Reflecting and connecting through change and technology – undergraduate genetics at the University of Florida
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Permanent Link: http://ufdc.ufl.edu/IR00000366/00001
 Material Information
Title: Reflecting and connecting through change and technology – undergraduate genetics at the University of Florida
Physical Description: Conference Poster
Creator: Tennant, Michele R
Horrell, Martine
Miyamoto, Michael M
Publisher: Medical Library Association
Place of Publication: Medical Library Association Annual Conference, Washington, DC
Publication Date: 24 May 2010
 Notes
Abstract: Reflecting and Connecting through Change and Technology: Undergraduate Genetics at the University of Florida Michele R. Tennant, AHIP, Bioinformatics Librarian and Assistant Director, Reference, Education and Information Management, Health Science Center Libraries; Michael M. Miyamoto, Professor, Department of Biology; Martine G. Horrell, Graphics Artist, Health Science Center Libraries; University of Florida– Gainesville Objective: To enhance and reinvigorate an undergraduate general genetics course by utilizing a course management system and updating the term project. Since 1996, a librarian has taught undergraduate genetics students to use online genetics/bioinformatics resources. As part of her collaboration with the class, she writes and grades assignments. As class size increased, it became essential to streamline the librarian’s effort, while retaining instructional rigor and updating the assignment. Methods: The librarian has been involved with the course since its inception, creating the term project and developing supporting searching assignments. In 2002, she coauthored an article describing the class and student perceptions J Med Libr Assoc. 2002 Apr;90(2):180–93. By 2009, class size had increased, and the librarian’s responsibilities to the library had expanded, requiring her to streamline her workload. Upon reflection, the term project had become a bit stale for students—just one more paper to write. To meet the needs of the instructors and students, a course management system was employed to automatically grade the three assignments. The single-authored term project evolved into a group-authored poster presentation, with instructional support from the library’s graphic artist. Anecdotal information suggested that students preferred this arrangement. In 2010, students were formally surveyed concerning course changes. Results: Students presented their posters in the foyer of the health sciences center library. Instructor feedback suggests that having the students present and defend their posters in public “encouraged” them to master the material more than in past years. Results of the student survey indicate that students prefer the poster to a written paper and enjoy the group work aspects of the project. Converting the assignments to an online format took approximately twenty hours the first semester, with the bulk of activity for the first assignment, which is customized for each assigned disorder. Updating the assignments in subsequent semesters took less than five hours. Online grading saved the librarian approximately twenty-five hours per semester. The change to posters saved another twenty to twenty-five hours of grading time each for the librarian and the professor. Given the feedback, it appears that these changes have created a more productive and enjoyable learning experience for the students and instructors.
Acquisition: Collected for University of Florida's Institutional Repository by the UFIR Self-Submittal tool. Submitted by Michele Tennant.
Publication Status: Published
 Record Information
Source Institution: University of Florida Institutional Repository
Holding Location: University of Florida
Rights Management: All rights reserved by the submitter.
System ID: IR00000366:00001

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