General Microbiology Learning ObjectiveTaxonomy Level/Cate gory Learning ActivitiesFormative AssessmentSummative Assessment Students will propose a plan for a genetically engineered microbe that may be used as a probiotic that will impart a new characteristic to the host that addresses an authentic challenge to the host. 6 - create Lab on phenotype vs phenotype Lab on transformation Readings on bacterial genetics Review sample proposal – responses to questions submitted on line and discussed in class Lab questions that target  phenotype vs genotype  transformation, characteristics of gene, plasmid, selection based upon antibiotic res genes  Online discussion reading literature on risks /benefits of sample proposal  Early deadlines for proposal idea/allow review and revise Online questions with discussion in lecture  Feedback on review of sample proposal Poster session pitching proposal to funding agent. Rubric for innovative thinking Rubric for science knowledge Students will give examples of how humans utilize and harness microbes and their products 1- know ” ” Pre and post List two examples of how humans utilize microbes and or their products to solve a problem

context Goal Students will appreciate the impact of Microbes to “our world” Students will experience thinking in “new ways” Students will give examples of how Humans utilize and harness microorganisms and their products. Students will appreciate that because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored. Course outcome Students will give examples of how humans utilize and harness microbes and their products Students will propose a plan for a genetically engineered microbe that may be used as a probiotic that will impart a new characteristic to the host that addresses an authentic challenge to the host.

Learning activities &Formative Assessments Learning Case study set up Lab on phenotype vs phenotype Lab on transformation Readings on bacterial genetics Review sample proposal – responses to questions submitted on line and discussed in class Formative Lab on phenotype vs phenotype Lab on transformation Readings on bacterial genetics Review sample proposal – responses to questions submitted on line and discussed in class

Summative Assessments Poster session pitching proposal to funding agent. Rubric for innovative thinking Rubric for science knowledge Pre and post List two examples of how humans utilize microbes and or their products to solve a problem

Creative/innovative thinking Extends a novel or unique idea, in a manner that crosses boundaries Creates a novel or unique plan Adapt: Successfully adapts an appropriate exemplar to his/her own specifications Model: Successfully reproduces an appropriate exemplar. Innovative Thinking Novelty or uniqueness of approach Proposal presents approach that is unique, encodes a set of genes, genes from an organism not discussed in class etc] Proposal involves one gene that encodes an enzyme from a bacterium other than the example from class} [Proposal is on the same topic as that presented in class] Innovative thinking Novelty or uniqueness of project goal Goal to address unique /significant problem Goal involves similar goal as that discussed in class, microbe encodes degradative enzyme Goal is on the same topic as that presented in class – global warming Takes Risks Actively seeks out and follows through on untested and potentially risky directions or approaches to the assignment in the final product. Incorporates new directions or approaches to the assignment in the final product. Considers new directions or approaches without going beyond the guidelines of the assignment. Stays strictly within the guidelines of the assignment. Embracing Contradictions Integrates alternate, divergent, or contradictory perspectives or ideas fully. Incorporates alternate, divergent, or contradictory perspectives or ideas in a exploratory way. Includes (recognizes the value of) alternate, divergent, or contradictory perspectives or ideas in a small way. Acknowledges (mentions in passing) alternate, divergent, or contradictory perspectives or ideas. Modified from AAC&U Value rubric on creative thinking

Timeline Extend Science knowledge rubric to include more categories and levels Discuss rubrics with colleagues who also teach this class Discuss creative thinking rubric with those that teach in General Education category … does this represent “Thinking in new ways” goal. Continue to investigate rubrics for assessment of learning outcomes, determine if learning outcomes are too general, if so re-write.