Journal of Microbiology & Biology Education最新文献_第2页

Implementation and continuation in a network CURE: insights from the Bean Beetle Microbiome Project. 网络治疗的实施和延续：来自豆甲虫微生物组项目的见解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-10-05 DOI: 10.1128/jmbe.00222-26

Christopher W Beck, Sinead N Younge, Nicole M Gerardo, Lawrence S Blumer

{"title":"Implementation and continuation in a network CURE: insights from the Bean Beetle Microbiome Project.","authors":"Christopher W Beck, Sinead N Younge, Nicole M Gerardo, Lawrence S Blumer","doi":"10.1128/jmbe.00222-26","DOIUrl":"https://doi.org/10.1128/jmbe.00222-26","url":null,"abstract":"The positive impact of course-based undergraduate research experiences (CUREs) on student outcomes is widely acknowledged. Yet, barriers to initial and then continued implementation of CUREs limit their use. In this Perspective, we expand on previous research on why faculty do (or do not) implement CUREs by exploring patterns and reasons for CURE implementation and continuation in the context of a network CURE that provided intensive faculty professional development, and curricular and financial resources. The compatibility of the CURE to existing curricula, the complexity of the CURE from the perspective of both instructors and students, and changes in faculty positions or the courses they were teaching were the biggest barriers to both initial and continued implementation. In contrast, in-person, hands-on faculty professional development, and flexibility in the duration of implementation were the biggest facilitators of implementation and continuation. We propose the following recommendations to encourage even broader implementation and continuation of CUREs: (i) in-person hands-on faculty development workshops, (ii) implementation flexibility, allowing for either full-semester or half-semester implementations or modular activities with core modules and then a selection of add-ons, (iii) maximize learning-teaching innovation compatibility with already existing courses and curriculum by focusing on foundational skills and knowledge, (iv) implement CUREs in core courses with multiple sections and instructors to increase implementation success and foster systemic change, and (v) give faculty resources and support to lead students in a CURE for which the faculty are not experts, and the outcome is unknown.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022226"},"PeriodicalIF":1.6,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116572","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

Evaluating a classroom debate activity to enhance learning and retention of immunology concepts across multiple institutions. 评估课堂辩论活动，以提高多个机构免疫学概念的学习和保留。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-10-05 DOI: 10.1128/jmbe.00146-26

Archana Lal, Sahar Hasim, Bhaswati Manish, Thiru Vanniasinkam

{"title":"Evaluating a classroom debate activity to enhance learning and retention of immunology concepts across multiple institutions.","authors":"Archana Lal, Sahar Hasim, Bhaswati Manish, Thiru Vanniasinkam","doi":"10.1128/jmbe.00146-26","DOIUrl":"https://doi.org/10.1128/jmbe.00146-26","url":null,"abstract":"Active learning strategies are known to enhance student understanding of STEM concepts, including immunology and microbiology. These subjects include many complex and interconnected concepts that students may find difficult to understand and retain over time. This multi-institutional study evaluated changes in students' immediate learning, delayed retention of immune-cell concepts, and perceptions following a newly developed classroom debate activity. The debate was implemented at two community colleges and one Research Colleges and Universities (RCU) institution. Students worked in small groups to research their assigned immune cells and prepare presentations and debate arguments. Learning was assessed using pre-, post-, and delayed-quizzes. Student perceptions were evaluated using a five-question survey. Students' performance increased significantly from the pre-quiz to post-quiz. In addition, delayed-quiz scores remained significantly higher than pre-quiz scores in the combined data set. No significant difference was observed between post- and delayed-quiz scores, suggesting that the higher quiz performance observed immediately after the activity was maintained during the assessment period. Student perception responses showed positive feedback. The majority of students agreed that the debate improved their understanding, helped them analyze scientific information, and made learning more engaging. Although the single-group design does not demonstrate that the debate was more effective than other instructional approaches, the findings provide evidence that this low-cost and adaptable activity was associated with improved quiz performance, delayed retention, and positive student perceptions in small- to mid-sized undergraduate classes.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014626"},"PeriodicalIF":1.6,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116567","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

Differential item functioning analysis reveals equitable confidence development in undergraduate field courses. 差异项目功能分析揭示了大学生实地课程中公平信心的发展。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-10-05 DOI: 10.1128/jmbe.00096-26

Haider Ali Bhatti, Lina M Arcila Hernández, Lalitha Balachandran, Paige V Kouba, Donald A Croll, Gage H Dayton, Erin Marnocha, Erika S Zavaleta, Roxanne S Beltran

