Transcript My Course - the Biology Scholars Program Wiki

General Microbiology
Learning Objective
Students will propose a plan for
a genetically engineered
microbe that may be used as a
probiotic that will impart a new
characteristic to the host that
addresses an authentic
challenge to the host.
Taxonomy
Level/Cate
gory
6 - create
Learning Activities
Lab on phenotype vs
phenotype
Lab on transformation
Readings on bacterial
genetics
Review sample
proposal – responses
to questions submitted
on line and discussed
in class
Formative Assessment
Lab questions that target

phenotype vs genotype

transformation, characteristics
of gene, plasmid, selection
based upon antibiotic res
genes

Online discussion reading
literature on risks /benefits of
sample proposal

Early deadlines for proposal
idea/allow review and revise
Online questions with discussion in
lecture

Feedback on review of sample
proposal
Students will give examples of
how humans utilize and harness
microbes and their products
Summative
Assessment
Poster session
pitching proposal to
funding agent.
Rubric for
innovative thinking
Rubric for science
knowledge
Pre and post
1- know
”
”
List two examples
of how humans
utilize microbes and
or their products to
solve a problem
context
• Goal
• Students will appreciate the impact of Microbes to “our world”
• Students will experience thinking in “new ways”
• Students will give examples of how Humans utilize and harness
microorganisms and their products.
• Students will appreciate that because the true diversity of microbial life is
largely unknown, its effects and potential benefits have not been fully
explored.
•
• Course outcome
• Students will give examples of how humans utilize and harness microbes
and their products
• Students will propose a plan for a genetically engineered microbe that
may be used as a probiotic that will impart a new characteristic to the host
that addresses an authentic challenge to the host.
Learning activities &Formative
Assessments
Learning
• Case study set up
• Lab on phenotype vs phenotype
• Lab on transformation
• Readings on bacterial genetics
• Review sample proposal – responses to questions submitted on line and
discussed in class
Formative
• Lab on phenotype vs phenotype
• Lab on transformation
• Readings on bacterial genetics
• Review sample proposal – responses to questions submitted on line and
discussed in class
Summative Assessments
Poster session pitching proposal to funding
agent.
• Rubric for innovative thinking
• Rubric for science knowledge
Pre and post
• List two examples of how humans utilize
microbes and or their products to solve a
problem
Modified from AAC&U Value rubric on creative thinking
Creative/innovative
thinking
4
3
2
1
.
Extends a novel or unique
idea, in a manner that
crosses boundaries
Creates a novel or
unique plan
Adapt: Successfully adapts an
appropriate exemplar to
his/her own specifications
Innovative Thinking
Novelty or uniqueness
of approach
Proposal presents
approach that is
unique, encodes a
set of genes, genes
from an organism
not discussed in
class etc]
Proposal involves one gene
[Proposal is on the same topic
that encodes an enzyme from a
as that presented in class]
bacterium other than the
example from class}
Innovative thinking
Novelty or uniqueness
of project goal
Goal to address
unique /significant
problem
Goal involves similar goal as
that discussed in class, microbe
encodes degradative enzyme
Goal is on the same topic as
that presented in class – global
warming
Incorporates new
directions or
approaches to the
assignment in the
final product.
Considers new directions or
approaches without going
beyond the guidelines of the
assignment.
Stays strictly within the
guidelines of the assignment.
Incorporates
alternate, divergent,
or contradictory
perspectives or ideas
in a exploratory way.
Includes (recognizes the value
of) alternate, divergent, or
contradictory perspectives or
ideas in a small way.
Acknowledges (mentions in
passing) alternate, divergent,
or contradictory perspectives
or ideas.
Takes Risks
Embracing
Contradictions
Actively seeks out and
follows through on
untested and potentially
risky directions or
approaches to the
assignment in the final
product.
Integrates alternate,
divergent, or contradictory
perspectives or ideas fully.
Model: Successfully reproduces
an appropriate exemplar.
Timeline
• Extend Science knowledge rubric to include more
categories and levels
• Discuss rubrics with colleagues who also teach
this class
• Discuss creative thinking rubric with those that
teach in General Education category … does this
represent “Thinking in new ways” goal.
• Continue to investigate rubrics for assessment of
learning outcomes, determine if learning
outcomes are too general, if so re-write.