Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest

Previous studies have shown a positive correlation between lecture attendance and exam performance (2). Teaching an introductory microbiology class in a large lecture format to 200–375 students at 8:00 a.m. has unique challenges. In particular, due to the early morning lecture, students tend to arri...

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Autor principal:	Kathleen A. Feldman
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2013
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/561004b4b053494baadeda0826d62e98
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spelling	oai:doaj.org-article:561004b4b053494baadeda0826d62e982021-11-15T15:18:40ZUsing a “Microbe Minute” to Improve Class Attendance and Increase Course Interest10.1128/jmbe.v14i2.6411935-78851935-7877https://doaj.org/article/561004b4b053494baadeda0826d62e982013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i2.641https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Previous studies have shown a positive correlation between lecture attendance and exam performance (2). Teaching an introductory microbiology class in a large lecture format to 200–375 students at 8:00 a.m. has unique challenges. In particular, due to the early morning lecture, students tend to arrive late and some cease attending after the first few weeks of class, since lecture PowerPoint slides are provided on the class website. Additionally, student interest in the subject may be low since it is a required course. Many introductory level textbooks focus on large concepts but minimize discussion of interesting microorganisms, particularly pathogens. To address these issues, a “Microbe Minute” was added to the start of the class period (1). The “Microbe Minute” consists of four PowerPoint slides focusing on an interesting microorganism. The class starts exactly at 8:00 a.m. and copies of the slides are not provided to the students. Spending the first five minutes of an undergraduate introductory microbiology class discussing an interesting microbe can improve class attendance, foster discussion, and increase course interest, which ultimately benefits both the students and the instructor. The “Microbe Minute” can be implemented in any undergraduate or graduate-level microbiology or biology course from the introductory to the advanced level. It is particularly useful in a large lecture format but can also be used for a small classroom.Kathleen A. FeldmanAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 2, Pp 277-278 (2013)
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 Kathleen A. Feldman Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
description	Previous studies have shown a positive correlation between lecture attendance and exam performance (2). Teaching an introductory microbiology class in a large lecture format to 200–375 students at 8:00 a.m. has unique challenges. In particular, due to the early morning lecture, students tend to arrive late and some cease attending after the first few weeks of class, since lecture PowerPoint slides are provided on the class website. Additionally, student interest in the subject may be low since it is a required course. Many introductory level textbooks focus on large concepts but minimize discussion of interesting microorganisms, particularly pathogens. To address these issues, a “Microbe Minute” was added to the start of the class period (1). The “Microbe Minute” consists of four PowerPoint slides focusing on an interesting microorganism. The class starts exactly at 8:00 a.m. and copies of the slides are not provided to the students. Spending the first five minutes of an undergraduate introductory microbiology class discussing an interesting microbe can improve class attendance, foster discussion, and increase course interest, which ultimately benefits both the students and the instructor. The “Microbe Minute” can be implemented in any undergraduate or graduate-level microbiology or biology course from the introductory to the advanced level. It is particularly useful in a large lecture format but can also be used for a small classroom.
format	article
author	Kathleen A. Feldman
author_facet	Kathleen A. Feldman
author_sort	Kathleen A. Feldman
title	Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
title_short	Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
title_full	Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
title_fullStr	Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
title_full_unstemmed	Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest
title_sort	using a “microbe minute” to improve class attendance and increase course interest
publisher	American Society for Microbiology
publishDate	2013
url	https://doaj.org/article/561004b4b053494baadeda0826d62e98
work_keys_str_mv	AT kathleenafeldman usingamicrobeminutetoimproveclassattendanceandincreasecourseinterest
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Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest

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