What: We don't normally think about our health as being influenced by communities of microbes that colonize our bodies. A variety of bacteria, archaea, viruses, and other microbes form communities on many living organisms, and in natural spaces. These communities are referred to as microbiomes. As humans, we acquire some of the microbes in our microbiome at birth. Others, we acquire as we interact with other people, other living organisms, and natural spaces. There is increasing evidence that microbiomes play a critical role in many aspects of human health, and also growing evidence that individuals may have microbiome deficiencies due in part to lifestyle factors.

Why: In today's built environment, human interaction with a variety of living organisms and natural space occurs in a limited manner. This often correlates with both changes in an individual's microbiome and an increase in dysbiosis. Thoughtful design of public and private outdoor spaces has the power to increase human interaction with nature, and the potential to enhance personal microbiome health. This module allows students to learn a new concept, assess this new knowledge in the context of their environment, and then design a project that adds value to the community. The module was initially designed for a non-science majors course as part of a larger effort to include activities that support development of an entrepreneurial mindset.

Who: The Healthy Microbiome Initiative is designed for undergraduate students and may be used in courses for both science majors and non-science majors. The module provides an active learning framework for students to first learn about microbiomes and their connection to health, and then use this knowledge to propose a design for an improved public or private space that would support healthy microbiomes. 

How: Students do not have a pre-work or pre-knowledge requirement for this module. Students will need online computer access. Students work in teams of 2-4, with up to 6 teams in the classroom. This will accommodate a classroom of up to 24 students. Two class periods of fifty minutes each are required for the module. The instructor provides written discussion prompts in the form of Day 1 and Day 2 worksheets, facilitates timing for the activities, and serves as a resource for student questions. The two student worksheets, one for each day, are provided, as are instructor-only versions of the worksheets with additional notes and suggestions. The module is designed for two in-person fifty-minute class periods, but could be modified for online delivery, or streamlined for one class period. This module would be appropriate as a capstone activity for a non-science majors course, or could be used at any point in the term for a science majors course.

This module was used as a capstone project in a non-science majors course, Microbes & Society, at the end of the semester. The goal was to have students move from an initial point of zero knowledge to knowledge acquisition, and then to knowledge application by the end of the second class period. Prior to Day 1, students were told to bring laptops, and smartphones with cameras if available, to class on both days. Students were also told there would be a 20-30 minute outdoor component on Day 1 and to dress accordingly.

The first 3 to 5 minutes of class on Day 1 was spent assigning students to teams, handing out the Day 1 student worksheet, and ensuring each team had a laptop, online access and a camera. Students then started the session in think-pair-share mode. Students were directed to find out what a microbiome was, to come up with a reasonable definition for 'microbiome' using reputable sources, and to identify components of a microbiome. It was helpful to check in after 5-7 minutes or so to see if students had questions about sources, and were progressing on the Day 1 worksheet prompts. The think-pair discovery period took about 12 to 15 minutes. The share portion took about 7 to 10 minutes as students came to a consensus as a class on microbiome definition, components, influencing factors, and correlation with disease. As the instructor, it was helpful to note student findings on a classroom board as each group described the information collected. After the share part of discussion was over, students went outside as teams to explore campus space for the remaining 25 minutes or so. Students were directed to identify living components of campus space during the biodiversity walk, make note of areas that facilitated student interaction with the natural world, and take photos for upload to the school's learning management system. This ended the Day 1 class period.

As homework, students were asked to make connections and identify opportunity by considering the possible value of creating a program called the Healthy Microbiome Initiative. 

Day 2 started with a short introduction to government initiatives designed to stimulate research and/or projects in a particular area. Several state and federal examples were provided. Students were then asked to think-pair-share in their assigned teams and write a brief public policy statement that provided a framework to support healthy microbiomes. This component took no more than 15 minutes. For the next 20 minutes, each student team chose one project prompt and planned a project design to address the prompt. Students had access to paper, markers, tape, scissors, and photos from the biodiversity walk. For the last 15 minutes of class, each student team was provided a 2 minute window to pitch their project design in a gallery walk presentation.

Types of ACL/PBL/EML Strategies/Activities Used:

1. Think-pair-share: microbiome definition, microbiome composition, influencing factors.

2. Gallery walk: targeted project design.

Teaming: 2-4 students per team, approx. 6 teams per class.

Duration: Two class periods, 50 minutes/class

Deliverables: Gallery walk for project design

Student Assessment:

1. Basic biological knowledge: quiz, exam

2. Gallery walk for project design: rubric

Classroom Notes:

1. Have students bring laptops and/or smart phones to class both days if possible.

2. On Day 1, assign at least one person in each group with access to a camera to take and upload photos to the school learning management system (LMS).

3. Decide how the gallery walk component will be implemented prior to the module in order to gather materials or set up a digital community space.