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

International Education, United Nations Sustainable Development Goals, and ASM Ambassadors. 国际教育，联合国可持续发展目标，ASM大使。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-27 DOI: 10.1128/jmbe.00011-25

Stanley Maloy

引用次数: 0

Inspiring young minds: the Microbiology Kids Club in Mozambique. 启发年轻人的思想：莫桑比克的微生物学儿童俱乐部。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-27 DOI: 10.1128/jmbe.00194-24

Aureliana Chambal Chilengue, Marília Namburete, Osvaldo Inlamea, Bibiana Melchior, Sádia Pereira, Emídio Nhavoto, Pedro Inguana, Dolorte Simbine, Júlio Nandza, Esperança Sevene

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Student perceptions of alternative grading strategies in the biology classroom. 学生对生物课上不同评分策略的看法。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-24 DOI: 10.1128/jmbe.00140-24

Jacob J Adler, Lauren E Stoczynski

{"title":"Student perceptions of alternative grading strategies in the biology classroom.","authors":"Jacob J Adler, Lauren E Stoczynski","doi":"10.1128/jmbe.00140-24","DOIUrl":"10.1128/jmbe.00140-24","url":null,"abstract":"There is a need to provide more case studies of alternative grading strategies in the biology education literature and report on student perceptions of these strategies. Student participants were instructed using alternative grading strategies and then completed course metacognitive self-reflections. Qualitative content analysis was performed on open responses. Students perceived opportunities for helpful instructor feedback, having a learning-focused environment, improved understanding, clarity of focus, reduced stress, improvement, enjoyment, practice, encouragement, and increased self-confidence. They also sometimes compared the logistics of their alternatively graded course to other courses or past experiences. Based upon previous literature and students mentioning opportunities for growth/improvement, a follow-up survey was performed examining the student's growth mindset beliefs regarding biology and general intelligence using a verified survey. Qualitative content analysis was performed on open responses within this growth mindset survey. Students frequently reported growth mindset statements and discussed having to put in effort or utilize various learning factors that help frame their biology and general intelligence. Further, students reported that their alternatively graded course strengthened their growth mindset beliefs and improved their understanding of course content. This work adds to the growing base of case studies of alternative grading strategies in biology classrooms and some qualitative results on the perceived effects that these strategies are having on students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014024"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484229","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

Characterizing full-time, non-tenure-track teaching faculty in biology. 生物学专职非终身教职教师的特征。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2024-12-10 DOI: 10.1128/jmbe.00144-24

Desiree Forsythe, Jeremy L Hsu

{"title":"Characterizing full-time, non-tenure-track teaching faculty in biology.","authors":"Desiree Forsythe, Jeremy L Hsu","doi":"10.1128/jmbe.00144-24","DOIUrl":"10.1128/jmbe.00144-24","url":null,"abstract":"Institutions of higher education play a major role in teaching undergraduate students. Historically, most courses have been taught by tenure-track (TT) faculty who may also be responsible for research or scholarly activities. However, a recent shift from \"teaching-intensive\" TT faculty to \"teaching-only\" contingent faculty off the tenure track has highlighted the importance of understanding the experiences of contingent faculty. While there have been an increasing number of studies examining the experiences of part-time contingent faculty, few studies have directly surveyed the increasing number of full-time, non-tenure-track (NTT) teaching faculty in science, technology, engineering, and mathematics (STEM) to capture their experiences, nor are we aware of any study that has examined the roles of NTT teaching faculty within one discipline to examine any potential disciplinary differences that may arise across STEM fields. Here, we focus on the experiences of full-time, non-tenure-track faculty in biology whose primary responsibility is teaching. We conducted a random stratified sampling of institutions using the Carnegie classifications to identify potential full-time NTT teaching faculty at over 10% of all institutions in the United States. Our results from surveying these faculty found both positive and negative themes, including (i) NTT teaching faculty being less diverse than the STEM professoriate at large; (ii) NTT teaching faculty reporting mixed feelings on institutional support, identifying a range of opportunities to better support NTT teaching faculty; (iii) NTT teaching faculty often having limited participation in voting for department and institutional matters and reporting mixed feelings of belonging and value; and (iv) NTT teaching faculty having high amounts of autonomy over their teaching but still struggling in key areas. We end with specific implications and recommendations for our field to better support NTT teaching faculty in biology.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014424"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142802700","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

Methan-o-poly: a giant collaborative game to "digest" the microbiology of green biogas production. Methan-o-poly：一个巨大的协作游戏，“消化”绿色沼气生产的微生物。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-06 DOI: 10.1128/jmbe.00116-24

Pau Porras-Socias, Raffaello Mattiussi, Kris Anthony Silveira, Vincent O'Flaherty

引用次数: 0

A call for the United States to continue investing in science. 呼吁美国继续对科学进行投资。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-27 DOI: 10.1128/jmbe.00067-25

Ira Blader, Felicia Goodrum, Michael J Imperiale, Arturo Casadevall, Cesar A Arias, Andreas Baumler, Carey-Ann D Burnham, Christina A Cuomo, Corrella S Detweiler, Graeme N Forrest, Jack A Gilbert, Susan Lovett, Stanley Maloy, Alexander McAdam, Irene Newton, Gemma Reguera, George A O'Toole, Patrick D Schloss, Ashley Shade, Marvin Whiteley

