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

Influence of CUREs on STEM retention depends on demographic identities 治疗对STEM留任的影响取决于人口统计学特征

Journal of Microbiology & Biology Education Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00225-22

Lisa Bradshaw, Julianne Vernon, Thomas Schmidt, Timothy James, Jianzhi Zhang, Hilary Archbold, Kenneth Cadigan, John P. Wolfe, Deborah Goldberg

{"title":"Influence of CUREs on STEM retention depends on demographic identities","authors":"Lisa Bradshaw, Julianne Vernon, Thomas Schmidt, Timothy James, Jianzhi Zhang, Hilary Archbold, Kenneth Cadigan, John P. Wolfe, Deborah Goldberg","doi":"10.1128/jmbe.00225-22","DOIUrl":"https://doi.org/10.1128/jmbe.00225-22","url":null,"abstract":"ABSTRACT Research has shown that undergraduate research experiences can have substantive effects on retaining students in science, technology, engineering and mathematics (STEM). However, it is impossible to provide individual research experiences for every undergraduate student, especially at large universities. Course-based undergraduate research experiences (CUREs) have become a common approach to introduce large numbers of students to research. We investigated whether a one-semester CURE that replaced a traditional introductory biology laboratory course could increase retention in STEM as well as intention to remain in STEM, if the results differed according to demography, and investigated the possible motivational factors that might mediate such an effect. Under the umbrella of the Authentic Research Connection (ARC) program, we used institutional and survey data from nine semesters and compared ARC participants to non-participants, who applied to ARC but either were not randomly selected or were selected but chose not to enroll in an ARC section. We found that ARC had significant effects on demographic groups historically less likely to be retained in STEM: ARC participation resulted in narrowing the gaps in graduation rates in STEM (first vs continuing-generation college students) and in intention to major in STEM [females vs males, Persons Excluded because of Ethnicity or Race (PEERs) vs non-PEERs]. These disproportionate boosts in intending STEM majors among ARC students coincide with their reporting a greater sense of student cohesiveness, retaining more interest in biology, and commenting more frequently that the course provided a useful/valuable learning experience. Our results indicate that CUREs can be a valuable tool for eliminating inequities in STEM participation, and we make several recommendations for further research.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"44 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135170622","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

Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains of Escherichia coli to explore the central dogma of molecular biology 变化的颜色和理解:利用突变的显色蛋白和大肠杆菌的信息抑制菌株探索分子生物学的中心法则

Journal of Microbiology & Biology Education Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00094-23

Sarah DeWolf, Maartje Van den Bogaard, Rachael Brady Hart, Sparrow Hartman, Nancy Boury, Gregory J. Phillips

{"title":"Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains of <i>Escherichia coli</i> to explore the central dogma of molecular biology","authors":"Sarah DeWolf, Maartje Van den Bogaard, Rachael Brady Hart, Sparrow Hartman, Nancy Boury, Gregory J. Phillips","doi":"10.1128/jmbe.00094-23","DOIUrl":"https://doi.org/10.1128/jmbe.00094-23","url":null,"abstract":"ABSTRACT The central dogma of molecular biology is a key concept for undergraduate students in the life sciences as it describes the flow of information in living systems from gene-to-gene product. However, despite often being covered in many introductory life science courses, students may still have misconceptions surrounding the central dogma even as they move on to advanced courses. Active learning strategies such as laboratory activities can be useful in addressing such misconceptions. In the laboratory exercise presented here, senior undergraduate students explore the intricacies of nonsense suppressor mutations to challenge their understanding of the central dogma. The students introduce a plasmid carrying a nonfunctional chromogenic protein gene due to a nonsense mutation in a codon encoding the chromophore to various nonsense suppressor strains of Escherichia coli . Students then observe distinct chromogenic phenotypes, depending on the suppressor strain. Students showed a moderate increase in understanding of the central dogma. While the central dogma remains a challenging concept, active learning strategies like the one presented here can help reduce conceptual errors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"69 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217437","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

Transfer-bound community college students’ biology identity and perception of teaching 转学社区大学生的生物学认同与教学感知

Journal of Microbiology & Biology Education Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00116-23

Jennifer Teshera-Levye, Tammy Atchison, Kristine Callis-Duehl, Thomas Gould, Deborah Lichti, Jean-Luc Scemama, John Stiller, Heather D. Vance-Chalcraft

