BackgroundBackground Writing Across

the Curriculum Initiative 2002 Workshop Development of

writing intensive microbiology courses

Writing to learn Defining success

of WAC

Background Students in Writing

Intensive (WI) Sections 2003-2004 report: better readers (50%) better writers (55%) learned more as a

result of the writing assignments (87%)

Comparing WI vs. nonWI sections: No overall difference in exam grade scores or final course grades

Looking for Looking for Questions…..Questions….. Do students get more multiple

choice exam questions correct in WI courses vs. traditional courses?

Do students have better scores on written exam answers in WI courses vs. traditional courses?

What does the process of students working in groups to answer essay preparation questions look like?

What are students’ perceptions of their learning?

2005-2006

MethoMethodd Essay preparation

questions in WI sections

Brought answers to class

Worked in groups to develop scoring rubric & score each other’s answers

Submitted answers based on the comments of their group members

Videotapted think alouds

Summary of Summary of ResultsResults

Do students get more multiple choice exam questions correct in WI courses vs. traditional courses? NONO

Do students have better scores on written exam answers in WI courses vs. traditional courses? NONO

2006 ASMCUE

Analysis of the Learning Analysis of the Learning Process Through Think Process Through Think AloudsAlouds

Struggle with group work

Time management

Systematic process

Use of resources

Reluctant to change answers based on comments made by other students

Analysis of Students’ Analysis of Students’ Perceptions of their Perceptions of their Learning- SurveyLearning- Survey

The writing was different than the writing in other science courses- 83%

More interested in the course as a result of the writing- 60%

Absorbed more information as a result of the writing- 66%

Felt more connected to their classmates- 63%

Linking learning the facts of microbiology to: •Learning how to

solve problems•Working with others as is typically done in real world situations

Revised MethodRevised Method Prior to class, students

were given problems to solve

During class, students worked in groups to compare their written answers & to come up with one set of answers per group

Multiple Choice• Topics associated with

writing assignments vs. those not addressed in assignments

• Classified multiple choice questions based on Bloom’s taxonomy

Written answers• Improved responses on

topics associated withprior writing

Group work survey• Perceptions

Assessment of Revised Assessment of Revised MethodMethod

Name & describe the properties of the 5 organisms studied in microbiology.

Explain Koch’s postulates relating a pathogen to a disease.

Changing AssignmentsChanging Assignments

Janie Melsek is a landscaper gardener in Sanibel Island, Florida• dragged into a nearby pond by a 12 foot alligator. • after 30 minutes in the alligator’s jaw, brought to a local hospital •lost her arm and bites in buttocks and thigh were treated and antibiotics were administered. •expected to survive, but died two days later. Doctors stated her death “was due to her body shutting down in response to an infection”. ………………..

What are the 5 major groups of organisms studied in microbiology?

Name one that could be responsible for Janie Melsek’s death. Justify your choice. What was the source of this microbe?

Provide a reason to explain why Janie Melsek died even after receiving a good prognosis and antibiotic therapy.

Describe one property or structure of the microbe that increased it ability to cause infection.

Explain how you would go about proving the organism you selected was responsible for Janie Melsek’s death.

Example of an Assignment Example of an Assignment QuestionQuestion

Topic % Correct Responses on Multiple Choice

% of Students with >80% on Short Answers

% of Students with 80% >80% Essays

EXAM 1 N= 32Organisms Studied 82.4History 76.1Bacterial Structures 72.8Growth 69.9 34.2 31.1 37.4Origins/ Evolution 76.4 31.2EXAM 2 N= 32

Metabolism 73.8 41.8Photosynthesis 49.3 28.9 38.6Genetic Transfer 71.0 45.1Basic Genetics 50.7Recombinant DNA 70.8 35.4 74.1 32.1EXAM 3 N = 29

Eukaryotic Microbes 64.2 51.5Viruses 69.2 58.9 24.0Symbiosis 70.3 30.9

General Microbiology Exam General Microbiology Exam DataData

ResultsResultsExam 1 Multiple Choice Data for General Microbiology

Exam 1 Written Answer Data for General Microbiology

ResultsResults

Allied Health Microbiology Allied Health Microbiology Exam DataExam Data

Topic % Correct Responses on Multiple Choice

% of Students with >80% on Written Short Answers

% of Students with 80% >80% Essays

EXAM 1 N = 36

Organisms Studied 67.3 34.0

History 93.4 66.9

Bacterial Structures 68.4 32.0

Growth 62.4 23.2

Genetic Transfer 65.6EXAM 2 N = 35

Metabolism 65.9 45.6 28.4

Immunology 75.3 48.5 42.8 62.8 42.7 42.7EXAM 3 N=34

HIV/AIDS 78.1 29.3 26.4

Skin/Eyes Diseases 67.5 64.6 41.1 43.9

Respiratory diseases 78.1 17.6 23.4 17.5

Exam 3 Multiple Choice Data for Allied Health Microbiology

Results

ResultsExam 3 Written Answer Data for Allied Health Microbiology

Topic considered in writing assignment

SummaryIn General & Allied Health microbiology classes…..

Comparing topics associated with prior writing to those where no prior writing was done, no consistent improvement in the number of correct responses on multiple choice or written answers

Based on observations of students in the process of developing answers, writing can be used as a predictor of success

Survey Survey ResultsResults

Survey Survey ResultsResults

128 responses

Survey Survey ResultsResults

Survey Survey ResultsResults

Survey Survey ResultsResults

Survey Survey ResultsResults

SummarySummary Students recognize flaws in

themselves one another process

Reflections