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

An exploratory mixed-methods sentiment analysis of a social-emotional learning (SEL)-informed grant writing workshop in the biosciences. 一个探索性的混合方法情绪分析的社会情绪学习（SEL）通知拨款写作研讨会在生物科学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-04 DOI: 10.1128/jmbe.00219-24

Miroslav Suzara, Courtney Peña, Crystal Botham

{"title":"An exploratory mixed-methods sentiment analysis of a social-emotional learning (SEL)-informed grant writing workshop in the biosciences.","authors":"Miroslav Suzara, Courtney Peña, Crystal Botham","doi":"10.1128/jmbe.00219-24","DOIUrl":"https://doi.org/10.1128/jmbe.00219-24","url":null,"abstract":"Grant writing is an important component of academic research success across disciplines, especially in the biosciences. It also tends to be an activity that is perceived with significant anxiety and stress. Typical grant writing training programs focus on the mechanical aspects of grant writing, but what is often left out of the conversation on how to support grant writers is the potential importance of the social and emotional factors related to grant writing training. To address this, we conducted a grant writing workshop that explicitly incorporated social-emotional learning (SEL) into its delivery. Through a comparative sentiment analysis, we used pre-post survey data (n = 31) to understand what effect the workshop had on participants' perceptions and attitudes toward grant writing. The survey analysis revealed that negative attitudes and perceptions about grant writing were proportionately reduced by 89% post-intervention, and positive attitudes increased proportionately by 143%. This mixed-methods study highlights the importance of incorporating SEL in grant writing support to combat the many challenges scientists face in the grant writing process.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021924"},"PeriodicalIF":1.6,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217238","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

Engaging social-emotional motivators to improve the grant writing experience: a workshop model for teaching scientific writing. 参与社会情感动机以改善拨款写作经验：科学写作教学的工作坊模式。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-06-04 DOI: 10.1128/jmbe.00065-25

Courtney Peña, Miroslav Suzara, Crystal Botham

{"title":"Engaging social-emotional motivators to improve the grant writing experience: a workshop model for teaching scientific writing.","authors":"Courtney Peña, Miroslav Suzara, Crystal Botham","doi":"10.1128/jmbe.00065-25","DOIUrl":"https://doi.org/10.1128/jmbe.00065-25","url":null,"abstract":"Grant writing is an important skill that scientists must acquire in order to have successful careers as independent researchers. However, despite its importance, many scientists report that they do not enjoy grant writing because it is stressful, lonely, requires a lot of time and effort, and involves the possibility of rejection. As a result, many scientists have more negative associations with grant writing than positive ones. In this article, we offer a novel intervention in the form of a social-emotional learning (SEL)-informed workshop and accompanying handout for emerging scientists to build more positive associations with their writing. The approaches in this workshop intentionally leverage SEL motivators (such as scientific identity, sense of purpose, and community) to help grant writers overcome common challenges that accompany the writing process. A pre-post survey analysis of this workshop showed a shift from negative/challenge-focused attitudes and perceptions toward grant writing toward positive/process-focused ones after the workshop. This 1-hour intervention can be facilitated by research development professionals, lab leaders, or anyone teaching scientific writing for undergraduates, graduate students, and postdocs.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006525"},"PeriodicalIF":1.6,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217239","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 the PeeR Investigators Mentoring Experiences in Research (PRIMER) program: a peer mentoring initiative to increase mentoring in CUREs. 同伴研究人员研究指导经验（PRIMER）计划的发展：一项同伴指导倡议，以增加对治愈的指导。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-30 DOI: 10.1128/jmbe.00048-25

Samuel H Neely, Raquel Meyer Nunes, Arlene Garcia, Charles Donate, Rocio Benabentos, Melissa McCartney, Jessica Siltberg-Liberles

