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

Guided completion at scale: completion worksheets and embedded review videos for microbiology. 指导完成规模：完成工作表和嵌入式复习视频微生物学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-08-11 DOI: 10.1128/jmbe.00134-26

Jordan A Smink, Robert W Lamb

引用次数: 0

In vivo assembly to switch fluorescent protein expression in Escherichia coli: a simple laboratory class to introduce molecular cloning. 在大肠杆菌体内组装切换荧光蛋白表达：简单的实验课介绍分子克隆。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-15 DOI: 10.1128/jmbe.00089-26

Christopher J Roberts, Kevin Gaston, Padma-Sheela Jayaraman

{"title":"In vivo assembly to switch fluorescent protein expression in Escherichia coli: a simple laboratory class to introduce molecular cloning.","authors":"Christopher J Roberts, Kevin Gaston, Padma-Sheela Jayaraman","doi":"10.1128/jmbe.00089-26","DOIUrl":"10.1128/jmbe.00089-26","url":null,"abstract":"Molecular cloning is a fundamental technique in life science research. However, learning to perform traditional restriction-ligation-based methods is time-consuming and prone to failure, discouraging new students. Here, we describe a compact, two- to three-session undergraduate practical class using In vivo Assembly, a simple, homology-based method that takes advantage of the native recombination machinery of Escherichia coli. Students swap a green fluorescent protein coding sequence with a red fluorescent protein coding sequence in a bacterial expression vector using PCR-amplified DNA fragments with short homology arms, followed by DpnI restriction enzyme digestion to remove template DNA, and then bacterial transformation. Success is directly visible by red versus green fluorescent bacterial colonies, providing rapid feedback and high student engagement. This low-cost protocol introduces key cloning concepts (PCR, homology design, template removal, bacterial transformation, and recombination) with reduced hands-on time and fewer failure points than classic approaches, making it ideal for effective teaching in resource-limited settings.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008926"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520670/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449882","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

Beyond disability: how being twice-marginalized shapes the experiences of STEM undergraduates with disabilities. 超越残疾：两次被边缘化如何塑造STEM残疾本科生的经历。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-24 DOI: 10.1128/jmbe.00106-26

Riley B Pizza, Danielle Pais, Logan E Gin, Katelyn M Cooper, Sara E Brownell, Emma Goodwin

{"title":"Beyond disability: how being twice-marginalized shapes the experiences of STEM undergraduates with disabilities.","authors":"Riley B Pizza, Danielle Pais, Logan E Gin, Katelyn M Cooper, Sara E Brownell, Emma Goodwin","doi":"10.1128/jmbe.00106-26","DOIUrl":"10.1128/jmbe.00106-26","url":null,"abstract":"The experiences of marginalized students in higher education are often examined through a single-identity lens, overlooking how other identities can jointly shape their college experiences. In particular, little is known about how holding an additional marginalized identity affects the experiences of students with disabilities in STEM. We surveyed 947 undergraduates (379 with disabilities) at 85 institutions across the United States to (i) identify marginalized identities that are highly represented among students with disabilities and (ii) examine whether holding an additional marginalized identity corresponds to distinct experiences among students with disabilities. We found that LGBTQ+, nonbinary, and white students were overrepresented among students with disabilities relative to students without disabilities, with 50% of students with disabilities identifying as LGBTQ+. LGBTQ+ students with disabilities reported significantly more negative academic and social experiences than non-LGBTQ+ students with disabilities. These findings highlight some of the heterogeneity that exists in the experiences of students with disabilities, underscore the need to address the challenges faced by LGBTQ+ students with disabilities, and suggest that some patterns previously attributed to disability alone could be partly explained by the experiences of LGBTQ+ students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010626"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520659/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580686","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

From online engagement to hands-on discovery: an integrated hybrid microbiology outreach model for students and educators. 从在线参与到动手发现：为学生和教育工作者提供的综合混合微生物学推广模式。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 DOI: 10.1128/jmbe.00181-26

Klao Runcharoon

{"title":"From online engagement to hands-on discovery: an integrated hybrid microbiology outreach model for students and educators.","authors":"Klao Runcharoon","doi":"10.1128/jmbe.00181-26","DOIUrl":"https://doi.org/10.1128/jmbe.00181-26","url":null,"abstract":"Hybrid outreach can bridge geographic distance while creating flexible and practical science learning experiences for students and educators. As an ASM Young Ambassador to Thailand while studying in the United States, I developed a hybrid microbiology outreach model that integrated online student seminars, international scientist engagement, educator professional development, and in-person hands-on activities. Online activities included a student seminar introducing microbiology careers and applications, a moderated microbiome research session highlighting community-based science and sequencing technologies, and an educator-focused session on strategies for keeping learners of all ages engaged and curious in science classrooms. In-person activities for high school students included yogurt making to introduce fermentation and beneficial microbes, followed by a case-based group activity in which students acted as poultry veterinarians, identifying pathogen transmission routes and proposing farm biosecurity solutions. This Tips and Tools article presents a practical framework for combining online seminars for students, face-to-face hands-on microbiology activities, case-based learning, and educator support into a synergistic outreach model. This approach demonstrates how low-cost, adaptable, and interactive activities can help students view microbiology as relevant to everyday life while supporting educators in developing inclusive, student-centered, and curiosity-driven learning environments.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018126"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Establishing communities of practice in undergraduate science classrooms. 在本科科学课堂中建立实践社区。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-20 DOI: 10.1128/jmbe.00019-26

