NAME: Anu Shanmuganathan, Dept. of Biology
Howard Hughes Medical Institute
Office of Grants and Special Programs
Updated – 01/15/09
INSTITUTION: Washington & Jefferson College
HHMI CURRICULUM DEVELOPMENT: Curriculum development in BIO215, Microbiology
Inputs
Strategies
Outputs

Undergraduate Students

Develop the lab exercises (research
project protocols)



Incorporate molecular biology and
bioinformatics tools and techniques 
into microbiology lab

Faculty member responsible for
curriculum development (research
project development,
implementation and coordination):
Shanmuganathan

Use of the Abernathy Field Station

Lab experiences (development of
questions/hypotheses based on
current literature, common
methodologies, data collection,
analysis of data, drawing
appropriate conclusions)

Data presentation experiences

Review of microbial taxonomy,
diversity and soil microbial
ecology

Review of research experience
effectiveness through CURE precourse and post-course surveys

HHMI funding for supplies
including DNA sequencing
services provided by DNA
genomics facility, West Virginia
University

HHMI stipend to Shanmuganathan
for curriculum development



Coordinate and work with the
Genomics facility in West Virginia
University for sequencing DNA.
Promote poster presentation skills
and interest in research by
requiring students to present their
research findings to the W &J
community
Inculcate scientific writing skills
by requiring students to write a full
length research article


Number and demographics of the
students who participate in this
course
(Short Term-Learning)
 Students understand the role,
diversity of soil bacteria.

Student poster presentations and
research papers that arise out of the
lab research project

Evaluation of research project
effectiveness by using course
evaluations and student surveys

Outcomes
(Medium Term-Action)
 Students are more engaged in the
lab
Appreciate the need for and
importance of interdisciplinary
science


Become better scientific writers
Carry the knowledge acquired into
other BIO courses and into
graduate studies possibly
Impacts
(Long Term-Conditions)
 Students are better engaged in
science in general and
microbiology in particular
Students are encouraged to take up
research careers

Explore the feasibility of using
microbial ecology as a tool for
LEM
Students are more engaged in
research related activities and
professions

Faculty incorporate more research
projects into courses

Institutions reward faculty for
better teaching and
course/curriculum development
activities

Institutions commit funds and
other support for further course
development—especially for
courses that emphasize
interdisciplinary work
Number of soil bacteria isolated
and identified
NAME: Anu Shanmuganathan, Dept. of Biology
Howard Hughes Medical Institute
Office of Grants and Special Programs
Updated – 01/15/09
INSTITUTION: Washington & Jefferson College
HHMI CURRICULUM DEVELOPMENT: Curriculum development in BIO215, Microbiology
Evaluation Questions for OUTCOMES
1. How effective were the curricular development
activities in
a) Teaching bacterial diversity
b) Microbiology laboratory
c) Scientific writing
d) Promoting interdisciplinary thinking
2. How were the items purchased using HHMI-funds
used to effectively teach or train students?
3. What was the effect of curriculum development
changes to the faculty and department/major/other
biology courses?
4. What impacts may this activity have beyond the
department?
Possible Indicators/Measures
1. a) Students positive about new curriculum
component
b) Students increased interest in microbiology
c) More students interested in research internships
or research aspects of other courses
d)More students interested in pursuing science and
research after college
2. (a) Course(s) continued/modified
(b) Effect on course enrollment
(c) Effect on Biology major
(d) Effect on other courses/majors/departments
(e) Effect on faculty in teaching microbiology
(f) Effect on other departments
3. (a) Effect on other institutions’
courses/majors/departments
(b) Effect on science pedagogy
(c) Additional curriculum development grants and
awards
Possible Data Collection Methods and Information
Sources
1. a) Exit Questionnaire
b) CURE surveys
c) Course/Classroom Observations
d) Course Surveys
2. a) Data collection on course/curriculum changes
(e.g., enrollment)
(b) Data collection on history of course offerings in
curriculum and departmental major
(c) Assessment of teaching (course evaluation)
3. a) Annual report of HHMI-funded activities and
their
impact
b) Periodic plan and review of dissemination plan
c) Grant funding information
d) Departmental and Institutional funding reports
Rank/Priority (include brief rationale)

Questions 1 & 2 are most important and can be
implemented over both the long and short term through
existing assessment methods (dept, institutional, and
HHMI related) and methods that can be easily
developed (additional course surveys, exit interviews of
students).

Questions 3 and 4, while important are not easy to
answer as they may require more discussion between
faculty members within the department and within other
departments in the institution.