{"title":"Differential item functioning analysis reveals equitable confidence development in undergraduate field courses.","authors":"Haider Ali Bhatti, Lina M Arcila Hernández, Lalitha Balachandran, Paige V Kouba, Donald A Croll, Gage H Dayton, Erin Marnocha, Erika S Zavaleta, Roxanne S Beltran","doi":"10.1128/jmbe.00096-26","DOIUrl":"https://doi.org/10.1128/jmbe.00096-26","url":null,"abstract":"Assessing whether instructional approaches produce equitable outcomes requires attention to both what we measure and how we measure it. We applied differential item functioning (DIF) analysis to examine equity in how field-based learning shapes students' confidence in their scientific skills across three undergraduate biology courses. Following a theory-based approach to DIF, we generated predictions grounded in prior evidence that field biology courses may help close confidence gaps between demographically dominant and nondominant students. Our demographic DIF analysis revealed that items generally functioned equivalently across demographic groups within field courses, indicating equitable skills-based confidence development for first-generation and low-income students. For underrepresented minority (URM) students, we observed a gap-closing trajectory in which students who entered with lower confidence showed greater positive change than their non-URM peers at equivalent overall confidence levels. Our course DIF analysis provided confirmatory evidence that substantial response differences emerged between field and lecture courses, with the strongest patterns on items most closely tied to field-based activities. Students in the introductory field course were 2-34 times more likely to give higher ratings than lecture course students at equivalent overall confidence levels, while students in the intensive field course showed even stronger patterns (8-167 times more likely). These findings demonstrate that field-based learning builds students' confidence in ways that are equitable across diverse populations and may help close confidence gaps for historically minoritized students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009626"},"PeriodicalIF":1.6,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116514","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 structured approach to onboarding undergraduate researchers in environmental microbiology laboratories. 环境微生物实验室本科研究人员入职的结构化方法。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-25 DOI: 10.1128/jmbe.00213-26

Quincy Faber, Grace K Davis, Alexander B Michaud

{"title":"A structured approach to onboarding undergraduate researchers in environmental microbiology laboratories.","authors":"Quincy Faber, Grace K Davis, Alexander B Michaud","doi":"10.1128/jmbe.00213-26","DOIUrl":"https://doi.org/10.1128/jmbe.00213-26","url":null,"abstract":"Undergraduate students must be trained in foundational microbiological techniques to successfully perform undergraduate research in environmental microbiology laboratories. Many students obtain this training during Microbiology laboratory courses, but others enter research laboratories before completing such coursework or are enrolled in departments or majors where these courses are not required. We present a brief (~2-3 week), low-cost onboarding module designed for research laboratories to introduce students to foundational techniques in environmental microbiology. Through integrated activities such as culturing from an environmental sample, colony PCR, and Sanger sequencing, students are exposed to core competencies of environmental microbiology laboratory workflows. The module also incorporates simple assessments of pipetting accuracy and aseptic technique to provide immediate feedback on technical proficiency. Completion of this module provides a structured approach for preparing undergraduate researchers to participate more effectively in research laboratory projects and builds the foundation for more advanced environmental microbiology techniques.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021326"},"PeriodicalIF":1.6,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041218","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 course-based undergraduate research experience (CURE) using transposon-directed insertion-site sequencing (TraDIS) to identify genes that are essential for bacteriophage P1 propagation in Escherichia coli. 基于课程的本科研究经验（CURE）使用转座子定向插入位点测序（TraDIS）来鉴定大肠杆菌中噬菌体P1繁殖所必需的基因。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-23 DOI: 10.1128/jmbe.00221-26

Gee Chong Ling, Christopher Jin, Dimitri Karadarevic, Abraham Tsoi, Leah Trimby, Zakia Begum Syeda, Sarita Pudasaini, Pranita Poudyal, Sabina Bhandari, Jackie Lu, Saleh Alquethamy, Winton Wu, Emma Fay Harding, Amy K Cain, Mark Tanaka, Jai J Tree

