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Washington and Jefferson College Curriculum Development  Program Map






(Short Term-Learning)

(Medium Term-Action)

(Long Term-Conditions)

Funding from HHMI for GCAT fees for four years, small equipment, microarrays, and supplies for microarrays.


W&J Biology Supply Budget







Stipends for faculty implementing microarrays in courses







GCAT Training Workshop-Summer 2009—for three Biology faculty members


GCAT Web resources






Students and Student lab assistants (LAs)






Existing computers, laboratories and resources for the development











Order microarrays from Davidson College (GCAT)


Purchase small lab equipment and all supplies for microarrays for all projects: heating blocks, barrier tips, Kits for RNA isolation, cDNA synthesis and labeling, microarray reagents, yeast, Drosophila ; grow human HeLa cells.



Develop existing courses and plan new courses include microarrays in teaching and research settings.






Attend 2009 GCAT Workshop

(Drs. Bayline, DeBerry, and Lee)



Access GCAT resources and use GCAT listserv for troubleshooting





Recruit and train LAs (BIO 149, BIO 201, BIO 311) and student researchers (BIO 412, BIO 392).  Pay LAs with Biology Student Employment Fund.



Utilize W&J’s Information Technology Services Department to install MAGIC Tool software on computers and upgrade memory on laptops and in computer labs.  W&J supported the cost of upgrades.  Reserve computer labs.



Develop educational resources and make them available to the College community—syllabi, posters, protocols, etc.

Number of New and Existing Courses With Microarrays



Existing courses planned for YR2:

  • BIO 311-Molecular Biology for fall 2009
  • BIO 201-Genetics for Spring 2010
  • BIO 392-Tutorial in Biology for Spring 2010


New courses planned for YR2 and YR3:

  • BIO 149-Freshman Workshop in Gene Expression (NEW COURSE) for Intersession 2010
  • BIO 412—Experimental Biology: Gene Expression (NEW COURSE) for Spring  2011


Number of faculty using microarrays










Number of LAs trained.


Numbers of students enrolled in each course.




Usage of W&J computer labs, individual laptops.








Targets of new curriculum: various biology courses, students, and faculty.



Impact and improvement on students’ understanding of course material




Useful exercises developed.















Faculty more knowledgeable about microarrays and able to teach these concepts better and help students interpret relevant primary literature in other courses (e.g. Biology Seminar (BIO 301), Biochemistry Seminar (BCH 401)).




LAs and student researchers can serve as mentors in future microarray work.

Students highly engaged, enthusiastic, and skilled in microarray use and analysis.


Strategy determined for use of existing computer resources with MAGIC Tool.



Students show interest in taking more science courses with challenging lab projects and are better prepared for internships in molecular bioinformatics.


Bioinformatics exercises modified for 2010-11 Biology courses.













Faculty have increased interest and confidence for using microarrays in upper-level course and independent student-faculty research.







Students and LAs have increased interest in further work with microarrays.










Promotes and inspire curriculum development and revision across all science departments


More students are interested in pursuing graduate school training and are more competitive for entering programs. 


Attract outside funding for further curriculum development


The College recognize and reward faculty for better teaching and curriculum development activities


Promotion of science awareness in the College community


Commitment from the College for further support of development.



Evaluation Questions for OUTCOMES

Possible Indicators/Measures

Possible Data Collection Methods and Information Sources

Rank/Priority (include brief rationale)

1.        How effective were microarray activities in

(a)  Enhancing the students’ learning and

                  understanding of the course material?

       (b) Improving the faculty’s teaching?

       (c) Laboratory work?



2.        How do microarrays improve the course compared with the original one?

      (a) Improve the way how the course is taught?

            (b) Better way for the students to understand?

            (c) A better overall structure of the course?


3.        How were the items purchased using HHMI-funds used to effectively teach or train students?


4.        What was the effect of curriculum development changes to the faculty and department/major?


5.        What impacts where there beyond the department for the curriculum development activities?

1.   (a) Students positive about microarrays

      (b) Students increased interest in bioinformatics

             (c) Students perform better in laboratory courses

             (d) Students value science

             (e) Students continue in science (majors and careers)

             (f) More students interested in graduate schools in 



  1. (a) Microarray activities integrated into existing courses/modified

(b) New courses with microarrays developed/modified

       (c) Bioinformatics course/program created

       (d) Effect on faculty in teaching science instruction


3.   (a) Interdisciplinary effects (ITL?)

(b) Effect on science pedagogy

(c) Additional curriculum development grants and awards





1.    (a) GCAT Surveys

(b) Quizzes and Exams

(c) Course evaluations

(d) Standardized tests—Biology Major Field Test (seniors)


       2.  (a) Data collection on course/curriculum changes (e.g.,


      (b) Data collection on history of course offerings in

      curriculum and departmental major

      (c) Interviews/reports from faculty and other curriculum


      (d) Assessment of teaching


  1. (a) Annual report of HHMI-funded activities and their


             (b) Biology Annual Assessment Report

             (c) Grant funding information

(d) Institutional funding reports






Faculty will revise and continue to implement microarray work in courses where most appropriate.


Students show interest in taking more science courses with challenging lab projects and are better prepared for internships in molecular bioinformatics.


Faculty have increased interest and confidence for using microarrays in upper-level course and independent student-faculty research.