Microbiology
- Mission Statement
The Department of Microbiology seeks to provide a quality undergraduate education to students of Weber State University in both general education and discipline-specific courses. We strive to provide our graduates with a solid academic foundation in microbiology for further educational opportunities, and the knowledge and skills for career opportunities upon graduation. We seek to integrate into the students’ program of study the development of skills including critical thinking, problem solving, teamwork, written and oral communication, and laboratory research techniques. The department provides opportunities for research and other scholarly activities for both faculty and students. The department and its graduates serve as an important resource for the campus and the state of Utah in the area of microbiology. We attempt to inspire life-long learning and teach students the broad range of disciplines in microbiology. We also believe that a more knowledgeable public will be able to make more informed decisions with regard to scientific issues that impact their lives.
- Student Learning Outcomes
- Certificate
Students completing the Technologies in Microbiology Post Baccalaureate Certificate will demonstrate the following goals and skills:
- Knowledge Goals
- Demonstrate knowledge of theory underlying laboratory testing using analytical, interpretive, and problem solving skills.
- Apply mathematical calculations to laboratory situations.
- Laboratory Skills
- Perform laboratory procedures from simple to complex, including specimen collection and processing, analysis, interpretation, and use of quality assurance procedures.
- Correlate laboratory theory and terminology to practical laboratory work.
- Gather additional laboratory data and apply problem solving skills to solve problems/discrepancies.
- Diagnostic Skill
- Relate laboratory findings to common disease processes.
- Professionalism and Ethics
- Demonstrate professional conduct and ethical behavior.
- Communication Skill
- Demonstrate effective communication skills and behaviors with colleagues in the program and in a laboratory setting.
- Knowledge Goals
- Associate Degree (Not Applicable)
- Bachelor Degree
Upon graduation, students completing the Bachelor of Science in Microbiology, Medical Micobiology, or Public and Environmental Health Microbology should have mastered a set of fundamental skills, which would be useful to function effectively as professionals and to their continued development and learning within the field of Microbiology. These skills include the following:
- Nature of Science and Scientific Inquiry
- Microbiology majors should be able to discuss science and scientific methodology as a way of knowing. Microbiology majors should make observations, develop hypotheses, and design and execute experiments using appropriate methods. They should be able to explain how the nature of science is applied to every day problems.
- Laboratory Skills
- Microbiology students should master the following laboratory skills: aseptic and pure culture techniques, preparation of and viewing samples for microscopy, use appropriate methods to identify microorganisms, estimate the number of microorganisms in a sample, and use common lab equipment. They should practice safe microbiology, using appropriate protective and emergency procedures.
- Data analysis skills
- Microbiology majors should be able to systematically collect, record, and analyze data, identify sources of error, interpret the results, and reach logical conclusions. They should be able to appropriately format data into tables, graphs, and charts for presentation and publication.
- Critical Thinking Skills
- Microbiology majors should be able to
- (1) differentiate between fact and opinion
- (2) recognize and evaluate author bias and rhetoric
- (3) develop inferential skills
- (4) recognize logical fallacies and faulty reasoning
- (5) make decisions and judgments by drawing logical conclusions using sound quantitative and statistically-based reasoning.
- Microbiology majors should be able to
- Problem-Solving Skills
- Microbiology majors should be competent problem-solvers. They should be able to assess the elements of a problem and develop and test a solution based on logic and the best possible information. Microbiology students should be able to analyze and interpret results form a variety of microbiological methods, and apply these methods to analogous situations. They should use mathematical and graphing skills and reasoning to solve problems in microbiology.
- Communication Skills
- Microbiology majors will demonstrate competence in written and oral communication.
- Cooperation/Social Responsibility
- Microbiology majors should understand and appreciate the value of cooperating and working effectively with peers and be able to demonstrate a commitment to the process of developing such skills.
- Values
- Microbiology majors should identify and discuss the ethical issues and responsibilities of doing science
Microbiology Learning Outcomes Upon graduation, Microbiology majors should have a thorough knowledge and understanding of the core concepts in the discipline of Microbiology. Microbiology students will be able to:- Describe how microorganisms are used as model systems to study basic biology, genetics, metabolism and ecology.
- Identify ways microorganisms play an integral role in disease, and microbial and immunological methodologies are used in disease treatment and prevention.
- Explain why microorganisms are ubiquitous in nature; inhabiting a multitude of habitats and occupying a wide range of ecological habitats.
- Cite examples of the vital role of microorganisms in biotechnology, fermentation, medicine, and other industries important to human well being.
- Demonstrate that microorganisms have an indispensable role in the environment, including elemental cycles, biodegradation, etc.
