Journal of Microbiology & Biology Education最新文献_第3页

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 : 2024-12-12 Epub 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":"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":" ","pages":"e0012324"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366897","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}

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 : 2024-12-12 Epub 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":"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":" ","pages":"e0018424"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636328/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510168","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}

引用次数: 0

Enhancing student engagement with introductory microbiology and immunology topics using a novel board game. 利用新颖的棋盘游戏提高学生对微生物学和免疫学入门课题的参与度。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-20 DOI: 10.1128/jmbe.00075-24

Rebecca S Rivard

{"title":"Enhancing student engagement with introductory microbiology and immunology topics using a novel board game.","authors":"Rebecca S Rivard","doi":"10.1128/jmbe.00075-24","DOIUrl":"10.1128/jmbe.00075-24","url":null,"abstract":"In introductory microbiology courses for non-biology majors, it can be difficult to ensure that students gain a functional understanding of the interplay between the host immune system and an invading infectious agent. Immune Battle is a board game that allows students to explore pathogen evolution and the immune system's response to incursions in a captivating way, leveraging battleship and worker placement styles of gameplay. Students play in teams as either a pathogenic microbe attempting to reproduce and transmit itself to new hosts or as the immune system trying to defend the host from infection. Immune Battle seeks to mimic real-world interactions between immune cells and microbes using board game mechanics. For example, students will quickly find that adaptive immune system actions are better at fighting off microbial incursions than innate immune actions but require more time to activate. In this way, Immune Battle reinforces student's understanding of the immune system and pathogenic virulence in an exciting and interactive way that keeps them thinking about host defenses long after the end of the class period or exam. This board game is well suited for advanced high school courses and introductory college-level courses that have only limited time to cover the immune system and microbiology. Documents containing the necessary components of the board game (not including a six-sided die) are included in the supplemental materials, so educators can print out their own copies and use this board game in their classes with no cost to themselves or their students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007524"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636227/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005515","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}

引用次数: 0

Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition. 学生对情感参与的反思揭示了 COVID-19 在线学习过渡期间的科学疲劳。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-08 DOI: 10.1128/jmbe.00093-24

Emma R Wester, Lisa L Walsh, Sandra Arango-Caro, Elena Bray Speth, Kristine Callis-Duehl

{"title":"Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition.","authors":"Emma R Wester, Lisa L Walsh, Sandra Arango-Caro, Elena Bray Speth, Kristine Callis-Duehl","doi":"10.1128/jmbe.00093-24","DOIUrl":"10.1128/jmbe.00093-24","url":null,"abstract":"Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009324"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606827","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}

引用次数: 0

A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology. 支持本科免疫学知识保持、应用和元认知的模块活动。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-06 DOI: 10.1128/jmbe.00110-24

Lisa M D'Ambrosio

{"title":"A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology.","authors":"Lisa M D'Ambrosio","doi":"10.1128/jmbe.00110-24","DOIUrl":"10.1128/jmbe.00110-24","url":null,"abstract":"Learning in undergraduate immunology requires students to be able to retain knowledge, to apply information to new contexts, and to self-assess their understanding of concepts. These core competencies strengthen students' critical thinking and metacognitive skills which, in turn, enhances their ability to identify knowledge gaps and strategies to support future learning. Retrieval practice and feedback-driven metacognition are evidence-based teaching strategies that have been demonstrated to enhance knowledge retention and metacognition in a range of academic disciplines and levels of education, although their implementation and impact on learning in undergraduate immunology remain largely unexplored. To this end, I designed a modular \"practice session\" activity for a 12-week, upper-level, undergraduate immunology course that incorporates periodic retrieval practice and feedback-driven metacognition to support students' knowledge retention, application of information, and metacognitive skills. Near the end of the course, a survey was conducted to assess student perceptions on whether the activity supported learning and metacognition in immunology. Instructional resources are provided to facilitate easy adaptation of this modular activity to courses of diverse science disciplines and levels of study in higher education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0011024"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636380/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584750","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}

引用次数: 0

How students taking introductory biology experience the chemistry content. 学习生物入门课程的学生如何体验化学内容。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-20 DOI: 10.1128/jmbe.00111-24

Lilyan Mendez, Angelita T Rivera, Izabella Vasquez, Alfonso Godínez Aguilar, Melinda T Owens, Clara L Meaders

{"title":"How students taking introductory biology experience the chemistry content.","authors":"Lilyan Mendez, Angelita T Rivera, Izabella Vasquez, Alfonso Godínez Aguilar, Melinda T Owens, Clara L Meaders","doi":"10.1128/jmbe.00111-24","DOIUrl":"10.1128/jmbe.00111-24","url":null,"abstract":"Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0011124"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005516","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}

