Writing A Competency-based Laboratory Manual

edwinccancino PASMETH/oct21-22

SUBJECT: STANDARDS IN LABORATORY MANUAL DEVELOPMENT The LABORATORY MANUAL is a document that captures a scope of the laboratory course and identifies the contribution of the course to the curriculum. It is a tool that improves student learning, facilitates faculty teaching, improves communication between faculty members and assists in the monitoring of program quality. Standard Contents of the LABORATORY MANUAL: 1. General Information. This section orients the student to the basic components of the LABORATORY MANUAL. a. Laboratory Manual Name and Laboratory Identifying Information. The laboratory manual name should match the most recent curriculum. Include the course number and level of study of the laboratory. b. Credit units and time dedicated per week. State how often the laboratory meets for each. List any other time required to satisfy the laboratory course, such as independent study, clinical/community contact, and distance learning. 2. Purpose of the LABORATORY MANUAL.

This section establishes what the student will be able to know or do upon successful completion of the laboratory course. A laboratory manual purpose, goals, and objectives are established in different manners, depending on the VMGO of the university, internal and external policies. a. Laboratory Description and Purpose. Include the description from official source of laboratory course information. The purpose should clearly describe the laboratory course contents and what the student may expect. b. Laboratory Goals. Laboratory goals are broad, general statements that are directly related to programmatic goals. Laboratory goals describe a practical purpose for a laboratory. Typically goals related to competencies. Each laboratory goal should represent a solution to a well-defined student need. Laboratory goals establish the direction of the laboratory course. Goal statements describe a general learning outcome and are typically not measurable. Learning goals of the laboratory should be clearly linked to the lecture goals. c. Laboratory Objectives. Laboratory objectives are more specific than goals and address achievable, measurable skills, knowledge, and attitudes that students will need to acquire. Learning objectives are specific statements that describe, in Page 1 of 4

precise and measurable terms, what the student should be able to do or know once completing the laboratory course. These are specific items written for the learner (not the teacher) and typically are written with action verbs( such as terms found in Bloom’s or other taxonomies). Laboratory objectives translate the goal into specific outcomes for the learner. Objectives help students understand the clear expectations that they will need to meet in order to pass the laboratory course and master the competencies that the laboratory provides. A laboratory course objective should be measureable, understandable, and attainable within a given amount of time. An objective should advance the student toward a corresponding course goal. Ideally, objectives should aim at what the student should be able to know or do as a result of the teaching-learning experience, as opposed to what the teacher will do or provide. Laboratory course objectives are then broken down into exercise, module or experiment objectives, which are more detailed and aimed at specific learning activities. 3. Laboratory Content and Laboratory Plan.

This is the conceptual structure of the laboratory. This establishes what topic/lesson the student may expect at a particular point in time during the laboratory. This section helps student prepare in advance for the learning environment. The laboratory content must be scheduled and should be as clear as possible and relate to the course competencies, goals and objectives. a. Laboratory Content with Specific Learning Objectives. For each week, describe the activity of the labs and identify specific learning objectives. The activity should be descriptive enough that student clearly understand what is being taught so that they may best prepare for in-class time. b. Laboratory Plan. Provide a laboratory calendar organized by week and by activity. Include in the calendar all assessments for lab, due dates, projects and presentations. Include reading assignments, including page/text that the students are expected to read, view or access prior to lab.

4. The Laboratory Environment. This section defines the environment in

which learning will take place. This helps students know what to expect in preparation for the laboratory. a. laboratory Facilities and Teaching Methods. Describe the different types of formats that will be used to facilitate student learning in the laboratory. In what manner will the student be learning and in what particular environment? b. Required Texts. List the required text(s) title, author(s) and edition. If textbooks are not required, clearly states so. Page 2 of 4

c. Required Materials and Attire. What materials must the student

obtain for this laboratory(eg., pipette, syringe, etc.)? provide information that will assist the student in obtaining materials for the laboratory. List materials that the student is required to access, read or view. List required attire, if needed. d. Provided Materials. List materials that will be provided by the faculty member. e. Recommended Texts/Resources. Resources that the student will find helpful in learning including websites, but are not required, may be listed here.

5. Assessment, Evaluation and Grading a. Laboratory Requirements and Grading Procedure. List and completely describe all requirements and assessments in the laboratory and include all points or values that the requirement/assessment has to offer and specify the criteria on which they will be evaluated as well as how points will either be gained or deducted. b. Grading Scale and Method. State how grades are calculated. List any other information relevant to grading, such as if extra credit will or will not be offered. c. Missed Assessments. List consequences for missing or being late to an assessment or not participating in an assessment. If student is allowed to make up missed assessments, explain within what time frame student is allowed to make up including notification and follow up. d. Grade Posting. Include how often feedback and assessments scores will be given to the students or how this information can be accessed. e. Support Services. Include specific instructions for the student who is not doing well during the laboratory and how to access student support services. 6. General Information. This section clarifies expectations within the learning environment, helps address unforeseen events, and provides information about what is expected from the student. a. Student Conduct and Laboratory Policies. List specific policies such as cell phone use, academic honesty, attendance, wearing of official uniform, tardiness, and laboratory participation. Verify that the laboratory policies are in compliance with the university policies. b. Additional Information. Include study suggestions, classroom safety, advice for examination preparation, etc. Page 3 of 4

7. Faculty Member Information.

This will help students know how to reach the faculty member for answers to questions regarding the laboratory. a. Instructor’s Name/s. List names, degrees, credentials and their function in relation to the laboratory, such as laboratory instructor, lab assistant, etc.. b. Contact Information. Include office hours, where and how the student make appointment, phone number and e-mail address.

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