Journal of Microbiology & Biology Education最新文献

{"title":"Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.","authors":"Wendy Aquino Nunez, Meadow C B Scott, Dyan E Morgan","doi":"10.1128/jmbe.00139-24","DOIUrl":"https://doi.org/10.1128/jmbe.00139-24","url":null,"abstract":"<p><p>Reflective assignments are a powerful tool in undergraduate STEM courses to promote student metacognition and give instructors and researchers a view of that process. We were interested in understanding student challenges in our developmental biology course, so we used reflective assignments to uncover these challenges and also add to our understanding of student metacognition in upper-level courses. We used structural and initial coding and themed student responses. Then, we were able to compare results across two different course formats. We also compared these analyses with student performance on weekly formative assessments and completed item analysis. Our analyses suggest that students struggle the most with application. Notably, student responses did not differ in an asynchronous online class versus a high-flex in-person class. We also surveyed students (<i>n</i> = 162) on their use and perceived value of the metacognitive assignments for further comparison to other studies of upper-level student metacognitive regulation. Results indicate a strong majority of students completed more than half of the assignments, found the assignments beneficial to their learning, and used the opportunity to plan study time. Overall, we find that upper-level college students have accurate metacognitive knowledge, allowing them to identify challenging topics and cognitive skills, and have acquired the metacognitive regulation tools to develop study plans when prompted by a reflective assignment.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013924"},"PeriodicalIF":1.6,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019963","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}

{"title":"Increasing inquiry and collaboration: a faculty and undergraduate curricular intern partnership to redesign a cell biology laboratory course.","authors":"Louise E O Darling, Sarah Pociask, John W Goss, Julie A Roden","doi":"10.1128/jmbe.00190-24","DOIUrl":"https://doi.org/10.1128/jmbe.00190-24","url":null,"abstract":"<p><p>Recent trends in undergraduate biology education include incorporating more inquiry/research-focused experiments into laboratory courses as a way to engage students and promote persistence in science. However, many faculty members face constraints in redesigning curricula, including a lack of time for course development. In addition, some undergraduate students find it difficult or intimidating to identify a first independent research position. We describe our experience working with student curricular interns to redesign a cell biology laboratory to be more inquiry-based. Students enrolled in the redesigned course felt that their course research experience was authentic and self-reported improvement in many fundamental scientific skills. Moreover, participating in the redesign project had positive effects on our curricular interns' experiences by exposing them to independent research, pedagogical design, and near-peer teaching. Thus, we believe that developing ways to introduce inquiry-based learning into curricula as a collaborative effort with undergraduate curricular interns has benefits for enrolled students, curricular interns, and faculty. We encourage other undergraduate science faculty to consider this model as they revise their courses.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019024"},"PeriodicalIF":1.6,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024208","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}

{"title":"Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses.","authors":"Katelyn M Cooper, Carly A Busch, Sara E Brownell","doi":"10.1128/jmbe.00191-24","DOIUrl":"https://doi.org/10.1128/jmbe.00191-24","url":null,"abstract":"<p><p>Undergraduate biology students describe fear of negative evaluation (FNE), defined as a sense of dread associated with being unfavorably evaluated in a social situation, as negatively affecting their experiences in active learning courses. Yet, few studies have examined who is prone to experiencing FNE, the severity and duration of FNE, and whether the effects of FNE are experienced equally among undergraduates. To address these gaps, we surveyed 494 undergraduates enrolled in active learning introductory biology courses about their FNE as it relates to students in their courses (classmate FNE) and to their instructor (instructor FNE). Students reported higher instructor FNE than classmate FNE. Using linear regressions, we found that women and nonbinary students, persons excluded based on ethnicity or race (PEERs), continuing-generation college students, LGBTQ+ students, and non-native English speakers had higher instructor FNE than their respective counterparts. PEER students also had higher classmate FNE than white students. Women, nonbinary, and PEER students were more likely than men and white students to report a greater negative impact of FNE on their abilities to articulate their thoughts about science in class. This work highlights the importance of reducing FNE with the intent to create more equitable active learning biology classrooms.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019124"},"PeriodicalIF":1.6,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040317","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}

