Journal of Microbiology & Biology Education最新文献_第8页

Examining the influence of Vision and Change and a mentoring network on teaching philosophies and strategies. 检视“愿景与改变”及导师网络对教学理念及策略的影响。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-30 DOI: 10.1128/jmbe.00074-25

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

{"title":"Examining the influence of Vision and Change and a mentoring network on teaching philosophies and strategies.","authors":"Stephanie L Mathews, Carlos Goller, Michael J Wolyniak, Uma Swamy, Anjali Misra, Michael E Moore, Jeremy L Hsu, Dina L Newman","doi":"10.1128/jmbe.00074-25","DOIUrl":"10.1128/jmbe.00074-25","url":null,"abstract":"The 2011 report Vision and Change: A Call to Action (V&C) resulted from a national effort to rethink biology curriculum. V&C outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much biology educators know about V&C and what motivates educators' development of their teaching philosophy and practices. We leveraged the Promoting Active Learning and Mentoring (PALM) Network, a group that introduced evidence-based instructional practices (EBIPs) to instructors through mentoring, journal clubs, and a community of practice, to investigate how much V&C has influenced educator knowledge and motivation. Through focus groups, 16 mentors and 22 fellows were asked about their motivations to join PALM, familiarity with V&C, how they learned about V&C, and how PALM and/or V&C shaped the development of their teaching philosophies and strategies. We found that the teaching philosophies and practices of these educators align strongly with V&C principles. V&C provided expectancy (established value), while PALM contributed to greater instructor self-efficacy in EBIPs, overall resulting in reformed teaching philosophies and practices. This model highlights the importance of mentorship and community to successfully drive biology education reform.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007425"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369373/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144188230","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

There and back again: navigating the return to in-person lab work post-pandemic for the Hybrid Microbial Ecology Course-based Undergraduate Research Experience (H-ME-CURE). 去了又回来：为基于混合微生物生态学课程的本科研究经验（H-ME-CURE）导航回到流行病后的亲自实验室工作。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-30 DOI: 10.1128/jmbe.00249-24

Caroline C Taylor, Samantha T Parks

{"title":"There and back again: navigating the return to in-person lab work post-pandemic for the Hybrid Microbial Ecology Course-based Undergraduate Research Experience (H-ME-CURE).","authors":"Caroline C Taylor, Samantha T Parks","doi":"10.1128/jmbe.00249-24","DOIUrl":"10.1128/jmbe.00249-24","url":null,"abstract":"The Microbial Ecology Course-based Undergraduate Research Experience (ME-CURE) has evolved over time to accommodate student needs and experiences. Prior to the COVID-19 pandemic, the lab was fully in-person, with a shift to in silico, remote learning from 2020 to 2023. In 2024, the ME-CURE was further adapted to return to in-person learning while maintaining some of the remote learning pedagogy. Significantly, the 2024 Hybrid ME-CURE (H-ME-CURE) built upon the findings of prior iterations of the lab such that students in the 2024 cohort entered with lab isolates, primers, and pathways that were ready for testing. This novel version of the ME-CURE synthesized years of in-person and remote, in silico learning to yield a deeper understanding of microbial pathways and improved molecular data including novel gene sequences for further testing. The goal of this work is to provide the tools that were used to help build the H-ME-CURE by combining past in-person and in silico learning methods of the ME-CURE.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0024924"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369336/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144530325","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

Training learning assistants to employ inclusive pedagogy and teaching tools in the classroom. 培训学习助理在课堂上运用包容性教学法和教学工具。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 DOI: 10.1128/jmbe.00106-25

Jordan Hoffman, Traci Kinkel, Medora Huseby

引用次数: 0

Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course. 导师思维在实验课本科生和研究生助教专业发展中的应用。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-12 DOI: 10.1128/jmbe.00049-25

Mark A Sarvary, Mitra Asgari, Frank R Castelli, Joseph M Ruesch

{"title":"Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course.","authors":"Mark A Sarvary, Mitra Asgari, Frank R Castelli, Joseph M Ruesch","doi":"10.1128/jmbe.00049-25","DOIUrl":"10.1128/jmbe.00049-25","url":null,"abstract":"Practitioners of the mentor mindset in academic settings maintain high standards while providing strong support in and outside the classroom. They encourage the growth mindset by being motivating and transparent, reducing stress, and providing feedback that can help intellectual growth. The mentor mindset is the foundation of the professional development program for undergraduate and graduate student teaching assistants in the largest introductory biology course at Cornell University (Investigative Biology). The professional development program helps these teaching assistants gain pedagogical skills that they can immediately apply in the inquiry-based laboratory course. They provide feedback to each other and help with course improvement. Due to this professional development program, they are equipped with pedagogical and mentoring skills that allow them to do more than just teach the course material. The collaboration among the different groups (undergraduate teaching assistants, graduate teaching assistants, course instructors, and students) mutually benefits everyone. While each group has different reasons for being part of this learning community, they support each other in reaching their goals with the shared mission of developing a high-quality and supportive learning environment. Professional development for undergraduate and graduate teaching assistants must keep their incentives, motivations, and goals in mind and help them collaborate. This article discusses the development of this program over the past two decades and shares the resources to help instructors build similar programs using the mentor mindset.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004925"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369370/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144050787","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

