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Teaching: Assessment, Self-Defined General
Microbiology Labs Overview Given specific grant support to develop new microbial diversity and biotechnology (DNA/computational) lab curricula for General Microbiology, I have developed and implemented my own additional lab assessment materials for this class. To date, 3 classes of students representing 32 individuals have been assessed in this manner (with 1 student failing to fill out the survey correctly). Surveys were provided to students at the end of the term and kept in sealed envelopes until after grades were submitted. Significantly, these materials and data have contributed to 4 publications and 1 meeting poster (summarized at the end of this document). The assessment questions for this survey have changed only slightly since 2003 because I covered different material and/or felt I was asking too many questions. It should be noted that I elected not to present some data (e.g. Phototroph lab assessment) because it was not consistently run. Interpretation of Assessment Data Given the grant emphasis (microbial diversity and biotechnology), I was particularly pleased to observe that these assessments show the highest rankings in diversity awareness and interest questions across all labs, and technology and research exposure, particularly in DNA and computational labs. All overall lab ratings are also respectable (well above 8 averages for all labs). Given new grant-supported computer equipment in the lab, it was somewhat disappointing that students did not feel more strongly that these labs increased their ability to use computers (the only exception being the highly rated River lab - for reasons I cannot explain). Regarding the low scores, I can only speculate that the impressive increase in lab computer access throughout the entire building over the last 3 years has made my lab experiences less novel. Finally - and as an English major - I would be remiss if I did not also note the lackluster writing assessment scores. As a critical non-fan of WOU's ongoing choice to replace "real" advanced writing courses with (W) courses in each major, I find these scores do nothing but support my point. Lab writing includes both a journal-like lab notebook and the completion of several Word-based templates - both of which are designed to fulfill the (W) requirements for informal writing. The value of these informal writing exercises in terms of improving writing skills is not coming through to students and, indeed, I question the mission statement of (W) coursework given these assessment trends. Assessment-Containing Publications Boomer, S.M. Enumeration and Identification of Enteric and
Pseudomonad Proteobacteria from Agriculture-Impacted Rivers, and an
Exploration of Fecal Viruses and Protozoa. Submitted to ASM MicrobeLibrary Curriculum Resources, June 2006* Boomer, S.M.. Exploring and Enriching Nitrogen Cycling
Microbes: Nitrogen Fixation, Amerobic
Lithotrophy, and Anaerobic Nitrogen Reduction. Submitted to ASM MicrobeLibrary Curriculum Resources, June 2006* Boomer, S.M., K.L. Shipley, 2005. A Laboratory Class Exploring and Classifying Anoxygenic Phototrophic Bacteria Using Culture-Based Approaches, Microscopy, and Pigment Analysis. MicrobeLibrary Curriculum Resources. (ASM On-Line Education)* Boomer, S.M., K.L. Shipley, B.E. Dutton, D.P. Lodge. A Laboratory Class Exploring Microbial Diversity and Evolution Using On-Line Databases, the Biology Workbench, and Phylogenetics Software. MicrobeLibrary Curriculum Resources. (ASM On-Line Education)* Boomer, S.M., D.P. Lodge, K.L. Shipley, B.E. Dutton,
2004. A General Microbiology Lab Curriculum Featuring Culture-Dependent and
-Independent Approaches and Computer-Based Project Presentations, ASM
General Meeting, *Provided in the Research/ASM Education Publication Section. Provided Assessment Data Overall Assessment Averages - General Microbiology (2003-Present) Nitrogen Cycle Lab Assessment Data Applied/Streptomyces Lab Assessment Data |