Journal of Microbiology & Biology Education最新文献_第6页

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

Use of a generative AI tool to design RNA-based antiviral therapeutics for undergraduate virology laboratory teaching. 使用生成式人工智能工具设计基于rna的抗病毒治疗方法用于本科病毒学实验室教学。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-23 DOI: 10.1128/jmbe.00223-24

Adi Idris

引用次数: 0

Breaking confirmatory spells by implementing research-integrated CUREs. 通过实施与研究相结合的治疗方法来打破验证咒语。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-11 DOI: 10.1128/jmbe.00114-25

Jan A C Vriezen

引用次数: 0

A curriculum to build learning assistants' critical consciousness and racial noticing lens. 培养学习助理批判意识和种族注意镜头的课程。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-18 DOI: 10.1128/jmbe.00041-25

Regan Levy, Rachel A Barnard, Manvir Bamrah, Ritika Kale, Tavleen Kaur, Peyton Rose, Insiyah Shakir, Milo Treger, Shahnaz Masani

{"title":"A curriculum to build learning assistants' critical consciousness and racial noticing lens.","authors":"Regan Levy, Rachel A Barnard, Manvir Bamrah, Ritika Kale, Tavleen Kaur, Peyton Rose, Insiyah Shakir, Milo Treger, Shahnaz Masani","doi":"10.1128/jmbe.00041-25","DOIUrl":"10.1128/jmbe.00041-25","url":null,"abstract":"Undergraduate learning assistants (LAs), as near-peer supports and educators who facilitate student-centered pedagogies, have the potential to transform STEM classrooms to be more equitable and just. However, LAs often receive little pedagogical training in equity and justice, especially training that frames racism and anti-racist work through a structural lens. Consequently, as they make sense of racial disparities in their disciplines and classrooms, LAs, like STEM faculty, draw on inaccurate color-evasive explanations instead of recognizing and challenging systemic barriers. This adversely impacts their equitable teaching practices, including their ability to notice and respond to racialized events and practices in their classes. By introducing LAs to frameworks of racial noticing and color-evasive racism, and by centering the experiences of marginalized students, our curriculum aims to provide LAs with tools to identify and challenge dominant narratives and racist events. It empowers LAs to view racialized social interactions not just as isolated events or the result of \"a few bad actors,\" but as shaped by dominant societal narratives within a racially structured system. In doing so, it develops their ability to notice and challenge racialized events, making immediate and long-term changes to their teaching-developing their \"racial noticing lens.\" We find that through this curriculum, LAs develop their critical consciousness, shifting from feeling overwhelmed and disengaged to grappling with tensions between their prior assumptions and new understandings of systemic inequities in STEM, and committing to transformative changes in their perspective and practices of equity. Thus, LAs begin their journeys as anti-racist STEM educators.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004125"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660732","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

Using generative AI for interview simulations to enhance student research skills in biology education. 利用生成式人工智能进行面试模拟，提高学生在生物教学中的研究技能。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-22 DOI: 10.1128/jmbe.00122-25

Jonathan I Millen

{"title":"Using generative AI for interview simulations to enhance student research skills in biology education.","authors":"Jonathan I Millen","doi":"10.1128/jmbe.00122-25","DOIUrl":"10.1128/jmbe.00122-25","url":null,"abstract":"The Longevity Games Interview Simulator provides an innovative approach to preparing students for real-world research interactions by leveraging the capabilities of large language models (LLMs) like OpenAI's GPT-4o and Claude-3.7. This paper outlines the development and demonstrates the benefits of the simulator, designed to mimic interviews with older adults to enhance students' interviewing skills, empathy, and cultural competence. Key outcomes included preparing students for real-world interactions with interview subjects, improving their ability to identify and properly document protected health information (PHI), gaining experience in asking relevant follow-up questions, and directing conversations to achieve interview goals. The simulator used generative AI models to create realistic interview scenarios based on demographic data from Rochester, NY. Components of the simulator included a student interview-question selection and creation portion, an interview-guide worksheet, a post-simulation quiz on the materials, and a reflective exercise focusing on information gathering and ethical considerations regarding PHI. This tool was designed for the Science of Aging course's CURE (Course-Based Undergraduate Research Experience) to provide students with practical, repeatable interview practice. A small pilot study with senior nursing students indicated that the simulator improved students' confidence, preparedness, and understanding of ethical considerations. This paper also discusses how the simulator has potential for adaptation across educational contexts and encourages educators to develop their own custom interview simulations.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012225"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369313/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144691980","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

Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature. 用包容性的方法修改CREATE方法有助于学生参与初级科学文献的社会科学应用。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-17 DOI: 10.1128/jmbe.00078-25

Delaney Worthington, Nicole Kelp

{"title":"Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature.","authors":"Delaney Worthington, Nicole Kelp","doi":"10.1128/jmbe.00078-25","DOIUrl":"10.1128/jmbe.00078-25","url":null,"abstract":"Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading primary scientific literature (PSL) also provides the opportunity for students to consider the application of primary scientific research to help solve socioscientific issues. Helping students consider more inclusive approaches to science communication can facilitate their connections between primary scientific research and collaborative solving of socioscientific issues. The CREATE method by Hoskins et al. is one pre-existing method of reading scientific papers that gives students a structured opportunity to examine papers. The CREATE method gives students the opportunity to practice scientific process skills, reflect on the impact of research, and consider future studies. We have added an additional element to the CREATE method to help students consider other areas of expertise and ways of knowing needed to apply science in the article to solve socioscientific issues, helping them take a more inclusive approach to reading the PSL. We have deemed this activity 'inclusive-CREATE' or iCREATE. Here, we present a curricular plan for implementing iCREATE and show evidence of its efficacy. For instance, we show that the iCREATE method increases students' science and science communication identity and self-efficacy. We also show that iCREATE increases students' inclusive science communication self-efficacy, intents, and planned behaviors. Overall, adding a more inclusive element to the CREATE method will help students feel more confident, more like a scientist, and more likely to engage in inclusive science communication behaviors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007825"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369318/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144003862","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

Teaching system reform and practice of Industrial Microbiology in pharmaceutical engineering. 制药工程专业工业微生物学教学体系改革与实践。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-16 DOI: 10.1128/jmbe.00009-25

Jianfang Jiang

引用次数: 0