- Nature of Science and Scientific Inquiry
- Certificate
- Curriculum Grid
- Program and Contact Information
Microbiology is the study of microorganisms (bacteria, viruses, algae, fungi, and protozoa) including their structure, metabolism, distribution, and ecological relationships. Knowledge gained by microbiologists leads to a better understanding of molecular-level life processes and to beneficial applications in agriculture, industry, and medicine. The field is expanding, with special emphasis being given to genetic engineering, biotechnology, cell culture, disease and the immune response, production and storage of food, research and development and quality assurance of industrial products, disposal and detoxification of wastes, and the monitoring of environmental quality.
Contact Information:
Dr. Michele Culumber
Weber State University
2506 University Circle
Ogden, UT 84408
(801) 626-7795 - Assessment Plan
Microbiology Course Assessment Schedule:
Action plan:
1. Department will update assessment plan, focusing on major’s courses, and present that in the 2019 assessment report.
2. Assessment of general education courses will be standardized across instructors, and find better ways to administer assessments to students in online and face-to-face sections.
3. Implement more rubric-graded assignments to assess learning outcomes that are difficult to assess with traditional exams.
4. A published concept inventory will be used as part of the assessment for Principles of Microbiology (currently only 1 semester of data is available).
5. Develop more standardized assessment techniques for upper division courses
6. Assessment of the curriculum will be aligned with the AAAS Vision and Change Document. The strategic plan outlines a regular assessment process for the microbiology courses.
7. Continue assessment of graduating students through exit interviews.
We assessed three upper division courses for the 2021-2022 Biennial Report. MICR 3012, MICR 3502, and MICR 4054.
Assessment plan is being revised for next assessment cycle. Department Program Outcomes are being revised, and we will be using an outcome-based approach for major-level courses. General Education assessment will remain the same.
- Assessment Report Submissions
- 2021-2022
1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs.
- Currently, our program is 17% Latinx and 9% “Other.” This is down slightly from a peak in 2017-18, but still below the University and College averages. We currently do not specifically recruit for minority students. However, we now have two bilingual departmental advisors. We are also currently conducting a search for a new faculty member, and we will give priority to diverse candidates.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students?- a. Students are rarely introduced to microbiology during high school, and so, most of our new majors are transfer students or students who switch from a different major. It would be helpful if students interested in science are at least told about the microbiology program during general advising especially if they express an interest in pre-professional studies. Making students aware of our program during early advising if they are interested in science or health fields would be very helpful. We are a great option for pre-med, pre-physician’s assistant, pre-dental, and pre-pharmacy students, but sometimes these students are automatically sent to health sciences or zoology. Since some students start their college course work with the intent of attaining an Associate’s degree, the students should be advised about the advantages of pursuing as A.S. in biology rather than A.S. in general studies.
- b. We could use some help advertising our degree program to new students and high school students. This should include an advertisement for A.S. in Biology.
- c. Proper advising for students interested in science majors (students should be encouraged to take Math 1050 and Chemistry 1200/1210). Additional tutoring support for students in difficult courses (e.g. MICR 2054, Organic Chemistry, Physics, Math). The A. S. in biology also supports taking the appropriate perquisites in Mathematics and Chemistry in order to attain B.S. degree in the College of Science.
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like?
Strategies:- a. Revising our program outcomes to be easier to assess and to give more useful assessment information.
- b. Developing outcome-based assessments for the new outcomes.
- c. Creating assessment teams, and assessment plans for general education courses.
Help we need:
- d. Help using assessment tools in Canvas to easily assess outcomes.
- e. Help designing assessment methods for courses and outcomes.
4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office?
- a. We do not offer concurrent enrollment at this time.
The full report is available for viewing.
- 2019-2020
1) First year student success is critical to WSU’s retention and graduation efforts. We are interested in finding out how departments support their first-year students. Do you have mechanisms and processes in place to identify, meet with, and support first-year students? Please provide a brief narrative focusing on your program’s support of new students:
- Any first-year students taking courses in your program(s).
- We have first-year students who take our general education courses. Most students enter our program after their first year and/or as transfer students from other institutions.
- We do not have specific programs in place for first year students. We do require an advising appointment for all new majors.
- Students declared in your program(s), whether or not they are taking courses in your program(s)
2) A key component of sound assessment practice is the process of ‘closing the loop’ – that is, following up on changes implemented as a response to your assessment findings, to determine the impact of those changes/innovations. It is also an aspect of assessment on which we need to improve, as suggested in our NWCCU mid-cycle report. Please describe the processes your program has in place to ‘close the loop’.- We are trying to address these changes, but could use some guidance on the best ways to collect data for our department and how to follow up on these assessments. We also want to address how we catalogue and assess HIEE, especially undergraduate research experiences.
The full report is available for viewing.
- Any first-year students taking courses in your program(s).
- 2017
No report submitted
- 2016
1) Based on your program’s assessment findings, what subsequent action will your program take?
