Journal of Microbiology & Biology Education最新文献_第4页

In real life: a curriculum for developing students' self-efficacy and outcome expectations through purpose-driven career exploration and planning within a core STEM course. 在现实生活中：在核心STEM课程中，通过目标驱动的职业探索和规划，培养学生的自我效能感和结果预期。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2024-12-12 DOI: 10.1128/jmbe.00137-24

Krysta Foster, Lauren Lambert, Rhian Solomon, Haiden Perkins, Shahnaz Masani

{"title":"In real life: a curriculum for developing students' self-efficacy and outcome expectations through purpose-driven career exploration and planning within a core STEM course.","authors":"Krysta Foster, Lauren Lambert, Rhian Solomon, Haiden Perkins, Shahnaz Masani","doi":"10.1128/jmbe.00137-24","DOIUrl":"10.1128/jmbe.00137-24","url":null,"abstract":"Career planning and exploration are often seen as \"out of class\" work-important but separate from disciplinary learning. This separation forces students to find time outside their already demanding schedules and to navigate unfamiliar higher education spaces, creating structural barriers and impeding access to these resources. In an effort to create more equitable access to career exploration and education, we developed the \"in real life\" (IRL) curriculum to provide students with opportunities to reflect on how their academic experiences align with their broader career goals within the context of their introductory biology course. Grounded in Marcia's Theory of Identity Development and the Social Cognitive Career Theory, the curriculum includes modules on identifying and articulating professional purpose, developing primary and parallel career plans, constructing resumes, developing interview strategies, and building professional networks. Implemented over two semesters at a large R1 university, the IRL curriculum helped students shift from a destination-driven approach to a purpose-driven approach in relation to their careers, increased their career-related self-efficacy, and gave them a better understanding of career outcome expectations. IRL helps students contextualize how the knowledge and skills from class align with their career paths, emphasizing the importance of bringing career development into a disciplinary learning space.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142814546","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 call for healing and unity. 呼吁愈合和团结。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-27 DOI: 10.1128/jmbe.00066-25

Patrick D Schloss

引用次数: 0

Characterization of extended-spectrum beta-lactamase-producing Enterobacteriaceae from recreational water in Athens, GA, using an undergraduate laboratory module. 利用本科实验室模块，从佐治亚州雅典的娱乐用水中鉴定出广谱β -内酰胺酶产肠杆菌科。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-29 DOI: 10.1128/jmbe.00056-24

Coralis Rodriguez-Garcia, Helen Wall, Elizabeth Ottesen, Julie Grainy

{"title":"Characterization of extended-spectrum beta-lactamase-producing Enterobacteriaceae from recreational water in Athens, GA, using an undergraduate laboratory module.","authors":"Coralis Rodriguez-Garcia, Helen Wall, Elizabeth Ottesen, Julie Grainy","doi":"10.1128/jmbe.00056-24","DOIUrl":"10.1128/jmbe.00056-24","url":null,"abstract":"We present a laboratory module that uses isolation of antibiotic-resistant bacteria from locally collected stream water samples to introduce undergraduate students to basic microbiological culture-based and molecular techniques. This module also educates them on the global public health threat of antibiotic-resistant organisms. Through eight laboratory sessions, students are involved in quality testing of water sources from their neighborhoods, followed by isolation of extended-spectrum beta-lactamase-producing Enterobacteriaceae. By the end of the module, students should be able to isolate Enterobacteriaceae from the environment using selective and differential media, identify isolates using biochemical tests, characterize antibiotic resistance phenotypes using Kirby Bauer and MIC tests, and evaluate the presence of select beta-lactamase genes of interest using PCR. To complement laboratory sessions, students participated in a weekly flipped classroom session with collaborative peer discussions and activities to reinforce concepts applied in the laboratory. Learning outcomes were measured over four semesters with concept checks, in-lecture activities, exams, and laboratory reports. We hypothesized that more than 50% of the student population would achieve each learning objective through the implementation of this authentic research laboratory module. Here, we highlight specific questions used to assess learning objective comprehension and demonstrate that each learning objective was achieved by 65%-100% of the student population. We present a ready-to-adapt module with flexible resources that can be implemented in courses across disciplines in biology, microbiology, environmental sciences, and public health.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005624"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061042","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

Challenges for activating undergraduate research: a summary from the 2021 American Society for Microbiology Conference for Undergraduate Educators. 激活本科研究的挑战：来自2021年美国微生物学会本科教育工作者会议的总结。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-14 DOI: 10.1128/jmbe.00099-24

Ginger Orton, Matthew A Barnes, Shifath Bin Syed, Joshua W Reid, Allie C Smith

{"title":"Challenges for activating undergraduate research: a summary from the 2021 American Society for Microbiology Conference for Undergraduate Educators.","authors":"Ginger Orton, Matthew A Barnes, Shifath Bin Syed, Joshua W Reid, Allie C Smith","doi":"10.1128/jmbe.00099-24","DOIUrl":"10.1128/jmbe.00099-24","url":null,"abstract":"Based on a growing understanding of the many benefits of undergraduate research, advocacy for undergraduate research experiences has increased, with an emphasis on implementing course-based undergraduate research experiences (CUREs). To understand existing efforts to promote undergraduate research as well as challenges to implementation on higher education campuses, we hosted a session about undergraduate research at the 2021 American Society for Microbiology Conference for Undergraduate Educators. Session participants were surveyed about their experiences with undergraduate research on their home campuses, and we then conducted additional research on the undergraduate research offerings at the participants' home institutions. Survey responses and the discussion group identified many challenges to impactful undergraduate research facilitation. Several overarching themes emerged across survey responses and breakout room discourse, including funding, mentor recruitment, early skill development, diversity, equity, and inclusion (DEI) and identifying and connecting with students. In this perspective, we elaborate on this discourse to inspire and assist those seeking to foster undergraduate research in the field of microbiology and beyond.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009924"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020810/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143415688","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

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

引用次数: 0

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