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BIO 222: Molecular Biology

Clear Directions, Student Feedback, Student Self Assessment

Reflection on Instructional Change:

During Fall 2023 I taught BIO 222, a graduate level course in molecular biology with a focus on reading primary literature. The students in this course are typically first semester graduate students in MS in Biotechnology (Stem Cells) or MS in Biological Sciences (Molecular and Cellular Biology).

Identify one practice implemented from the ACUE course:

The practice I implemented was using a critical incident questionnaire, although I re-labeled it a “Learning Moments Questionnaire,” because the term “critical incident” has a negative connotation to me.
I selected this practice because I think it will allow students time to reflect on the learning process versus reflecting on conceptual understanding. I have previously used an exit-ticket activity to have students reflect on conceptual understanding and would like to incorporate thinking about the learning process as well.

Describe how implementing this practice impacted your teaching and/or student learning, motivation, or engagement:

Students shared that this exercise helped them to reflect on activities that affected their learning (positively or negatively).
Students shared that this was useful, because they could see what strategies were working for them.
This impact took place because the students had a guided reflection document (i.e., clear questions for them to reflect on their learning) and we dedicated time for reflection.
Also, writing down their reflections in an anonymous way helped them to articulate their thoughts.

Identify the FLC activities that most influenced changes to my teaching:

The ACUE Course Activities that influenced my teaching the most were completing the Practice and Reflect Written Assignments. This activity influence me because I needed to put into words the specifics of how I implemented each practice and reflect on the success or failure of the practice. By having this information in a clear, written-down format I don't have to rely on my memory for how to put practices into action, then impacts for students, and how I want to change the practice in the future.
The CTL "Observe and Analyze" synchronous zoom session with colleagues influenced my teaching by hearing and seeing how other colleagues implemented practices from this FLC. Some of the other practices shown were things that I have implemented in the past, with small twists that I plan on using in the future (i.e., using name tent cards to improve inclusiveness and belonging - the twist was collecting the name tent cards and then passing them out each class session as a method to learn student names).
The Career Skills Focus resources in Canvas influenced my teaching because I was able to see the core competencies required for multiple STEM focused careers and see that many are aligned with existing learning outcomes.

Describe one "aha moment" from the "Observe and Analyze Session" with your colleagues:

The "aha moment" from the "Observe and Analyze Session" was to build metacognitive skills and provide example reflective statements before asking students to reflect on the Learning Moments Questionnaire.

**Evidence of Instructional Change**
Image 1: The "Learning Moments Questionnaire" implemented during class.	Image 2: Student feedback from the Questionnaire grouped into response categories.	The learning outcome that I will add will be, “By the end of this course you will be able to identify learning activities that you can apply when learning independently.” Image 3: New learning outcome that incorporates the workplace skill of being a self-directed independent learner.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	Erin E. Olsan, Ph.D. is an Assistant Professor in the Department of Biological Sciences, with expertise in Cell, Molecular, and Microbiology. She teaches General Genetics, Molecular Biology, and Cell and Molecular Methods and Techniques. Her research interest is how host and microbe metabolism affects the makeup of the microbiota.

**Program Sponsors**
	This work was supported by: US Department of Education Developing Hispanic Serving Institutions Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution STEM Project STEM4Equity: P031C210012 National Science Foundation Hispanic Serving Institution Project STEMZone 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the US Department of Education or the National Science Foundation.