{"title":"A course-based undergraduate research experience (CURE) using transposon-directed insertion-site sequencing (TraDIS) to identify genes that are essential for bacteriophage P1 propagation in Escherichia coli.","authors":"Gee Chong Ling, Christopher Jin, Dimitri Karadarevic, Abraham Tsoi, Leah Trimby, Zakia Begum Syeda, Sarita Pudasaini, Pranita Poudyal, Sabina Bhandari, Jackie Lu, Saleh Alquethamy, Winton Wu, Emma Fay Harding, Amy K Cain, Mark Tanaka, Jai J Tree","doi":"10.1128/jmbe.00221-26","DOIUrl":"https://doi.org/10.1128/jmbe.00221-26","url":null,"abstract":"Understanding gene function through forward genetic screens is foundational to microbial genetics. Here, we describe the design and implementation of a multi-week course-based undergraduate research experience (CURE) embedded within a third-year Microbial Genetics course, developed over three iterations in trimester 3 of 2023-2025. In this CURE, students construct a high-density Tn5 transposon insertion library in Escherichia coli, challenge the library with bacteriophage P1, and use transposon-directed insertion-site sequencing (TraDIS) coupled with statistical analysis (edgeR) to identify genes required for phage propagation. Students performed transposome electroporation, phage infection assays, genomic DNA extraction, analysis of high-throughput sequencing data on Galaxy, differential insertion analysis, data visualization, and ontology enrichment analysis. The project integrates wet-lab microbiology, molecular genetics, and bioinformatics while modeling an authentic forward genetic screen. This CURE emphasizes experimental design, genome-wide functional analysis, statistical reasoning, and interpretation of large-scale sequencing data. The curriculum is adaptable to other bacterial species, phage systems, or selective pressures, and provides a scalable framework for integrating authentic genomics research into upper-level microbiology courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022126"},"PeriodicalIF":1.6,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026283","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

Dr. Contrarian: a persona-driven conversational AI agent for coaching argumentative reasoning in infectious disease classroom debates. Contrarian博士：一个人物驱动的对话AI代理，用于指导传染病课堂辩论中的论证推理。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-23 DOI: 10.1128/jmbe.00178-26

Khayriyyah Mohd Hanafiah

引用次数: 0

Using generative AI to draft fillable study guides for introductory biology: a practical instructor workflow. 使用生成式人工智能起草入门生物学的可填写学习指南：一个实用的讲师工作流程。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-23 DOI: 10.1128/jmbe.00201-26

Jordan A Smink

{"title":"Using generative AI to draft fillable study guides for introductory biology: a practical instructor workflow.","authors":"Jordan A Smink","doi":"10.1128/jmbe.00201-26","DOIUrl":"https://doi.org/10.1128/jmbe.00201-26","url":null,"abstract":"Generative artificial intelligence (generative AI) may reduce the time and effort required for instructors to draft course-specific teaching materials, but AI-generated content requires careful review before student use. This Tips and Tools article describes an instructor-guided workflow for using generative AI to create fillable study guides for introductory biology exam preparation. Course-specific materials, including lecture content, assignments, and existing worksheet examples, are provided as context for an initial AI prompt. The resulting draft is then refined through focused follow-up instructions and instructor revision for scientific accuracy, course alignment, clarity, cognitive level, and student usability. Generative AI can assist with organizing content, generating alternative question formats, and brainstorming ways to transform existing materials into active study tasks, whereas determining instructional priorities and approving the final material remain the responsibility of the instructor. The workflow positions generative AI as a drafting and brainstorming assistant rather than a replacement for instructor expertise. No formal student learning assessment is reported; the purpose is to share a practical, adaptable approach to AI-assisted study-guide development.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020126"},"PeriodicalIF":1.6,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149026369","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

The yeast two-hybrid method as a learning vehicle for undergraduate independent research. 酵母双杂交法作为大学生自主研究的学习载体。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-22 DOI: 10.1128/jmbe.00192-26

Brian Aguilera, Jessica Walnut, David Chakravorty, Sarah M Assmann

{"title":"The yeast two-hybrid method as a learning vehicle for undergraduate independent research.","authors":"Brian Aguilera, Jessica Walnut, David Chakravorty, Sarah M Assmann","doi":"10.1128/jmbe.00192-26","DOIUrl":"https://doi.org/10.1128/jmbe.00192-26","url":null,"abstract":"While numerous materials focus on the formal training of biology undergraduate students in laboratory courses, such as in course-based undergraduate research experiences (CUREs), relatively few protocols are available to guide principal investigators and research mentors in one-on-one training of undergraduate student scientists in independent apprentice-style research projects in academic laboratory settings. This often leaves research mentors with the responsibility of developing and implementing curricula, resulting in considerable time investment and potentially unfavorable training outcomes. Here, we have developed an easy-to-follow manual to train undergraduate students who have some course-based knowledge but minimal research experience on the use of the yeast two-hybrid (Y2H) method of assessing protein-protein interactions. As a learning vehicle, the Y2H method teaches students many basic microbiology and molecular biology skills that are relevant to almost any molecular biology experiment. The Y2H method provides a visual readout (yeast growth) that is intuitive and easy to interpret, making it of special appeal to undergraduate researchers. In our experience using this manual to instruct undergraduate researchers, we have successfully and repeatedly trained undergraduate students with varying initial proficiencies and research sophistication in the Y2H technique. Moreover, we have found that this protocol improves understanding of multiple underlying complex biological concepts, as assessed through student answers to the evaluation questions we provide, and their formal end-of-semester written and oral reports.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019226"},"PeriodicalIF":1.6,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018200","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

