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Background

This study explores the impact of writing intensive microbiology courses on student learning outcomes and perceptions. The results indicate improved writing and reading skills, as well as deeper understanding of course material. However, there was no significant difference in exam grades compared to non-writing intensive courses. The study also analyzes the effectiveness of group work in answering essay preparation questions. Overall, the findings suggest that incorporating writing assignments and group work can enhance student learning in microbiology.

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Background

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Presentation Transcript

  1. Background • Writing Across the Curriculum Initiative • 2002 Workshop • Development of writing intensive microbiology courses • Writing to learn • Defining success of WAC

  2. Background • Students in Writing Intensive (WI) Sections 2003-2004 report: • better readers (50%) • better writers (55%) • learned more as a result of the writing assignments (87%) • Comparing WI vs. nonWI sections: No overall difference in exam grade scores or final course grades

  3. Looking for Questions….. 2005-2006 • Do students get more multiple choice exam questions correct in WI courses vs. traditional courses? • Do students have better scores on written exam answers in WI courses vs. traditional courses? • What does the process of students working in groups to answer essay preparation questions look like? • What are students’ perceptions of their learning?

  4. Method • Essay preparation questions in WI sections • Brought answers to class • Worked in groups to develop scoring rubric & score each other’s answers • Submitted answers based on the comments of their group members • Videotapted think alouds

  5. Summary of Results • Do students get more multiple choice exam questions correct in WI courses vs. traditional courses? NO • Do students have better scores on written exam answers in WI courses vs. traditional courses? NO 2006 ASMCUE

  6. Analysis of the Learning Process Through Think Alouds • Struggle with group work • Time management • Systematic process • Use of resources • Reluctant to change answers based on comments made by other students

  7. Analysis of Students’ Perceptions of their Learning- Survey • The writing was different than the writing in other science courses- 83% • More interested in the course as a result of the writing- 60% • Absorbed more information as a result of the writing- 66% • Felt more connected to their classmates- 63%

  8. Linking learning the facts of microbiology to: • Learning how to solve • problems • Working with others as • is typically done in • real world situations

  9. Revised Method • Prior to class, students were given problems to solve • During class, students worked in groups to compare their written answers & to come up with one set of answers per group

  10. Assessment of Revised Method • Multiple Choice • Topics associated with writing assignments vs. those not addressed in assignments • Classified multiple choice questions based on Bloom’s taxonomy • Written answers • Improved responses on topics associated with prior writing • Group work survey • Perceptions

  11. Changing Assignments Name & describe the properties of the 5 organisms studied in microbiology. Explain Koch’s postulates relating a pathogen to a disease. Janie Melsek is a landscaper gardener in Sanibel Island, Florida • dragged into a nearby pond by a 12 foot alligator. • after 30 minutes in the alligator’s jaw, brought to a local hospital • lost her arm and bites in buttocks and thigh were treated and antibiotics were administered. • expected to survive, but died two days later. Doctors stated her death “was due to her body shutting down in response to an infection”. ………………..

  12. Example of an Assignment Question • What are the 5 major groups of organisms studied in microbiology? • Name one that could be responsible for Janie Melsek’s death. Justify your choice. What was the source of this microbe? • Provide a reason to explain why Janie Melsek died even after receiving a good prognosis and antibiotic therapy. • Describe one property or structure of the microbe that increased it ability to cause infection. • Explain how you would go about proving the organism you selected was responsible for Janie Melsek’s death.

  13. General Microbiology Exam Data

  14. Results Exam 1 Multiple Choice Data for General Microbiology % correct

  15. Results Exam 1 Written Answer Data for General Microbiology % correct

  16. Allied Health Microbiology Exam Data

  17. Results Exam 3 Multiple Choice Data for Allied Health Microbiology % correct

  18. Results Exam 3 Written Answer Data for Allied Health Microbiology % correct Topic considered in writing assignment

  19. Summary In General & Allied Health microbiology classes….. • Comparing topics associated with prior writing to those where no prior writing was done, no consistent improvement in the number of correct responses on multiple choice or written answers • Based on observations of students in the process of developing answers, writing can be used as a predictor of success

  20. Survey Results

  21. Survey Results 128 responses

  22. Survey Results

  23. Survey Results

  24. Survey Results

  25. Survey Results

  26. Summary • Students recognize flaws in • themselves • one another • process

  27. Reflections

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