Flipping the Microbiology Laboratory

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Flipping the Microbiology Laboratory. Dave Westenberg Missouri S&T March 14, 2014. Presentation Outline. The microbiology lab course Challenges Why “flip” the course? Learning to flip Judging the flip. Please Ask Questions. Microbiology Lab at Missouri S&T. 2 Days per week - PowerPoint PPT Presentation

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Flipping the Microbiology LaboratoryDave WestenbergMissouri S&TMarch 14, 2014

1Presentation OutlineThe microbiology lab courseChallengesWhy flip the course?Learning to flipJudging the flip

2Please Ask Questions

3Microbiology Lab at Missouri S&T2 Days per week2 Hours per day2 Sections in Fall3 Sections in Spring

4Microbiology Lab Learning ObjectivesLab safetyAseptic techniqueMicrobiology techniquesWritten and oral communication


ChallengesShorter lab period (3 -> 2 hours)Multiple sectionsDemonstrating techniquesStudents preparationStudent attention


7Why Flip the course?Everything I know about teaching I learned from K-12 teachers.Save precious lab timeConsistent content deliveryBetter student preparationBetter student learning?

8Expected Project OutcomesEffective student preparationExtensive student-student and student-instructor interactionAppropriate student application of laboratory techniques

9Microbiology Lab 1.1Recorded lecturesRecorded demonstrationsQuizzesSame lab exercises



12Lessons learnedBetter preparation but More student interaction but i.e. Cool tool but Need to re-think the entire course.

13Microbiology Lab 2.0Projects vs. ActivitiesIncorporate experimental designRecorded lecturesRecorded demonstrationsQuizzes


15Assessing the flipped class

16Biology Scholars ProgramGoal: Develop faculty expertise in evidenced-based science education reform

Three componentsResearch practices SoTLWriting - publishing science education researchLeadership - undergraduate reform

Applications required; multiyear residency

7 life sciences professional societies and Carnegie Foundation for Advancement of Teaching


17Outcomes: Research ResidencyLocate and use science education and science research literatureFrame appropriate questions regarding student learning in the biological sciencesDesign projects to determine outcomes in terms of student learningDesign methods for collecting data concerned with student learning and other outcomesAnalyze and interpret student surveys and learning dataUnderstand the importance of and necessary steps required for IRB approvalIdentify appropriate venues for publishing studies

18Expected Project OutcomesEffective student preparationExtensive student-student and student-instructor interactionAppropriate student application of laboratory techniques



21#QuestionAlmost neverSeldomSometimesOftenAlways#Avg1I learn about the world outside of school.151263273.192My new learning starts with problems about the world outside of school.371241272.743I learn how science can be part of my out-of-school life.15885273.414I get a better understanding of the world outside of school.-41274273.415I learn interesting things about the world outside of school.-57123273.486What I learn has nothing to do with my out-of-school life.6597-272.63Learning about the world

22#QuestionAlmost neverSeldomSometimesOftenAlways#Avg1I learn that science cannot provide perfect answers to problems.-17127273.932I learn that science has changed over time.-1-1016274.523I learn that science is influenced by people's values and opinions.164106273.524I learn about the different sciences used by people in other cultures.510624272.635I learn that modern science is different from the science of long ago.1131210274.076I learn that science is about creating theories.1110105273.63Learning about science

23#QuestionAlmost neverSeldomSometimesOftenAlways#Avg1It's OK for me to ask the teacher 'Why do I have to learn this?'85725272.672It's OK for me to question the way I'm being taught.96642272.413It's OK for me to complain about teaching activities that are confusing.710423262.384It's OK for me to complain about anything that prevents me from learning.73683272.895It's OK for me to express my opinion.226125273.596It's OK for me to speak up for my rights.324710263.73Learning to speak out

24#QuestionAlmost neverSeldomSometimesOftenAlways#Avg1I help the teacher to plan what I'm going to learn.141012-271.672I help the teacher to decide how well I am learning.81243-272.073I help the teacher to decide which activities are best for me.14112--271.564I help the teacher to decide how much time I spend on learning activities.1476--271.705I help the teacher to decide which activities I do.1782--271.446I help the teacher to assess my learning.12654-272.04Learning to learn

