Journal of Microbiology & Biology Education最新文献

{"title":"How students taking introductory biology experience the chemistry content.","authors":"Lilyan Mendez, Angelita T Rivera, Izabella Vasquez, Alfonso Godínez Aguilar, Melinda T Owens, Clara L Meaders","doi":"10.1128/jmbe.00111-24","DOIUrl":"10.1128/jmbe.00111-24","url":null,"abstract":"<p><p>Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0011124"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005516","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":"PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce.","authors":"Jessica Allen, Ekland Abdiwahab, Meghan D Morris, Claude Jourdan Le Saux, Paola Betancur, K Mark Ansel, Ryan D Hernandez, Todd G Nystul","doi":"10.1128/jmbe.00122-24","DOIUrl":"10.1128/jmbe.00122-24","url":null,"abstract":"<p><p>Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Postbaccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends, the program demographics, metrics of scholar engagement, and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012224"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298342","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":"Addressing the need to facilitate undergraduate research experiences for community college transfer students in science.","authors":"Emma C Goodwin, Katelyn M Cooper, Logan E Gin, Sara E Brownell","doi":"10.1128/jmbe.00090-24","DOIUrl":"10.1128/jmbe.00090-24","url":null,"abstract":"<p><p>Community college transfer students face numerous challenges, including gaining access to undergraduate research experiences. In this Perspectives piece, we articulate the benefits of undergraduate research experiences for community college transfer students, some of the common barriers for engaging transfer students in undergraduate research, and how 4-year institutions can address these problems through the development of transfer-specific programs. We specifically discuss the LEAP Scholars program, which we designed for low-income community college transfer students. The LEAP Scholars program helped students learn about undergraduate research through their participation in a science education course-based undergraduate research experience and facilitated student access to undergraduate research experiences in science faculty member research labs.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009024"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477380","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 community discussions and building a toolkit for mental health and wellness in STEM.","authors":"Danielle R Williams, D'Anne Duncan, Mallory M Rice, Erica L Sanchez","doi":"10.1128/jmbe.00089-24","DOIUrl":"10.1128/jmbe.00089-24","url":null,"abstract":"<p><p>Mental health interventions can help mitigate the unique challenges that individuals in Science, Technology, Engineering, and Mathematics (STEM) face as they navigate these disciplines. We developed the \"Mental Health and Wellness: Our Community and our Identity in STEM\" workshop, which emphasizes leveraging our STEM community and promoting self-compassion, to foster a conversation among members of the STEM community on how to support mental health and wellness. This interactive workshop begins with a short lecture to define mental health and wellness and introduce evidence-based methods to increase self-compassion. Participants, who are often from diverse backgrounds and various career stages, then explore case studies that highlight experiences related to mental health across STEM career stages. Pre- and post-assessments of workshop participants suggest that participants had positive shifts in their ability to show compassion toward themselves as well as an increased comfort in discussing mental health within their STEM community. This workshop not only provided participants with practical tools and insights but also cultivated a supportive environment, underscoring the importance of mental health awareness and collective well-being within STEM fields. In this paper, we share tips on how this workshop was executed and lessons we have learned from our years of sharing similar workshops in the broader STEM community. We hope this paper serves as a valuable guide for potential facilitators to initiate conversations about mental health and wellness in their respective STEM spaces.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008924"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636389/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989187","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":"Applying Beer's Law in the undergraduate cell biology laboratory: examining the mathematical relationship between optical density, cell concentration, and cell size using budding yeast.","authors":"Stacey O Brito, Wryn P Rohan, Isobel Buffum-Robbins, Patricia Ruby Reyes Osorio, Andrea Tribble, Verónica A Segarra","doi":"10.1128/jmbe.00136-24","DOIUrl":"10.1128/jmbe.00136-24","url":null,"abstract":"<p><p>Undergraduate students majoring in the life sciences benefit from experience with data analyses that connect mathematical calculations to the biological systems they are studying. Monitoring the optical density and cell number of <i>Saccharomyces cerevisiae</i> liquid cultures allows students to gain quantitative experience generating standard curves and trendlines that capture the relationship between optical density and cell concentration for a given <i>S. cerevisiae</i> strain. Data comparisons across multiple strains can yield insights into the biophysical properties of cells that drive light absorbance and scattering. In this Tips and Tools article, we share a laboratory module that allows students to experience cell biology tools, laboratory measurements, and data analysis to determine the mathematical relationship between optical density and cell concentration in liquid microbial cultures. This module could be integrated into undergraduate classes ranging from general biology to upper-level cell biology or microbiology and can be a starting point for more complex investigations of microbial growth.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013624"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630212","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":"Knowledge and perception of antibiotic resistance and stewardship among pre-health and agriculture undergraduate students.","authors":"Claudia Da Silva Carvalho","doi":"10.1128/jmbe.00069-24","DOIUrl":"https://doi.org/10.1128/jmbe.00069-24","url":null,"abstract":"The global threat of antibiotic-resistant infections has resulted in health organizations compiling an Antibiotic Stewardship Program (ASP), in which the education of current and future medical prescribers and farmers is central to the preservation of current and future antimicrobial treatments. The purpose of this study was to assess and compare the knowledge and perceived threat of antibiotics and antibiotic resistance, as well as the perceived benefit of antibiotic stewardship education, among undergraduate students majoring in Biology and Agriculture at Fort Hays State University. I hypothesized that the difference in knowledge and perceptions between Biology and Agriculture students would be significantly different because of differences in curriculum requirements. Framed by the health belief model (HBM), a quantitative cross-sectional study was conducted using a structured online survey of 136 undergraduate student participants. A χ2 analysis was used to assess differences between the respondents in their knowledge and perceptions of antibiotics, antibiotic resistance, and antibiotic stewardship education at the undergraduate level. Results showed that, although Agriculture students perceived antibiotic resistance as less threatening than Biology/pre-health students, both undergraduate groups were knowledgeable about the problem and wanted more academic education on the issue. These findings create a solid foundation to initiate a conversation on the curriculum development to meet ASP goals and objectives at the undergraduate level while contributing to an ongoing international effort to educate future prescribers and farmers on the importance of antibiotics in medicine and farming and to reduce antibiotic resistance.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"89 1","pages":"e0006924"},"PeriodicalIF":1.9,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261535","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}

