Journal of Microbiology & Biology Education最新文献

Beyond boundaries: exploring a generative artificial intelligence assignment in graduate, online science courses. 超越界限：探索研究生在线科学课程中的人工智能生成作业。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-11-04 DOI: 10.1128/jmbe.00127-24

Rohini Ganjoo, James Rankin, Benjamin Lee, Lisa Schwartz

{"title":"Beyond boundaries: exploring a generative artificial intelligence assignment in graduate, online science courses.","authors":"Rohini Ganjoo, James Rankin, Benjamin Lee, Lisa Schwartz","doi":"10.1128/jmbe.00127-24","DOIUrl":"https://doi.org/10.1128/jmbe.00127-24","url":null,"abstract":"Generative artificial intelligence (GAI) offers increased accessibility and personalized learning, though the potential for inaccuracies, biases, and unethical use is concerning. We present a newly developed research paper assignment that required students to utilize GAI. The assignment was implemented within three online, asynchronous graduate courses for medical laboratory sciences. Student learning was assessed using a rubric, which rated students' effective integration and evaluation of GAI-generated content against peer-reviewed research articles, thus demonstrating their critical thinking and synthesis skills, among other metrics. Overall rubric scores were high, suggesting that learning outcomes were met. After field testing, we administered a 16-item survey about GAI utilization, contribution to learning, and ethical concerns. Data (n = 32) were analyzed, and free-response answers were thematically coded. While 93.8% of respondents found the GAI-generated content to be \"very good\" or \"excellent,\" 28.1% found inaccuracies, and 68.8% \"strongly agreed\" or \"agreed\" that GAI should be allowed to be used as a tool to complete academic assignments. Interestingly, however, only 28.1% \"strongly agreed\" or \"agreed\" that GAI may be used for assignments if not explicitly authorized by the instructor. Though GAI allowed for more efficient completion of the project and better understanding of the topic, students noted concerns about academic integrity and the lack of citations in GAI responses. The assignment can easily be modified for different learning preferences and course environments. Raising awareness among students and faculty about the ethical use and limitations of GAI is crucial in today's evolving pedagogical landscape.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569818","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

A framework for training graduate students and campus communities in inclusive teaching. 研究生和校园社区全纳教学培训框架。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-30 DOI: 10.1128/jmbe.00125-24

Berit E Batterton, C Melman Neill, Christopher R Biggs, Hannah S Rempel

{"title":"A framework for training graduate students and campus communities in inclusive teaching.","authors":"Berit E Batterton, C Melman Neill, Christopher R Biggs, Hannah S Rempel","doi":"10.1128/jmbe.00125-24","DOIUrl":"https://doi.org/10.1128/jmbe.00125-24","url":null,"abstract":"While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548231","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

Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature. 以学生为主导讨论具有里程碑意义的发现文章：初级病毒学文献教学的立足点。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-23 DOI: 10.1128/jmbe.00184-24

Camilla E Hippee, Aloysius Klingelhutz, Li Wu

{"title":"Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.","authors":"Camilla E Hippee, Aloysius Klingelhutz, Li Wu","doi":"10.1128/jmbe.00184-24","DOIUrl":"https://doi.org/10.1128/jmbe.00184-24","url":null,"abstract":"Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of \"landmark discovery\" articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510168","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

Development of learning objectives to support undergraduate virology curriculum guidelines. 制定学习目标，支持本科病毒学课程指南。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-21 DOI: 10.1128/jmbe.00100-24

David B Kushner, Mya Breitbart, Kari M Debbink, Maureen C Ferran, Dylan M Johnson, Laura L Newcomb, Lauren A O'Donnell

{"title":"Development of learning objectives to support undergraduate virology curriculum guidelines.","authors":"David B Kushner, Mya Breitbart, Kari M Debbink, Maureen C Ferran, Dylan M Johnson, Laura L Newcomb, Lauren A O'Donnell","doi":"10.1128/jmbe.00100-24","DOIUrl":"https://doi.org/10.1128/jmbe.00100-24","url":null,"abstract":"It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course (D. B. Kushner et al., J Virol 96:e01305-22, 2022, https://doi.org/10.1128/jvi.01305-22). These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education (25:e00126-24, 2024, https://doi.org/10.1128/jmbe.00126-24) about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477381","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

