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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 GD2008LEAPHigh-impact educational practices: what they are, who has access to them, and why they matter1st edAssociation of American Colleges and UniversitiesWashington, DC
2. Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK2010How learning works: seven research-based principles for smart teaching1st edJossey-BassSan Francisco, CA
3. Laird TFN, Shoup R, Kuh GD, Schwarz MJ2008The effects of discipline on deep approaches to student learning and college outcomesRes Higher Educ49646949410.1007/s11162-008-9088-5 http://dx.doi.org/10.1007/s11162-008-9088-5
4. Gabriel SE2014A modified challenge-based learning approach in a capstone course to improve student satisfaction and engagementJ Microbiol Biol Educ15231631810.1128/jmbe.v15i2.742 http://dx.doi.org/10.1128/jmbe.v15i2.742
5. Chan V2011Teaching oral communication in undergraduate science: are we doing enough and doing it right?J Learn Des437179
6. Stanton JD2013A poster-session review to reinforce course concepts and improve scientific communication skillsJ Microbiol Biol Educ14111611710.1128/jmbe.v14i1.519238583643706143 http://dx.doi.org/10.1128/jmbe.v14i1.519

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2018-03-30
2018-07-18

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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