Invitation for User Feedback. If you have used the activity and would like to provide feedback, please send an e-mail to MicrobeLibrary@asmusa.org. Feedback can include ideas which complement the activity and new approaches for implementing the activity. Your comments will be added to the activity under a separate section labeled "Feedback." Comments may be edited.INTRODUCTION
Learning Objectives.
For students to improve their understanding of: 1) how current microscopy techniques are applied, and 2) scientific reasoning and research approaches.
Background.
Students should have some introduction to microscopy and microscopic methods.
PROCEDURE
Materials.
(if applicable) Students need access to the World Wide Web and a printer. All reading material and worksheets are provided online at: http://instruct1.cit.cornell.edu/courses/biomi290/microscopycases/.
Student Version.
See worksheet for each case study at: http://instruct1.cit.cornell.edu/courses/biomi290/microscopycases/.
Instructor Version.
We give out an instruction sheet before each case study that clearly explains where the site is, what they should do, and what their deadlines are (we give them a week to complete it). We state the essay question that they need to answer and give explicit instructions for the kinds of issues they should address. Otherwise, these are designed to be auto-tutorial, and students work independently (we do give them an e-mail address where they can send questions or problems).
Note: During Spring 2005, students were not required to write a summary essay, instead we just had them answer the questions.
Safety Issues.
None.
ASSESSMENT and OUTCOMES
Suggestions for Assessment.
During Fall 2003 we asked students general questions before and after giving the Cryptosporidium case study. Before the case study, only 58% could define what the direct fluorescent-antibody assay (DFA) technique was; after the activity 81% could (n = 76). Before the activity, only 49% could discuss how a molecular microscopic method is applied to detecting microbes in the environment; after the activity 82% could (n = 71).
During 2004, we gave more structured pre- and post tests. There were three questions: a multiple-choice type question about the DFA technique and two open-ended questions about how to use DFA and electron microscopy to investigate specific problems. In all cases, the students answered siginificantly better (P < 0.02) after doing the case study. In addition, students were asked what they felt they learned. 94% thought they learned about how microscopic methods were used in “real-life”; and 92% thought the case studies helped them better understand how scientists approach a problem.
Student grades are based on the essay they turn in. It is typically worth 10 points, and we develop a grading rubric for each essay based on what we ask of students.
Field Testing.
The Cryptosporidium case study has been used three times, the Fatal Flu case has been used two times, the Biofilm case has been used once; all with 90 to 200 students in General Microbiology classes for Biology majors.
Student Data.
Below are examples of student work to provide faculty with a fuller sense of outcomes for the activity.
Sample Essays
Sample 1: Cryptosporidium case study
Sample 2: Cryptosporidium case study
Sample 1: Fatal flu case study
Sample 2: Fatal flu case study
Sample 3: Fatal flu case study
Sample 4: Fatal flu case study
Sample Short Answers
Sample 1: Biofilms case study
Sample 2: Biofilms case study
Sample 1: Fatal flu case study
Sample 2: Fatal flu case study
SUPPLEMENTAL MATERIALS
Biofilms student worksheet
Cryptosporidium student worksheet
Fatal Flu student worksheet Short answers
Fatal Flu student worksheet Essay
| 