Overcoming barriers to nicotine-degrading bacteria isolation in oral microbiome research. 克服口腔微生物组研究中尼古丁降解菌分离的障碍。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-10 DOI: 10.1128/jmbe.00239-24

Hemant Goyal, Nishant Mehta, Arpit Gupta, Richa Shrivastava, Vikas Gautam

引用次数: 0

An undergraduate biology pedagogy course curriculum for instructional apprentices. 本科生物教育学教学学徒课程。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-09 DOI: 10.1128/jmbe.00244-24

Clara L Meaders, Erilynn T Heinrichsen, Lisa McDonnell, Melinda T Owens, Jim Cooke, Stanley M Lo

{"title":"An undergraduate biology pedagogy course curriculum for instructional apprentices.","authors":"Clara L Meaders, Erilynn T Heinrichsen, Lisa McDonnell, Melinda T Owens, Jim Cooke, Stanley M Lo","doi":"10.1128/jmbe.00244-24","DOIUrl":"10.1128/jmbe.00244-24","url":null,"abstract":"Undergraduate instructional apprentices, which include undergraduate teaching assistants, learning assistants, or supplemental instruction tutors, must develop skills in facilitating student discussions while ideally gaining a deeper understanding of how students learn. A formal pedagogy course accompanying these teaching experiences is a key component of training. However, there are limited resources available for a complete curriculum that can be adopted for pedagogy courses for undergraduate instructional apprentices. Here, we present a pedagogy course aimed at first-time biology undergraduate instructional apprentices (typically second-, third-, and fourth-year students). The course is designed for 10 hours of instruction and introduces students to multiple topics: (i) classroom community and how students learn, (ii) mindset, (iii) instructor immediacy and non-content talk, (iv) questioning strategies, (v) active and collaborative learning, (vi) academic integrity, (vii) equity, diversity, and inclusion in the classroom, (viii) the science of learning, (ix) teaching with technology, (x) metacognition and self-regulated learning strategies, and (xi) student feedback. This curriculum draws on resources for training learning assistants and expands on topics that may be more applicable for training teaching assistants. In this curriculum article, we present our course curriculum, materials, and evidence that this course supported growth in student pedagogical skills. The curriculum as a whole can be implemented for new course development, but each module or individual assignment can also be adapted to existing pedagogy courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0024424"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369330/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988800","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

Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA. 粗略的理解：图纸揭示了学生可能需要额外的支持来理解DNA的常见表示的比例和抽象。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-12 DOI: 10.1128/jmbe.00070-25

Crystal Uminski, L Kate Wright, Dina L Newman

{"title":"Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA.","authors":"Crystal Uminski, L Kate Wright, Dina L Newman","doi":"10.1128/jmbe.00070-25","DOIUrl":"10.1128/jmbe.00070-25","url":null,"abstract":"Visual representations in molecular biology tend to follow a set of shared conventions for using certain shapes and symbols to convey information about the size and structure of nucleotides, genes, and chromosomes. Understanding how and why biologists use these conventions to represent DNA is a key part of visual literacy in molecular biology. Visual literacy, which is the ability to read and interpret visual representations, encompasses a set of skills that are necessary for biologists to effectively use models to communicate about molecular structures that cannot be directly observed. To gauge students' visual literacy skills, we conducted semi-structured interviews with undergraduate students who had completed at least a year of biology courses. We asked students to draw and interpret figures of nucleotides, genes, and chromosomes, and we analyzed their drawings for adherence to conventions for representing scale and abstraction. We found that 77% of students made errors in representing scale, and 86% of students made errors in representing abstraction. We also observed that about half of the students in our sample used the conventional shapes and symbols to represent DNA in unconventional ways. These unconventional sketches may signal an incomplete understanding of the structure and function of DNA. Our findings indicate that students may need additional instructional support to interpret the conventions in common representations of DNA. We highlight opportunities for instructors to scaffold visual literacy skills into their teaching to help students better understand visual conventions for representing scale and abstraction in molecular biology.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007025"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369387/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041614","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

Enhancing student engagement through a gallery walk: applying multiple strategies to communicate scientific concepts. 通过画廊漫步提高学生的参与度：运用多种策略交流科学概念。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-16 DOI: 10.1128/jmbe.00207-24

