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Teaching: Curriculum Samples Biology 218/318: Microbiology for the Health Sciences, offered every winter and some summers* *Summer versions of
this course have, since 2002, been taught by Dr. Carla Endres; I have provided all my course materials to
her for adoption and adaptation. Course Evolution Statement Since Fall 2001, this non-majors service course (then Biology 218/3 credits, called Elements of Microbiology) has undergone several transitions - half induced by external forces (e.g. Nursing Programs or WOU Health/PE Program degree alterations) and half initiated by me (e.g. curriculum revisions). The first and most significant was the credit/level/title course change to its current form, Biology 318/4 credits. This change, made in 2004, was put into place to address external Nursing Program changes that mandated more and 300-level credit status for microbiology requirements. At the time, student impact in 218 had steadily risen from 30 to 65 students, filling seats well course beyond 32 and then 48 capacity levels. In general, 50% pre-2003 classes represented pre-nursing, 10% pre-dental hygiene, and 40% were mixed health/PE majors (virtually all of whom had to take this course as part of their degree requirements). In 2004, Health/PE split their single degree into four new tracks - only one of which required 318. Both my Division Chair and I objected vehemently, concerned that health/PE majors would now leave WOU with inadequate training in health-impacting infectious disease issues. Although the 2005 class size dropped moderately to 47, the 2006 class - which reflects the new Health/PE program in full motion - has dropped to 36. Given another round of 2005 Nursing Program changes at OHSU - all aimed at accepting pre-nursing students after only 1 year of 100/200 level introductory coursework - 318 may continue to decline unless its utility/applicability can be addressed (although non-OHSU nursing programs still do require it and who knows how long the new OHSU plan will survive given a similar program implementation and demise some 10 years ago). Recently, however, the Biology Department developed a new non-majors-focused Human Biology minor that requires 318 and should be highly attractive to Health/PE majors. Some other things I think would also improve 318 numbers include: adding it to the LACC option in biology, and more strongly promoting it for educators given the increasing popularity of disease education in the public schools (based on anecdotal conversations with teachers over the years). Lastly, WOU absolutely needs to ensure that a Nursing Program is established on campus, although – given the nature of OHSU’s current/new program – it is actually unclear whether 318 would continue to exist as an entity taught by WOU Biology faculty (i.e. me) and, if not, whether I would be asked to teach OHSU’s curriculum here (and, if so, how such contracts would be set up). Course Materials Evolution Statement Since my last review, I adopted a new and cheaper course text (to the satisfaction of most students): Microbiology for the Health Sciences ($30-45 over the last 5 years - down from $80-120 for the previous text). Although the cost is advantageous, the limited text illustrations and lack of instructor resources have placed a constant burden on me to find lecture images – not to mention some poor student feedback about the utility of the book. Fortunately (in terms of the former point), the Centers for Disease Control (CDC) and a variety of other programs provide free graphic images about many microbial diseases on-line. Consequently, 318 was the first course I converted to Powerpoint (in 2003), which I have maintained (but adjusted annually) ever since. Although students are provided with note outlines for all lectures (either for sale in the bookstore or on-line), they know that I add and annotate slides with images and useful verbal commentary. Nevertheless, it will not surprise me if some offended student formally complains about my explicit photographs, my non-abstinence-only descriptions of STD control, and my relentless focus on third world/global disease issues that are linked with poverty/inequity. Indeed, 318 lecture content has - in general - evolved to be more and more disease-oriented over the years. In 2005, I significantly revised all lectures to cover diseases all term, using specific pathogens to illustrate even my first few weeks of introductory concept lectures (e.g. cell structure, genetics, etc.) - all of which used to be presented as stand-alone topics (and, as such, seemed boring and irrelevant to some students). As a result of these changes, I was able to add 1.5 new parasite lectures about small multicellular worm and insect diseases (e.g. schistosomiasis, elephantiasis, scabies…). As reported in my previous file, all 318 labs are developed, written, and provided (either for sale in the bookstore or on-line) by me. Moderate lab activity changes have been made since 2002, including emphasizing and assessing more quantitative skills, sight-based recognition of agents, cell structures, and media-based tests, and practical skills assessment (e.g. actively grading students on the quality of their streak plates, microscope focusing, etc.). I have also added some completely new lab activities, including immune-based detection and viewing/drawing/researching several insect-borne diseases - both the vector and the microbial pathogen. Although my interest in developing these kinds of labs has always been high, recent increases in lab fees and available department budget has truly empowered my ability to acquire significantly more and better supplies to run new specialty labs (consider that exotic bug slides run $15-20 each, and antibody-based kits run $50-100). Consequently, I have developed detailed ordering and supply lists that I regularly review, update, and facilitate with our lab preparator (Piper Mueller-Warrant). I also provided hands-on training when we hired Piper as she had no previous experience with microbiology media-making and aseptic technique. To address occasional student concerns about some team-based projects, I have added more individual assignment components to about half the lab worksheets (e.g. researching viruses and companion electron microscopy images, reporting on current news stories about biotechnology/gene therapy that use microbes) - which better tracks and rewards personal responsibility. Lastly, my assessment tools in 318 remain somewhat evolving, particularly in terms of lab-based examination. Since 2002, I have experimented with weekly lab quizzes, 2 major lab exams (each covering 4-5 labs and held in lab), 1 comprehensive lab final (also held in lab), and - most recently - combined lecture/lab exams (with 1 exam covering 2-4 labs plus 5-6 related lectures). I did survey students about lab assessment in 2004 and there was a fairly even split between those who liked weekly quizzing and those who preferred cramming for 1-2 major exams. Provided Curricula Samples 2006 Genetics Lecture (Powerpoint and Student Outline) 2006 Metabolism and Diversity Laboratory Exercise |