Teresa Gil-Gil, Brandon A Berryhill, Sarah Fineman, David G Lynn, Anna Powolny Ventura, Arri Eisen

引用次数: 0

Using journal article annotations with Zotero to improve scientific literacy in course-based undergraduate research experiences. 使用期刊文章注释与Zotero提高科学素养，以课程为基础的本科研究经验。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-22 DOI: 10.1128/jmbe.00297-25

Samuel H Neely, Héctor G Loyola Irizarry, Melissa McCartney, Jessica Siltberg-Liberles

{"title":"Using journal article annotations with Zotero to improve scientific literacy in course-based undergraduate research experiences.","authors":"Samuel H Neely, Héctor G Loyola Irizarry, Melissa McCartney, Jessica Siltberg-Liberles","doi":"10.1128/jmbe.00297-25","DOIUrl":"10.1128/jmbe.00297-25","url":null,"abstract":"Journal Article Annotations with Zotero (JAAZ) is an activity designed to help undergraduate life science students develop essential skills for critically engaging with research articles while building proficiency in reference management. This structured, multi-part assignment introduces students to Zotero, a free reference manager, and guides them in actively engaging with scientific literature. Students use Zotero to read and annotate journal articles, which provides them with experience in evaluating scientific literature. Articles are first annotated independently with notes that define terminology, explain complex concepts, and identify the main points of the study. Then, in reading groups, students discuss the article and their independent annotations, working together to produce a consensus group-annotated version that is shared with the class. By making the annotation process a collaborative resource, JAAZ makes research articles more accessible, enabling students to engage with a greater number of articles in less time while improving overall comprehension. Students also build skills in critically evaluating whether an article is relevant and should be cited in their own research writing. We find that this activity helps undergraduate life science students enrolled in bioinformatics research courses become more confident in navigating scientific literature and managing references.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0029725"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785295","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

Integrating STEM career exploration into busy introductory biology courses through a student-driven podcast project. 通过学生驱动的播客项目，将STEM职业探索融入繁忙的生物学入门课程。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-07 DOI: 10.1128/jmbe.00280-25

Joanna I Giza, Canan Karaalioglu

{"title":"Integrating STEM career exploration into busy introductory biology courses through a student-driven podcast project.","authors":"Joanna I Giza, Canan Karaalioglu","doi":"10.1128/jmbe.00280-25","DOIUrl":"10.1128/jmbe.00280-25","url":null,"abstract":"Introductory biology courses at 2- and 4-year colleges attract students from diverse disciplines, fulfilling both science prerequisites and general education requirements. Therefore, these introductory classes provide an ideal opportunity to ignite interest in science and introduce students to STEM professions, which will likely expand with artificial intelligence (AI). Unfortunately, densely packed curricula offer no room for career exploration. Science majors often struggle to connect class concepts to their long-term goals, while those with no prior background feel overwhelmed catching up with more experienced classmates. This disconnect can reduce students' emotional engagement with the course, increase dependence on AI tools, and potentially contribute to course withdrawal. To address these challenges, we developed a student-driven, semester-long podcast project that integrates career exploration into the curriculum with minimal impact on class time and instructor workload. Grounded in educational psychology, this assignment builds personal connection with the course over time and enhances motivation and interest in the field while fostering a sense of community, difficult to achieve in classes with mixed background knowledge. Administering surveys across multiple semesters revealed the high efficacy of this strategy. Eighty-four percent of the students were inspired to explore careers in biology, and 84% expanded their interest in the field. Furthermore, 87% felt motivated by their classmates' stories, and nearly 90% noted an improved sense of connection with peers.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0028025"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844338","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

Survey of student perceptions and use of artificial intelligence when reading primary literature in the biological sciences. 学生在阅读生物科学主要文献时对人工智能的认知和使用的调查。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-12 DOI: 10.1128/jmbe.00355-25