{"title":"Development of the PeeR Investigators Mentoring Experiences in Research (PRIMER) program: a peer mentoring initiative to increase mentoring in CUREs.","authors":"Samuel H Neely, Raquel Meyer Nunes, Arlene Garcia, Charles Donate, Rocio Benabentos, Melissa McCartney, Jessica Siltberg-Liberles","doi":"10.1128/jmbe.00048-25","DOIUrl":"https://doi.org/10.1128/jmbe.00048-25","url":null,"abstract":"The PeeR Investigators Mentoring Experiences in Research (PRIMER) program was developed to enhance mentorship and support in Course-based Undergraduate Research Experiences (CUREs) at our institution. This program leverages PRIMER's prior research experience in computational biology courses to mentor students in our bioinformatics-focused CUREs. PRIMERs guide students through research projects and provide tailored support in technical research tasks and scientific writing. They also provide mentoring to students through the research process and help them navigate the next steps in seeking out additional research experiences. PRIMERs, who consist of current undergraduates and recent graduates of our program, undergo training on engaging students in research, peer mentoring, and providing constructive feedback on written assignments. This study reports on the first iteration of the PRIMER program, evaluating its design and impact on the professional development of PRIMERs through focus groups and its effectiveness within our CUREs through student surveys. Findings indicate that PRIMERs developed valuable transferable skills, particularly in scientific communication, providing feedback, and peer mentoring. Students involved in the CUREs aligned with the PRIMER program reported that PRIMERs played an integral role in enhancing their learning experience, offering research support, and fostering a positive research environment.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004825"},"PeriodicalIF":1.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144188229","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

Examining the influence of Vision and Change and a mentoring network on teaching philosophies and strategies. 检视“愿景与改变”及导师网络对教学理念及策略的影响。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-30 DOI: 10.1128/jmbe.00074-25

Stephanie L Mathews, Carlos Goller, Michael J Wolyniak, Uma Swamy, Anjali Misra, Michael E Moore, Jeremy L Hsu, Dina L Newman

{"title":"Examining the influence of Vision and Change and a mentoring network on teaching philosophies and strategies.","authors":"Stephanie L Mathews, Carlos Goller, Michael J Wolyniak, Uma Swamy, Anjali Misra, Michael E Moore, Jeremy L Hsu, Dina L Newman","doi":"10.1128/jmbe.00074-25","DOIUrl":"https://doi.org/10.1128/jmbe.00074-25","url":null,"abstract":"The 2011 report Vision and Change: A Call to Action (V&C) resulted from a national effort to rethink biology curriculum. V&C outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much biology educators know about V&C and what motivates educators' development of their teaching philosophy and practices. We leveraged the Promoting Active Learning and Mentoring (PALM) Network, a group that introduced evidence-based instructional practices (EBIPs) to instructors through mentoring, journal clubs, and a community of practice, to investigate how much V&C has influenced educator knowledge and motivation. Through focus groups, 16 mentors and 22 fellows were asked about their motivations to join PALM, familiarity with V&C, how they learned about V&C, and how PALM and/or V&C shaped the development of their teaching philosophies and strategies. We found that the teaching philosophies and practices of these educators align strongly with V&C principles. V&C provided expectancy (established value), while PALM contributed to greater instructor self-efficacy in EBIPs, overall resulting in reformed teaching philosophies and practices. This model highlights the importance of mentorship and community to successfully drive biology education reform.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007425"},"PeriodicalIF":1.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144188230","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

Learning microbiology and virology from the cinema. 从电影中学习微生物学和病毒学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-22 DOI: 10.1128/jmbe.00096-25

Oliver Schildgen, Jan Smetana, Jan Ehlers, Kathrin Dreckmann

引用次数: 0

BRAKE the OUTBREAK: a free online simulation helps students learn about vaccination, social distancing, R, and herd immunity. 遏制疫情：一个免费的在线模拟，帮助学生了解疫苗接种、社交距离、R和群体免疫。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-21 DOI: 10.1128/jmbe.00062-25

Jessica Albert, Amanda Nouwens, Rena Ahn, Anna Muller, Kait Raffensperger, Grace Nguyen, Tristan Wisont, Anastasia McConachie, Parveet Mundi, Margaret Fitzgibbon, Nathaniel Kremer-Herman, Robert Rutherford

引用次数: 0

Maximizing science communication skills in a primary scientific literature-based cancer biology course: practical implementation methods. 在以初级科学文献为基础的癌症生物学课程中最大化科学沟通技巧：实际实施方法。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-14 DOI: 10.1128/jmbe.00057-25

Kristen C Johnson

{"title":"Maximizing science communication skills in a primary scientific literature-based cancer biology course: practical implementation methods.","authors":"Kristen C Johnson","doi":"10.1128/jmbe.00057-25","DOIUrl":"https://doi.org/10.1128/jmbe.00057-25","url":null,"abstract":"Integrating primary scientific literature into Science, Technology, Engineering, and Mathematics (STEM) curricula enhances critical thinking, scientific literacy, and communication skills but presents challenges due to complex terminology and data interpretation barriers. To address these challenges, a scaffolded journal club approach was implemented in a Cancer Biology course. The course utilized Hypothes.is web-based annotations, methods presentations, figure annotations, and structured discussions to promote active engagement with the literature. Additionally, integrated science communication assignments-including written, graphical, and video abstracts-provided diverse opportunities for students to develop scientific literacy. This structured approach is designed to facilitate comprehension, encourage proactive learning, and foster confidence in engaging with primary scientific literature. Student feedback highlighted improved ability to dissect research articles, enhanced presentation skills, and increased enjoyment of scientific reading. The journal club model and science communication assignments offer a replicable framework for enhancing primary scientific literature engagement across various STEM disciplines and educational levels.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005725"},"PeriodicalIF":1.6,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017441","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

