A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives

Autor/inn/en	Watson, Rachel M.; Willford, John D.; Pfeifer, Mariel A.
Titel	A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 12 (2018) 1, Artikel 8 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1694
Schlagwörter	Educational Environment; Microbiology; Behavioral Objectives; Process Education; Skill Development; Problem Based Learning; Partnerships in Education; Outreach Programs; School Community Programs; Service Learning; Experiential Learning; Minimum Competency Testing; Participant Satisfaction; Likert Scales; Course Evaluation; Teaching Methods; College Programs; Wyoming + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mikrobiologie; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Hochschulpartnerschaft; Jobcoaching; Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Studienprogramm
Abstract	In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems experienced by these partners. Instructor assessments enabled understanding of student competencies, and according to external subject matter experts students demonstrated mastery of all learning objectives on the final research presentation. Community partners were completely satisfied with the students' solutions, professionalism, and communication. Instructional diagnosis and student course evaluations showed satisfaction, engagement, and growth. Assessments enabled reflective practice by faculty and led to improvements of the capstone course and the microbiology program. Consequently, the course gained institutional support and an official course listing. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01