M B 10 - Emerging Diseases - Stage 5 - Carole Toebe
Assessment
| Assessment Methods |
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| Assessment Description | ASSESSMENT METHODS 1. Weekly reading assignments 2. Alternating weekly group discussions and quizzes, which require students to analyze and integrate the principles introduced in each lesson. Discussions can also involve groups being handed terminology/topics cards by the instructor to review and answer in class 3. Exams and Quizzes: May include essays, short answer and multiple choice format and will assess the student's comprehension of lecture material, group discussions as well as assigned readings 4. A group oral presentation will assess each student's ability to conduct individual scientific research and contribute to a group interaction as well as to orally present data |
| Learning Outcomes | ALL |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | ~32 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
|---|---|
| Data Sharing Methods |
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| Data Summary | 1. This course is at stage 5. The course outline is being revised and revisions will be implemented at the time of the next course offering ( Spring 2014). 2. Toebe is the sole instructor for this course but attends conferences on Emerging Disease topics and microbiology each year in order to incorporate current material. Toebe also belongs to professional microbiology societies and holds biology department seminars with guest expert speakers, to enrich students with emerging disease topics ( examples: The emergence of E. coli 0157 by dr. Lee Riley of UC Berkeley School of Public Health; Understanding the human gut microbiome in health and disease with Dr. Susan Lynch of UCSF 3. Students come to this class from a wide range of study backgrounds (some already have prior degrees, some are taking a science elective to complement a program such as nursing or public health, while others can be relatively immature and ill-prepared for study. 4 alternative study skills workshops were held early in the spring and were required for the students to attend (and earn 10 points by doing so). Despite being mandatory 20 of 32 students completed the workshop. 4. Toebe offers 5-point pop quizzes or 5 point in class activities to review learning. This increased attendance and class participation. 5. Toebe requires all students to participate in an end of term group project orally presenting researched material for certain diseases. A grading rubric was used to assess a. oral presentation (well rehearsed) b. Presentation of accurate science-based information c. That each member of the group made information flow cohesively without overlap of material d. That each student turned in a one page summary paper with a list of references documenting their share of the project |
| Analysis Summary | Comparing the final course grades of those completing the study skills workshop revealed an interesting trend. Of the 20 completing there were 10 A’s, 4 B’s, 2 C’s, 2 D’s and 2 F’s. Of the 12 that didn’t take the workshop there was 1 B, 3 C’s, 4 D’s, 2 F’s and 2 W’s. It is possible that these workshops made a positive difference in the learning habits of the attending students. They also tended to be the more mature, and dedicated students. Analysis of these areas under the student group project showed that students work together well on aspects a through C. In area D six students failed to turn in a required paper. These students included 2 that withdrew late and less motivated students in general. 9 students turned in a paper but omitted a correct bibliography. The remaining students completed the paper correctly in all aspects. |
| Next Steps Planned | Conclusions for next cycle A. Continue class assignments but design an approach to encourage more students to attend study skill workshops that would benefit from such. Alternate times and locations to class will be explored for this purpose as well as a more interactive approach. B. Administer surveys to determine study habits and assess any improvements over time C. Provide more concrete examples of writing a summary paper and including peer-reviewed sources. In the next cycle an exercise will be used for students to compare information from non peer-reviewed sources to traditional science based articles. |
| Learning Outcomes | ALL |
GE Area C Details
| Learning Outcomes | No answer |
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| Number Students: Proficient | No answer |
| Number Students: Developing | No answer |
| Number Students: No Evidence | No answer |
| Criteria | No answer |
| Extra Details | No answer |
Tentative Future Plans
| Term | Spring 2014 |
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| Activities |
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| More Details | The course outline is under revision and will be completed by Spring 2014. This will include any updates in course content as well as SLO's and assessments |
SLO Details Storage Location
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
- ELECTRONIC COPY - On a department web server or shared document system