Journal of Microbiology & Biology Education最新文献

{"title":"How does an evolution instructor revealing as Christian or non-religious affect biology undergraduate students and their perceptions of the instructor?","authors":"Baylee A Edwards, Megan K Barker, M Elizabeth Barnes, Sara E Brownell","doi":"10.1128/jmbe.00016-25","DOIUrl":"10.1128/jmbe.00016-25","url":null,"abstract":"<p><p>There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instructors are non-religious, but no studies have examined the impact of instructors revealing that they are religious. We used social identity theory to guide an investigation of student perceptions of an instructor candidate-for-hire revealing a Christian identity while teaching evolution. Students were randomly assigned to watch one of two lecture videos that differed only in whether the instructor actor revealed as Christian or non-religious. Students were then surveyed about their perceptions of the instructor's decision to reveal. We found that when students' Christian or non-religious identity aligned with the Christian or non-religious identity of the instructor, students perceived that the instructor revealing increased how approachable and inclusive she seemed. Identity alignment increased Christian and non-religious students' sense of belonging in the scientific community, but identity misalignment reduced belonging for some Christian students viewing a non-religious instructor and had no impact for most non-religious students viewing a Christian instructor. Many students, especially those whose identities aligned with the instructor, reported that the instructor revealing her identity normalized their perception of that identity in science. When an instructor revealed as Christian, most students did not feel as though their perceptions of instructor competence were affected, but many students thought the non-religious instructor's decision to reveal made her seem more competent. Our findings add to our understanding of how student-instructor identity alignment can affect the experiences of college students.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001625"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369346/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039960","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}

{"title":"Reply to \"Overcoming barriers to nicotine-degrading bacteria isolation in oral microbiome research\".","authors":"Benjamin J Koestler","doi":"10.1128/jmbe.00054-25","DOIUrl":"10.1128/jmbe.00054-25","url":null,"abstract":"","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005425"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369328/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054134","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}

{"title":"Community college biology students' understanding of <i>Vision and Change</i> core concepts.","authors":"Noah A Courtney, Michelle K Smith, David Esparza","doi":"10.1128/jmbe.00211-24","DOIUrl":"10.1128/jmbe.00211-24","url":null,"abstract":"<p><p>The <i>Vision and Change in Undergraduate Biology Education</i> report establishes a set of five core concepts that students should build an understanding of throughout college biology programs. While student conceptual understanding is well studied in 4-year contexts, there are minimal studies in community college contexts. Community colleges are unique: 38% of US college students are enrolled in them, many of whom identify as historically underrepresented in STEM. To better understand community college biology students' learning, we measured their understanding of the <i>Vision and Change</i> core concepts using the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment. By analyzing data from over 600 students attending nine different community colleges, we asked the following questions. (i) How do community college biology students perform across the five <i>Vision and Chang</i>e core concepts? (ii) Do institutional-, course-, and student-level variables contribute to variation in community college biology students' conceptual understanding? We found that students scored highest on Systems items and struggled the most with items about Information Flow. Furthermore, students generally scored lower on questions related to cellular and molecular biology and higher on questions related to ecology and evolution. While demographic factors explained minimal variance, we found that life science majors and students from dominant racial/gender identities scored significantly higher than those who did not identify similarly. We recommend areas for further research into community college biology students' conceptual understanding and implications for teaching practices that support their academic success.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0021124"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369352/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276200","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}

{"title":"Fostering science awareness through outreach workshops: bridging the gap between science and society.","authors":"Harshita Agarwal, Jayesh Dhaiya, Bhumika Pippal, Shaheen Hasan, Neha Jain","doi":"10.1128/jmbe.00120-25","DOIUrl":"10.1128/jmbe.00120-25","url":null,"abstract":"<p><p>Nurturing scientific understanding is the foundation for fostering community-driven solutions to pressing global challenges such as public health. Educating young minds is one of the most effective ways to build resilient, self-sufficient, and sustainable societies ready to confront issues of limited awareness about the microbial world, good hygiene practices, and the growing threat of antimicrobial resistance (AMR), a critical concern in India. This paper details the unique science outreach initiative, led by an all-women team, designed to enhance awareness about the unseen microbial world, their importance in our daily life, good hygiene practices, and the growing threat of AMR. Conducted over 2 years, our team delivered 23 hands-on workshops across five districts in Rajasthan (India), engaging school students and biology undergraduates. Our workshops provided a fascinating window into the invisible world of microorganisms and their role in ecosystems while also driving home the dangers of antibiotic misuse and AMR. In the first series, we offered hands-on experiences that demystified microbes and the necessity of good hygiene practices. The second series of our workshop specifically targeted AMR, with activities to raise awareness about the appropriate use of antibiotics and the consequences of misuse. In addition to promoting scientific awareness, our outreach also emphasized \"frugal science,\" that is, using low-cost, accessible methods to explore complex phenomena. This proved to be a wonderful pedagogical tool, making science approachable for students from diverse backgrounds. Positive feedback from students and the scientific community demonstrates the efficacy of our outreach program, as more than 800 students benefited from our initiative. Our initiative made science more approachable, inspiring students to apply their knowledge to real-world health challenges while fostering scientific curiosity, societal engagement, and empowerment to contribute to the scientific community. Furthermore, our initiative contributes to the groundwork to address global health threats like AMR while serving as a model for taking science to society. We also provide a set of practical tips and tools for educators and outreach practitioners seeking to adapt our approach.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012025"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369348/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776515","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}