{"title":"Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.","authors":"Karen A Santillan,Andrea M Rediske,Jeffrey T Olimpo","doi":"10.1128/jmbe.00150-24","DOIUrl":"https://doi.org/10.1128/jmbe.00150-24","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"47 1","pages":"e0015024"},"PeriodicalIF":1.9,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261822","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}

{"title":"PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.","authors":"Alix D Dowling Fink,Taylor Allen,Paul E Arriola,Edwin J Barea-Rodriguez,Nitya P Jacob,Michael Ira Kelrick,Joann Otto,C Gary Reiness,Jacqueline Washington","doi":"10.1128/jmbe.00052-24","DOIUrl":"https://doi.org/10.1128/jmbe.00052-24","url":null,"abstract":"The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"7 1","pages":"e0005224"},"PeriodicalIF":1.9,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142201519","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}

{"title":"Collaborative learning in the digital age: empowering tuberculosis researchers through virtual training.","authors":"Anzaan Dippenaar,Taime Sylvester,Christopher Ealand,Nabila Ismail,Niaina Rakotosamimanana,Michele Miller,Bavesh D Kana,Rob M Warren,","doi":"10.1128/jmbe.00114-24","DOIUrl":"https://doi.org/10.1128/jmbe.00114-24","url":null,"abstract":"Integrating whole genome sequencing (WGS) of the Mycobacterium tuberculosis complex into routine care, surveillance, and research in high tuberculosis burden settings remains challenging due to limited resources and skills. While technological platforms for scaling WGS are emerging, scaling wet lab and analytic components often depends on partnerships where such skills have been established. To address this, a virtual training program was developed. Over 12 weeks, 21 trainees from five Southern African institutes engaged in learning from curated theoretical content and interactive virtual meetings with experienced instructors. The training program, developed by a diverse team of experts in molecular biology, biomedical research, microbiology, and tuberculosis research, provided comprehensive coverage aligned with the latest advancements. Teaching strategies included interactive mentor-led sessions and real-time feedback, together with facilitated knowledge exchange and understanding. The virtual training program yielded several successes. Of note, trainees submitted three scientific articles for peer review, based on their acquired knowledge and its application in research. The program also fostered collaborations on Mycobacterium tuberculosis WGS among participants, showcasing the potential for networking and future joint projects. While the virtual training program encountered challenges related to the pandemic, limited resources, trainee engagement, and language barriers, these were creatively mitigated. To improve future training sessions, a platform assessing participant engagement and information retention is recommended. Wider collaborative efforts among experts and institutions in collating resources will lead to more comprehensive training programs. Addressing challenges such as internet connectivity issues and language barriers is crucial for ensuring inclusivity and enhancing the overall learning experience. In conclusion, the virtual training program successfully provided knowledge and skill training in WGS to trainees, leading to scientific article submissions and collaborations. Furthermore, content creators benefited from improved science communication and training opportunities.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"33 1","pages":"e0011424"},"PeriodicalIF":1.9,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142201524","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}

{"title":"Educational activity of enzyme kinetics in an undergraduate biochemistry course: invertase enzyme as a model.","authors":"Ibrahim Al-Odat","doi":"10.1128/jmbe.00050-24","DOIUrl":"10.1128/jmbe.00050-24","url":null,"abstract":"<p><p>This article aims to simplify and facilitate the process of practical teaching of enzyme kinetics by utilizing minimal teaching laboratory requirements. Simultaneously, it ensures that students comprehend the enzyme kinetics experiment effectively. The focus is on teaching students how to estimate the maximum velocity (Vmax) and Michaelis constant (Km) of β-fructofuranosidase enzyme (also known as invertase) isolated from dry yeast. The invertase enzyme catalyzes the hydrolysis of sucrose substrate into glucose and fructose, employing the Michaelis-Menten approach of evaluating invertase enzyme kinetics as well as Lineweaver-Burk linear graphic approach of evaluating the Michaelis-Menten enzyme kinetics. The practical experiment seeks to reinforce the concepts of initial velocity dependence on substrate concentration. The data presented in the work were generated from a genuine practical biochemistry course enrolled by second-year undergraduate students in the Department of Pharmacy and the Department of Medical Laboratory Science. While there were minor variations in the invertase enzyme kinetic parameters among students, they successfully carried out the experiment. The students accurately estimated the Vmax and Km of the invertase enzyme in the sucrose hydrolysis chemical reaction. Moreover, they demonstrated an understanding of the meanings of the kinetic parameters (Km and Vmax) and the utility of the Lineweaver-Burk plot.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005024"},"PeriodicalIF":1.6,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11360556/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421379","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}