Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú

According to a report published by the Center for Community College Student Engagement and others, global learning is considered one of the high-impact practices used to increase student engagement and motivation to learn. Engagement and motivation have also been linked to increased learning gains a...

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Autor principal:	Johana Meléndez
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/2d5e86c9a1d94bc79fbdc6d68f1ad455
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spelling	oai:doaj.org-article:2d5e86c9a1d94bc79fbdc6d68f1ad4552021-11-15T15:04:15ZTeaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú10.1128/jmbe.v20i1.16851935-78851935-7877https://doaj.org/article/2d5e86c9a1d94bc79fbdc6d68f1ad4552019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i1.1685https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885According to a report published by the Center for Community College Student Engagement and others, global learning is considered one of the high-impact practices used to increase student engagement and motivation to learn. Engagement and motivation have also been linked to increased learning gains and improvement in the overall learning experience. Furthermore, global learning helps students explore other people’s cultures and worldviews, which is an important skill for students to gain in order to compete and adapt to solve the problems of our global society. Here, I discuss two class activities that faculty can adopt to implement global learning in their courses, with the purpose of engaging and motivating students to learn microbiology while celebrating some traditions from Morocco and Perú. Students researched traditional fermented foods and drinks from Perú and Morocco. Then, they answered guided questions to help them link the food items to microbiological concepts learned in class. For example: normal flora and fermentation were learned as students researched the process of making a Peruvian drink called “chicha de jora,” which is made from chewed corn that becomes fermented as it mixes with oral bacteria from saliva. While engaging in global learning, students learned some microbiology concepts; they passed the knowledge on to the campus community with poster presentations held during International Education Week. Based on students’ feedback and participation, I can conclude that teaching microbiology using global learning was engaging, promoted student learning, and motivated students to learn.Johana MeléndezAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Johana Meléndez Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
description	According to a report published by the Center for Community College Student Engagement and others, global learning is considered one of the high-impact practices used to increase student engagement and motivation to learn. Engagement and motivation have also been linked to increased learning gains and improvement in the overall learning experience. Furthermore, global learning helps students explore other people’s cultures and worldviews, which is an important skill for students to gain in order to compete and adapt to solve the problems of our global society. Here, I discuss two class activities that faculty can adopt to implement global learning in their courses, with the purpose of engaging and motivating students to learn microbiology while celebrating some traditions from Morocco and Perú. Students researched traditional fermented foods and drinks from Perú and Morocco. Then, they answered guided questions to help them link the food items to microbiological concepts learned in class. For example: normal flora and fermentation were learned as students researched the process of making a Peruvian drink called “chicha de jora,” which is made from chewed corn that becomes fermented as it mixes with oral bacteria from saliva. While engaging in global learning, students learned some microbiology concepts; they passed the knowledge on to the campus community with poster presentations held during International Education Week. Based on students’ feedback and participation, I can conclude that teaching microbiology using global learning was engaging, promoted student learning, and motivated students to learn.
format	article
author	Johana Meléndez
author_facet	Johana Meléndez
author_sort	Johana Meléndez
title	Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
title_short	Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
title_full	Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
title_fullStr	Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
title_full_unstemmed	Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú
title_sort	teaching microbiology by celebrating traditional foods and cultures from morocco and perú
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/2d5e86c9a1d94bc79fbdc6d68f1ad455
work_keys_str_mv	AT johanamelendez teachingmicrobiologybycelebratingtraditionalfoodsandculturesfrommoroccoandperu
_version_	1718428241219289088

Teaching Microbiology by Celebrating Traditional Foods and Cultures from Morocco and Perú

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