Journal of Microbiology & Biology Education最新文献

{"title":"Learning R with generative AI in a metagenomic data science course.","authors":"Jeffrey L Blanchard","doi":"10.1128/jmbe.00343-25","DOIUrl":"10.1128/jmbe.00343-25","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) tools are increasingly used by students in introductory coding courses; however, evidence-based guidance for integrating these tools into biology education remains limited. We examined student experiences with generative AI in a beginner R programming course focused on metagenomic data analysis. An anonymous survey (<i>n</i> = 43) captured quantitative ratings and qualitative reflections on how AI influenced learning, productivity, and problem-solving practices. Most respondents entered the course with little to no prior coding experience (79%) and reported frequent AI use throughout the semester, indicating that AI quickly became embedded in students' workflows. Students rated AI as highly helpful for suggesting R code, explaining syntax and logic, and brainstorming analyses, with over 70% endorsing each use case. However, AI errors were common: over 90% of students encountered incorrect output at least sometimes, including domain-specific misinterpretations and overcomplicated or syntactically incorrect code. Notably, students identified a need for clearer instructional support in core AI-mediated practices. The most frequent recommendation for course redesign was to introduce foundational R concepts prior to AI use, highlighting a threshold-competency principle for effective AI integration. Together, these findings suggest that generative AI can support novice coders but does not substitute for foundational instruction. Effective AI integration requires deliberate pedagogical scaffolding and reflection rather than code generation alone. These principles are likely to remain critical as AI tools become more capable and more widely adopted in undergraduate biology education.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0034325"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520712/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating virtual versus hands-on interventions in promoting increased performance, perceived knowledge, and confidence in a large general microbiology course.","authors":"Delaney Worthington, Katriana Popichak, Amelia Hines, Shelby Fainelli, Jennifer McLean","doi":"10.1128/jmbe.00056-26","DOIUrl":"10.1128/jmbe.00056-26","url":null,"abstract":"<p><p>Active learning in face-to-face courses is superior to traditional lecturing, especially for women and marginalized students in STEM. Activities can be delivered using a broad variety of techniques, such as concept mapping, think-pair-share, and clickers. Concept modeling is particularly impactful for undergraduate biology courses, as they help students model microscopic organisms and processes that are otherwise impossible to visualize without microscopes or that occur on the molecular level. Generation Z, also known as iGen, is becoming one of the largest, most diverse demographics of students. iGen students grew up with technology and expect devices to be part of the learning experiences, which may begin to push hands-on manipulatives into a virtual format. However, it is unclear if the virtual format is universally beneficial for students. Thus, we investigated changes to students' performance, perceived knowledge, and confidence with the integration of eLearning activities, compared to interactive PowerPoint or hands-on activities. We sampled students in three sections of general microbiology over a semester as they completed six activities on historically difficult course topics. Each section received a different method of delivery (MOD) for their activities: PowerPoint, eLearning, or hands-on. Student performance on related quizzes and exam questions was also considered. Analyses included comparisons of marginalized and non-marginalized students to see if MOD impacted these groups of students differently. Overall, perceived knowledge, confidence, and performance all increased in response to the activities, with no significant differences among the three MODs. The data for marginalized students showed, however, that completing the hands-on MOD resulted in lower performance, perceived knowledge, and confidence. These findings suggest that there may be barriers for marginalized students when completing hands-on activities as compared to virtual activities in the face-to-face classroom.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005626"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520677/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating sustainability thinking into microbiology education: a conceptual framework for the next generation of environmental scientists.","authors":"Ayebapreye Kari, G C Disegha","doi":"10.1128/jmbe.00289-25","DOIUrl":"10.1128/jmbe.00289-25","url":null,"abstract":"<p><p>Although microbiology is essential to the global sustainability agenda, its educational focus is still mostly limited to industrial and medical applications. In order to bring microbiological education into line with the tenets of Education for Sustainable Development, this conceptual paper presents a sustainability-focused paradigm. The framework, which is founded on constructivist learning theory and systems thinking, highlights three interconnected educational pillars: interdisciplinary cooperation, ecological literacy, and problem-based learning. These pillars are intended to give students the skills, values, and information they need to relate microbial processes to global issues, including pollution, biodiversity loss, and climate change. The paper describes strategies for encouraging environmental awareness and social responsibility in aspiring microbiologists by combining knowledge from sustainability education and microbiology teaching. In order to prepare graduates to contribute to a resilient and regenerative future, it emphasizes that integrating sustainability thinking into microbiology education is crucial. It ends with strategic recommendations for curriculum reform, educator capacity building, and institutional support, particularly within the Global South.