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Lecture 14

Lecture 14. What % of sexually active women have HPV (human papilloma virus, causes genital warts)? 10% 20% 50% 70% 90%. Fostering Critical Thinking in a large lecture Microbiology course. Erica Suchman, Ph.D. Department of Microbiology, Immunology and Pathology

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Lecture 14

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  1. Lecture 14 • What % of sexually active women have HPV (human papilloma virus, causes genital warts)? • 10% • 20% • 50% • 70% • 90%

  2. Fostering Critical Thinking in a large lecture Microbiology course Erica Suchman, Ph.D. Department of Microbiology, Immunology and Pathology Colorado State University

  3. My class • Junior and Senior level students • 10% micro majors • 90% from 30 other majors • 70-200 students/section • 3, 1 hour lectures, separate lab

  4. The Problem: The Solutions: • Students were unable to “think” about microbiology on exams. • Daily handouts with ungraded problems • This did not really work • Interactive Demos • Group Exams. • Clicker questions

  5. The Problem • Students don’t know each other making it difficult to form study groups. The Solution • Students card exchange, the first day of class • Group Exams

  6. Forming Groups • Students are allowed to self select groups • minimum 4 students can have as many as they want • Big Debate: self selection vs. assigned groups

  7. Group Exams • Group exams are designed to make students use the material & critical thinking to solve problems. • Group exams are designed to be too difficult to answer during one class period. • Students are told the types of questions asked on the group exams will be used on their individual exams.

  8. Group Exams • Students are given the exams 1 week before they are to take them. • They are told they are expected to work on these outside of class, & that they will not be able to finish them if they come to class unprepared. • They have 35 minutes, the last 15 minutes of class we go over the answers.

  9. Group Exams • Exam day the group decides on best answer, fills out answer sheet & turns it in for a group score. • Students may fill in a page of dissent. • If the dissenter is correct only they will get the points, if they are wrong only they will lose points. • Students must be present during the group exam to get credit. I verify the presence of students during the exam, helps me to learn their names. • The last 15 minutes of class the students develop the key by answering questions about the group exam using their clickers.

  10. Metabolism Group exam • 1. Your first assignment is to provide information to the firm BigMoney Inc, interested in using microbes to clean toxic spills (bioremediation). BigMoney Inc. has had a major spill of inorganic N02- . They want to know on a strictly theoretical basis if there are any types of bacteria that could metabolize N02- to give rise to NH4?

  11. ANSWER N02-  NH4 Nitrite is reduced. Which means that Nitrite is accepting electrons. As this is a non-Oxygen acceptor it is by definition anaerobic. Nitrite could serve as the final electron acceptor in either anaerobic respiration or anaerobic chemolithotrophy. In anaerobic respiration Nitrite would accept electrons from organic materials and in chemolithotrophy Nitrite would accept electrons from inorganic materials.

  12. Group exams we do 1: Determining the identity of field isolated organism based on their characteristics: comparing eubacteria, archea, & eukaryotes; classification. 2: Metabolism & bioremediation 3: Transcription, translation and mutations 4: Viral life cycles and anti-viral drugs.

  13. The Problem • Students can’t visualize and see how they might use complicated biological processes from traditional lectures The Solution • In class student centered demonstrations • Clicker questions

  14. Now for a little movie

  15. Student centered Demos • Conjugation and Hfr mapping • Transduction • Transcription • Translation • The Ames test • Isolating auxotropic mutants (His-) • Herd immunity

  16. Clicker questions should have a goal • My goals: • 1. Make sure I see if they are understanding difficult topics so I will know if I need to talk more about this topic • (studied, ~84 times went over a concept again due to poor response on clicker question) • 2. Let them see the ways they need to be able to use and think about concepts, re-enforce that memorization alone is not going to get them an A • 3. Keep them involved with the topic during class, reduce the passive nature of our exchange • 4. Review information discussed in a previous class period that will be needed for today

  17. Questions should not be • Used only as an attendance tool • Used only as a quizzing tool • Used only infrequently • Used when use will not augment learning

  18. Extra Credit Questions • The second class starts the students are asked to answer a question from the previous lecture. • They have 45 seconds to answer • If they get it correct they can get extra credit. • 15 times during the semester I pick the start of class question to be worth extra credit, if they got the correct answer on that day they can get 1 point for a total of 15 points (out of 600).

