Again, this is a document that you are expected to revisit as you understand the PBL process better. Much of what is written will help reinforce what you are learning. The small font is to conserve paper.

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge."

-Albert Einstein (1879-1955), German-born American physicist

TEXT: Foundations in Microbiology, 2nd Edition (1996). Kathleen Talaro & Arthur Talaro.

*Bergey’s Manual of Determinative Bacteriology, Ninth Edition, (1994) William R. Hensyl, editor.

*A Photographic Atlas for the Microbiology Laboratory (1996). Michael J. Leboffe & Burton E. Pierce.

*Principles of Microbiology, (1995). Ronald M. Atlas.

*Microbiology, Third Edition, (1996). Prescott, Harley and Klein.

*Biology of Microorganisms, Seventh Edition, (1994). Brock, Madigan, Martinko, Parker.

Laboratory Manuals:

*Laboratory Manual, Sixth Edition, Biology of Microorganisms, (1991).J.A. Phillips, T.D. Brock.

*Laboratory Exercises in Microbiology, Second Edition, (1993). John P. Harley & Lansing M.Prescott.

*Exercises for the Microbiology Laboratory, (1999). Burton E. Pierce & .Michael J. Leboffe.

*General Microbiology Laboratory Manual (1984). E. Ronald Wright.

CD-ROM’s:

*Microbes in Motion- (1995). Deslisle, Tomalty. Note: Interactive with tutorials.

*Topley & Wilson’s MICROBIOLOGY AND MICROBIAL INFECTIONS, Ninth Edition. 20 Chapter

Demonstration (1997). Note: Thorough with a medical bias.

The World Wide Web and all other materials published, posted, or presented by others. As the internet will inevitably serve as a significant resource in this class (but must not be the only resource)...Note: The web, however, is unstructured, unregulated and often unruly. Therefore, I would suggest that you use this resource as a secondary source. It is suggested that you use textbooks and reference books as primary resources.

Course Objectives:

To learn the scientific bases of a number of important infectious diseases of mankind. To discuss the ramifications- evolutionary, historical, political, etc.- and ecological relations of these disease causing agents. This course is designed for students who have been successful in microbiology and who have the drive and intelligence to thoroughly and maturely discuss topics of great historical, global and personal importance.

My goal in teaching this course is not only in understanding the aetiology of infectious disease but equally to understand the ramifications. Few factors have and will shape the destiny of man as much as infectious disease. Disease plays a significant role in our lives and often portends our death. Yet, despite our "modern" molecular and digital age, our behavior and understanding of this matter is limited as individuals and often primitive as a society.

Educational Objectives:

"A student is not a vessel to be filled but a torch to be set alight." -Ancient Crimean saying

"Education is what survives when what has been learnt has been forgotten."

-B.F. Skinner (1904-1990), American psychologist

What is PBL?

In PBL the teacher is transmogrified (see "Calvin and Hobbes") into an instructor (or facilitator) who facilitates learning by providing resources, tasks, and support. No longer is the teacher the fountain of knowledge, the dispenser of wisdom and the dictator of all that which is worthwhile knowing. Rather, the instructor trusts that the students (learners) want to learn and, therefore, will take responsibility for their own learning. "The revolution will not be televised." -Gil Scott Heron, American musician & composer

From our sister institution, The Illinois Mathematics and Science Academy,

From Barbara J. Duch, A Newsletter of the Center for Teaching Effectiveness-January 1995

"Creative activity could be described as a type of learning process where teacher and pupil are located in the same individual." -Arthur Koestler (1905-1983), English writer

I have made a few observations regarding learning and education that are germane to this course.

-A passive student is often an unwilling learner, will likely learn little and will not take ownership of that which he/ she has learned. Active learning requires discipline, commitment and is an interactive process.

-Most of what I have learned I have learned on my own but, without the guidance and motivation of my teachers, I would not have learned much of what I know.

The PBL process provides a means to go beyond traditional refined methods. The benefits are many including much greater student participation, depth of knowledge, the ability to discern and synthesize important points of information and further encourages you to think and learn individually and as a group (thus providing a sound basis for self learning). This process requires a significant -in time and energy- effort to earn the above. Again, the cost is dedication to this process that necessitates a high degree of maturity, commitment and a bold spirit. This is neither an easy nor trivial process.

