlington, Va.
2. Anderson R1997Recommendations for the introductory microbiology laboratory core curriculumFocus Microbiol412
3. Association of Industries in Puerto Rico1998Report of the education committee on the industrial needs in Puerto RicoAssociation of Industries in Puerto RicoSan Juan, P.R.
4. Astin AW1993What matters in college: four critical years revisitedJossey BassSan Francisco, Calif
5. Barr RB, Tagg J1995From teaching to learning–a new paradigm for undergraduate educationChangeNovember/December1325
6. Brown J, Collins A, Duguid P1989Situated cognition and the culture of learningEduc Res1813242
7. Buxeda RJ, Moore DA1999Using learning styles data to design a microbiology courseJ Coll Sci Teaching293159164
8. Douthwright J1994Undergraduate microbiology curriculum recommendationsASM News60460461
9. Ewell PT1997Organizing for learning a new imperativeAAHE Bull50436
10. Felder RM1993Reaching the second tier—learning and teaching styles in college science educationJ Coll Sci Teaching235286290
11. Felder RM, Silverman LK1988Learning and teaching styles in engineering educationEng Educ787674
12. Johnson DW, Johnson RT1993What we know about cooperative learning at the college levelCoop Learning Mag Coop Higher Educ13301718
13. Johnson DW, Johnson RT, Smith KA1991Active learning: cooperation in the classroomInteraction PressEdina, Minn.
14. Leinhardt G1988Situated knowledge and expertise in teaching146168 Calderhead JTeacher’s professional learning Falmer PressLondon, United Kingdom
15. Leinhardt G1992What research on learning tells us about teachingEduc. LeadershipApril2025
16. McKeachie W1980Improving lectures by understanding students’ information processing: learning, cognition and college teaching New directions for teaching and learning, no 2Jossey-BassSan Francisco, Calif
17. Papalia D, Wendkos O1989Human developmentMcGraw-HillNew York, N.Y.
18. Slavin RE1991Synthesis of research on cooperative learningEduc Res416777
19. Slavin RE1993What post secondary cooperative learning learns from elementary and secondary researchCoop Learning Coll Teaching41123
154288100X14285805455897.citations
jmbe/1/1
content/journal/jmbe/10.1128/154288100X14285805455897
Loading

Citations loading...

Supplemental Material

No supplementary material available for this content.

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/154288100X14285805455897
2000-05-01
2017-06-26

Abstract:

A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/1/1/jmbe-1-1-1.xml.a.html?itemId=/content/journal/jmbe/10.1128/154288100X14285805455897&mimeType=html&fmt=ahah

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error