Updated ASM Curriculum Guidelines describe core microbiology content to modernize the framework for microbiology education. 更新的 ASM 课程指南描述了核心微生物学内容，使微生物学教育框架现代化。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-21 DOI: 10.1128/jmbe.00126-24

Nancy Boury, Amy Siegesmund, David B Kushner, Davida S Smyth, Mary E Allen, Adronisha Frazier, Illona Gillette-Ferguson, Miriam Markum, Glenn Patriquin, Sara E Reynolds, Sarah Rosario, J Jordan Steel, Rachel Horak

{"title":"Updated ASM Curriculum Guidelines describe core microbiology content to modernize the framework for microbiology education.","authors":"Nancy Boury, Amy Siegesmund, David B Kushner, Davida S Smyth, Mary E Allen, Adronisha Frazier, Illona Gillette-Ferguson, Miriam Markum, Glenn Patriquin, Sara E Reynolds, Sarah Rosario, J Jordan Steel, Rachel Horak","doi":"10.1128/jmbe.00126-24","DOIUrl":"https://doi.org/10.1128/jmbe.00126-24","url":null,"abstract":"Curricular guidelines promote standardized approaches to coverage of essential knowledge and skills in undergraduate education. The American Society for Microbiology (ASM) Curriculum Guidelines for Undergraduate Microbiology were developed in 2012. Continuous, rapid growth of knowledge in science and a dynamic, changing world necessitate updates to these guidelines. As such, ASM formed a task force in the summer of 2022. The task force assessed the 2012 ASM Curriculum Guidelines considering advancements in technology, an understanding of an expanded role of microbes, and a broader scope addressing relevant social and environmental aspects of microbiology. Language in the updated guidelines was also modified to better include eukaryotic microbes, viruses, and other acellular microbes. The task force formed working groups, each aimed at revising specific sections of the 2012 ASM Curriculum Guidelines. The revisions to the ASM Curriculum Guidelines were reviewed by subject matter experts and education stakeholders. Feedback from this peer review was incorporated into the updated guidelines, and further comments were solicited from the ASM Conference of Undergraduate Educators (ASMCUE) attendees in November 2023 before these guidelines were finalized. In this article, we describe the rationale and development of updated ASM Curriculum Guidelines which identify foundational concepts that will serve to improve microbial literacy and that can be expanded upon to address more advanced and specialized topics.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477382","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

Addressing the need to facilitate undergraduate research experiences for community college transfer students in science. 满足社区学院理科转学生对促进本科生研究经历的需求。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-21 DOI: 10.1128/jmbe.00090-24

Emma C Goodwin, Katelyn M Cooper, Logan E Gin, Sara E Brownell

引用次数: 0

Validating an instrument for measuring community cultural wealth with biology majors at a Hispanic-serving institution. 在一所为西班牙裔服务的院校中，与生物专业的学生一起验证用于衡量社区文化财富的工具。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-10-03 DOI: 10.1128/jmbe.00123-24

Alexander Eden, Bryan M Dewsbury

{"title":"Validating an instrument for measuring community cultural wealth with biology majors at a Hispanic-serving institution.","authors":"Alexander Eden, Bryan M Dewsbury","doi":"10.1128/jmbe.00123-24","DOIUrl":"https://doi.org/10.1128/jmbe.00123-24","url":null,"abstract":"Boosting underrepresented student persistence in STEM majors has been of interest for several years. Prior research has explored various factors that may influence student success and persistence in STEM majors. Specifically, some of these studies have employed Yosso's community cultural wealth framework to explore how a student's cultural wealth may link to certain outcomes. Most of these studies have taken a qualitative approach when exploring cultural wealth and less adopt a quantitative approach. Using biology students in an introductory biology class during the fall (n = 303) and spring semesters (n = 215) at a large Hispanic-serving institution in the southeastern United States, this study seeks to contribute to the literature by validating a previously constructed instrument with a new population. An exploratory factor analysis (EFA) was conducted using principal axis factoring and an oblique rotation. EFA results revealed 10 dimensions of cultural wealth. Additionally, confirmatory factor analysis confirmed that the model produced properly measures the constructs as intended. Overall, the final 56-item instrument used in this study was validated and can be used for measuring cultural wealth in similar populations.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366897","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