Watumesa Agustina Tan, Sarah Perrault

{"title":"Enhancing student engagement through a gallery walk: applying multiple strategies to communicate scientific concepts.","authors":"Watumesa Agustina Tan, Sarah Perrault","doi":"10.1128/jmbe.00207-24","DOIUrl":"10.1128/jmbe.00207-24","url":null,"abstract":"Effective science communication skills are essential for scientists across sectors to engage with non-specialist audiences. This paper describes a gallery walk activity designed to help science students learn and practice strategies for making complex scientific concepts accessible to diverse audiences. The activity was implemented in a Science Communication course with 24 students from the Biotechnology and Food Technology programs. It introduces students to a range of rhetorical strategies, such as etymology, analogy, and personal storytelling, which are applied in exercises that encourage students to communicate scientific topics in engaging and relevant ways. The gallery walk encourages students to interact with eight stations, each focused on a specific communication strategy. By generating examples and discussing varied approaches, students may gain insights into adapting their communication for different contexts and audiences. The activity is a flexible and engaging approach to teaching science communication that may foster critical thinking and build students' confidence in applying communication techniques. Its adaptable format makes the gallery walk suitable for various classroom settings, supporting both large and small class sizes.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020724"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369320/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044352","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 bioinformatics-driven CURE extension increases student self-efficacy and interest in biomedical research. 生物信息学驱动的CURE扩展提高了学生的自我效能感和对生物医学研究的兴趣。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-10 DOI: 10.1128/jmbe.00231-24

Héctor G Loyola Irizarry, Hiram Duarte, Kyoko Nakamura, Rocio Benabentos, Melissa McCartney, Jessica Siltberg-Liberles

{"title":"A bioinformatics-driven CURE extension increases student self-efficacy and interest in biomedical research.","authors":"Héctor G Loyola Irizarry, Hiram Duarte, Kyoko Nakamura, Rocio Benabentos, Melissa McCartney, Jessica Siltberg-Liberles","doi":"10.1128/jmbe.00231-24","DOIUrl":"10.1128/jmbe.00231-24","url":null,"abstract":"The biology workforce has a need for undergraduate students trained in bioinformatics. Although bioinformatics is a critical sub-discipline of biology, it is not required in all biology degree programs. In parallel, there is a need to increase student access to research experiences. To address these needs, we offer a one-credit bioinformatics-focused and computational biology course-based undergraduate research experience (CURE), here called the CB-CURE. Preliminary data suggest the CB-CURE increased student interest, knowledge, and self-efficacy, but also reveal a shortage of access to undergraduate research experiences (UREs) in faculty labs at our large institution. To provide a more URE-like experience for a class setting, we developed a one-semester extension to the CB-CURE, called CURE+. In CURE+, students execute individual bioinformatics-driven research projects and obtain additional career development and mentoring. To evaluate CURE+, we measured students' bioinformatics and research self-efficacy, interest in bioinformatics and research, and emotions toward their project. Additionally, we evaluated student mastery of the CURE+ learning outcomes to determine if the experience successfully enabled students to develop their research skills. Our data show significant increases in (i) student self-efficacy in various bioinformatics and research skills and (ii) student interest in bioinformatics-related activities and in biomedical research. Students had positive emotions toward their research project, and a majority of students mastered the CURE+ learning outcomes. Our data suggest that an intensive CURE extension can provide a potentially transformative research experience that helps fill a void in access to research at institutions with a high student-to-faculty ratio.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0023124"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369375/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040927","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

Delivering a collaborative, discipline-specific, and equity, diversity, and inclusion-centered teaching assistant training program in the life sciences. 在生命科学领域提供以协作、特定学科、公平、多样性和包容性为中心的助教培训项目。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-15 DOI: 10.1128/jmbe.00047-25

Kabir Bhalla, Brenna N Hay, Zachary Morse, Eden Fussner-Dupas, Marcia L Graves

{"title":"Delivering a collaborative, discipline-specific, and equity, diversity, and inclusion-centered teaching assistant training program in the life sciences.","authors":"Kabir Bhalla, Brenna N Hay, Zachary Morse, Eden Fussner-Dupas, Marcia L Graves","doi":"10.1128/jmbe.00047-25","DOIUrl":"10.1128/jmbe.00047-25","url":null,"abstract":"A growing number of Canadian universities are implementing teaching assistant (TA) training programs designed to support graduate student teaching. At the University of British Columbia (UBC), the Life Sciences Institute (LSI) hosts one of several provost-funded, discipline-specific TA training programs on campus. At its core, the LSI TA Training Program is a partnership between senior TAs and faculty from multiple departments. Together, we design and deliver a TA training curriculum tailored for teaching in the life sciences that centers equity and inclusivity, while building a supportive community of emerging educators. In this paper, we provide a brief historical overview of the LSI TA Training Program and describe our embedded values and initiatives, including a flagship TA training \"boot camp,\" workshops, social celebration events, and a year-round mentorship initiative. We also present evidence showing that participation in our TA training program increases confidence in evidence-based teaching strategies, including creating inclusive, equitable classroom environments. We also discuss lessons learned in developing and sustaining such a cross-departmental TA training initiative, highlighting the benefits of faculty-student collaboration and our approaches to ensure our program is sustainable while adapting to evolving TA needs. Our experiences highlight that grounding discipline-specific TA training in inclusive teaching prepares new TAs with relevant, practical skills and supports their confidence to be inclusive educators in the life sciences.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004725"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369351/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638309","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