引用次数: 0

A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab. 与传统的实验室相比，生物学入门课程中的CURE实验室对学生的成绩、自信和偏好的影响最小。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-20 DOI: 10.1128/jmbe.00212-24

Andrew F Mashintonio, Richard H Heineman

{"title":"A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab.","authors":"Andrew F Mashintonio, Richard H Heineman","doi":"10.1128/jmbe.00212-24","DOIUrl":"10.1128/jmbe.00212-24","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) have grown in popularity, particularly within introductory biology courses, to provide more students with authentic research experiences. CUREs have been shown to have many of the same positive effects as conventional research experiences; however, most assessments of CUREs lack an appropriate comparison group to evaluate their effectiveness. Here, we introduced a CURE into an introductory biology lab at a regional public university but maintained a traditional, \"cookie-cutter\" lab in half the lab sections over a 3-year period. We compared changes in test scores and survey responses, final lab and lecture scores, and D, F, withdrawal, and incomplete (DFWI) and retention rates between non-honors biology students in each group. While both groups showed significant improvement in test scores, only transfer students had significantly greater improvement in the CURE vs traditional lab. Students in both groups showed significant increases in self-confidence in some lab-related tasks, but differences in these changes were generally not significant between groups. There were no significant differences in final lecture score, lab score, DFWI rate, or retention rate. Factors affecting the lack of measured CURE success may include the type of CURE chosen, student career interests, and COVID-19; other positive impacts of the CURE may not have been captured by our measurements. This study demonstrates the importance of carefully choosing a CURE to match the student population, as well as assessing the CURE's impact against a comparison group.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021224"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020816/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460142","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

Reply to Roberson and Kang, "Application of statistics to Beer's law". 答复罗伯逊和康，“统计学在比尔定律中的应用”。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-03-10 DOI: 10.1128/jmbe.00005-25

Verónica A Segarra

引用次数: 0

Growing microbiology literacy through interdisciplinary approaches to food fermentations and an Indigenous peoples' rights framework. 通过食品发酵的跨学科方法和土著人民权利框架提高微生物学素养。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-23 DOI: 10.1128/jmbe.00152-24

Aviaja Lyberth Hauptmann, Stephanie Maroney, Jessica Bissett Perea, Maria L Marco

{"title":"Growing microbiology literacy through interdisciplinary approaches to food fermentations and an Indigenous peoples' rights framework.","authors":"Aviaja Lyberth Hauptmann, Stephanie Maroney, Jessica Bissett Perea, Maria L Marco","doi":"10.1128/jmbe.00152-24","DOIUrl":"10.1128/jmbe.00152-24","url":null,"abstract":"New approaches to microbiology education are needed to ensure equitable representation in microbiology and to build literacy in microbiology and science broadly. To address this goal, we developed a course held at the collegiate level that uniquely integrated microbiology, Indigenous studies, science and technology studies, and arts and performance. The course participants included students in 12 majors across science, engineering, humanities, and arts. The different disciplines of the course intersected around Inuit fermented foods as the basis for discussions on fundamental microbiological principles, the scientific method, food sovereignty, and Indigenous peoples' rights. A diverse array of activities was included, ranging from lectures in microbiology and fermentation, a sauerkraut-making lab, a walk through the Native American contemplative garden, a workshop on Inuit drum making and dance, as well as a performance by Inuit-soul group Pamyua. We propose that a radically interdisciplinary approach and a human rights framework in microbiology education can be a way to enhance microbiology and science literacy for a diverse group of students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0015224"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020795/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143024994","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 group-forming course content-focused icebreaker for life science classrooms. 以生命科学课堂为中心的小组形成课程内容破冰船。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-06 DOI: 10.1128/jmbe.00173-24

Adam J Kleinschmit, Rebecca L Sparks-Thissen, Sumali Pandey

{"title":"A group-forming course content-focused icebreaker for life science classrooms.","authors":"Adam J Kleinschmit, Rebecca L Sparks-Thissen, Sumali Pandey","doi":"10.1128/jmbe.00173-24","DOIUrl":"10.1128/jmbe.00173-24","url":null,"abstract":"Collaboration and communication are important competencies for undergraduate life science education, as noted in the Vision and Change in Undergraduate Biology Education report. However, initiating collaboration and communication in the classroom can be an anxiety-inducing experience for many students. In contrast to traditional-style icebreakers, we introduce a course content-focused icebreaker activity that served as a group-forming undertaking on the first day of class. We developed four sets of handouts (icebreaker tickets), each having a common course theme (e.g., microbiology, cell biology, physiological system infections/disorders, virology). Students were randomly provided with a ticket at the beginning of the course, and they worked to establish groups with their peers, based on their own interpretation of the ticket's content and rationalization of a grouping scheme. Student feedback and engagement data collected from implementation at three independent institutions were largely positive, where students reported the activity to be an effective tool for building a course content-focused community of learners. The icebreaker tickets and instructor's notes disseminated in this manuscript can be adapted to fit educators' course goals and help set the tone for the first day of the class and beyond that fosters communication and collaboration among students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0017324"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256048","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