Written by Chris Burke, School of Aquaculture

Introduction

One of the objectives of this unit is to show aquaculture students the value of working together in teams, through a major group work project. Staff assess for the attribute of working together effectively through group work diaries, bench displays and final project reports. These assessment pieces are designed to show whether or not the student is capable of constructing their own learning in an unfamiliar area, learning from past mistakes, pulling their weight, taking their turn at leading, and functioning in a peer-assisted learning environment. Students are assisted in achieving this assessment in various ways, such as - demonstrations of technical methods and regular advice from staff mainly in the form of what type of questions they should be considering and sources of relevant information. These learning experiences encourage students to develop sound organisation skills, work together as a cohesive group, and stick to agreed timeframes and plans. It is important that students be kept focused on their projects throughout the semester and not be allowed to let their project work drift or sidestep any problems that occur. Students learn the value of delegation, the difficulties of group organisation, and the satisfaction that successful teamwork can provide.

Outline of group enrichment project

The project requires not inconsiderable organisational skills and microbiological knowledge. Students are asked to take a raw sample (usually soil, mud or sometimes a dead fish), isolate a particular type of bacterium from it, and then characterise that organism. There are four types of organisms to choose from. These particular bacteria are chosen because they are ones that students can deal with given the facilities available. Of course the organisms chosen are designed to be of interest to aquaculture students as they make up 90% of enrolments.

The project enables students to formulate, carry out, interpret and describe the isolation and identification of an environmental microbe. The project tests student's ability to:

• describe and explain the interactions between microbes, their metabolism and the environment;
  
• interpret environmental data in terms of microbial processes;
  
• perform a variety of practical skills directed towards detection of microbial species and their activities;
  
• demonstrate responsibility in the use of microbiological skills, and
  
• communicate coherently on microbiological issues to colleagues.

Linking attributes and objectives

The unit outline states that on successful completion of this unit, students should be able to:

• Describe and explain processes of microbial spoilage of food and to perform microbiological examinations of food and water;
  
• Describe and explain the interactions between microbes, their metabolism and the environment;
  
• Understand the impacts that microbes have on biogeochemical cycling;
  
• Interpret environmental data in terms of microbial processes; Apply knowledge of microbial metabolism to understand the environmental impact of industrial processes such as aquaculture and wastewater treatment;
  
• Perform a variety of practical skills directed towards detection of microbial species and their activities;
  
• Demonstrate responsibility in the use of microbiological skills, and
  
• Communicate coherently on microbiological issues to colleagues.

Some of these objectives are content or knowledge-based whilst others are skills-based. This reflects the general flavour of this unit, in that although it conveys considerable scientific knowledge it also focuses on practical and interpersonal skill development. In the main these learning objectives refer to the body of knowledge conveyed by this unit. For example, learning objectives A, B, C D and E ask the student to describe and explain processes and interactions and to interpret data. Objectives F, G and H differ in that they ask that the student:

• gain certain skills,
  
• demonstrate their knowledge and
  
• communicate that knowledge to others.

In terms of generic graduate attributes this unit implicitly attempts to instil exemplars associated with problem-solving, such as critical thinking and working effectively with others. This case study examines how practical group work can:

• instil sound problem solving and organisational skills and
  
• teach students to work effectively with one another.

Linking attributes and assessment

KQA218 Applied and Environmental Microbiology has six pieces of assessment. This case study will concentrate on those pieces of assessment that pertain to the group enrichment project, namely the work diary, bench display and peer assessed report. The other three pieces of assessment are as follows:

• Set practicals (15%): Practicals assess the students' ability to carry out bacteriological techniques accurately to produce experimental data that they then interpret.
  
• Lecturer-assessed practicals test the objectives (A), (E), (F) and (G).
  
• Semester tests (10%): The semester tests are designed to give students early feedback on their developing understanding of advanced microbiological theory. They are designed to test knowledge and understanding of aspects of both the theory and the laboratory syllabuses. Only the mid-semester test is counted towards student grades, the remaining tests are purely for formative feedback.
  
• The semester tests relate to objectives (A), (B) and (C).
  
• Final exam (55%): The final theory examination tests the students' knowledge and understanding of microbes in their environments. The final exam is closed book. Successful performance in both the continuous assessment and final examination components is necessary for a pass in this unit. Irrespective of the aggregate mark, a student who fails to achieve at least 50% in each of the continuous assessment and the examination components may be required either to undertake further assessment, or be deemed to have failed the unit. In the latter case a grade, but no mark is recorded for the unit.

Assessing the ability to work effectively together through group work diaries (15%)

Project groups must maintain a work diary. The diary is assessed as an integral part of the project. The diary is checked, feedback given and signed by the demonstrator at least fortnightly. The diary must remain in the laboratory between practical classes. Students are reminded that the diary or laboratory notebook is an essential component of all research or monitoring work. It is used to record all relevant information about the work, including the questions being considered, the aims of the work, the methods used, the results and conclusions drawn and the date entries are made.

Students are provided with these points, and are expected to use them to chart their own progress. The workbook is reflective in the sense that as well as recording the results found, the group must reflect on what those results mean. Students must interpret the data that they record and ask questions such as: did the experiment achieve the aim, and if not why did it fail? - If the experiment must be repeated, what should be done differently?

Students are told that if they wish to succeed as scientists they must learn to keep accurate records. Whenever there is more than one person contributing to a data set, good record keeping practices become paramount. Whether an aquaculturalist is in a fish farm controlling a production line or is doing pure research, record keeping can mean the difference between success and failure. These lessons are put to the students in terms of the success of their group's project, and also the legal implications of what they do.