Teaching authentic peer review using preprints: a modular curriculum that can be embedded into existing science courses. 使用预印本教授真实的同行评议：可嵌入现有科学课程的模块化课程。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-22 DOI: 10.1128/jmbe.00172-26

Sarah C Fankhauser, Gary S McDowell, Meena M Balgopal, Rebeccah S Lijek

{"title":"Teaching authentic peer review using preprints: a modular curriculum that can be embedded into existing science courses.","authors":"Sarah C Fankhauser, Gary S McDowell, Meena M Balgopal, Rebeccah S Lijek","doi":"10.1128/jmbe.00172-26","DOIUrl":"https://doi.org/10.1128/jmbe.00172-26","url":null,"abstract":"The peer-reviewed literature is the foundation of science and science education. Peer-reviewed journal articles are often assigned as readings or used as references in undergraduate science courses. However, students cannot participate in journal peer review and are rarely taught how to write peer review reports, an authentic form of scientific communication and an important part of the job of a scientist. As such, authentic peer review represents part of STEM's hidden curriculum. Here, we present a modular, project-based curriculum on how to peer review a manuscript and write a balanced peer review report. Students work through outside-of-class, scaffolded assignments that can be clustered within weeks or distributed throughout the semester. These activities embed into disciplinary courses, complementing, not replacing, existing course material, to deepen content understanding and develop communication skills. The curriculum uses preprints: free, online, scientific manuscripts that have not yet undergone peer review. Preprint peer review does not have barriers to access like journal peer review, allowing students and educators to participate. Students are taught how to find preprints of interest and write peer review reports, which can be published online, creating scholarly products with citable digital object identifiers (DOIs). Field testing at six sites demonstrated that the curriculum is highly adaptable across diverse institutional settings, student populations, and course levels. By learning the mechanisms of peer review and authentically participating in it, students in the curriculum have the opportunity to develop scientific literacy, a sense of identity as a scientist, and belonging in the scientific community.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0017226"},"PeriodicalIF":1.6,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018154","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

Course-embedded research improves pre-health graduate student science identity. 课程嵌入式研究提高了预科研究生的科学身份。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-09-22 DOI: 10.1128/jmbe.00207-26

Nailah Desamu-Thorpe, Thalita B Abrahao, Shoshana D Katzman, Jennifer Hurst-Kennedy

{"title":"Course-embedded research improves pre-health graduate student science identity.","authors":"Nailah Desamu-Thorpe, Thalita B Abrahao, Shoshana D Katzman, Jennifer Hurst-Kennedy","doi":"10.1128/jmbe.00207-26","DOIUrl":"https://doi.org/10.1128/jmbe.00207-26","url":null,"abstract":"Science identity describes how individuals see themselves in relation to science and the scientific community. Science identity is linked to STEM student persistence and retention, in particular, among students from minoritized backgrounds. In this study, we explored the impact of a course-embedded research experience (CURE) on science identity within a cohort of pre-health, master's-level graduate students, the majority of whom identified as female and Black or African-American. This cohort completed a semester-long, in silico cancer genomics CURE using data from The Cancer Genome Atlas (TCGA), as part of a graduate-level cancer biology course. Participating students completed pre- and post-surveys, with targeted Likert-scale and free-response questions to assess science identity and attitudes toward the CURE. Quantitative analysis revealed that the CURE increased student confidence in identifying as a scientist and improved perceived faculty recognition of them as scientists. Furthermore, students reported positive attitudes about participation in the CURE. Thematic analysis of free responses demonstrated a positive shift in student perceptions of their roles in research and in their conceptualization of physicians as scientists. Taken together, these data suggest that engaging pre-health students in cancer genomics research can strengthen science identity and support the development of research skills.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020726"},"PeriodicalIF":1.6,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018134","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