Buxeda R J, Moore D A
Department of Biology and.
Microbiol Educ. 2000 May;1:1-6. doi: 10.1128/me.1.1.1-6.2000.
A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.
在普通微生物学和工业微生物学课程中开展了一项研究，以在教育过程的早期阶段提高研究意识，并在工业微生物学项目的学生与行业之间建立合作。在这两门课程中，教授帮助学生确定他们的学习风格，然后利用这些数据设计活动，以实现上述目标。在治疗组和对照组中，学生都学习了基于自身学习风格优化学习的策略。引入了合作学习形式以促进主动学习和团队建设技能。学生在合作学习活动中利用多样化的学习风格数据档案进行有效的团队整合。在普通微生物学课程中，引入了导师-学员结构，通过参观校园内的研究设施，让学生接触微生物学研究。这种结构是对符合美国微生物学会课程建议的常规课程的补充。结果表明学生对研究的兴趣有所增加。在工业微生物学课程中，引入了一种与行业建立合作的策略，学生参观工作场所，确定微生物过程、微生物学家的角色以及微生物学家所需的技能。使用前测和后测数据对这些主题进行评估表明，改革后的课程使学生在与日常工作场所环境相关的知识获取方面有显著增加。在这两门课程中，学生在学术经历的早期获得信息，以帮助他们考虑参与研究经历，同时在学术生涯结束时，当他们认识到有需要时，为他们提供实际经验。
