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

Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching. 教师对专业发展计划的看法，以发展治愈和促进包容和公平的教学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-13 DOI: 10.1128/jmbe.00215-24

Laura Gough, Rommel Miranda, Matthew Hemm, Leann Norman, Brian Jara

{"title":"Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching.","authors":"Laura Gough, Rommel Miranda, Matthew Hemm, Leann Norman, Brian Jara","doi":"10.1128/jmbe.00215-24","DOIUrl":"10.1128/jmbe.00215-24","url":null,"abstract":"The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions. This qualitative study sought to determine 11 biology faculty members' beliefs about the influence of their year-long PD on their CURE development and teaching practices. Findings suggest that faculty were motivated to teach CUREs for a variety of reasons. A common incentive was integrating research into a CURE to bring their passion into their classroom and to engage more students in research. This may be particularly important at institutions where faculty have a heavy teaching load. Faculty also reported modifying their teaching in their CUREs and other courses to be more inclusive and equitable. The importance of peer interactions in the PD was emphasized repeatedly as faculty learned from experts, the literature, and faculty who had already developed a CURE. Our results illustrate that a community of practice structure can enhance the learning aspect of the community, helping faculty consider their implementation of inclusive, equitable, and high-impact practices as an ongoing educational process for themselves and emphasizing the importance of reflection and iteration in a DOI framework.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021524"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020812/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972734","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

Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students. 解锁学习：探索生物医学实验室学生微生物学教育中的课外考试和现场考试。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2024-12-23 DOI: 10.1128/jmbe.00193-24

Sophie Curbo, Annica Lindkvist, Catharina Hultgren

{"title":"Unlocking learning: exploring take-home examinations and viva voce examinations in microbiology education for biomedical laboratory science students.","authors":"Sophie Curbo, Annica Lindkvist, Catharina Hultgren","doi":"10.1128/jmbe.00193-24","DOIUrl":"10.1128/jmbe.00193-24","url":null,"abstract":"Many educational institutions transitioned to digital distance-based learning and assessment formats in 2020 due to the severe acute respiratory syndrome-coronavirus 2 (SARS-CoV-2) pandemic. This shift has often been associated with concerns about increased student cheating and heightened stress. In this study, we compared the major course assessment grades of students in a microbiology course delivered through a digital distance-based format, including a take-home examination and a viva voce examination during 2020, 2021, and 2022 (n = 127) with those who took the course in a traditional, live, in-person format with an in-class examination in 2019 (n = 45). Additionally, an extensive course evaluation survey was conducted to assess student satisfaction with the different course formats. In 2019, the pass rate was 27%, which increased significantly to 63% (P < 0.001) when provided as a distance-based course during 2020/2021/2022. The survey results indicated that most students appreciated the digital distance-based format and considered it beneficial for their learning. While some students found the take-home examination to be challenging and the viva voce examination stressful, others viewed the take-home examination as beneficial for their learning and the oral follow-up as a valuable opportunity for further learning. The combination of digital lectures and quizzes enabled students to learn at their own pace and convenience, which can lead to greater engagement and contribute to higher pass rates. Take-home examinations promote deeper learning as students must independently find answers to questions. When these examinations were followed by viva voce examinations, students were given the chance to elaborate on their responses, thereby gaining additional insights and reinforcing their learning during the examination process.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019324"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878281","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

Application of statistics to Beer's law. 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.00234-24

Gracie A Roberson, Jonghoon Kang

引用次数: 0

Overheard at a conference: an in-class activity to foster classroom discussion on ethics and experimental systems in microbiology research. 无意中听到一次会议：一项课堂活动，旨在促进关于微生物学研究中的伦理和实验系统的课堂讨论。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-08 DOI: 10.1128/jmbe.00147-24

Yannick D N Tremblay, Jenny-Lee Thomassin

引用次数: 0

An interactive art activity to promote student reflection and learning about host-microbe interactions. 这是一项互动艺术活动，旨在促进学生对宿主-微生物相互作用的思考和学习。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-03-31 DOI: 10.1128/jmbe.00063-25

