Journal of Microbiology & Biology Education最新文献

A modified Kiss, Marry, Kill game, a novel game-based learning activity for biology and anatomy and physiology students to learn and retain complex scientific concepts. Kiss, Marry， Kill游戏的改进版，是一种新颖的基于游戏的学习活动，用于生物学和解剖学、生理学学生学习和保留复杂的科学概念。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-07-03 DOI: 10.1128/jmbe.00055-25

Roberto Mariani, Emral Devany

引用次数: 0

Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs. 指导导师：大招生院校研究生助教和本科生学习助理的可扩展专业发展模式

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-30 DOI: 10.1128/jmbe.00040-25

Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne

{"title":"Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs.","authors":"Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne","doi":"10.1128/jmbe.00040-25","DOIUrl":"https://doi.org/10.1128/jmbe.00040-25","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) incorporate authentic research into undergraduate curricula, offering significant benefits in student retention, graduation rates, and pursuit of science, technology, engineering, and mathematics (STEM) careers. However, graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) rarely receive the specific pedagogical training required for CURE instruction. We share an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE that addresses this need. Our model integrates training for both GTAs and ULAs simultaneously into mandatory instructional meetings, providing just-in-time training for upcoming topics and addressing unique CURE facilitation needs. This PD model has been effective in a CURE with a large instructional team and can be scaled up or down as needed. We present results from a post-pre survey asking instructional team members to reflect on their self-efficacy regarding the nine learning outcomes of the implementation. All learning outcomes show an increase in self-efficacy for GTAs and ULAs. By equipping both GTAs and ULAs to navigate the unique challenges of CURE instruction, this PD model may enhance the overall effectiveness of these valuable undergraduate research experiences.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004025"},"PeriodicalIF":1.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating bones and biomes: bringing biological science education to elementary school communities through a tangible learning tool. 整合骨骼和生物群落：通过有形的学习工具将生物科学教育带入小学社区。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-30 DOI: 10.1128/jmbe.00077-25

Phillip R Myer, Jennie L Zambito Ivey

{"title":"Integrating bones and biomes: bringing biological science education to elementary school communities through a tangible learning tool.","authors":"Phillip R Myer, Jennie L Zambito Ivey","doi":"10.1128/jmbe.00077-25","DOIUrl":"https://doi.org/10.1128/jmbe.00077-25","url":null,"abstract":"Biology education in U.S. elementary schools faces challenges, including declining science proficiency and disparities among minority students. Limited resources, outdated materials, and a shortage of qualified educators hinder efforts to deliver engaging and equitable biology instruction. To address these issues, Bones and Biomes was developed as a tool to provide an interactive, hands-on experience that introduces students to biological concepts through animal skull analysis and ecosystem modeling. The tool was implemented in two settings: second-grade classrooms at a STEM magnet school and a career fair at a public elementary school. Participants examined animal skulls, identified key features, and connected them to habitats and survival adaptations. Classroom content reached 87 students, and the career fair activity engaged approximately 60 individuals, including students and caregivers. Follow-up activities, such as \"Creature Creation\" and \"Skull Sleuths,\" encourage creative thinking and reinforce core concepts. The Bones and Biomes tool aided in developing scientific literacy, critical thinking, and collaboration while making biology accessible to diverse student populations. By using tangible learning tools and interactive methods, Bones and Biomes addresses resource gaps in underfunded schools and demonstrates a scalable approach to improving elementary science education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007725"},"PeriodicalIF":1.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

There and back again: navigating the return to in-person lab work post-pandemic for the Hybrid Microbial Ecology Course-based Undergraduate Research Experience (H-ME-CURE). 去了又回来：为基于混合微生物生态学课程的本科研究经验（H-ME-CURE）导航回到流行病后的亲自实验室工作。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-30 DOI: 10.1128/jmbe.00249-24

Caroline C Taylor, Samantha T Parks

引用次数: 0

Development of an interactive game-based learning tool to enhance understanding of microbiology in animal health and nutrition. 开发以互动游戏为基础的学习工具，以加深对动物健康和营养中的微生物学的了解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-24 DOI: 10.1128/jmbe.00064-25

