A Learning Outcomes approach to the teaching of Immunology to third year Zoology & Ecology students

1. ALearning Outcomes approach to the teaching of Immunology to third year Zoology & Ecology students Sarah C. Culloty, Zoology, Ecology & Plant Science, University College Cork • EXAMPLES OF THE LEARNING OUTCOMES DEVISED FOR THE COURSE • Cognitive/Knowledge and understanding: • Describe the main components of the immune system • Compare the immune systems of vertebrates and invertebrates • Contrast the immune system of vertebrates and invertebrates • Appreciate the different mechanisms that parasites use to evade host responses • Affective/values and attitudes • Appreciate the different mechanisms that parasites use to evade host responses • Defend the findings obtained in the laboratory practical in a scientific paper • Psychomotor • Use a range of physiology equipment to measure physiological function • Produce a scientific publication based on your laboratory work. • Demonstrate the practical skills required to detect and measure an immune response. BACKGROUND Immunology is the study of the internal system that recognises ‘Non-self, fights infection and is made up of the blood cells and non-cellular components. It is taught to third year Zoology/Ecology students as part of module COMPARATIVE AND ANIMAL PHYSIOLOGY THE PROBLEM Students are attracted to Zoology/Ecology so they can study whole animals and populations. It is not as easy to attract them to studying animals at the cellular level as they may have difficulty in seeing its relevance. During a previous module ‘Health and Homeostasis’ Immunology was taught through lectures only. However, assessment indicated that students could not relate theory to practice NEW APPROACH To be effective in teaching of the module a number of different approaches to learning and understanding would be required. This initially involved defining the learning outcomes and adapting the teaching methods utilised to allow these objectives to be achieved. That is, a ‘backward design’ approach was taken. The learning outcomes framework was applied in conjunction with the ‘Teaching for Understanding’ Framework. APPRECIATE EVASIVE STRATEGIES: Oyster blood cells with parasite proliferating internally. • LEARNING METHODS USED TO HELP STUDENTS ACHIEVE THE LEARNING OUTCOMES • Lectures • Practicals • Videos • Discussion groups • Reading material to supplement lectures • ASSESSMENT METHODS USED TO TEST WHETHER LEARNING OUTCOMES HAVE BEEN ACHIEVED • End of lecture questionnaire • Write up of practical as scientific paper • End of module exam with interpretive questions • End of year exam – essay type questions ? REFERENCES Lei, L.W., Winn, W., Scott, C. and Farr, A. (2005). Evaluation of computer assisted instruction in histology: effect of interaction on learning outcome. The anatomical record part B: The new anatomist, 284B (1): 28-34. • EVIDENCE THAT THE COURSE HAS IMPROVED: • Feedback from student questionnaires • Increased interest by students in the subject • Exam results TO How can students relate from whole animal - Animal at cellular level?