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

Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses. 在大规模招生的生物入门课程中，学生身份预测了同学和老师对负面评价的恐惧。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-28 DOI: 10.1128/jmbe.00191-24

Katelyn M Cooper, Carly A Busch, Sara E Brownell

{"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":"10.1128/jmbe.00191-24","url":null,"abstract":"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.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019124"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369367/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040317","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

Laboratory course development and implementation fostering teaching assistant growth. 实验课程的开发与实施，促进助教的成长。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-10 DOI: 10.1128/jmbe.00197-24

R Telfah, A Roser, R Masoud, J Shultz

引用次数: 0

Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats. 元认知映射：发展生物学学生在多种课程形式中努力学习高阶认知技能。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-30 DOI: 10.1128/jmbe.00139-24

Wendy Aquino Nunez, Meadow C B Scott, Dyan E Morgan

{"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":"10.1128/jmbe.00139-24","url":null,"abstract":"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 (n = 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.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013924"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369316/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019963","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

Positive microbiology: addressing students' knowledge gaps regarding the benefits of microorganisms. 积极微生物学：解决学生关于微生物益处的知识差距。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-31 DOI: 10.1128/jmbe.00045-25

Addison R Lane, Jennifer L Momsen, Lisa B Wiltbank-Chau

{"title":"Positive microbiology: addressing students' knowledge gaps regarding the benefits of microorganisms.","authors":"Addison R Lane, Jennifer L Momsen, Lisa B Wiltbank-Chau","doi":"10.1128/jmbe.00045-25","DOIUrl":"10.1128/jmbe.00045-25","url":null,"abstract":"The associations of microbes with their environment can result in both positive and negative effects on humans. While most people are aware of the existence of microbes, research shows that perceptions of microbes and their effects are often incomplete or include misconceptions. Much like the positive psychology movement, the recently proposed \"positive microbiology\" movement can help society to see microbes as tools to benefit mankind. The purpose of this study was to examine college students' knowledge and perception of the positive effects of microbes (\"good\" microbes) and the negative effects of microbes (\"bad\" microbes). College students in the United States (n = 924) were surveyed about their perceptions of the characteristics, effects, and responses to bacteria and viruses. Students viewed viruses more negatively than bacteria. For both bacteria and viruses, students struggled to provide examples of beneficial effects of microbes. Thus, we see the need for more instruction about the benefits of microbes. To this end, we offer practical suggestions for this instruction, including research about best practices for teaching and suggested plug-and-play resources available for instructors to incorporate the topic of positive microbiology into their courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004525"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754803","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

Increasing inquiry and collaboration: a faculty and undergraduate curricular intern partnership to redesign a cell biology laboratory course. 增加探究与合作：教师与本科生课程实习生合作重新设计细胞生物学实验课程。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-30 DOI: 10.1128/jmbe.00190-24

Louise E O Darling, Sarah Pociask, John W Goss, Julie A Roden

{"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":"10.1128/jmbe.00190-24","url":null,"abstract":"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.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019024"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024208","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 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 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-12 DOI: 10.1128/jmbe.00021-25

R Telfah, K Patrick, J L Shultz

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 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub 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":"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":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217239","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

An interdisciplinary, collaborative CURE to investigate mutagen-sensitive alleles in Drosophila melanogaster. 一个跨学科的、合作的CURE研究黑腹果蝇的诱变敏感等位基因。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-24 DOI: 10.1128/jmbe.00068-25

Marissa Howard, Elyse Bolterstein, Kathryn P Kohl, Eric P Stoffregen, Christina I Swanson