Jennie L Zambito Ivey, Rachel N Flinchum, Laney M Stephens, Phillip R Myer

{"title":"Development of an interactive game-based learning tool to enhance understanding of microbiology in animal health and nutrition.","authors":"Jennie L Zambito Ivey, Rachel N Flinchum, Laney M Stephens, Phillip R Myer","doi":"10.1128/jmbe.00064-25","DOIUrl":"https://doi.org/10.1128/jmbe.00064-25","url":null,"abstract":"Effective science education relies on innovative and engaging teaching tools that enhance student learning and retention. This need is particularly important in agricultural science outreach, where understanding the role of microbiology in animal health and disease is essential for both livestock producers and the public. However, traditional teaching methods often fail to adequately convey complex concepts in an accessible, applicable, and memorable way. To address this gap, a memory-based card game was developed utilizing game-based learning (GBL) principles to improve comprehension of microbiology's impact on animal health and disease within agricultural systems. This interactive tool balances educational content with gameplay, fostering an engaging learning experience that encourages knowledge retention and real-world application. Through the use of the game, pre- and post-self-assessments indicated learners perceived they were improved in their understanding of microbes in agriculture and noted their greater likelihood to use this information in real-world situations (P < 0.001). By integrating this game into extension and outreach programs, we aim to enhance public understanding of agricultural systems and microbiology's role in animal health, ultimately improving informed decision-making and agricultural literacy. This approach not only advances microbiology education but also exemplifies the pedagogical benefits of incorporating GBL into agricultural science communication.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006425"},"PeriodicalIF":1.6,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An interdisciplinary, collaborative CURE to investigate mutagen-sensitive alleles in Drosophila melanogaster. 一个跨学科的、合作的CURE研究黑腹果蝇的诱变敏感等位基因。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-24 DOI: 10.1128/jmbe.00068-25

Marissa Howard, Elyse Bolterstein, Kathryn P Kohl, Eric P Stoffregen, Christina I Swanson

{"title":"An interdisciplinary, collaborative CURE to investigate mutagen-sensitive alleles in Drosophila melanogaster.","authors":"Marissa Howard, Elyse Bolterstein, Kathryn P Kohl, Eric P Stoffregen, Christina I Swanson","doi":"10.1128/jmbe.00068-25","DOIUrl":"https://doi.org/10.1128/jmbe.00068-25","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) are an effective strategy to teach students about the process of scientific research. Students participating in a CURE also benefit in numerous other ways, such as gaining increased enthusiasm for science and increased retention in a STEM field. Because scientific research is increasingly interdisciplinary and collaborative, recently developed CUREs have begun to incorporate interdisciplinary approaches and networking components. Interdisciplinary, networked CUREs have, in several cases, expanded learning gains for participating students beyond the benefits of traditional CUREs. Here, we describe a novel interdisciplinary, collaborative CURE. Our CURE was launched with four participating primarily undergraduate institutions (PUIs) and the broad research goal of characterizing mutagen-sensitive alleles in Drosophila melanogaster. Student surveys suggest that our CURE has successfully contributed to learning gains across a variety of areas, including increased project ownership, increased experience with collaboration, and increased experience with interdisciplinary research. Furthermore, participating faculty have benefitted from increased scholarly productivity. Our CURE could be expanded to include additional institutions, or could serve as a model for PUI faculty interested in developing their own collaborations as a strategy to tackle broad, interdisciplinary projects.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006825"},"PeriodicalIF":1.6,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors impacting teaching and research anxieties in biology graduate teaching assistants: implications for professional development. 影响生物学研究生助教教学与研究焦虑的因素：对专业发展的启示。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-23 DOI: 10.1128/jmbe.00032-25

Miranda M Chen Musgrove, Kate Petrie, Alyssa Cooley, Elisabeth E Schussler

{"title":"Factors impacting teaching and research anxieties in biology graduate teaching assistants: implications for professional development.","authors":"Miranda M Chen Musgrove, Kate Petrie, Alyssa Cooley, Elisabeth E Schussler","doi":"10.1128/jmbe.00032-25","DOIUrl":"https://doi.org/10.1128/jmbe.00032-25","url":null,"abstract":"Graduate students in the United States are experiencing increased levels of anxiety, affecting their mental health and attrition from graduate programs. Yet, we are only beginning to understand how anxiety about specific aspects of graduate study, such as teaching or research, might contribute to this overall anxiety related to graduate study. Biology graduate teaching assistants (GTAs) often have simultaneous roles as teachers, researchers, students, and employees. The most salient roles are often as teachers and researchers, which can have different values ascribed to them by science departments, and thus generate anxiety in different ways. To explore the factors GTAs identified as impacting their anxiety specific to teaching and research, we interviewed 23 Biology GTAs at a research-intensive southeastern university. Thematic analysis of interview transcripts identified five factors associated with GTA teaching and research anxieties: fear of negative evaluation by others, fear of letting others down, low self-efficacy, research-teaching tension, and work/life pressures. Low self-efficacy was expressed more often by participants when discussing research anxiety. In contrast, the fear of letting others down (e.g., undergraduates or mentors) was expressed more often by participants when talking about teaching anxiety. These findings can be used to inform professional development or mental health interventions for GTAs to help them reduce their anxieties and encourage greater awareness and dialogue about the anxiety experiences of graduate students in the sciences broadly.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0003225"},"PeriodicalIF":1.6,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses. 实施大学生学习助理模式，促进微生物学课程的参与和专业发展。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-12 DOI: 10.1128/jmbe.00042-25