引用次数: 0

PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce. PROPEL：可扩展的学士后培训模式，以促进生物医学劳动力的多样性。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-09-10 DOI: 10.1128/jmbe.00122-24

Jessica Allen, Ekland Abdiwahab, Meghan D Morris, Claude Jourdan Le Saux, Paola Betancur, K Mark Ansel, Ryan D Hernandez, Todd G Nystul

{"title":"PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce.","authors":"Jessica Allen, Ekland Abdiwahab, Meghan D Morris, Claude Jourdan Le Saux, Paola Betancur, K Mark Ansel, Ryan D Hernandez, Todd G Nystul","doi":"10.1128/jmbe.00122-24","DOIUrl":"10.1128/jmbe.00122-24","url":null,"abstract":"Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Postbaccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends, the program demographics, metrics of scholar engagement, and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012224"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298342","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}

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 : 2024-12-12 Epub 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

Fostering community discussions and building a toolkit for mental health and wellness in STEM. 促进社区讨论，并为科学、技术、工程和数学领域的心理健康和幸福建立一个工具包。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-16 DOI: 10.1128/jmbe.00089-24

Danielle R Williams, D'Anne Duncan, Mallory M Rice, Erica L Sanchez

{"title":"Fostering community discussions and building a toolkit for mental health and wellness in STEM.","authors":"Danielle R Williams, D'Anne Duncan, Mallory M Rice, Erica L Sanchez","doi":"10.1128/jmbe.00089-24","DOIUrl":"10.1128/jmbe.00089-24","url":null,"abstract":"Mental health interventions can help mitigate the unique challenges that individuals in Science, Technology, Engineering, and Mathematics (STEM) face as they navigate these disciplines. We developed the \"Mental Health and Wellness: Our Community and our Identity in STEM\" workshop, which emphasizes leveraging our STEM community and promoting self-compassion, to foster a conversation among members of the STEM community on how to support mental health and wellness. This interactive workshop begins with a short lecture to define mental health and wellness and introduce evidence-based methods to increase self-compassion. Participants, who are often from diverse backgrounds and various career stages, then explore case studies that highlight experiences related to mental health across STEM career stages. Pre- and post-assessments of workshop participants suggest that participants had positive shifts in their ability to show compassion toward themselves as well as an increased comfort in discussing mental health within their STEM community. This workshop not only provided participants with practical tools and insights but also cultivated a supportive environment, underscoring the importance of mental health awareness and collective well-being within STEM fields. In this paper, we share tips on how this workshop was executed and lessons we have learned from our years of sharing similar workshops in the broader STEM community. We hope this paper serves as a valuable guide for potential facilitators to initiate conversations about mental health and wellness in their respective STEM spaces.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008924"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989187","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}

引用次数: 0

Applying Beer's Law in the undergraduate cell biology laboratory: examining the mathematical relationship between optical density, cell concentration, and cell size using budding yeast. 在本科生细胞生物学实验室中应用比尔定律：利用芽殖酵母研究光密度、细胞浓度和细胞大小之间的数学关系。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-13 DOI: 10.1128/jmbe.00136-24

Stacey O Brito, Wryn P Rohan, Isobel Buffum-Robbins, Patricia Ruby Reyes Osorio, Andrea Tribble, Verónica A Segarra

{"title":"Applying Beer's Law in the undergraduate cell biology laboratory: examining the mathematical relationship between optical density, cell concentration, and cell size using budding yeast.","authors":"Stacey O Brito, Wryn P Rohan, Isobel Buffum-Robbins, Patricia Ruby Reyes Osorio, Andrea Tribble, Verónica A Segarra","doi":"10.1128/jmbe.00136-24","DOIUrl":"10.1128/jmbe.00136-24","url":null,"abstract":"Undergraduate students majoring in the life sciences benefit from experience with data analyses that connect mathematical calculations to the biological systems they are studying. Monitoring the optical density and cell number of Saccharomyces cerevisiae liquid cultures allows students to gain quantitative experience generating standard curves and trendlines that capture the relationship between optical density and cell concentration for a given S. cerevisiae strain. Data comparisons across multiple strains can yield insights into the biophysical properties of cells that drive light absorbance and scattering. In this Tips and Tools article, we share a laboratory module that allows students to experience cell biology tools, laboratory measurements, and data analysis to determine the mathematical relationship between optical density and cell concentration in liquid microbial cultures. This module could be integrated into undergraduate classes ranging from general biology to upper-level cell biology or microbiology and can be a starting point for more complex investigations of microbial growth.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013624"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630212","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}

引用次数: 0