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Integration Project: Geoff GearnerProject OverviewBIOL 317, Principles of Microbiology, has been supported by information technology (Blackboard, Powerpoint presentations) for the past several semesters, primarily to deliver course-related material. I propose to develop a project-based learning activity whereby the students, working in groups of 3-4, utilize the Internet to search, retrieve and compile current information concerning an assigned microbial pathogen. Each group will then develop a website devoted to the assigned microbe. The student-developed websites will become resources for all students who are enrolled in the course now and in the future. 
Project DetailsIncorporating an Internet Project-Based Learning Activity into the Undergraduate Microbiology CourseThe purpose of this project was to develop a project-based learning activity whereby the students, working in groups of 3-4, utilize the Internet to search, retrieve and compile current information concerning an assigned microbial pathogen. Each group would then develop a website devoted to the assigned microbe. The student-developed websites will become resources for all students who are enrolled in the course now and in the future. During the Fall 2002 semester, the 25 students enrolled in BIOL 317, Principles of Microbiology, participated in the project. Each of six groups of 3-4 students was assigned a bacterial pathogen (Listeria monocytogenes, Coxiella burnetii, Escherichia coli O157:H7, Helicobacter pylori, Neisseria meningitidis, Chlamydia trachomatis, Haemophilus influenzae, and Streptococcus pnuemoniae) and tasked with using the Internet to find specific informational items on their assigned microbe, including: Taxonomy, Morphology (photo?), Biochemical/metabolic characteristics, Genome characteristics (has it been sequenced?), Cultivation methods, Growth characteristics (photo?), Laboratory identification, Disease(s) caused, Epidemiology, Disease symptoms, Disease pathogenesis and prognosis, Bacterial virulence factors, Genetics of virulence factors, Clinical diagnosis of disease (any immunological and/or molecular methods developed?), Disease treatment and prevention (vaccine?). The groups used the External Links section of Blackboard for BIOL 317, containing links to over 40 microbiology-related websites (see Appendix 1) as a starting point for their research. Each group then submitted a typed report of their findings. Then, the students constructed a set of linked web pages using their Internet research results as content. Each group presented their web page to the whole class. Each group's web page was evaluated using a rubric (see Appendix II). The scores ranged from 80% - 92%, with an average of 86.4%. In general, the students did a very good job with the project. The students were asked to complete an assessment form (see Appendix III) of the project and what they learned. Results of the survey are presented below:  In general, most responses were favorable (16/20 response items >3.00). Items 12 - 16, gauging how much the students learned from the activity, show that the students did in fact deepen their understanding and knowledge of bacterial pathogens. Items 4 - 7, gauging if project instructions were, in general, clear, show that improvements can be made in instructing the students on how to construct web pages. These improvements will be made when the project is assigned to future classes of BIOL 317. A poster abstract of the project's findings will be submitted for presentation at the American Society for Microbiology's 10th Annual Microbiology Undergraduate Education Conference, May 2003. APPENDIX I: List of Microbiology and Related Websites (Current Location: External Links of Blackboard)
APPENDIX II: Internet Project Evaluation Form APPENDIX III: Student Assessment Survey
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| Copyright © 2002 MSU/PT3 Revised: Thursday, 07-Apr-2005 13:21:50 EDT |