Katriana A Popichak, Paige E Gruber, Erica L Suchman, Jennifer L McLean

{"title":"Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses.","authors":"Katriana A Popichak, Paige E Gruber, Erica L Suchman, Jennifer L McLean","doi":"10.1128/jmbe.00042-25","DOIUrl":"https://doi.org/10.1128/jmbe.00042-25","url":null,"abstract":"Integrating undergraduate learning assistants (ULAs) into high-enrollment science, technology, engineering, and mathematics (STEM) courses has been shown to enhance student engagement, yet the impact on ULAs themselves remains underexplored. This manuscript presents a field-tested framework for implementing and sustaining a structured ULA program in a General Microbiology course, offering a replicable model for educators seeking to enhance student learning and ULA professional development (PD). Over the past decade, this program has been refined to provide structured mentorship, leadership opportunities, and active involvement in both in-class and out-of-class activities. The ULA program fosters student engagement by incorporating active learning strategies such as iClicker questions, group exams, and flipped classroom exercises, ensuring a collaborative and supportive learning environment. At the same time, ULAs develop critical skills in communication, teamwork, assessment, and pedagogy, which align with key PD objectives. Faculty observations indicate that students who engage with ULAs exhibit increased conceptual understanding, participation, and peer collaboration. Likewise, anonymous ULA feedback highlights significant growth in teaching confidence, leadership, and academic preparedness. This article serves as a practical guide for educators by outlining a structured, adaptable curriculum, detailing strategies for faculty mentoring, and providing implementation best practices. While formal assessment of learning gains is ongoing, preliminary findings suggest that ULAs serve as valuable instructional assets while simultaneously benefiting from the experience. This dual impact underscores the importance of structured ULA programs in enhancing undergraduate education and preparing future educators and professionals.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004225"},"PeriodicalIF":1.6,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Community college biology students' understanding of Vision and Change core concepts. 社区大学生物专业学生对视觉与改变核心概念的理解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-12 DOI: 10.1128/jmbe.00211-24

Noah A Courtney, Michelle K Smith, David Esparza

{"title":"Community college biology students' understanding of Vision and Change core concepts.","authors":"Noah A Courtney, Michelle K Smith, David Esparza","doi":"10.1128/jmbe.00211-24","DOIUrl":"https://doi.org/10.1128/jmbe.00211-24","url":null,"abstract":"The Vision and Change in Undergraduate Biology Education report establishes a set of five core concepts that students should build an understanding of throughout college biology programs. While student conceptual understanding is well studied in 4-year contexts, there are minimal studies in community college contexts. Community colleges are unique: 38% of US college students are enrolled in them, many of whom identify as historically underrepresented in STEM. To better understand community college biology students' learning, we measured their understanding of the Vision and Change core concepts using the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment. By analyzing data from over 600 students attending nine different community colleges, we asked the following questions. (i) How do community college biology students perform across the five Vision and Change core concepts? (ii) Do institutional-, course-, and student-level variables contribute to variation in community college biology students' conceptual understanding? We found that students scored highest on Systems items and struggled the most with items about Information Flow. Furthermore, students generally scored lower on questions related to cellular and molecular biology and higher on questions related to ecology and evolution. While demographic factors explained minimal variance, we found that life science majors and students from dominant racial/gender identities scored significantly higher than those who did not identify similarly. We recommend areas for further research into community college biology students' conceptual understanding and implications for teaching practices that support their academic success.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021124"},"PeriodicalIF":1.6,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coupling discovery-based learning and apprenticeship research experiences: a novel undergraduate laboratory course model. 结合基于发现的学习与学徒制研究经验：一种新的本科实验课程模式。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-11 DOI: 10.1128/jmbe.00073-25

Sarah Damiani, Giorgio Freije, Adam D Rudner, Keith Wheaton, Lisa M D'Ambrosio

{"title":"Coupling discovery-based learning and apprenticeship research experiences: a novel undergraduate laboratory course model.","authors":"Sarah Damiani, Giorgio Freije, Adam D Rudner, Keith Wheaton, Lisa M D'Ambrosio","doi":"10.1128/jmbe.00073-25","DOIUrl":"https://doi.org/10.1128/jmbe.00073-25","url":null,"abstract":"Apprenticeship research experiences (AREs) provide undergraduate students with real-world opportunities to engage in authentic experiment-based research as integral members of the supervisor's laboratory team. While AREs have been proposed to support students' confidence and competencies in the laboratory, they can also present practical barriers for effective pedagogical and fair implementation in undergraduate programs. For example, as AREs are conducted in authentic research environments independent of a course context, they are often not equipped with the pedagogical structure and guided instruction to best support student learning. Moreover, students frequently compete to secure a limited number of ARE placements such as summer research positions, honors thesis students, or scholarship recipients. As a result, many students who aim to complete an ARE within their undergraduate degree may never receive the opportunity, raising questions of factors that may impact fair and impartial student eligibility for these research experiences. To address these barriers, our faculty developed an innovative undergraduate course that integrates a discovery-based training laboratory component and an ARE placement component directly within its structure. Here, we present the details of this unique course structure and provide practical resources and suggestions for implementation in similar laboratory courses in science-related undergraduate programs.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007325"},"PeriodicalIF":1.6,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0