{"title":"Transfer-bound community college students’ biology identity and perception of teaching","authors":"Jennifer Teshera-Levye, Tammy Atchison, Kristine Callis-Duehl, Thomas Gould, Deborah Lichti, Jean-Luc Scemama, John Stiller, Heather D. Vance-Chalcraft","doi":"10.1128/jmbe.00116-23","DOIUrl":"https://doi.org/10.1128/jmbe.00116-23","url":null,"abstract":"ABSTRACT Community colleges are frequently an affordable, accessible entrance to a Science, Technology, Engineering, and Mathematics (STEM) education and career, but the transition from a 2-year program to a 4-year institution can be tumultuous. In this mixed-methods study, we explore the experiences of transfer and prospective transfer students. Through surveys and interviews, we identify the challenges faced by and the supports desired by biology transfer students. We describe how community college students perceive their introductory biology courses, and we compare the biology identity and self-efficacy of these students to peers at a 4-year institution. Students expressed uncertainty about what to expect from the transfer experience, and they benefitted from interventions that made the university experience more concrete or clarified their expectations. We found that community college students are just as interested in biology as peers at a 4-year university, but they are significantly less likely to believe that others recognize them as “biology people” and report less self-efficacy regarding biology courses. Students felt particularly well-prepared for transfer after community college biology courses they described as “rigorous” and “demanding,” especially because students expressed that the community college environment helped support them through the challenges of higher education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169456","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

Student perceptions of inclusive pedagogy in undergraduate STEM classrooms 学生对本科STEM课堂包容性教学法的看法

Journal of Microbiology & Biology Education Pub Date : 2023-10-24 DOI: 10.1128/jmbe.00097-23

Caley J. Valdez, Nicole C. Kelp

{"title":"Student perceptions of inclusive pedagogy in undergraduate STEM classrooms","authors":"Caley J. Valdez, Nicole C. Kelp","doi":"10.1128/jmbe.00097-23","DOIUrl":"https://doi.org/10.1128/jmbe.00097-23","url":null,"abstract":"ABSTRACT In university STEM classrooms, the incorporation of inclusive practices improves student performance, decreases disparities in the academic success of underrepresented students, and increases student retention and persistence in Science, Technology, Engineering, and Mathematics (STEM) programs. Inclusive pedagogical practices include effective instructional choices like active learning, providing rubrics, and other strategies that have been shown to support students from disadvantaged backgrounds. Additionally, explicitly inclusive practices such as addressing microaggressions and sharing pronouns can promote a sense of belonging for students. While a plethora of literature has shown these impacts and faculty have access to resources and training about inclusive pedagogy, we were interested in whether students are noticing these practices and how student identities impact their observations of instructional practices. We surveyed undergraduates ( n = 74) from diverse STEM disciplines at a large land-grant university regarding their observation of 11 different inclusive pedagogical practices. Overall, students observed inclusive instructional practices more often than they observed explicitly diversity, equity, and inclusion (DEI)-related practices. For explicitly DEI-related practices, white students observed more practices than Students of Color. This suggests that more work needs to be done to train faculty in explicit DEI-related practices, especially with the goal of supporting Students of Color who have been historically excluded from STEM.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267261","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

A cost-free CURE: using bioinformatics to identify DNA-binding factors at a specific genomic locus 一种免费的治愈方法:利用生物信息学来鉴定特定基因组位点的dna结合因子

Journal of Microbiology & Biology Education Pub Date : 2023-10-24 DOI: 10.1128/jmbe.00120-23

Casey A. Schmidt, Lauren J. Hodkinson, H. Skye Comstra, Samia Khan, Henrik Torres, Leila E. Rieder

{"title":"A cost-free CURE: using bioinformatics to identify DNA-binding factors at a specific genomic locus","authors":"Casey A. Schmidt, Lauren J. Hodkinson, H. Skye Comstra, Samia Khan, Henrik Torres, Leila E. Rieder","doi":"10.1128/jmbe.00120-23","DOIUrl":"https://doi.org/10.1128/jmbe.00120-23","url":null,"abstract":"ABSTRACT Research experiences provide diverse benefits for undergraduates. Many academic institutions have adopted course-based undergraduate research experiences (CUREs) to improve student access to research opportunities. However, potential instructors of a CURE might still face financial or practical hurdles that prevent implementation. Bioinformatics research offers an alternative that is free, safe, compatible with remote learning, and may be more accessible for students with disabilities. Here, we describe a bioinformatics CURE that leverages publicly available datasets to discover novel proteins that target an instructor-determined genomic locus of interest. We use the free, user-friendly bioinformatics platform Galaxy to map ChIP-seq datasets to a genome, which removes the computing burden from students. Both faculty and students directly benefit from this CURE, as faculty can perform candidate screens and publish CURE results. Students gain not only basic bioinformatics knowledge, but also transferable skills, including scientific communication, database navigation, and primary literature experience. The CURE is flexible and can be expanded to analyze different types of high-throughput data or to investigate different genomic loci in any species.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"67 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273274","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: 1

A simple undergraduate laboratory exercise for teaching the role of sentinel-level clinical microbiology testing in biological threat identification 一个简单的本科实验室练习，用于教授哨兵级临床微生物学测试在生物威胁识别中的作用

Journal of Microbiology & Biology Education Pub Date : 2023-10-19 DOI: 10.1128/jmbe.00106-23

