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Cooperative Learning through Team-Based Projects in the Biotechnology Industry

    Authors: Sarah C. Luginbuhl1, Paul T. Hamilton1,*
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    Affiliations: 1: Department of Microbiology, North Carolina State University, Raleigh, NC 27695
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 02 December 2013
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Department of Microbiology, North Carolina State University, Campus Box 7615, Raleigh, NC 27695-7615. Phone: 919-513-2060. Fax: 919-515-7867. E-mail: paul_hamilton@ncsu.edu.
    • ©2013 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2013 vol. 14 no. 2 221-229. doi:10.1128/jmbe.v14i2.608
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    Abstract:

    We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

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References & Citations

1. Bohlscheid JC, Davis JC2012Higher education science student perspectives on classroom instructional methods: a pilot studyJ Food Sci Educ11596310.1111/j.1541-4329.2012.00152.x http://dx.doi.org/10.1111/j.1541-4329.2012.00152.x
2. Haller CR, Gallagher VJ, Weldon TL, Felder RM2000Dynamics of peer education in cooperative learning workgroupsJ Eng Educ8928529310.1002/j.2168-9830.2000.tb00527.x http://dx.doi.org/10.1002/j.2168-9830.2000.tb00527.x
3. Hamilton PT, Luginbuhl SC, Hyman M2012Preparing science-trained professionals for the biotechnology industry: a ten-year perspective on a professional science master’s programJ Microbiol Biol Educ133944
4. Johnson DW, Johnson RT, Smith KA1998Cooperative learning returns to college: what evidence is there that it works?Change30263510.1080/00091389809602629 http://dx.doi.org/10.1080/00091389809602629
5. Madhuri GV, Kantamreddi VSSN, Prakash Goteti LNS2012Promoting higher order thinking skills using inquiry-based learningEur J Eng Educ3711712310.1080/03043797.2012.661701 http://dx.doi.org/10.1080/03043797.2012.661701
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/content/journal/jmbe/10.1128/jmbe.v14i2.608
2013-12-02
2017-09-25

Abstract:

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

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Figures

Image of FIGURE 1.

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FIGURE 1.

Cumulative peer evaluation averages for a cohort of 14 students over 3 semesters.

Source: J. Microbiol. Biol. Educ. December 2013 vol. 14 no. 2 221-229. doi:10.1128/jmbe.v14i2.608
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Image of FIGURE 2.

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FIGURE 2.

Final project grades for oral and written deliverables and scores for the “Goals and Scope of the Project” section of written deliverable rubric ( Appendix 3 ) from each project team over six semesters. Oral deliverables are scored by the instructors; grades for the written deliverables are the combined scores from the company and the instructors; scores for the goals and scopes are determined by the company. Note: F10-1 refers to fall semester 2010 group 1; F10-2 refers to fall semester 2010 group 2; S11-1 refers to spring semester 2011 group 1; etc.

Source: J. Microbiol. Biol. Educ. December 2013 vol. 14 no. 2 221-229. doi:10.1128/jmbe.v14i2.608
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