Concurrent Resource Sessions

From the Few to the Many: Scaling up the Undergraduate Research Experience with the HHMI SEA-PHAGES Course

Lucia Barker, Howard Hughes Medical Institute

The Science Education Alliance (SEA) at the Howard Hughes Medical Institute (HHMI) has developed a course called “Phage Hunters Advancing Genomics and Evolutionary Science,” or “PHAGES.”  In the SEA-PHAGES course, undergraduate student researchers, primarily freshmen, isolate bacteriophages from soil samples. Students then characterize these isolates using tools and techniques in microbiology, molecular biology and bioinformatics.  Students work together to generate fully annotated phage genomes for GenBank submission.  In the past four years, HHMI has supported more than 3,000 students participating at more than 65 institutions ranging from large research-intensive universities to small liberal arts colleges.  Further, SEA-PHAGES students and their faculty mentors have archived approximately 2,700 unique bacteriophages and have submitted more than 120 phage genomes to GenBank. In this session, we will discuss the implementation of the course– including the faculty time and resources required - and assessment data.  These data include measures of course effectiveness retaining students in STEM majors and student proficiencies in scientific skills and in other STEM courses. There will also be a panel of SEA-PHAGE faculty and staff that will include discussion on the process of imbedding research into the curriculum, the importance of students generating real data in an authentic research project, some valuable lessons learned, and recommendations for the implementation of research-based courses at other institutions

MicrobeLibrary’s Newest Collection: The Multiple Choice Critical Thinking Question Bank

Gary Kaiser, The Community College of Baltimore County, Catonsville Campus

The Critical Thinking Question Bank is a new MicrobeLibrary collection of peer-reviewed multiple choice questions that go beyond rote memory and recall to requiring critical thought. The level of critical thinking is designated minimally at level three (application) in Bloom’s Taxonomy of Cognitive Levels with the questions categorized based on the 2011 ASM Recommended Curricular Guidelines. Designed especially for interactive learning using audience response systems, the questions are of value for pre- and post-tests or traditional exams, and may be used in the classroom or laboratory or on-line in blended- and distance-learning experiences. This workshop will explain the MicrobeLibrary Critical Thinking Question Bank and the criteria required for question submission, illustrate and discuss sample questions, and enable participants to develop and fine-tune their own questions for submission to MicrobeLibrary. Participants are asked to bring an electronic copy of two of their favorite critical thinking questions to share with others at the workshop.

Tailoring Teaching for Demographically Diverse Learners

Min-Ken Liao, Furman College and 2008-2009 Biology Scholar

Mary Mawn, Empire State College and 2009-2010 Biology Scholar

Jeffrey Pommerville, Glendale Community College and 2008 Carski Foundation Distinguished Undergraduate Teaching Awardee

Students are changing.  In 2009, 33 percent of undergraduate students are over 24 and 36 percent are enrolled part time.  Some students transfer to 4-year institutions after 2 years of community college education, while some enroll in certification programs in community colleges after a bachelor degree.  Some prefer traditional college experience, while some opt for online learning.  For the 60-minute session, the panelists will each spend 5-10 minutes on student demographics, cultural/generational backgrounds, learning styles, expectations of education, values and concerns, and career aspiration, as well as on advantages and challenges in teaching these students.  We will then have an open discussion with the session attendees on how to reach and teach demographically diverse students so to better serve their educational needs.  The collective tips and insights will be compiled and sent to the session attendees after the conference.

Effective Online Microbiology Education: A Two-Session Progression

Phil Mixter, Washington State University

Andrea Rediske, Valencia Community College

There will be two stand-alone sessions that will each be offered one time only.  Participants can enjoy any combination of these sessions.

The FIRST SESSION (Thursday June 14) is designed for those with little or no experience using online teaching formats.  Perhaps instructors have been asked to develop these resources, switch a face-to-face class to an online or hybrid format, or are simply curious about online options when designing new classes.  Panelists will start with some basics and convey experience during the earliest stages of development of online courses.  Topics will include, but are not limited to, course design, leveraging advantages of online learning, learning styles, effective online communication, and how to foster collaboration among online classmates.  As online formats vary, there will be less focus on technology issues.  Dialogue and discussion among attendees is encouraged.

The SECOND SESSION (Friday June 15) is a session designed for those with significant experience in online Microbiology instruction looking to enhance their course or add new features. Panelists will share their experiences and instructional progression.  Dialogue among attendees to share strengths and challenges will be encouraged.  Topics will include, but are not limited to, avoiding cheating and plagiarism, assessment of learning, effective online teaching strategies, and best practices in an online or hybrid Microbiology course.  Dialogue and discussion among attendees is encouraged.

The NSF's Division of Undergraduate Education (DUE) Funding Opportunities

Celeste Carter, National Science Foundation

Undergraduate education is central to the NSF's mission in human resource development. The Division of Undergraduate Education (DUE) serves as the focal point for agency-wide support for undergraduate education. DUE program activities strengthen and continuously improve the undergraduate students' experiences in science, technology, engineering, and mathematics (STEM) courses. This forum presents an overview of DUE programs. Information about specific programs and examples of successful funded projects will be provided. Resources for faculty considering applying for support will be shared.

Road Map to Academic Success

Todd Primm, Sam Houston State University

This session will provide practical advice for a successful and enjoyable career in academia.  There are many unwritten rules and conventions that will be made plain.  While this session is designed for new (first four years) faculty, more experienced faculty may find some perspective here as well.  Your institution does not have to be tenure-granting for this to be relevant, although tenure and promotion will be discussed.  Topics will include: not finding the “best” institution, but the right institution for you, understanding your institutional environment and putting it into context, efficient time management is based on prioritization, guide to effective and scholarly teaching, service without suffering, preparing a potent promotion portfolio, and finding a balance in your life.  Academia is a wonderful environment that can offer tremendous personal growth if you take advantage of opportunities and avoid the landmines. 

What is New in Teaching Technology? PowerPoint Annotation Using Notebook Computers or Tablets to Create Interactive Lectures Which are Captured Using Lecture Capture Software

Jennifer Taylor and Erica Suchman, Colorado State University

Participants will be introduced to the use of tablets and notebook computers to annotate PowerPoint lectures allowing a more dynamic learning experience.  Speakers will demonstrate how they use these in their teaching to increase active learning. They will also be introduced to lecture capture software (speakers have used 2 different programs, pros and cons of each will be discussed).   Tablets and Notebook computers can be used to create diagrams, write on existing diagrams, etc. right in PowerPoint, lecture capture software will capture the PowerPoint with these annotations with real time Audio, thus allowing students to watch lectures later in preparation for examinations. Participants will be exposed to the differences between using a notebook computer or tablet to create these annotations.