Christina Cox, David S. Askew

{"title":"A simple undergraduate laboratory exercise for teaching the role of sentinel-level clinical microbiology testing in biological threat identification","authors":"Christina Cox, David S. Askew","doi":"10.1128/jmbe.00106-23","DOIUrl":"https://doi.org/10.1128/jmbe.00106-23","url":null,"abstract":"ABSTRACT Undergraduate students in the biomedical sciences are mostly unaware of how clinical microbiology laboratories handle suspected agents of bioterrorism or emerging infectious diseases. The Public Health Security Bioterrorism Preparedness and Response Act of 2002 requires the US Department of Health and Human Services (HHS) to maintain a list of microbes that pose serious biological threats to human health and safety, including Tier 1 agents with the potential for use in bioterrorism. The Laboratory Response Network (LRN), founded by the Centers for Disease Control and Prevention, the Federal Bureau of Investigation, and the Association of Public Health Laboratories, coordinates the response of sentinel, reference, and national laboratories to these biothreats. The sentinel laboratories, which comprise most hospital-based and commercial laboratories, are the first to encounter a suspicious agent. For this reason, the LRN has published a series of testing guidelines to assist the sentinel laboratories in deciding whether a microbial isolate should be considered potentially hazardous and thus sent to a reference or national laboratory for further characterization. Here, we describe a simple laboratory exercise that teaches sentinel-level testing requirements in the context of an applied setting of a potential outbreak of anthrax that would require a sentinel laboratory to recognize a potential threat, attempt to rule it out, and refer to a national laboratory for identification.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778957","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

Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning 通过合作学习加强解剖学教育:利用虚拟现实进行有效的大体解剖学学习

Journal of Microbiology & Biology Education Pub Date : 2023-10-18 DOI: 10.1128/jmbe.00100-23

Chao-Ying Wang, Ti Yin, Kuo-Hsing Ma, Jia-Fwu Shyu, Chia-Pi Cheng, Yu-Chiao Wang, Yun-Ling Huang, Ming-Hsien Chiang

{"title":"Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning","authors":"Chao-Ying Wang, Ti Yin, Kuo-Hsing Ma, Jia-Fwu Shyu, Chia-Pi Cheng, Yu-Chiao Wang, Yun-Ling Huang, Ming-Hsien Chiang","doi":"10.1128/jmbe.00100-23","DOIUrl":"https://doi.org/10.1128/jmbe.00100-23","url":null,"abstract":"ABSTRACT The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students’ anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016–2020), where traditional learning methods were used in the first three semesters (2016–2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019–2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824263","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

From the classroom to the farm: a lesson plan that promotes smallholder farmers’ education and training about plant pathology in the context of climate change 从教室到农场:在气候变化背景下促进小农户关于植物病理学的教育和培训的课程计划

Journal of Microbiology & Biology Education Pub Date : 2023-10-16 DOI: 10.1128/jmbe.00090-23

Nicole Colón Carrión, Sofia Machiavelli Girón

引用次数: 0

Responsible and ethical conduct of research (RECR) diagnostic survey using case scenarios from biology course-based undergraduate research experiences (CUREs) 负责任和道德的研究行为(RECR)诊断调查，使用基于生物学课程的本科生研究经历(CUREs)的案例场景

Journal of Microbiology & Biology Education Pub Date : 2023-10-13 DOI: 10.1128/jmbe.00119-23

Elizabeth G. Monthofer, Jewel M. Ito, Samantha Battaglia, Laura A. Diaz-Martinez

{"title":"Responsible and ethical conduct of research (RECR) diagnostic survey using case scenarios from biology course-based undergraduate research experiences (CUREs)","authors":"Elizabeth G. Monthofer, Jewel M. Ito, Samantha Battaglia, Laura A. Diaz-Martinez","doi":"10.1128/jmbe.00119-23","DOIUrl":"https://doi.org/10.1128/jmbe.00119-23","url":null,"abstract":"ABSTRACT Course-based undergraduate research experiences (CUREs) are increasingly becoming the first, and perhaps only, research experience for many biology students. Responsible and ethical conduct of research (RECR) is crucial for the integrity of scientific research and essential for students to have an understanding of the scientific process at any academic level. However, there is a current lack of RECR education in biology CUREs. To understand the level of RECR knowledge and skills in undergraduate students, we created a diagnostic survey that uses case scenarios designed to illustrate RECR issues in the CURE classroom. Analysis of students’ responses indicated that the overall percentage of students who are able to effectively use RECR terminology and identify the impact of RECR violations on science integrity and ultimately on society is low. Furthermore, some students equated RECR violations to academic dishonesty, indicating difficulties separating the research and academic aspects of CUREs. This diagnostic tool can aid instructors in identifying gaps in student RECR knowledge for the subsequent development of RECR educational interventions, particularly to ensure the integrity of the research performed in CURE settings.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858101","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: 1

Lockdown! Learning public health of infectious diseases through gameplay 封锁!通过游戏学习传染病的公共卫生知识

Journal of Microbiology & Biology Education Pub Date : 2023-10-04 DOI: 10.1128/jmbe.00095-23

Evelyn Goh, Anna Szücs, Victor Weng Keong Loh, Yann Felix Boucher

引用次数: 0