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Communicating Microbiology Concepts from Multiple Contexts through Poster Presentations

    Author: Amy Borello Gruss1
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    Affiliations: 1: Department of Civil and Construction Engineering, Kennesaw State University, Kennesaw, GA 30144
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1399
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    Abstract:

    Accredited environmental engineering degrees require graduates to be able to apply their scholarship to concepts of professional practice and design. This transferable skill of relating what you learn in one setting to another situation is vital for all professions, not just engineering. A course project involving designing and presenting a professional poster was implemented to enhance student mastery in Environmental Engineering Microbiology while also developing communication and transferable skills vital for all majors. Students were asked to read a contemporary non-fiction book relating to microbiology and expand upon the book’s thesis by integrating course content, news articles, and peer-reviewed journal articles. They then were required to present this information in class using a professional poster. Students felt the project allowed them to synthesize and organize information, analyze ideas, and integrate ideas from various sources. These transferable skills are vital for students and professionals alike to be able to communicate advanced information and master a topic.

References & Citations

1. Kuh GD 2008 LEAP High-impact educational practices: what they are, who has access to them, and why they matter 1st ed Association of American Colleges and Universities Washington, DC
2. Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK 2010 How learning works: seven research-based principles for smart teaching 1st ed Jossey-Bass San Francisco, CA
3. Laird TFN, Shoup R, Kuh GD, Schwarz MJ 2008 The effects of discipline on deep approaches to student learning and college outcomes Res Higher Educ 49 6 469 494 10.1007/s11162-008-9088-5 http://dx.doi.org/10.1007/s11162-008-9088-5
4. Gabriel SE 2014 A modified challenge-based learning approach in a capstone course to improve student satisfaction and engagement J Microbiol Biol Educ 15 2 316 318 10.1128/jmbe.v15i2.742 http://dx.doi.org/10.1128/jmbe.v15i2.742
5. Chan V 2011 Teaching oral communication in undergraduate science: are we doing enough and doing it right? J Learn Des 4 3 71 79
6. Stanton JD 2013 A poster-session review to reinforce course concepts and improve scientific communication skills J Microbiol Biol Educ 14 1 116 117 10.1128/jmbe.v14i1.519 23858364 3706143 http://dx.doi.org/10.1128/jmbe.v14i1.519

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2018-03-30
2019-02-16

Abstract:

Accredited environmental engineering degrees require graduates to be able to apply their scholarship to concepts of professional practice and design. This transferable skill of relating what you learn in one setting to another situation is vital for all professions, not just engineering. A course project involving designing and presenting a professional poster was implemented to enhance student mastery in Environmental Engineering Microbiology while also developing communication and transferable skills vital for all majors. Students were asked to read a contemporary non-fiction book relating to microbiology and expand upon the book’s thesis by integrating course content, news articles, and peer-reviewed journal articles. They then were required to present this information in class using a professional poster. Students felt the project allowed them to synthesize and organize information, analyze ideas, and integrate ideas from various sources. These transferable skills are vital for students and professionals alike to be able to communicate advanced information and master a topic.

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Figures

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FIGURE 1

Evaluation responses indicating students’ views (=5) on skills in their respective profession.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1399
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Image of FIGURE 2

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FIGURE 2

Evaluation responses indicating students’ perceptions (=5) of how the course project helped broaden their understanding of the subject.

Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1399
Download as Powerpoint

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