Teaching critical histories of microbiology: two case studies.

Abstract

In recent years, microbiologists have emphasized the importance of understanding the historical relation between microbiomes and public health as a means of contributing to social equity. Consistent with critical engaged and anti-racist pedagogical practices, we developed a curricular intervention-HEALing the Sciences-that centers critical histories of science as means to educate scientists about how science has contributed to and replicated inequities in society. Here, we describe two case studies that our interdisciplinary team designed, implemented, and assessed specifically for a module on the history of microbiology. Both case studies, "Germs and Jim Crow" and "Ghosting Race," encourage participants to think critically about the field of microbiology's historical contributions to the maintenance of racial disparities in ways that remain relevant to the present. In this manuscript, we expand on the implementation and assessment of the case studies, suggesting possible modifications that would enable instructors to adopt and adapt the research design we have developed. We have taught these case studies via remote synchronous instruction to a cohort of microbiologists, including graduate students, faculty, and research staff, who provided extensive qualitative feedback through surveys that suggest both the effectiveness of the material and possible modifications for improvement. We hope these case studies will provide STEM educators in microbiology and beyond with useful pedagogical tools to advance anti-racist efforts in the academe.