Fernandez |1 Summary and contextualization of teaching experience My teaching assignment during the Spring of 2011 consisted of assisting two

laboratory sections of Microbiology and Society (BSC 160), each section having 18 students. This is an introductory course, primarily taken by sophomores preparing to enter the Nursing program. The course introduces students to economically important microorganisms and their impact on society particularly in the medical, food and environmental fields. In the class, we follow a daily formula of the students arriving, putting away their backpacks and other items in shelves, and disinfecting their benches for work. I usually have the reagents and materials ready in the front bench, and as soon as everyone arrives, I commence the pre-lab lecture and visually demonstrate the procedures for the day. Students work in pairs and are required to complete worksheets at the end of the session for assessment. In this particular lab session I concluded a previous lesson on identification of Staphylococcal species and reviewed sample questions for the upcoming lecture quiz. The objectives for the lesson were for the students to understand the differences between traditional biochemical methods and quick commercial methods of identification of microorganisms, appreciate the scope of these commercial identification kits, understand the characteristics of Staphylococcus that allow us to differentiate species, correctly read the results of their commercial identification kit, identify an unknown Staphylococcal culture, and evaluate the effectiveness of the biochemical and commercial methods of identification. The day of the lesson we had technical difficulties with the laboratory computer and projector, and I had to gather the students around me to show them some data on my own laptop. Luckily, I was able to rely on demonstrations leading to the activity rather than my PowerPoint presentation. At the beginning of the lesson, I obtained the results from our previous session on traditional biochemical methods of identification and wrote them on the whiteboard, so that the students would

Fernandez |2 be able to compare results. I talked to them about identification kits and showed them different types, and then discussed what results they should expect depending on the unknown species they were assigned. After my explanations and demonstration, I walked around the laboratory to make sure each group was making progress in their work, and answered questions when they called me by raising their hand. We recorded our results on the whiteboard, and I used a classroom discussion to get my students thinking about what is the best way to quickly identify unknown samples, especially in medical settings. I continued with some sample questions for their upcoming lecture quiz. I asked questions and many students volunteered answers; I guided them into forming a complete, correct answer for everyone to hear. Finally, I gave them a small introduction to the next microorganism to study, Streptococci, and had them inoculate some agar plates for the next lab session- this did not need extensive instruction, as the students have set up similar experiments before.

Student responses for survey prompt characterize the aspects of the course that are most beneficial for you: She is very willing to give one on one attention if needed. Hands-on experiments. Good PowerPoints and examples. Enthusiasm and approachability. Lily does a great job of explaining and showing us what to do. I like doing hands-on work. Her explanations, demonstrations and visual aids on marker board and PowerPoint. Learning different techniques that will be used in a lab and that I would encounter in the future.

Fernandez |3 The lab has taught me a lot about my major and what I will be doing.

Student responses for survey prompt characterize the major strengths and weaknesses of the instructor:

Strenghts
The instructor seems to enjoy teaching and is very knowledgeable and helpful Gets us in and out efficiently Explains well, but not overdrawn Knows the material very well and can explain it to the students She is very clear and precise Very energetic and enthusiastic, creates a good learning environment Passionate, lots of knowledge on the subject Very intelligent and knowledgeable She is active with the students and excited about the material She is good with organization and engaging the class Excited about the subject, you can tell she enjoys teaching Well prepared and always willing to help or explain more clearly Gets everyone excited to learn Knows subject matter She loves what she is teaching and it shows

Weaknesses
Would like terms used to be explained more in depth Goes fast sometimes

Fernandez |4 Student responses for survey prompt characterize the learning environment and instructor for this particular classroom session: Both are very conducive to learning. Great, very informative and interesting. I feel totally at ease when I am confused and need help because the instructor answers all my questions. She is a very active and involved teacher who makes sure all students understand the material. I enjoy Lily a lot, she is very helpful and informative. She is a great instructor. Love the PowerPoints and explanations. She asks us questions to make sure we understand and that in turn encourages us to participate.