- We believe that our general education courses are meeting the learning outcomes for the Natural Science and Life Science learning outcomes, although the Chi-tester aligned questions do not demonstrate this for all outcomes. During the next year, we will evaluate questions used for assessment to ensure they are meeting the learning outcomes. We will also work toward meeting the goals for each course’s “Action plan.”Our department continues to graduate excellent students, who achieve success in graduate and professional school and who are hired in the field following graduation. We are trying to monitor students’ post-graduation, but this has been difficult. We have worked with the Office of Institutional Effectiveness to include the Department’s exit interview questions with the University’s Graduation Survey. The goal was to increase participation in the survey and to have the data in a format that is easier to analyze. Participation with the exit survey was better this past year, and the data is available as an appendix to the Department’s 2015-16 annual report. The Department will continue to work toward the goals outlined in our Strategic Plan. The Plan is available upon request.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
- Several faculty are experimenting with new assessment techniques, especially formative, in-class, assessments such as classroom response systems. Evaluation of laboratory skills through practical examinations, laboratory notebook evaluations, and laboratory reports, are a vital component of several of our courses.
The full report is available for viewing.
- 2015
1) Based on your program’s assessment findings, what subsequent action will your program take?
- We believe that our general education courses are meeting the learning outcomes for the Natural Science and Life Science learning outcomes, although the Chi-tester aligned questions do not demonstrate this for all outcomes. This next year we will focus on renewing our courses for general education.
- Major’s courses meet the learning outcomes identified in the curriculum grid. A variety of assessment techniques are used very effectively and demonstrate that students are meeting the learning outcomes. Faculty continue to make improvements to their teaching and assessment practices through workshops and conferences.
- During the next two years, the department will reevaluate the program curriculum, especially focusing on laboratory skills that are needed by local employers. The department’s advisory board is helping us identifying these skills.
- Our department continues to graduate excellent students, who achieve success in graduate and professional school and who are hired in the field following graduation. We are trying to monitor students post-graduation, but this has been difficulty. We have worked with the Office of Institutional Assessment to include the Department’s exit interview questions with the University’s Graduation Survey. The goal was to increase participation in the survey and to have the data in a format that is easier to analyze. Participation with the exit survey was better this past year, and the data are presented in the Department’s 2014-15 annual report.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
- Several faculty are experimenting with new assessment techniques, especially formative, in-class, assessments such as classroom response systems. Evaluation of laboratory skills through practical examinations, laboratory notebook evaluations, and laboratory reports, are a vital component of several of our courses.
The full report is available for viewing.
- 2014
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The department is confident that we are meeting the learning objectives for the department and for general education. We have added direct assessment to several sections of our general education courses and these show that most of the objectives are being met. Some objectives are difficult to assess with multiple-choice questions (e.g. Nature of Science, Impact on Society), and we are building rubric-based assessments (in Canvas) for assignments and laboratory reports that will improve documentation of these objectives.
- Our department continues to graduate excellent students, who achieve success in graduate and professional school and who are hired in the field following graduation. We are trying to monitor students post-graduation, but this has been difficulty. We have worked with the Office of Institutional Assessment to include the Department’s exit interview questions with the University’s Graduation Survey. The goal was to increase participation in the survey and to have the data in a format that is easier to analyze. However, during the first semester it was offered (spring 2013), participation was low. These results will be included with the 2014-25 results and presented with the 2014-25 annual report.
2) With whom did you share the results of the year’s assessment efforts?
- Office of Institutional Effectiveness
- Available upon request
3) Based on your program’s assessment findings, what subsequent action will your program take?
- Continue to evaluate courses according to the assessment plan.
- Develop clear learning outcomes for each course that align with the Department’s Learning Objectives.
- Continue working with Office of Institutional Effectiveness to design and implement direct assessment tools.
- Develop common assessment measures for the life science general education courses.
The full report is available for viewing
- 2013
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The department is confident that we are meeting the learning objectives for the department and for general education. Evidence from previous assessments was either indirect evidence, or direct evidence that is more difficult to document (e.g. reports, lab practical exams, oral presentation, lab notebooks, etc.). We have been experimenting with using the newer tools such as Chi-tester and Canvas Rubrics to more concisely measure these objectives. However, because we allow faculty autonomy in designing and evaluating their courses, it is difficulty to establish a common assessment. This is a work in progress. At this time, we are also not convinced the learning outcomes are best assessed based on a selection of multiple-choice questions. We, along with the other life science courses are investigating standardized biology assessment exams.
2) With whom did you share the results of the year’s assessment efforts?
- Office of Institutional Effectiveness
- Available upon request
3) Based on your program’s assessment findings, what subsequent action will your program take?
- Developed an assessment plan for the next three years to evaluate all of the Microbiology Learning Outcomes.
- Outcomes are also being reviewed within the context of reviewing the Microbiology curriculum.
- Developed an assessment plan for the General Education Courses.
- Continue working with Office of Institutional Effectiveness to design and implement direct assessment tools.
- Work with OIE to include the exit interview with the University’s graduation survey.
To access the full report, select this link: Microbiology 2012/13 Annual Assessment Report
- 2021-2022
- Program Review