The problem provides a context and reason for learning. The first problem(s) will be provided by the facilitator. In the latter portion of the semester, you will be encouraged to provide problems. An essential factor in the success of PBL is the problem itself. Problems: A Key Factor in PBL, See Barbara Duch’s: "Characteristics of good problems" and "Higher order thinking skills."

This in itself can (and has been) the subjects of dissertations and books. However, we intuitively know when we have learned something (and thus, "know" it); to know how to ride a bicycle is clear, to know French means you can survive on the streets of Paris. Using the above analogies, mastery would mean proficiency in a bike race or going on a daylong mountain bike ride; mastery of French would be manifest in oral and written fluency in the language.

Learning by the PBL process necessitates group interaction. It is the group that forms the nexus of the PBL process.

Collaboration not competition: Working in a group offers an excellent opportunity for you to brainstorm, discuss ideas, try out solutions, etc., in a cooperative atmosphere.

Three-four heads are better than one: For a given subject area some students may have more "content" knowledge than others and can thus serve as a factual source while others can yield a different perspective.

Who needs ‘em?: To teach another is a true test of understanding. Thus, even for the individualist in the group there is a personal advantage to group interactions (there are studies to prove this).

And if that wasn’t enough: Group interactions can be fun and rewarding in their own right. Most productive units these days are groups (check the literature) and it is now a common expectation to be able to work productively in a group.

On the first day of class, you'll be assigned to a group of students that will work together. The success of this class will ultimately depend upon productive group interactions; your classroom evaluation will be based largely on the efficacy of your group. It is up to you to define how the group should work and this will be formalized in your a document called "Group Policies" or "Group Constitution" (or the like). This will also serve as a means to govern the members of your group.

1. Each group should pick a "name" for itself to distinguish itself; put this on the list of ground rules which will include relevant contact information (phone numbers, p-mail addresses, …). Please chose a name that you could tell to your grandmother.

2. Your group should draft a set of procedural policies (guidelines) for group function. The rationale for these policies need be made explicit. Also included must be provisions (or consequences) for what will happen if someone consistently fails to live up to one or more of these provisions.

Again, the rationale for the guidelines is to decide how the group should work, if need be, to provide a basis for change or as a basis for resolving any conflicts among members of the group. The guidelines can be modified by the group as the semester progresses.

3. Each member of the group will have a copy of the guidelines that is to remain in the student’s notebook. Additionally, one copy will be distributed to the facilitator and one copy will be placed on reserve (in the file cabinet in room 212) for others to see.

To encourage active participation, the following roles are suggested for each group. These roles will rotate with each assignment or activity. The description of the responsibility of each of these roles is as follows:

Resource Person/ Advocate: Checks (and secures, if necessary) resources for appropriate materials to use. Responsible for questioning all group members on their understanding of concepts involved in problems. When the group presents to the class, this person may be the one who presents the intro.

Discussion leader: This person is ultimately responsible for moving the group forward in accomplishing the assignment. He/ She needs to maintain the focus of the group and aid in summarizing the conclusions of the group.

Recorder: Responsible for recording notes on discussions and observations. Records initial problem-solving strategies including resources used.

Reporter: (this role may be subsumed by the Recorder for groups of 3). Responsible for writing up the group assignment, having the other group members review it, and submitting it by the designated time.

Note: While the individual group members may assume different roles, each student is ultimately responsible for understanding that which is presented by any member of the group including knowledge of the sources of the information.

As a general guideline, it is expected that students and the facilitator will make every reasonable effort to fulfill the following obligations to one another to ensure and enhance learning by the PBL model.

STUDENTS

*Come to class prepared and on time.

*Participate in group discussions. Attendance and participation are mandatory. Problems are designed to draw on the work and strengths of all members; non-participation hurts your group. Any absences must be coordinated with your group members so that they may compensate for your absence. Note: in case of an absence, it is most advisable to consult with your group members to learn that which transpired in class.

*Carry out tasks to the best of your ability.

Tasks may include researching learning issues assigned by the group, or by others within the class (including the facilitator); whenever possible you must bring the source(s) of information with you to class. If you are the reporter, you must prepare and turn in suitable notes by the next class period. The format of the notes will be discussed in class.

