BTEC 21C - Stem Cell Technology - Stage 5 - Robert Del Vecchio
Assessment
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| Assessment Description | FINAL EXAM and a QUIZ that test the students knowledge of basic concepts of stem cell biology. Examples: - What is the definition of a stem cell? - Describe two features that distinguish human stem cells from mouse stem cells? - You need to prepare cell suspensions to set up hanging drops for an ES cell differentiation. In the last experiment you tested a cell suspension of 2 x 105 cells/ml. Now you want to try above and below this concentration to find the ideal value for the differentiation experiment. • Describe how to prepare 5 ml of each of the following suspensions: 1, 2, and 4 x 105 cells/ml. • You trypsinized the cells and resuspended them in a total volume of 5 ml. • The cells were diluted 1:10 into trypan blue and counted in a hemacytomer. • The counts are: 5 squares on top = 60 cells 5 squares on bottom = 53 cells Show your calculations and identify your answers clearly. Use next page if needed LAB NOTEBOOKS - daily notebooks kept by students to record their lab work. Graded on a rubric that tests how the notebooks meet informal standards fro laboratory record keeping. LAB PRACTICAL EXAM - students are asked to prepare a cell suspension at a specified concentration. This is a common task in a stem cell lab. Students are graded on their technique (by observation) and the accuracy of the suspension prepared (counting the cells by the instructor). WRITTEN REPORTS - students write reports that describe the conclusions to their experiments. Two reports are assigned. Students are given a guide to aide in writing the report. Guide: Answer these questions as a guide in writing in your report: 1. What was the goal of the experiment? What question were you asking? 2. What answer did you get? • This is your conclusion statement. • This should be 1-2 sentences. • This should be very clearly stated at or near the beginning of the report. • You have two parts of the experiment so you may want one conclusion per part. • Do not state a simple conclusion – “it didn’t work” – and leave it at that. 3. What evidence supports your conclusion? • BRIEFLY summarize the data that supports your conclusion. • What did you see that supports the conclusion made about what happened? |
| Learning Outcomes | All |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 21 |
Data Analysis
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| Data Summary | • Discussions of experimental results: o Goal of discussions is to gauge students’ level of understanding, correct students’ misconceptions about experiments, and give students much needed practice on presentations. o In previous semester noted that student presentations of experimental results did not involve the entire class. Many students did not participate. Time was wasted on poor presentations not leaving enough time to gauge students’ level of understanding, correct students’ misconceptions about experiments. It is difficult to divide the presentations equally among the students. • Lab practical o Goal is to ensure students can efficiently perform basic cell culture techniques. o 16 of 20 students did not pass - achieve a score of 14 out of 20. Most students showed good technique but failed the cell counting portion of the exam. The low scores for the practical meant that many good students might not receive final grades indicative of their skill level. o These results were much lower than previous semesters (~75% achieved a score of 14/20). • Final exam (highlights): o Only 19% (4/21) of students answered the three questions on FACS correctly. o Only 28% (6/21) of students answered the following correctly: “Describe two features that distinguish human stem cells from mouse stem cells?” This is important because the students work with mouse cell in the course, but will most likely work with human cells in the workplace. o These results were much lower than previous semesters. |
| Analysis Summary | For exams: For each question: i.If >80% of students answer a question satisfactorily no major changes to course material or presentation is planned. ii. If between 50 and 80% answer question satisfactorily, examine the following and make changes if needed. 1. Difficulty of question 2. Course material related to the question/SLO 3. Level of preparedness for students missing question. iii. If <50% of students answer a question satisfactorily examine the following and make changes to improve student attainment of SLO. 1. Difficulty of question 2. Course material related to the question/SLO 3. Level of preparedness for students missing question. |
| Next Steps Planned | • Discussions of experimental results: o Tried new format where students worked in groups to talk about discussion points on the given by the instructor. The discussion points were important concepts that the students needed to include in their written reports. This served as good motivation for students to get involved in the discussion. After group discussions entire class got together to talk about experiment. • Lab practical exam o During the semester allowed students to redo the exam raising the maximum points obtainable for the retake to 18 points. o Conferred with other instructors to add more cell counting activities to BTEC 21A and BTEC 21B, the courses that precede 21C. The plan is to have students enter BTEC 21C with a stronger grasp of cell counting with the hope that this will improve success in the practical exam. • Exam questions o Test questions were reviewed and are not too difficult. No changes in questions planned. In lectures stress topics addressed by questions where students underachieved. |
| Learning Outcomes | All |
Changes
| Details | • Discussions of experimental results: o Assessment and changes described in Part 6. o Result of changes: All students were more active, even those who rarely talked in class spoke up in the groups. Students got valuable small group presentation experience, but no practice speaking in front of the class. The discussions were focused on understanding the experiments with little time wasted on the poor presentations as with the previous semester. Additional benefit: The discussions helped the students complete the written experimental report assignments. This was assessed by discussions with students. • Lab Practical exam o Goal is to ensure students can efficiently perform basic cell culture techniques. o 16 of 20 students did not pass - achieve a score of 14 out of 20. Most students showed good technique but failed the cell counting portion of the exam. The low scores for the practical meant that many good students might not receive final grades indicative of their skill level. o During the semester allowed students to redo the exam raising the maximum points obtainable for the retake to 18 points. • FACS instruction o The enrollment of ~20 students in BTEC 21C it is difficult to show the operation of the FACS and computer software. To allow more students to view the FACS operation on the computer a 42” computer monitor was installed and the computer was connected to a projector. |
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| Learning Outcomes | All |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | Adding pre- and post-course student questionnaires. |
SLO Details Storage Location
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)