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0028925"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520720/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical and positive uses of AI in STEM education: taming the AI tiger.","authors":"Gregory J Crowther, Timothy D Paustian, Samantha T Parks","doi":"10.1128/jmbe.00202-26","DOIUrl":"10.1128/jmbe.00202-26","url":null,"abstract":"<p><p>From website searches and social media to financial services and health services, artificial intelligence (AI) is common in our daily lives. Such an encompassing presence is also apparent in education. All fields, including education, must identify regulations and best practices for the incorporation and regulation of AI use. As members of the Special Series Editorial Team for the <i>Journal of Microbiology & Biology Education</i>, we are pleased to present a compendium of perspectives, suggestions, pedagogy, and research related to the Practical and Positive Uses of AI in STEM Education.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"27 2","pages":"e0020226"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making hand hygiene visible: a simple laboratory exercise using soil to demonstrate spore-forming bacteria control.","authors":"Takeaki Wajima, Emi Tanaka, Koji Ueda, Kei-Ichi Uchiya","doi":"10.1128/jmbe.00058-26","DOIUrl":"10.1128/jmbe.00058-26","url":null,"abstract":"<p><p>Spore-forming bacteria are widely distributed in the environment and present a major challenge in healthcare settings due to their resistance to alcohol-based disinfectants. Understanding this resistance is essential for infection control education, especially in medical fields. Here, we propose a simple, low-cost laboratory exercise that combines hand hygiene training with a visual demonstration of microbial persistence using soil as a source of spore-forming bacteria. In this exercise, students imprint their hands on agar plates under three conditions: unwashed, soap-washed, and alcohol-disinfected. After 48 h of incubation, the plates reveal clear differences in microbial growth, highlighting the limited efficacy of alcohol-based sanitizers against spores. Gram staining of colonies provides presumptive evidence of the presence of spore-forming bacteria. This exercise addresses a common misconception among healthcare trainees-that alcohol sanitizers provide complete protection-and emphasizes the importance of proper handwashing with soap and water. Its simplicity, safety, and strong visual impact make it an effective and adaptable tool for microbiology education and healthcare professional training.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005826"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520685/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategic AI-human collaboration for biology assessment design: a practical workflow.","authors":"Parul Khurana, Hitesh Rai Kathuria","doi":"10.1128/jmbe.00354-25","DOIUrl":"10.1128/jmbe.00354-25","url":null,"abstract":"<p><p>Biology instructors increasingly use generative artificial intelligence (AI) tools to create assessment rubrics but lack systematic workflows for ensuring scientific accuracy in AI-generated criteria. This article presents a five-phase workflow for strategic AI-human collaboration tested across undergraduate biology courses, including lab reports, genetics problem sets, and discussion assessments. The workflow balances AI efficiency in generating initial criteria with essential human expertise in scientific reasoning, graph interpretation, and discipline-specific evaluation. Key phases include (i) human-led learning outcome definition, (ii) AI-assisted criteria generation, (iii) human validation with biology-specific refinements, (iv) collaborative testing with sample work, and (v) human-led implementation and iteration. The workflow provides decision rules, validation strategies, and field-tested examples for maintaining scientific rigor while leveraging AI efficiency.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0035425"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520663/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147875990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From notecards to know-how: scaling \"Muddiest Point\" feedback for high-enrollment microbiology.","authors":"Jordan A Smink, Robert W Lamb","doi":"10.1128/jmbe.00133-26","DOIUrl":"10.1128/jmbe.00133-26","url":null,"abstract":"<p><p>Muddiest Point prompts can reveal what students do not yet understand, but in large microbiology courses, the volume of responses can make timely feedback difficult. This Tips and Tools article describes a scalable workflow for transforming end-of-unit notecard responses into a targeted review resource. Student submissions were grouped into recurring themes, prioritized by frequency and instructional importance, and used to create an instructor-generated, chaptered review video with accompanying worksheet prompts. The central innovation is the aggregation of many individual uncertainties into one reusable feedback artifact that preserves instructor voice while reducing the need for repeated individual explanations. Students could watch the full review or navigate directly to difficult concepts, and pause-and-predict prompts, live sketching, and worksheet fill-ins supported active use of the video. The article provides implementation guidance; accessibility considerations; adaptations for lecture, laboratory, hybrid, or online contexts; and options for low-overhead evaluation. The workflow offers a practical approach for sustaining formative feedback in high-enrollment courses using common instructional tools.