An Upper-Division, Remote Microbiology Laboratory That Blends Virtual and Hands-on Components to Promote Student Success during the COVID-19 Pandemic

The COVID-19 shutdown forced many institutions of higher education to shift in-person teaching to emergency remote teaching. This was particularly challenging for laboratory courses, where students are expected to learn hands-on skills needed for their career goals. Here, we describe the transformation of an upper-division microbiology laboratory to a course that seamlessly integrates online simulations with safe, hands-on experiences that can be done from home. This blended lab course helped students attain learning outcomes similar to those achieved in the in-person class. We illustrate the implementation of Unknown Portfolios to help students gain the data analysis and critical thinking skills needed to identify an unknown microorganism. Our data show that students who took these online courses mastered material as well as students who took the lab in person, demonstrating proficiency in laboratory safety skills, hands-on techniques, and theoretical class content. Last, we explore online adaptations to enhance in-person lab classes, aiming at reducing the accessibility and equity gaps inherited in many courses, as well as discussing challenges that instructors might experience in this process.

Automated summary

Due to the COVID-19 shutdown, higher education institutions had to shift to emergency remote teaching, posing a challenge for laboratory courses. This article describes the transformation of a microbiology laboratory course to integrate online simulations and at-home practical experiences, achieving similar learning outcomes to in-person classes. The implementation of Unknown Portfolios helped students develop data analysis and critical thinking skills. The data show that students in online courses performed as well as those in in-person labs, demonstrating proficiency in lab safety, hands-on techniques, and theoretical knowledge.