{"title":"Integrating bones and biomes: bringing biological science education to elementary school communities through a tangible learning tool.","authors":"Phillip R Myer, Jennie L Zambito Ivey","doi":"10.1128/jmbe.00077-25","DOIUrl":"10.1128/jmbe.00077-25","url":null,"abstract":"<p><p>Biology education in U.S. elementary schools faces challenges, including declining science proficiency and disparities among minority students. Limited resources, outdated materials, and a shortage of qualified educators hinder efforts to deliver engaging and equitable biology instruction. To address these issues, <i>Bones and Biomes</i> was developed as a tool to provide an interactive, hands-on experience that introduces students to biological concepts through animal skull analysis and ecosystem modeling. The tool was implemented in two settings: second-grade classrooms at a STEM magnet school and a career fair at a public elementary school. Participants examined animal skulls, identified key features, and connected them to habitats and survival adaptations. Classroom content reached 87 students, and the career fair activity engaged approximately 60 individuals, including students and caregivers. Follow-up activities, such as \"Creature Creation\" and \"Skull Sleuths,\" encourage creative thinking and reinforce core concepts. The <i>Bones and Biomes</i> tool aided in developing scientific literacy, critical thinking, and collaboration while making biology accessible to diverse student populations. By using tangible learning tools and interactive methods, <i>Bones and Biomes</i> addresses resource gaps in underfunded schools and demonstrates a scalable approach to improving elementary science education.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007725"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530323","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}

{"title":"Scaffolding of assignments and grading to promote STEM literacy in a human microbiome course.","authors":"Samantha T Parks, Alex Marchesani, Caroline Taylor","doi":"10.1128/jmbe.00076-25","DOIUrl":"10.1128/jmbe.00076-25","url":null,"abstract":"<p><p>A special topics course investigating the human microbiome was developed such that there were three layers of feedback and grading available to students throughout the semester. An instructor of record, a teaching assistant, and a writing-across-the-curriculum consultant overlayed feedback and formative assessment to support student learning. Individual and group assignments were developed to build upon each other, with iterative feedback, to facilitate student STEM literacy. Rubrics were used at all levels of assessment to provide detailed feedback for students, with repetitive rubric components incorporated throughout the semester. Overall, scaffolding of assignments (both individual and group), along with scaffolded support and feedback, promoted student literacy and confidence.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007625"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369380/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660734","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}

{"title":"What's troubling you? Examining how biology teaching assistants talk about teaching concerns.","authors":"Hillary A Barron, Lorelei E Patrick, Julie C Brown, Sehoya Cotner","doi":"10.1128/jmbe.00226-24","DOIUrl":"10.1128/jmbe.00226-24","url":null,"abstract":"<p><p>Undergraduate students in science classes are more engaged and demonstrate increased performance when instructional methods include authentic science practices and active learning strategies. Non-majors students (i.e., those enrolled in science classes to fulfill a degree requirement) typically receive instruction that is more lecture-based and prescribed, however, which contributes to disinterest, diminished self-expectations, and lower performance. Teaching assistants (TAs) often interact with undergraduate students more closely in science classes than faculty and thus could potentially have far-reaching impacts on these students. Therefore, understanding how TAs think about their science teaching and the concerns they have about their methods can lead to designing more effective TA professional development (PD). In this qualitative study, we explored TA written reflections and employed first- and second-cycle analysis techniques to identify themes reflecting TAs' perceptions of their science teaching and concerns for improvement. We found that TAs' concerns about their teaching centered on three themes: <i>subject-specific concerns</i>, <i>student-centered concerns</i>, and <i>delivery and presentation concerns</i>. Further, these concerns changed over time and varied across TA experience level. We offer insight into how TAs' teaching concerns evolve and discuss the implications of these insights for TA PD.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022624"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369319/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227182","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}