Camila Souza Beraldo

{"title":"An interactive art activity to promote student reflection and learning about host-microbe interactions.","authors":"Camila Souza Beraldo","doi":"10.1128/jmbe.00063-25","DOIUrl":"10.1128/jmbe.00063-25","url":null,"abstract":"The use of art in science teaching can effectively help students understand complex and abstract concepts, particularly in the fields of Microbiology and Microbial Ecology, where the study objects-the microbes-are invisible to human eyes. To explore how different factors shape host-microbe interactions, I developed the activity MicrobiART, which uses mixed art materials to create analogies that illustrate the dynamic relationships between hosts, microbes, and their environments. MicrobiART was presented as an alternative session at a PhD students' conference in Espoo, Finland. Participants were invited to combine papers, balls, and paint-representing hosts, microbes, and environmental factors, respectively-to create paintings that depict the outcomes of these interactions. The completed artworks were then displayed in a mini exhibition. Following this session, participants were invited to engage in discussion to identify patterns in the paintings and reflect on the analogies' meanings and limitations. The activity is adaptable to various age groups and to both non-specialist and specialist audiences. Anecdotal evidence suggests that participants understood how interaction outcomes depend on the specific combination of players (host, microbes, and environment), while also recognizing emergent patterns. For instance, interactions within the same environment often share similar colors, contrasting with those from a different environment. Moreover, participants found the experience enjoyable, particularly due to its interactive and aesthetic appeal. These findings highlight the value of integrating science and art in science communication, especially in conference spaces: such integration fosters connections, inspires new ideas and teaching approaches, and provides a relaxed setting for discussion.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006325"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020808/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143754967","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

Accessible support at a national scale: the use and value of virtual learning assistants across multiple undergraduate institutions. 全国范围内的无障碍支持：多个本科院校虚拟学习助手的使用和价值。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-11 DOI: 10.1128/jmbe.00170-24

Christine M Pribbenow, D'Andrew Harrington, Chinmay P Rele, Katie M Sandlin, Wilson Leung, David Lopatto, Laura K Reed

{"title":"Accessible support at a national scale: the use and value of virtual learning assistants across multiple undergraduate institutions.","authors":"Christine M Pribbenow, D'Andrew Harrington, Chinmay P Rele, Katie M Sandlin, Wilson Leung, David Lopatto, Laura K Reed","doi":"10.1128/jmbe.00170-24","DOIUrl":"10.1128/jmbe.00170-24","url":null,"abstract":"The Genomics Education Partnership (GEP; thegep.org) is a collaboration of more than 260 faculty from over 200 colleges and universities across the continental United States and Puerto Rico, all of whom are engaged in bringing Course-based Undergraduate Research Experiences (CUREs) centered in genomics and bioinformatics to their students. The purpose of the GEP-CURE is to ensure all undergraduate students have access to research experiences in genomics, regardless of the funding and resources available at their institutions. The GEP community provides many resources to facilitate implementation of the genomics curriculum at collaborating institutions, including extensive support for both faculty and undergraduate students. Faculty receive training to implement the curriculum, ongoing professional development, access to updated curriculum, and a community of practitioners. During the COVID-19 pandemic, the GEP developed a virtual learning assistant (LA) program to provide real-time support in GEP activities and research to all students, regardless of their institution, while they were participating in the GEP-CURE. A mixed-methods descriptive study was conducted about this program and draws from quantitative data gathered about the scope and use of the program, as well as the value of the program, as indicated by the undergraduates themselves from their post-course survey responses. Additionally, seven LAs who served in this role between 2021 and 2023 participated in interviews to help the GEP better understand how this resource was used by GEP students, the needs of the students, and to identify the conditions in which this resource could be replicated in other courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0017024"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020784/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392296","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

