1. Background   Writing Across the Curriculum Initiative 2002 Workshop Development of writing intensive microbiology courses Writing to learn Defining success of WAC

2. 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

3. Looking for 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

4. Method   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

5. Summary of Results  NO  Do students get more multiple choice exam questions correct in WI courses vs. traditional courses? NO  NO  Do students have better scores on written exam answers in WI courses vs. traditional courses? NO 2006 ASMCUE

6. Analysis of the Learning Process Through Think Alouds   Struggle with group work   Time management   Systematic process   Use of resources   Reluctant to change answers based on comments made by other students

7. Analysis of Students’ Perceptions of their Learning- 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%

8. Linking learning the facts of microbiology to: Learning how to solve problems Working with others as is typically done in real world situations

9. Revised 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

10.   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 with prior writing   Group work survey Perceptions Assessment of Revised Method

11. Name & describe the properties of the 5 organisms studied in microbiology. Explain Koch’s postulates relating a pathogen to a disease. Changing 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”. ………………..

12.   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 Question

13. Topic% Correct Responses on Multiple Choice % of Students with >80% on Short Answers % of Students with 80% >80% Essays EXAM 1 N= 32 Organisms Studied 82.4 History 76.1 Bacterial Structures 72.8 Growth 69.934.231.137.4 Origins/ Evolution 76.431.2 EXAM 2 N= 32 Metabolism 73.841.8 Photosynthesis 49.328.938.6 Genetic Transfer 71.045.1 Basic Genetics 50.7 Recombinant DNA 70.835.474.132.1 EXAM 3 N = 29 Eukaryotic Microbes 64.251.5 Viruses 69.258.924.0 Symbiosis 70.330.9 General Microbiology Exam Data

14. Results % correct Exam 1 Multiple Choice Data for General Microbiology

15. Exam 1 Written Answer Data for General MicrobiologyResults % correct

16. Allied Health Microbiology Exam 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 Studied67.334.0 History93.466.9 Bacterial Structures68.432.0 Growth62.423.2 Genetic Transfer65.6 EXAM 2 N = 35 Metabolism65.945.628.4 Immunology75.348.542.862.842.7 EXAM 3 N=34 HIV/AIDS78.129.326.4 Skin/Eyes Diseases67.564.641.143.9 Respiratory diseases78.117.623.417.5

17. % correct Exam 3 Multiple Choice Data for Allied Health Microbiology Results

18. Exam 3 Written Answer Data for Allied Health Microbiology Topic considered in writing assignment % correct

19. Summary In 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

20. Survey Results

21. 128 responses

22. Survey Results

26. Summary   Students recognize flaws in themselves one another process

27. Reflections