Erin L Zimmer, Michael I Zimmer

{"title":"Survey of student perceptions and use of artificial intelligence when reading primary literature in the biological sciences.","authors":"Erin L Zimmer, Michael I Zimmer","doi":"10.1128/jmbe.00355-25","DOIUrl":"10.1128/jmbe.00355-25","url":null,"abstract":"Artificial intelligence (AI) tools are increasingly used by students in higher education, yet little is known about how they are applied when reading primary scientific literature. This study investigated how undergraduate biology students use AI while engaging with primary research articles and how such use influences confidence, engagement, and perceived learning. Using a mixed-methods design across two institutions, we collected pre-course surveys assessing prior AI experience and attitudes, weekly self-reported AI usage logs during a semester-long primary literature-based course, and post-course surveys evaluating changes in practices and perceptions. Students entered the course with broad familiarity with generative AI but expressed uncertainty and concern regarding accuracy, ethics, and overreliance. Throughout the semester, students primarily used AI to clarify terminology, methods, figures, and background concepts, with usage patterns evolving toward more targeted and sophisticated prompting. Students also reported increasing awareness of AI limitations and the need for critical evaluation of AI-generated responses. Post-course results indicated increased confidence in analyzing primary data and deeper engagement with the literature, while concerns about overreliance largely diminished. Overall, students viewed AI as a supportive tool that complemented, rather than replaced, their own reasoning. These findings suggest that AI can enhance students' engagement with primary literature when used thoughtfully and underscore the importance of explicit instructional guidance to promote ethical, effective, and critical use of AI in biological science education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0035525"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147876089","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

Assessment, feedback, and grading practices and philosophies of introductory biology instructors. 评估，反馈，和评分实践和哲学介绍生物学讲师。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-29 DOI: 10.1128/jmbe.00261-25

Michele L Lemons, Bryan M Dewsbury, Lindsay B Wheeler, Sarah R Cavanagh

{"title":"Assessment, feedback, and grading practices and philosophies of introductory biology instructors.","authors":"Michele L Lemons, Bryan M Dewsbury, Lindsay B Wheeler, Sarah R Cavanagh","doi":"10.1128/jmbe.00261-25","DOIUrl":"10.1128/jmbe.00261-25","url":null,"abstract":"While pedagogical research often focuses on assessment, feedback, and grading (AFG) practices, we lack a clear understanding of how instructors both conceptualize and implement these elements of teaching in their courses. To explore on-the-ground interpretations of AFG in college courses, we conducted one-on-one Zoom interviews with 27 undergraduate introductory biology instructors at 2- and 4-year institutions in the United States. Participants were asked to describe the purpose of AFG and to share examples of their AFG practices. Using a dialogic, reflexive coding process, we found that instructors' goals for AFG were multidimensional and sometimes contradictory. For instance, some viewed grading as a motivational tool, while others saw it as discouraging motivation. Additionally, the boundaries between assessment, feedback, and grading were often blurred: grading was sometimes described as feedback, and vice versa. In some cases, instructors' AFG philosophies were not clearly translated into AFG practices. These findings underscore the need to better distinguish and articulate the roles of AFG in undergraduate biology instruction (and beyond). Clarifying these concepts can enhance communication between instructors, students, and pedagogical researchers, which could help lead to supporting more effective learning strategies.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0026125"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520702/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057596","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

MicroID Lab Guide: an open-source, customizable web application to guide students through unknown bacterial identification in undergraduate microbiology labs. MicroID Lab Guide：一个开源，可定制的web应用程序，用于指导学生在本科微生物实验室中识别未知细菌。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-02 DOI: 10.1128/jmbe.00105-26

Michael Barnhart

{"title":"MicroID Lab Guide: an open-source, customizable web application to guide students through unknown bacterial identification in undergraduate microbiology labs.","authors":"Michael Barnhart","doi":"10.1128/jmbe.00105-26","DOIUrl":"10.1128/jmbe.00105-26","url":null,"abstract":"Identifying an unknown bacterial isolate is a core exercise in many undergraduate microbiology courses, but students often struggle to organize observations, select appropriate follow-up tests, and interpret results in a logical sequence. To support this process, I developed the MicroID Lab Guide, a free, open-source progressive web application that guides students through a four-phase bacterial identification workflow. The application supports initial observations, automated routing through an identification flowchart, biochemical test selection and interpretation, and final organism identification with an automated confidence check. As students enter results, a rule-based decision engine updates the list of candidate organisms and flags inconsistencies between observed and expected results. The tool also includes a searchable reference library of 67 laboratory techniques, media, and biochemical tests to provide students with on-demand procedural and interpretive support. MicroID Lab Guide runs entirely in the browser; requires no server, user accounts, or data collection; and can be used as a static web application. Importantly, the application was designed for instructor customization: organism profiles, biochemical test definitions, flowchart logic, and export templates are stored in editable source files. This article describes the design, classroom use, customization, and AI-assisted development of MicroID Lab Guide as a flexible, zero-cost model for building course-specific digital tools in undergraduate microbiology laboratories.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010526"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520718/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370436","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