The legal requirements of food microbiology are topical to many students undertaking this unit. Even if in their working career they do not actually carry of food-microbiology testing, they must understand the rigid protocols involved and the reasons behind them. Such understanding is crucial to the aquaculturalist, especially in the area of shellfish production. Students are reminded that in their future careers ignorance of food safety laws, and bad record keeping is no defence in the eyes of the law. The group workbook serves as practical experience in such record-keeping.

The group enrichment project is of course intended to impart certain technical microbiological skills. Additionally, it gives students the chance to gain hands on experience in occupational health and safety protocols in the use of specialized equipment such as boilers and autoclaves.

However, the path the students have taken to achieve their goal is considered to be as, if not more important as this. If a group is not organized, they will never succeed in isolating their organism. They must work together, using their research skills, to find specialised information. They must also partition the requisite tasks amongst themselves, and stick to an agreed program of action such that they successfully perform the tasks, record their results and interpret those results.

Leadership is something the students must deal with. Each fortnight one of the group members is nominated as group leader. The leadership of the group rotates fortnightly. The leader is responsible for the group's work and the work diary for that fortnight. The group leader is warned to not do all the group's work themselves. Rather, they must discuss the issues with the group and formulate a work plan specifying who will do which tasks and when. The leader must ensure that all tasks for that fortnight are completed and results have been properly recorded. The recording process must make it obvious what was done, how it was done, when and by whom. Every two weeks the leader is required to inform the unit co-ordinator of the group's progress. The unit co-ordinator writes feedback in the group's work diary. This feedback often comes in the form of pointed questions that lead students to start heading in the right direction, and thinking about the right issues.

Before the start of the group work students are given instructions for specific organisms, and are reminded of the critical importance of accurate labelling and appropriate storage of cultures. To get a pure culture students must know which plate is which. Students are told that some organisms will be easier to identify and isolate than others. In fact, they are told that for one of the organisms it is unlikely they will produce a pure culture simply because of the techniques required and the facilities available. They are also told that groups who take the easier option will have higher expectations placed upon them. Interestingly, in 2002 the more difficult options were taken up without hesitation.

Assessing the ability to work effectively together through peer assessed bench displays and reports (5%)

Each group of three students must present a bench display and a two-page report describing the progression of their project. The display demonstrates what has been done from start to finish, and is peer-assessed by all class members. It means that students must physically display a series of cultures on the bench, symbolizing the process undertaken. The two-page summary describes the enrichment process and also summarises general information about the organism. The results must be given and discussed and a conclusion should be drawn. The summary is copied for each member of the class.

The class is asked to assess the bench display on the following criteria:

• Is the summary of protocol understandable and logical?
  
• Does it contain all the information to perform the enrichment?
  
• Is the presentation easy to follow?
  
• Are there any spelling/grammatical mistakes?
  
• Does the bench display demonstrate the points relevant to the methods used?
  
• Do the group members understand the protocol and any problems?
  
• Do the group members understand the background information presented?
  
• From the information presented, could you repeat this work?

The last question is the most important issue that the peer assessor must consider. For the first time in 2002 students will be required to identify themselves on the peer assessment schedule. It is felt that in the past not all students have taken peer assessment very seriously. It is thought that identification will help students take responsibility for their assessment of others.

The group project has two main aims, namely:

1. to give students a broad idea of basic bench microbiology, and
2. to work effectively with others to achieve an aim, by cultivating a good habits of scientific practices.

Student Evaluation of Teaching and Learning (SETL) feedback on this group project work is very positive. Students like the fact that they have the chance to:

• interact with other students,
• design and make their own media, and
• gather hands on experience it provides.

Learning from failure

The main aim is clearly stated. The group must identify and isolate a particular organism. However, if a group does not succeed in isolating the target organism, all is not lost. Such groups do not necessarily fail the assessment component. Often students will have time to address the problem and try again. If not they learn another valuable lesson for the scientist. That is, even with the best of intentions, experiments can, and do fail due to a wide range of factors. This is one of the reasons that students are assessed on their path taken, rather than the outcomes of their experiment.

The teaching pattern

Students attend five contact hours per week for thirteen weeks comprising two one-hour lectures, and one three-hour practical (12 weeks). In addition, six tutorials are held throughout the semester. Tutorials often present new and examinable material, whereby students are usually asked to interpret experimental data. Short review tests may be held in tutorials, and are designed to assist students to identify, and evaluate their understanding of the course content.

Apart from their group project, students must undertake set scientific practicals. In these three-hour practicals, students follow a recipe of instructions. The practicals require a basic level of microbiological knowledge and technical skills and are designed to impart advanced laboratory skills and to teach students the importance of understanding and following protocols.

The main learning experience in laboratory component of this unit is the group project. Rather than setting out specific laboratory protocols it is primarily designed to help students learn about working as a scientist. Consequently, the project goes for the whole semester.

Conclusion

This case study illustrates how one component of a unit can enable students to experience working within a group to achieve many of the learning objectives of the unit. The group project provided the opportunity for students to utilise their problem-solving skills within a group thereby further developing communication and organisational skills. The ability to work effectively with others underpins the project and this is evident from the assessment components covering the project. Students also learn to listen to and evaluate the views of others, an exemplar of the communication skills attribute. In the future I will strengthen the reporting requirements to make it easier to separate out individual student contributions to the project. This will also include the leaders reflecting on the process (e.g. what they learnt, what was well done, what was not), and not just on the data obtained.

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