Course Context

This course is taken by upper-division HSCI and MBB students. It is a selective course required for the Bachelor of Science program. This was the first time I had taught this course with a larger group of students (45 enrolled) . I had taught the course only once before (2015) to 20 students. 

Teaching Challenge

I developed a course structure that could cater to a larger class but still provide a seminar experience for the students. This course design was an experiment. The core approach of the course was focused on the 5-step reading method that I created based on my research on how students read scientific papers. The approach aimed at improving students' skills such as understanding experimental design and data interpretation, which they usually lack. 

The goal of the course was to help students develop their reading, writing, and presentation skills using vaccine immunology as the topic of exploration. These skills are useful in various contexts, and students can leave the class with a practical toolkit for interacting with complex topics. During the course, students had to present two papers, write an outline and bibliography, and submit a term paper based on their area of interest. Moreover, students received formative feedback at each step. The presentation rubric is influenced by criteria set out by Varela et al. (2005).

Based on the course feedback I received through my survey system, students agreed that the course was a successful learning opportunity and appreciated having a detailed approach for reading primary scientific literature. If I were to teach the course again, I would reduce the time spent on student presentations and add more opportunities for in-class discussions. Additionally, I would refine the assignment descriptions and include some online activities. The lessons I learned from this class were applied in the course design for HSCI 482 - Senior Seminar in Infectious Diseases, which benefited significantly from the experience.

I am teaching this course again in Fall 2024. The class is fully enrolled at 70 students and has a waitlist. The assessments that I have used previously all need to be redesigned due to the widespread use of generative AI. I spent some of Summer 2024 working with a personal coach to re-envision what this course could look like if I embrace the risk of fully using generative AI with the students. One of my learning goals for the course is to use AI to its maximum potential so that students experience its limits in the context of course content and implement their own critical thoughts more deeply. 

Reference

Varela MF, Lutnesky MMF, Osgood MP. Assessment of student skills for critiquing published primary scientific literature using a primary trait analysis scale. Microbiology Education [Internet]. 2005 May 1;6(1):20–7. Available from: https://doi.org/10.1128/me.6.1.20-27.2005