{"title":"Cultural incorporation of the Kirby-Bauer method in introductory microbiology lab.","authors":"Ashley McCarley, Caryl Ann Becerra","doi":"10.1128/jmbe.00014-25","DOIUrl":"10.1128/jmbe.00014-25","url":null,"abstract":"<p><p>With rising antibiotic resistance, researchers are exploring sourced pharmaceuticals from local plant materials. One avenue is medicinal plants used in Indigenous communities. California State University, Channel Islands (CSUCI), is built on unceded Chumash land, affording collaboration with local Chumash communities to steward the land's natural and cultural ancestry. Utilizing plant extracts derived from California plant species, we developed an exercise incorporating the local cultural heritage and Kirby-Bauer disk diffusion assay (KB assay). In this exercise, students discuss impacting antibiotic resistance and the role of holistic discovery in creating new pharmaceuticals, examining cultural and familial teachings as a source of scientific/academic inquiry. Students then perform KB assays using plant extracts alongside antibiotics, interpret zones of inhibition for each disk, and compare them to susceptibility cutoffs provided by their lab manual and Clinical and Laboratory Standards Institute (CLSI). While most plant extracts proved ineffective against bacterial strains, students engaged in a novel method for a standardized microbiology technique. Using plants accessed from local environments expands the exercise to various regions, utilizing local flora or ingredients in their classrooms.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001425"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721446","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":"Faculty rewards from course-based undergraduate research experiences (CURE) in biochemistry.","authors":"Ana Maria Soto, John E Weldon, Stephen P Hancock","doi":"10.1128/jmbe.00165-24","DOIUrl":"10.1128/jmbe.00165-24","url":null,"abstract":"<p><p>In recent years, there has been an increase in the number of course-based undergraduate research experience (CURE) courses. These courses provide research opportunities for many more students than are typically exposed to traditional independent research experiences, including women, historically underrepresented groups in science, and non-traditional students. However, the benefits for faculty who teach CURE courses have been less well documented, potentially discouraging faculty from offering such courses. Reports describing the benefits faculty can accrue from developing and teaching CURE courses could incentivize more faculty to develop CURE courses. In this perspective article, we summarize the implementation of three biochemistry CURE courses, highlighting some of the benefits faculty may experience. We also propose some points to consider when designing CURE courses with realistic expectations for a semester-long research experience to provide a framework for instructors who are considering their own CURE development.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0016524"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020793/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980370","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":"Engaging short film activity that supports learning, science identity, and nature of science comprehension.","authors":"Amanda L Molder, Emily Howell, Sarah Goodwin, Shannon Behrman, Stephanie Mathews","doi":"10.1128/jmbe.00227-24","DOIUrl":"10.1128/jmbe.00227-24","url":null,"abstract":"<p><p>Improving perceptions of students' science identities and their understanding of the nature of science (NOS) are important learning goals for undergraduate biology students. Previous research has observed that students who reflect on personal histories and research narratives of diverse scientists experience positive changes in their own science identities and understanding of the nature of science, respectively. However, these stories were in written or mixed media formats (e.g., podcasts, TED talks). Here, we explore whether such stories in nonfiction film, an immersive storytelling medium, could also serve as an intervention in positively affecting these outcomes. The focus of our curricular intervention is two short films that explore personal histories and research narratives: Decoding Ancestral Knowledge and CRISPR Apostle. We assigned students (<i>N</i> = 286) in a large, asynchronous, online general microbiology course to watch Decoding and CRISPR at distinct times in the semester. Immediately after watching each film, students took a survey with closed- and open-response questions designed to measure content knowledge, science identity, and NOS learning. We analyzed quantitative responses using descriptive statistics and open-ended responses using a computational textual analysis method of structured topic modeling. Results indicate that watching the films had a considerable impact on content knowledge as well as students' perceptions of scientists, self-identification as scientists, and understanding of NOS. Interestingly, there were some differences between the films on the degree of impact on science identity as well as the types of emergent themes for science identity and NOS. These results suggest that science nonfiction films with personal histories and research narratives can be useful tools in supporting these student outcomes. We describe in this article how to access these free materials, including the films, and also suggest possible modifications.