Microbiology

Course Number: BI 234
Transcript Title: Microbiology
Created: September 1, 2012
Updated: August 27, 2019
Total Credits: 5
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 30
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

BI 112 or BI 211

Course Description

Introduces microbial taxonomy, identification, morphology, metabolism and genetics. Explores bacterial, viral, and parasitic relationships with human health and disease. Laboratory stresses aseptic technique, bacterial identification and physiology using a variety of media, culturing techniques, and staining techniques. Prerequisites: BI 112 or BI 211. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Relate an understanding of the basic principles of microbiology to personal health and use this understanding to make informed personal and professional decisions.
  2. Use an understanding of the impact of microbes on human cultures around the world both historically and in the present day to evaluate current health issues.
  3. Use scientific methods to qualitatively and quantitatively describe microbial characteristics and processes and understand their relationship to the identification of microbial species.
  4. Use an understanding of research and laboratory experiences to organize, evaluate, and present data and information to illustrate and articulate basic microbiology concepts.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Major

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Minor

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

  1. Essay, short answer and multiple-choice exams.
  2. Homework assignments.
  3. Research paper(s) and presentations on microbial topics.
  4. Demonstration of basic laboratory skills, including interpretation of experimental results.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

  1. Discuss historical and continuing evolution of scientific understanding of microbiology, and the major contributions of various individuals
  2. Describe, discuss, and utilize various types of microscopy, stains, and media for microbial identification and study of morphology, arrangement, and biochemistry, emphasizing structure/function relationships
  3. Discuss the historical and contemporary classification systems used to identify biological organisms, emphasizing the role of microbes and microbial diversity
  4. Discuss microbial genetics, horizontal gene transfer, DNA damage and repair, recombinant DNA technology
  5. Discuss microbial growth and metabolism, emphasizing physical/chmical influences and biochemical/genetic regulation
  6. Discuss physical and chemical methods of antimicrobial control, biochemical underpinnings, limitations, and applications
  7. Discuss microbial and host factors that contribute to infection and disease
  8. Describe and discuss specific microbial pathogens, life cycles, how they cause disease, treatment and protection
  9. Discuss environmental and applied microbiology, and the role of microbes in our world

Department Notes

This microbiology course is required forthe Applied Science in Nursing degree and recommended for students entering general biology, microbiology, and molecular biology Bachelors degree programs. Students should check with a counselor or microbiology instructor to determine specific programs for which it is recommended or required.

Columbia Gorge Community College Science Department stands by the following statement about regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science", “Intelligent design” or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.