{"title":"An interdisciplinary, collaborative CURE to investigate mutagen-sensitive alleles in Drosophila melanogaster.","authors":"Marissa Howard, Elyse Bolterstein, Kathryn P Kohl, Eric P Stoffregen, Christina I Swanson","doi":"10.1128/jmbe.00068-25","DOIUrl":"10.1128/jmbe.00068-25","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) are an effective strategy to teach students about the process of scientific research. Students participating in a CURE also benefit in numerous other ways, such as gaining increased enthusiasm for science and increased retention in a STEM field. Because scientific research is increasingly interdisciplinary and collaborative, recently developed CUREs have begun to incorporate interdisciplinary approaches and networking components. Interdisciplinary, networked CUREs have, in several cases, expanded learning gains for participating students beyond the benefits of traditional CUREs. Here, we describe a novel interdisciplinary, collaborative CURE. Our CURE was launched with four participating primarily undergraduate institutions (PUIs) and the broad research goal of characterizing mutagen-sensitive alleles in Drosophila melanogaster. Student surveys suggest that our CURE has successfully contributed to learning gains across a variety of areas, including increased project ownership, increased experience with collaboration, and increased experience with interdisciplinary research. Furthermore, participating faculty have benefitted from increased scholarly productivity. Our CURE could be expanded to include additional institutions, or could serve as a model for PUI faculty interested in developing their own collaborations as a strategy to tackle broad, interdisciplinary projects.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006825"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477169","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

Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs. 指导导师：大招生院校研究生助教和本科生学习助理的可扩展专业发展模式

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-30 DOI: 10.1128/jmbe.00040-25

Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne

{"title":"Mentoring the mentors: a scalable professional development model for graduate teaching assistants and undergraduate learning assistants in large-enrollment CUREs.","authors":"Kevin Hernández García, Alexander H Bower, Ana Elisa García-Vedrenne","doi":"10.1128/jmbe.00040-25","DOIUrl":"10.1128/jmbe.00040-25","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) incorporate authentic research into undergraduate curricula, offering significant benefits in student retention, graduation rates, and pursuit of science, technology, engineering, and mathematics (STEM) careers. However, graduate teaching assistants (GTAs) and undergraduate learning assistants (ULAs) rarely receive the specific pedagogical training required for CURE instruction. We share an integrated professional development (PD) model for GTAs and ULAs in a large-enrollment CURE that addresses this need. Our model integrates training for both GTAs and ULAs simultaneously into mandatory instructional meetings, providing just-in-time training for upcoming topics and addressing unique CURE facilitation needs. This PD model has been effective in a CURE with a large instructional team and can be scaled up or down as needed. We present results from a post-pre survey asking instructional team members to reflect on their self-efficacy regarding the nine learning outcomes of the implementation. All learning outcomes show an increase in self-efficacy for GTAs and ULAs. By equipping both GTAs and ULAs to navigate the unique challenges of CURE instruction, this PD model may enhance the overall effectiveness of these valuable undergraduate research experiences.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004025"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369363/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530324","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 3D-printed Sanger sequencing activity addresses student misconceptions. 一个3d打印的桑格测序活动解决了学生的误解。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-16 DOI: 10.1128/jmbe.00209-24

Phillip E Brown, Stefanie H Chen

{"title":"A 3D-printed Sanger sequencing activity addresses student misconceptions.","authors":"Phillip E Brown, Stefanie H Chen","doi":"10.1128/jmbe.00209-24","DOIUrl":"10.1128/jmbe.00209-24","url":null,"abstract":"The process of Sanger sequencing can be a challenging and unintuitive concept for students to master. In order to improve student learning, we developed a hands-on Sanger sequencing activity using 3D-printed models to incorporate tactile learning. These 3D models and the accompanying activity demonstrate the differences between gene amplification polymerase chain reaction (PCR) and Sanger sequencing, including the purpose and function of dNTPs and ddNTPs, both in terms of building and terminating the chain and in how the DNA sequence is read. After completing the activity, students self-reported high levels of both learning and enjoyment from the activity. Students were also asked to discuss what misconceptions they had prior to this activity that were addressed and provide suggestions for improving this activity. A majority of the misconceptions are related to the function and differences between dNTPs and ddNTPs, with others related to the function of primers, the high-quality region of sequencing, and the purpose of DNA fragment sizes. Overall, student responses indicate that this activity was enjoyable, improved student learning, and addressed specific misconceptions regarding Sanger sequencing. The use of online dice rolling software or additional computational analysis was a common suggestion from students to improve this activity further in future semesters.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020924"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369333/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053730","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