Charting a new vision: lessons on Vision & Change from a network of biology educators. 绘制新的愿景：来自生物教育者网络的愿景与变化课程。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-10 DOI: 10.1128/jmbe.00172-24

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

{"title":"Charting a new vision: lessons on Vision & Change from a network of biology educators.","authors":"Jeremy L Hsu, Anjali Misra, Michael J Wolyniak, Carlos C Goller, Stephanie Mathews, Uma Swamy, Dina L Newman, Michael E Moore","doi":"10.1128/jmbe.00172-24","DOIUrl":"10.1128/jmbe.00172-24","url":null,"abstract":"The 2011 Vision & Change report outlined several recommendations for transforming undergraduate biology education, sparking multiple pedagogical reform efforts. Among these was the Promoting Active Learning and Mentoring (PALM) network, an NSF-funded program that provided mentorship and training to instructors on implementing active learning in the classroom. Here, we provide a perspective on how members of the biology education community in PALM view the recommendations of Vision & Change, drawing upon our experiences both as members of PALM and as leaders of an associated project funded by another NSF grant that hosted PALM alumni at various conferences. These efforts have allowed us to gain insight into how our alumni think of Vision & Change, including how they interpret its recommendations, the challenges and opportunities that they view for implementing these recommendations, and the areas they see as critical to be addressed in future national reports for supporting undergraduate biology education. We synthesize these voices here, providing perspectives from a diverse group of biology instructors on what they think about Vision & Change, and provide recommendations for the biology education community based upon these PALM community voices.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0017224"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956638","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

2024 Acknowledgment of JMBE Reviewers. 2024年JMBE审稿人致谢。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-24 DOI: 10.1128/jmbe.00001-25

Stanley Maloy

引用次数: 0

Erratum for Shahoy et al., "Undergraduate-level biology students' application of central dogma to understand COVID mRNA vaccines". Shahoy等人“本科水平生物学学生应用中心法则理解COVID mRNA疫苗”的勘误。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-14 DOI: 10.1128/jmbe.00246-24

Saya Shahoy, Michelle Du, Ola Mostafa, Aliyah Parker, Dylan Martirano, Melinda T Owens

引用次数: 0

Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum. 通过3d打印的主动学习活动和翻转课堂课程，增强学生对基因克隆的理解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-03-26 DOI: 10.1128/jmbe.00188-24

Katriana A Popichak, Kathryn Krupinsky, Delaney Worthington, Samuel Fredricks, Leila Takahashi-Ruiz, Mary Howerton, Marcela Henao-Tamayo, Erica L Suchman, Jennifer L McLean

{"title":"Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum.","authors":"Katriana A Popichak, Kathryn Krupinsky, Delaney Worthington, Samuel Fredricks, Leila Takahashi-Ruiz, Mary Howerton, Marcela Henao-Tamayo, Erica L Suchman, Jennifer L McLean","doi":"10.1128/jmbe.00188-24","DOIUrl":"10.1128/jmbe.00188-24","url":null,"abstract":"This classroom curriculum is designed to teach the topic of cloning in both small- and large-enrollment undergraduate general microbiology courses. Students often struggle to grasp and visualize genetic engineering or cloning, in which a piece of DNA is put into a plasmid so that a bacterium may be transformed to produce large quantities of genetic material. Here, we incorporate a hands-on activity featuring 3D-printed models of DNA plasmids and gene inserts within a scaffolded cloning curriculum, designed to enhance student learning and engagement. As students physically manipulate 3D-printed models, with periodic guidance from the instructor, students may refine their scientific thinking about cloning after engaging in lecture-based materials. Uniquely, this activity may also be utilized as a flipped classroom activity to recapitulate a recorded lecture viewed beforehand. The hands-on activity changes the dynamic of a passive learning experience to one that is more active and beneficial for both the student and instructor. Here, we demonstrate that as this scaffolded curriculum builds, so does student understanding and performance.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018824"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711514","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