{"title":"An undergraduate learning assistant perspective on career development.","authors":"Paige Gruber, Jennifer McLean, Katriana Popichak","doi":"10.1128/jmbe.00105-25","DOIUrl":"10.1128/jmbe.00105-25","url":null,"abstract":"<p><p>Undergraduate learning assistant (ULA) programs are widely recognized for their positive impact on student engagement, academic performance, and classroom inclusion in large-enrollment STEM courses. However, far less attention has been given to the professional development of the ULAs themselves. This perspective paper accompanies the article \"Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses\" (K. A. Popichak, P. E. Gruber, E. L. Suchman, and J. L. McLean, J Microbiol Biol Educ:e00042-25, 2025, https://doi.org/10.1128/jmbe.00042-25), which details a structured and replicable ULA program implemented at Colorado State University. Drawing from my personal experience as a ULA in this program, I explore how pedagogical training, structured mentorship, and active teaching responsibilities supported my development in science communication, leadership, and career exploration. Unlike many peer-led teaching models, this program centers the dual benefit of ULAs both as instructional aides and as developing professionals. This paper expands the conversation around ULA programs by emphasizing the need to treat undergraduate teaching roles not only as service to peers but also as high-impact opportunities for skill-building and identity formation. Through reflective analysis, I argue that programs like the one described by Popichak et al. fill a critical gap in STEM education by preparing undergraduates for future roles in research, education, and public outreach. Broader adoption of such models could enhance both student success and the career readiness of those facilitating it. Together, this perspective and the accompanying curriculum paper offer a roadmap for universities to reimagine ULA programs as a mutually beneficial strategy for teaching, mentorship, and professional development.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010525"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369374/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660733","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}

{"title":"Maximizing science communication skills in a primary scientific literature-based cancer biology course: practical implementation methods.","authors":"Kristen C Johnson","doi":"10.1128/jmbe.00057-25","DOIUrl":"10.1128/jmbe.00057-25","url":null,"abstract":"<p><p>Integrating primary scientific literature into Science, Technology, Engineering, and Mathematics (STEM) curricula enhances critical thinking, scientific literacy, and communication skills but presents challenges due to complex terminology and data interpretation barriers. To address these challenges, a scaffolded journal club approach was implemented in a Cancer Biology course. The course utilized Hypothes.is web-based annotations, methods presentations, figure annotations, and structured discussions to promote active engagement with the literature. Additionally, integrated science communication assignments-including written, graphical, and video abstracts-provided diverse opportunities for students to develop scientific literacy. This structured approach is designed to facilitate comprehension, encourage proactive learning, and foster confidence in engaging with primary scientific literature. Student feedback highlighted improved ability to dissect research articles, enhanced presentation skills, and increased enjoyment of scientific reading. The journal club model and science communication assignments offer a replicable framework for enhancing primary scientific literature engagement across various STEM disciplines and educational levels.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005725"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369384/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017441","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}

{"title":"Development of the PeeR Investigators Mentoring Experiences in Research (PRIMER) program: a peer mentoring initiative to increase mentoring in CUREs.","authors":"Samuel H Neely, Raquel Meyer Nunes, Arlene Garcia, Charles Donate, Rocio Benabentos, Melissa McCartney, Jessica Siltberg-Liberles","doi":"10.1128/jmbe.00048-25","DOIUrl":"10.1128/jmbe.00048-25","url":null,"abstract":"<p><p>The PeeR Investigators Mentoring Experiences in Research (PRIMER) program was developed to enhance mentorship and support in Course-based Undergraduate Research Experiences (CUREs) at our institution. This program leverages PRIMER's prior research experience in computational biology courses to mentor students in our bioinformatics-focused CUREs. PRIMERs guide students through research projects and provide tailored support in technical research tasks and scientific writing. They also provide mentoring to students through the research process and help them navigate the next steps in seeking out additional research experiences. PRIMERs, who consist of current undergraduates and recent graduates of our program, undergo training on engaging students in research, peer mentoring, and providing constructive feedback on written assignments. This study reports on the first iteration of the PRIMER program, evaluating its design and impact on the professional development of PRIMERs through focus groups and its effectiveness within our CUREs through student surveys. Findings indicate that PRIMERs developed valuable transferable skills, particularly in scientific communication, providing feedback, and peer mentoring. Students involved in the CUREs aligned with the PRIMER program reported that PRIMERs played an integral role in enhancing their learning experience, offering research support, and fostering a positive research environment.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004825"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369331/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144188229","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}