HPI CONCEPTS: Identify and define major concepts in HPI that students who understandHPI will be conversant in beyond graduation.
TARGET ORGANISMS: Select two organisms that will be used to to anchor learning of all HPI concepts
RESERACH ORIENTED LEARNING
Definition as determined by the community - serves as target for curriculum development
Addressing questions/problems relevatn to HPI Faculty research
Learning skills important to scientits such as
Critical thinking (including data analysis and data presentation)
Use of protocols, equipment and technology
Communication and Presentation Skills
Ability to work collaboratively, ability to lead and manage
Requiring higher order thinking
Results in an understanding of the process and relevance of science (research)
CURRICULUM DEVELOPMENT PROJECTS
Literature Based Learning: using primary literature to provide authentic learning experience in Immunology laboratory.
Active learning in discussion sessions: using Just in Time Teaching, Cooperative learning and case studies to transform Immunology discussion
Concept Maps: using concept maps to engage and assess students understanding as well as to demonstrate to the students their learning over the semester in the Immunology lecture’s sessions.
Case studies to foster understanding of research method: using case studies as a mean to reinforce the student’s understanding and to introduce students to the process of research science in
the Pathogenic Microbiology course.
Case studies to foster understanding of HPI concepts: using case studies to challenge students to think critically in the General Microbiology course
Clicker questions: using clicker questions in the HPI courses to engage the students in the learning process and assess their understanding.
Development of Research Oriented Learning Activities: Graduate Student and Faculty pairs developed activities to engage students in activities to meet learning outcomes of HPI concepts and
research skills. Faculty research models and data was utilized. Activities now imbedded in HPI courses. Supported by NSF DUE 0837515.
Collaboration with microbiologists at Virginia Tech to determine commonly held science misconceptions in students in general microbiology courses. Approach uses HPI Concept Inventory