  19. Not for credit questions to increase learning • The following are examples of questions I use to ensure that • I can see if the students understand the concepts • Students can see the ways I expect them to be able to use information, not just memorize information • A technique I often use is to have students answer alone, I show them the class’ answers, but no correct answer, they then talk about it and re-answer • The percent answering correct increases on average of 22%

  20. Example: Shapes, & arrangements • cocci (s. Coccus): round, spherical • Diplococci,  remain together, pairs • Streptococcus,  remain together, long chains • Staphylococcus,  in random planes, grape like clusters • Tetrads,  in 2 planes, 4 cell groups • Sarcina,  in 3 planes, 8 cell groups

  21. Bacilli (s. Bacillus): rods, different length to width ratios, different ends, flat, round • Coccobacillus, short and wide, resemble cocci Justice and Suchman

  22. Diplobacillus,  remain together, pairs • Streptobacillus,  remain together, long chains • Vibrios, curved rods, commas Justice and Suchman

  23. Spirals, long rods twisted into corkscrews spirilla, corkscrew with flagella • spirochete, corkscrew • no external flagella

  24. 5. What is the correct shape and arrangement for the following bacteria? • Staphylococcus D. Streptobacillus • Staphylobacillus E. Streptococci • Sarcina

  25. Example 2: lymphocytes respond to Epitopes on Antigens • complex molecules • proteins • polysaccharides • glycolipids • Antigens may have more than 1 epitope which elicits lymphocyte response Antigen with 2 epitopes Antibodies bound to epitopes Bacteria

  26. 2. You have 3 proteins on the surface of one bacterium that serve as antigens. Protein A has 3 antibody binding sites, Protein B has 4, and Protein C has 2. How many different B lymphocytes will be specific for this bacterium? • 3: 1 for each antigen • 1: that is specific for this bacterium • 9: 1 for each epitope No Answer

  27. Start of class Hook questions • Class starts with a “Hook question” that is up while I set up for class and I start ~2 minutes before class officially starts. • Misconception about microbiology • Usually about a disease • Something they find interesting • Allows students to get their clicker ready and gets them thinking about micro before class starts • Not worth any credit

  28. How many women a year get diagnosed with HPV related cervical cancer in the US? A. 140 B. 1000 C. 6000 D. 14000 E. 100,000

  29. Something New I tried S08 • On any given day ~20% of my class was not in attendance. • I gave extra credit for near perfect attendance. Each student will get credit for clicking each day. If they don’t miss more than 2 classes they can get an extra 5 points of extra credit (out of 600 points) • All or nothing 0 or 5 no partial credit

  30. Interesting things I learned • By giving them 5 points for not missing more than 2 classes 80% of the class did not miss more than 2 lectures (compared to 45.6% in F07) • The % of students who chose to purchase the clickers went up from 95.3 to 99.8% • The % of students who attended class each day increased to an average of 89.2% (from 80.52%) • The % of lectures attended by students increased to 90.6% (from 80.52%)

  31. Grading • Individual exams • 3 midterms 100 points each • final 200 points cumulative • Total points possible • 600 points • 500 from individual exams • 100 from group work (4 group exams 25 points each) • Up to 20 points extra credit 15 getting start of class questions correct, 5 for not missing more than 2 classes (average ~14)

  32. Things I Have Learned • Marketing matters. • Pay attention to your goals while writing questions. • Although fostering critical thinking increased my workload, I feel it is worth the effort.

  33. Our clicker study:The Literature tells us that • New students or students with lower achievement levels have trouble in larger classes (Bordon and Burton 1999; Dillon and Kokkelenberg, 2002 ). • Research on learning shows that individuals make meaning in a variety of ways and that these ways may not be the same for each individual (Denig 2004 ) • Learning takes place in social settings through interaction with others. In other words, some learners need to interact with others in order to make sense of new information prior to internalizing it (Vygotsky,1978). .