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013326"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An innovative course-based undergraduate research experience (CURE) in HPV-associated cervical cancer: integrating molecular oncology research and scientific writing in undergraduate education.","authors":"Sadaf Khursheed Baba, Tooba Jawwad, Asma Al Menhali, Sameer Mirza","doi":"10.1128/jmbe.00085-26","DOIUrl":"10.1128/jmbe.00085-26","url":null,"abstract":"<p><p>Course-based undergraduate research experiences (CUREs) widen access to authentic research by embedding open-ended investigations into undergraduate curricula. Here, we describe a semester-long CURE in cancer biology that integrates molecular biology techniques, data analysis, and structured scientific writing within an upper-level undergraduate course. Students engaged in the study of HPV-associated cervical carcinogenesis by investigating the role of a candidate gene using siRNA-mediated knockdown and quantitative PCR (qPCR) analysis in cervical cancer cell lines. The primary aims of the course were to increase students' conceptual understanding of molecular oncology and to develop proficiency in experimental design, primary literature interpretation, data analysis, and scientific communication. Analytical rubrics for laboratory performance, written reports, posters, and oral presentations were used to evaluate student learning, along with a post-course survey measuring perceived learning gains and research self-efficacy. All students successfully completed the experimental workflow and demonstrated increased confidence in molecular techniques, data analysis, and interpretation of scientific data. A distinctive feature of this CURE was the integration of structured scientific writing, which led to student co-authorship of a peer-reviewed review article, reinforcing the linkage between laboratory research and scholarly dissemination. Although implemented with a small cohort, this pilot study provides a scalable and adaptable model for incorporating clinically relevant research and scientific communication into undergraduate science education.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008526"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148340200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autonomy-supportive and controlling language in undergraduate biology syllabi.","authors":"Ania A Majewska, Chioma Anyanwoke, Lia Sanchez, Areeb Khan, Robert Richards","doi":"10.1128/jmbe.00001-26","DOIUrl":"10.1128/jmbe.00001-26","url":null,"abstract":"<p><p>Syllabi are important sources of information for topics covered, how to contact the instructor, and grading and attendance policies. In this study, we used the framework of self-determination theory to better understand how language in the syllabi might reflect autonomy-supportive or controlled style, which has been shown to influence student motivation. In addition, we characterized positive and negative emotion word usage with a natural language processing tool, LIWC. We used qualitative thematic analysis to identify themes in attendance policies under autonomy-supportive or controlled styles, as posited by self-determination theory. Our findings suggested that syllabi tend to be negative in emotional tone, yet somewhat less so in recent years. Furthermore, emotional tone was lower in syllabi of upper-division courses compared to lower-division courses. Controlling language style was most common, with the theme of responsibility appearing in most attendance policies. Our findings provide insights into the undergraduate biology syllabi, and the underlying messages in the text that may impact student motivation. Based on these findings, we provide recommendations for crafting syllabus text that supports student self-directed motivation.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0000126"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Microbiology students' relatability to scientists is impacted by scientists' identities and exposure to brief scientist highlights during class time.","authors":"Mitchell Meyers, Gabriela Ramirez, Barbara Graham, Hunter Leyendecker, Sydney Perkins, Katriana Popichak, Jennifer McLean, Grace Borlee, Carolina Mehaffy","doi":"10.1128/jmbe.00021-26","DOIUrl":"10.1128/jmbe.00021-26","url":null,"abstract":"<p><p>Representation in the classroom and students' ability to relate to scientists are essential for promoting engagement and success in STEM programs. Incorporating information about scientists from diverse backgrounds in the form of assignments increases student relatability to scientists and changes students' views of who can be a scientist toward non-stereotypical identities. However, building new assignments in an already filled curriculum, and identifying scientists from marginalized backgrounds who specifically fit foundational topics in the General Microbiology classroom may be difficult. Here, we evaluated an intervention to increase representation in the classroom that can be easily incorporated during classroom time. We developed 15 short scientist highlights to accompany the content of a General Microbiology course. These highlights included scientists from historically marginalized backgrounds by gender, race/ethnicity, country of origin, and gender identity. Our main research question was to determine if this intervention could increase students' ability to relate to scientists and increase their sense of belonging. We used a modified survey based on Schinske et al. (J. Schinske, M. Cardenas, and J. Kaliangara, CBE Life Sci Educ 14:ar35, 2015, https://doi.org/10.1187/cbe.14-12-0231) and Estrada et al. (M. Estrada, A. Woodcock, P. R. Hernandez, and P. W. Schultz, J Educ Psychol 103:206-222, 2011, https://doi.org/10.1037/a0020743) to measure relatability to scientists and sense of belonging as a construct of students' scientific identity. We demonstrate that showcasing scientists from marginalized backgrounds during lectures and without the need to incorporate related assignments can be a simple yet effective strategy to increase students' ability to relate to scientists, while a sense of belonging appears to be a more complex construct with other factors to consider. Additionally, while all students were interested in learning about scientists' contributions to science, those who identify as women were also interested in the scientists' identities, especially when those identities reflected their own.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0002126"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}