*Provide and receive constructive feedback; this process is meant to probe the depth of a student’s/group’s understanding and to further discussion, synthesis and learning.

*Writing and revising problems

*Guiding students through the process of identifying learning issues, stating them clearly, and prioritizing them.

*Helping to identify appropriate learning resources

*Serving as a content expert inside and outside of class

*Guiding the group beyond superficial understanding of concepts

*Setting high standards for individual and group performance

*Serving as a model for how to appraise information with a critical eye

*Guiding groups in planning how they can work better next time

*Helping to foster equal participation in problem-solving process

*Leading introductory and wrap-up sessions that will assist class in "seeing the big picture", and in clarifying any misconceptions

*Writing and grading assignments/presentations that allow for fair assessment of learning

*Resolving conflicts

*Providing and receiving constructive feedback

Your assessment in this course will be based largely upon your performance in the PBL process (see below), your performance on exams and/or other written assignments, the laboratory report, & formal presentations.

The PBL grade is based on a composite of evaluations by your peers, your self and by the facilitator; the grading scale has been out of 100 points. Typically, at the end of each problem (or a grading period), you will be given the responsibility for evaluating the contributions of each member of the group to the group’s progress. You will also evaluate the group as a working unit. The criteria for group and individual evaluation should be stated in your guidelines. These assessments along with the facilitator’s evaluation and comments (which will be based on the "Role’s and Responsibilities" as stated below) will be used as the basis for your PBL grade.

Additionally, there will be periodic tests to assess the individual knowledge of a student. Exams will likely be given at the end of each problem; the length (number of points) of the exam will reflect the amount of time previously dedicated to that problem. Ideally, each exam will be worth 100 points. As the nature of this course dictates, problems will be explored for a non-prescribed period of time. Thus, the scheduling of exams will be made when the groups and facilitator collectively agree that we are approaching the end of a problem. Typically, a week’s "warning" will be given for each formal exam.

ASSESSMENT (cont’d)

The final semester exam/project will be cumulative (if it is an exam); it will count 200 points. The number of points assigned to the laboratory will be dependent on its nature and duration.. Any rescheduling of exams or assignments must be arranged prior to the set date; in the case of accident or illness, it is the responsibility of the student to arrange for a suitable make-up time.

Most, if not all, of the meaningful interactions that we humans engage in revolve around trust. This applies without a doubt to education. The student trusts that the teacher will provide an environment and subject matter to study that will be relevant and meaningful. The student trusts that the teacher’s evaluation of his/ her work will be grounded in the quality and effort displayed. Many students put their trust in their teachers by soliciting advice and recommendations for future studies. The teacher trusts that the student will put forth a sincere and honorable effort and commitment to learn. The teacher trusts that the student will not only take responsibility for upholding these ideals personally, but will expect this of others. This does not imply a naïve trust, rather, when dealing with intelligent beings such as we find at MSMS, often trust is and should be earned. However, when the trust between individuals is eroded, the educational process grinds to a halt.

The nature of the PBL process places explicitly more responsibility on the student. Part of this responsibility is to behave in a manner that is consistent with the above ideals and to hold others -in your group or in the class- to the same. To do so, I encourage individuals to be honest and up front with each other to allow problems to be addressed directly before they begin to mount. I encourage students to involve the facilitator in this process particularly when a situation arises which is detrimental to learning. If the issue is one involving honesty, the facilitator must be included. Failure to do so contributes to the erosion of trust and is a punishable offense.

As is normal in any scholarly activity, the sources of information must be credited. Therefore, any information that did not originate from you or your group must be properly referenced (credited); if this is a document you must reference the source(s) within the body of your work using a standard format. If the information is relayed orally, the source of your information need be mentioned (preferably before presenting the material itself). This will help you and others in ascertaining the relevance and reliability (bias?) of the information. You may also want to include an explanation of why this source of information was use.

You'll have the opportunity and will be encouraged to consult with students, faculty members, and others within or outside the school (content experts) when researching learning issues generated by problems. Again, these sources of information must be credited. Failure to acknowledge the work/ideas of others is plagiarism, representing someone else’s ideas as your own (the scholarly equivalent of theft), and will be dealt with as specified by the MSMS Student Handbook.