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701756","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":"In real life: a curriculum for developing students' self-efficacy and outcome expectations through purpose-driven career exploration and planning within a core STEM course.","authors":"Krysta Foster, Lauren Lambert, Rhian Solomon, Haiden Perkins, Shahnaz Masani","doi":"10.1128/jmbe.00137-24","DOIUrl":"10.1128/jmbe.00137-24","url":null,"abstract":"<p><p>Career planning and exploration are often seen as \"out of class\" work-important but separate from disciplinary learning. This separation forces students to find time outside their already demanding schedules and to navigate unfamiliar higher education spaces, creating structural barriers and impeding access to these resources. In an effort to create more equitable access to career exploration and education, we developed the \"in real life\" (IRL) curriculum to provide students with opportunities to reflect on how their academic experiences align with their broader career goals within the context of their introductory biology course. Grounded in Marcia's Theory of Identity Development and the Social Cognitive Career Theory, the curriculum includes modules on identifying and articulating professional purpose, developing primary and parallel career plans, constructing resumes, developing interview strategies, and building professional networks. Implemented over two semesters at a large R1 university, the IRL curriculum helped students shift from a destination-driven approach to a purpose-driven approach in relation to their careers, increased their career-related self-efficacy, and gave them a better understanding of career outcome expectations. IRL helps students contextualize how the knowledge and skills from class align with their career paths, emphasizing the importance of bringing career development into a disciplinary learning space.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142814546","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":"A call for healing and unity.","authors":"Patrick D Schloss","doi":"10.1128/jmbe.00066-25","DOIUrl":"10.1128/jmbe.00066-25","url":null,"abstract":"","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006625"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143515734","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":"Characterization of extended-spectrum beta-lactamase-producing <i>Enterobacteriaceae</i> from recreational water in Athens, GA, using an undergraduate laboratory module.","authors":"Coralis Rodriguez-Garcia, Helen Wall, Elizabeth Ottesen, Julie Grainy","doi":"10.1128/jmbe.00056-24","DOIUrl":"10.1128/jmbe.00056-24","url":null,"abstract":"<p><p>We present a laboratory module that uses isolation of antibiotic-resistant bacteria from locally collected stream water samples to introduce undergraduate students to basic microbiological culture-based and molecular techniques. This module also educates them on the global public health threat of antibiotic-resistant organisms. Through eight laboratory sessions, students are involved in quality testing of water sources from their neighborhoods, followed by isolation of extended-spectrum beta-lactamase-producing <i>Enterobacteriaceae</i>. By the end of the module, students should be able to isolate <i>Enterobacteriaceae</i> from the environment using selective and differential media, identify isolates using biochemical tests, characterize antibiotic resistance phenotypes using Kirby Bauer and MIC tests, and evaluate the presence of select beta-lactamase genes of interest using PCR. To complement laboratory sessions, students participated in a weekly flipped classroom session with collaborative peer discussions and activities to reinforce concepts applied in the laboratory. Learning outcomes were measured over four semesters with concept checks, in-lecture activities, exams, and laboratory reports. We hypothesized that more than 50% of the student population would achieve each learning objective through the implementation of this authentic research laboratory module. Here, we highlight specific questions used to assess learning objective comprehension and demonstrate that each learning objective was achieved by 65%-100% of the student population. We present a ready-to-adapt module with flexible resources that can be implemented in courses across disciplines in biology, microbiology, environmental sciences, and public health.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005624"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061042","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":"Challenges for activating undergraduate research: a summary from the 2021 American Society for Microbiology Conference for Undergraduate Educators.","authors":"Ginger Orton, Matthew A Barnes, Shifath Bin Syed, Joshua W Reid, Allie C Smith","doi":"10.1128/jmbe.00099-24","DOIUrl":"10.1128/jmbe.00099-24","url":null,"abstract":"<p><p>Based on a growing understanding of the many benefits of undergraduate research, advocacy for undergraduate research experiences has increased, with an emphasis on implementing course-based undergraduate research experiences (CUREs). To understand existing efforts to promote undergraduate research as well as challenges to implementation on higher education campuses, we hosted a session about undergraduate research at the 2021 American Society for Microbiology Conference for Undergraduate Educators. Session participants were surveyed about their experiences with undergraduate research on their home campuses, and we then conducted additional research on the undergraduate research offerings at the participants' home institutions. Survey responses and the discussion group identified many challenges to impactful undergraduate research facilitation. Several overarching themes emerged across survey responses and breakout room discourse, including funding, mentor recruitment, early skill development, diversity, equity, and inclusion (DEI) and identifying and connecting with students. In this perspective, we elaborate on this discourse to inspire and assist those seeking to foster undergraduate research in the field of microbiology and beyond.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009924"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020810/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143415688","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}