Insights from an instructional team model focused on formative assessment with the support of learning researchers. 在学习研究人员的支持下，以形成性评估为重点的教学团队模型的见解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-12 DOI: 10.1128/jmbe.00043-25

Patricia Moreira, Paul Blowers, Lisa Elfring, Vicente Talanquer

{"title":"Insights from an instructional team model focused on formative assessment with the support of learning researchers.","authors":"Patricia Moreira, Paul Blowers, Lisa Elfring, Vicente Talanquer","doi":"10.1128/jmbe.00043-25","DOIUrl":"https://doi.org/10.1128/jmbe.00043-25","url":null,"abstract":"Formative assessment is a key instructional practice for implementing evidence-based teaching, with research demonstrating its potential to enhance student learning. However, conducting formative assessments in large college classrooms with hundreds of students poses significant challenges, particularly in noticing, interpreting, and addressing students' thinking in real-time. To address these challenges, we designed, implemented, and studied a specialized instructional team model (ITM) consisting of the instructor and a team of learning assistants (LAs), including a dedicated learning researcher (LR). The LR plays a central role in supporting formative assessment by collecting and interpreting evidence of student understanding in large classroom settings. Over 7 years, the ITM influenced the teaching practices of 44 instructors, 48 LRs, and 974 LAs across 21 departments and eight colleges at our institution, positively impacting the learning experiences of more than 20,000 undergraduate students. Through this work, we learned that meaningful and productive engagement in formative assessment requires long-term training for both learning assistants and instructors. This training should focus on developing their ability to elicit, notice, interpret, and respond to student thinking. These key lessons are informed by insights from three stakeholder groups: learning researchers (LRs), participating instructors, and the management team. This perspective aims to inform Science, Technology, Engineering, and Mathematics (STEM) educators and researchers interested in advancing formative assessment through the support of specialized instructional teams.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004325"},"PeriodicalIF":1.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019961","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 freely available gel electrophoresis laboratory manual and course materials. 免费提供的凝胶电泳实验室手册和课程材料。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-12 DOI: 10.1128/jmbe.00021-25

R Telfah, K Patrick, J L Shultz

引用次数: 0

Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA. 粗略的理解：图纸揭示了学生可能需要额外的支持来理解DNA的常见表示的比例和抽象。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-05-12 DOI: 10.1128/jmbe.00070-25

Crystal Uminski, L Kate Wright, Dina L Newman

{"title":"Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA.","authors":"Crystal Uminski, L Kate Wright, Dina L Newman","doi":"10.1128/jmbe.00070-25","DOIUrl":"https://doi.org/10.1128/jmbe.00070-25","url":null,"abstract":"Visual representations in molecular biology tend to follow a set of shared conventions for using certain shapes and symbols to convey information about the size and structure of nucleotides, genes, and chromosomes. Understanding how and why biologists use these conventions to represent DNA is a key part of visual literacy in molecular biology. Visual literacy, which is the ability to read and interpret visual representations, encompasses a set of skills that are necessary for biologists to effectively use models to communicate about molecular structures that cannot be directly observed. To gauge students' visual literacy skills, we conducted semi-structured interviews with undergraduate students who had completed at least a year of biology courses. We asked students to draw and interpret figures of nucleotides, genes, and chromosomes, and we analyzed their drawings for adherence to conventions for representing scale and abstraction. We found that 77% of students made errors in representing scale, and 86% of students made errors in representing abstraction. We also observed that about half of the students in our sample used the conventional shapes and symbols to represent DNA in unconventional ways. These unconventional sketches may signal an incomplete understanding of the structure and function of DNA. Our findings indicate that students may need additional instructional support to interpret the conventions in common representations of DNA. We highlight opportunities for instructors to scaffold visual literacy skills into their teaching to help students better understand visual conventions for representing scale and abstraction in molecular biology.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007025"},"PeriodicalIF":1.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041614","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