Knowledge and perception of antibiotic resistance and stewardship among pre-health and agriculture undergraduate students. 卫生和农业专业本科生对抗生素耐药性和管理的认识和看法。

IF 1.9

Journal of Microbiology & Biology Education Pub Date : 2024-09-18 DOI: 10.1128/jmbe.00069-24

Claudia Da Silva Carvalho

{"title":"Knowledge and perception of antibiotic resistance and stewardship among pre-health and agriculture undergraduate students.","authors":"Claudia Da Silva Carvalho","doi":"10.1128/jmbe.00069-24","DOIUrl":"https://doi.org/10.1128/jmbe.00069-24","url":null,"abstract":"The global threat of antibiotic-resistant infections has resulted in health organizations compiling an Antibiotic Stewardship Program (ASP), in which the education of current and future medical prescribers and farmers is central to the preservation of current and future antimicrobial treatments. The purpose of this study was to assess and compare the knowledge and perceived threat of antibiotics and antibiotic resistance, as well as the perceived benefit of antibiotic stewardship education, among undergraduate students majoring in Biology and Agriculture at Fort Hays State University. I hypothesized that the difference in knowledge and perceptions between Biology and Agriculture students would be significantly different because of differences in curriculum requirements. Framed by the health belief model (HBM), a quantitative cross-sectional study was conducted using a structured online survey of 136 undergraduate student participants. A χ2 analysis was used to assess differences between the respondents in their knowledge and perceptions of antibiotics, antibiotic resistance, and antibiotic stewardship education at the undergraduate level. Results showed that, although Agriculture students perceived antibiotic resistance as less threatening than Biology/pre-health students, both undergraduate groups were knowledgeable about the problem and wanted more academic education on the issue. These findings create a solid foundation to initiate a conversation on the curriculum development to meet ASP goals and objectives at the undergraduate level while contributing to an ongoing international effort to educate future prescribers and farmers on the importance of antibiotics in medicine and farming and to reduce antibiotic resistance.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261535","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

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study. 研究生助教在在线生物入门 CURE 中的指导信念和实践：一项探索性研究。

IF 1.9

Journal of Microbiology & Biology Education Pub Date : 2024-09-13 DOI: 10.1128/jmbe.00150-24

Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo

{"title":"Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.","authors":"Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo","doi":"10.1128/jmbe.00150-24","DOIUrl":"https://doi.org/10.1128/jmbe.00150-24","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261822","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

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success. PULSE 大使计划：增强各部门改造 STEM 教育的能力，以实现包容和学生的成功。

IF 1.9

Journal of Microbiology & Biology Education Pub Date : 2024-09-12 DOI: 10.1128/jmbe.00052-24

Alix D Dowling Fink,Taylor Allen,Paul E Arriola,Edwin J Barea-Rodriguez,Nitya P Jacob,Michael Ira Kelrick,Joann Otto,C Gary Reiness,Jacqueline Washington

{"title":"PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.","authors":"Alix D Dowling Fink,Taylor Allen,Paul E Arriola,Edwin J Barea-Rodriguez,Nitya P Jacob,Michael Ira Kelrick,Joann Otto,C Gary Reiness,Jacqueline Washington","doi":"10.1128/jmbe.00052-24","DOIUrl":"https://doi.org/10.1128/jmbe.00052-24","url":null,"abstract":"The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142201519","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