25#QuestionAlmost neverSeldomSometimesOftenAlways#Avg1I get the chance to talk to other students.--6138274.072I talk with other students about how to solve problems.2221110273.933I explain my understandings to other students.-44109273.894I ask other students to explain their thoughts.32787273.525Other students ask me to explain my ideas.128115273.636Other students explain their ideas to me.217106263.65Learning to communicate

26AcknowledgementsAmerican Society for MicrobiologyBiology Scholars ProgramApril Rocha and Daniel RoushCERTIMini-Grant ProgrameFellows ProgramEdTech Amy Skyles, Julie Phelps

27Thank You!

28Program FeaturesThree themesScience education researchScience education publishingEducational leadership

Applications & institutional support required

Intensive, multi-day kick-off institute

1 year virtual residency w. 5 year tracking Follow-up meetingsE-discussions E-mentoringPersonal benchmarks

29Satisfaction (3 Cohorts)

The outcomes have all been positive. I have gained new tools with which to pursue my research and have a network of scholars with whom I can share and learn from in this pursuit.The ASM Scholars experience gave me the confidence to take an initial attempt at SoTL and turn it into a part of my research program.BeforeNowI feel part of a community of teachers3.004.56I am a good teacher3.924.32I am satisfied with the teaching materials that I create3.604.24

3030Learning (3 Cohorts)Describe your practice of SoTL:I think about what I want to know about my students and their learning and apply methods to answer those questions.I develop assessment instruments to use in my classroom in an attempt to determine how changes I make in my teaching style affect student learning.BeforeNowAssessing student learning and revising teaching methods accordingly2.754.08Developing learning goals that reflect the nature of science3.173.96Developing learning goals based on students understanding of material2.713.88Identifying and solving teaching challenges3.334.21Including regular formative assessment in courses2.843.02Drawing on knowledge and experience of colleagues 3.304.18


Application (3 Cohorts)I used a mixed methods approach to assess student learning in an advanced molecular biology course; one tool was a written grant proposal to assess higher order thinking skills.I have asked students to write reflective journals weekly. I have scored these to see how their thinking about the lab becomes more or less scientific over the course of a semester.Which of the following have you done due to your participation as an ASM Scholar? Please check all that apply.Gained IRB approval to conduct classroom research2080%Sought "human subjects" approval from my students1872%Identified a teaching problem to resolve through classroom research2392%Identified literature related to a teaching problem2392%Identified a research method or approach to address the teaching problem1976%Conducted research on some aspect of my teaching2392%Gathered and interpreted data about my teaching2496%Changed my teaching due to the results of my research1976%

3232Application (3 Cohorts)Completing one 4-year study on active learning; working on one study involving high school teachers and students; and starting a project to revise the curriculum and assess learning in an intro biology course.I have revised my course to include active learning experiences and online discussions of scientific readings.

BeforeNowMeasuring student learning2.644.16I am interested in publishing my findings about student learning2.924.48I regularly experiment with new teaching approaches3.444.48Giving and receiving constructive feedback about teaching2.923.96I can mentor other teachers and teachers-in-training2.924.48

3333Overall Impact (3 Cohorts)If anything, I am a more fierce advocate of SoTL and feel strongly that SoTL must be seen on par with traditional, disciplinary, discovery-based scholarship, especially for tenure and promotion.I am so centered on student learning that I rarely take time to administer the teaching evaluations!

Which of the following have you done due to your participation as an ASM Scholar?Presented about teaching and learning to my department/ campus colleagues2184%Served as a reviewer or panelist about teaching and learning936%Received a teaching award or similar honor624%Had teaching recognized in a tenure or promotion review520%Gave a presentation about teaching and learning at a professional meeting2080%Submitted a manuscript for publication about teaching and learning832%Published findings from a study of my teaching520%Attended other teaching and learning events (courses, seminars) for professional development2288%