  34. Research has documented a variety of benefits of using CRS(Best Reference Duncan, 2005) • Increased • Attendance • Preparation for class • Enthusiasm • Attentiveness • Participation • Confidence in learning • What they have not looked at is - does how you use the clickers have an effect on these benefits?

  35. The Study • Instructor A (me) integrated CRS use throughout my lectures as well as beginning each lecture with an extra credit question covering the material from the previous lecture. • Instructor B (Ralph Smith) only used CRS for beginning of class extra credit questions

  36. The following parameters were compared between the classes 1. The number of times students worked cooperatively during the semester 2. The number of times the instructor changed lecture due to lack of student comprehension 3. Performance on shared questions on exams that were either only covered by lecture in both sections, or by both lecture and CRS questions in section A 4. Attendance 5. Responses to a end of semester survey

  37. I reported making changes in lecture due to lack of student comprehension 83 more times than my teaching partner in section B that used CRS as only a quizzing tool

  38. Student’s scores improve dramatically when they discuss the question with peers

  39. Students in section A did better on all test questions, not just the ones that were covered by CRS questions as we predicted

  40. Performance on beginning of class questions • The average percent correct was ~75% for both section A and B • This suggests the 2 classes should have performed similarly on exams

  41. Statistics • When student performance was compared between the 2 classes for • Section • Exam • Question type (CRS covered or not) • The only significant difference was between sections • With Section A performing significantly better on all types of questions and on all exams

  42. Attendance? • There was no difference between the sections in the students who purchased the clickers • However in section A 8% more students chose to purchase the optional clickers

  43. And the survey says…. Students in section A reported • feeling more confidence about their knowledge • More interaction with other students than usual • More ability to give the instructor feedback than they usually do • Less doubt about their progress • Greater confidence in their ability to form relationships between concepts Than students in section B

  44. Want more info, or to see all the exciting statistics showing what I am telling you is true? • Evaluating the Impact of a Classroom Response System in a Microbiology Course. Erica Suchman, Kay Uchiyama, Ralph Smith, Kim Bender, Journal of Microbiology Education, May 2006 Volume 7 pg 3-11

  45. Other References • Blackman, M. S., Dooley, P., Kuchinski, B. and Chapman, D. 2002. It worked a different way. College Teaching50:27-28 • Borden, V. M. H., and Burton, K. L. 1999. The impact of class size on student performance in introductory courses: AIR 1999 annual forum paper. AIR 1999 Annual Forum Paper, 21. • Bullock, D. W., LaBella, V. P., Clingan, T., Ding, Z., Stewart, G. and Thibado, P. M. 2002. Enhancing the student-instructor interaction frequency. The Physics Teacher 40 p.535-541 • Denig, S. J. 2004. Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record 106:96-111 • Dillon, M., and Kokkelenberg, E. C. 2002. The Effects of Class Size on Student Achievement in Higher Education: Applying an Earnings Function. In 42nd Annual AIR Forum. Ontario, Canada. • Duncan, D. 2005.Clickers in the classroom. Pearson, Addison Wesley, Boston, MA. • Elliott, C. 2003. Using a personal response system in economics teaching. International Review of Economics Education 1:80-86. • Roschelle, J., Penuel, W. R., and Abrahamson, L. 2004. Classroom response and communication systems: Research review and theory, p. 8. AERA 2004 paper proposal, San Diego, CA • Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. p. 131. Harvard University Press, Cambridge, MA. • Slain, D., Abate, M., Hodges, B. M., Stamatakis, M. K., and Wolak, S. 2004. An interactive response system to promote active learning in the doctor of pharmacy curriculum. American Journal of Pharmaceutical Education, 68:1-9 • Wit, E. 2003. Who wants to be...The use of a personal response system in statistics teaching. MSOR Connections 3.

  46. Want more info? Contact me at… • Erica.suchman@colostate.edu • The group exams can be found on the ASM Education Resources Web Page at:http://www.microbelibrary.org/ Curriculum/page2.htm

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