Tag: online microbiology
The end of the fall semester signals the completion of Dr. Wilson’s sabbatical and the beginning of the sabbatical for Dr. Benoit. The two are working on a project to create an online microbiology course for allied health students. Neither would say online micro is the way to go for training a new generation of microbiologists, but creating microbe awareness for those in allied health fields is possible using their unique approach. And, the realization that a growing list of schools have mandated these courses be taught online (including an online lab) has led them to face the challenge of making sure such classes are done right. So, the goal is better tools for online microbiology labs and lectures, resources that will maximize learning from a less than optimal approach.
Dr. Wilson’s summer and fall semester have been devoted to creating an online lab. The approach used is one of simulation, kitchen microbiology, and “scavenger hunts”-online searches and trips to local stores. He has only completed about 75% of the work to date, mainly because his students in his regular microbiology class this spring will help to provide a student’s perspective on “what works” in keeping the activities interesting, informative, and fun. There will be liberal use of videos in the final product, and students will help with their production. The goal is to have a finished, polished product by the end of the spring semester – in time for use in the BIOL 3403 microbiology course to be taught this summer.
Dr. Benoit will spend the spring developing the lecture component of the course. There will be scores of short, focused lectures on key topics to allied health microbiology. Using a cafeteria approach, an instructor can choose which of these to include to create a tailored course fitting a school’s unique needs. Benoit plans to use the materials in a test run this summer with BIOL 3403 and have a polished product ready for Fall 2013.
The project is being done with the cooperation and resources of Intuitive Systems, Inc., developer of the simulation software to be used in the lab. Students will purchase access to the web resources and complete many of their assignments online. It is expected that access to the lab and lecture together will run less than the cost of a textbook or lab manual. Quizzes and activities will be auto-graded on the website and the results sent to student and instructor. For a sneak peek at the early stages of website development, click here.
Recently, our family celebrated the marriage of our older son to a beautiful and talented young lady. When plans were being formed, they surprised us with one aspect of the reception that we could never have predicted – they wanted to square dance. It seems square dancing was featured at an event they attended while in college and the experience was so much fun that they wanted to make it a part of their wedding celebration. As much as we all were skeptical, they were RIGHT! We all had a great time.
I mention this because square dancing requires a few talents and skills that our BIMS program will be needing in the coming year. First, you have to be a good listener and thinker. Second, you have to be light on your feet. As the Caller directs the dancers through some tricky moves, so the BIMS program is going to have to direct its students through some tricky times.
The reason? Two of our BIMS faculty will be on sabbatical during the coming academic year. Dr. Wilson will be out during the fall semester, and Dr. Benoit will be out for the spring. They are working together on a project to develop a microbiology course for nursing majors that can be taught totally online. Wilson will create a lab that is part simulation, part field trips, part “kitchen micro”. Benoit will create over 100 20-minute lectures/activities to teach the content for the lecture portion of the course.
So in the same way that a square dancer has to be a great listener and thinker and light on their feet, the BIMS program is going to have to exhibit those skills as it adapts its course offerings and content to provide all BIMS curriculum over the two short-handed semesters. We have studied the progress of our BIMS majors and have been listening to what students want in the coming year. We have been thinking about appropriate substitutions from departments across campus. And we have started being “light on our feet” as we adapt what we will be doing during the year for our BIMS students.
May our doh-si-doh and promenade get the job done!