Journal of Microbiology & Biology Education最新文献_第9页

Connecting the dots: an active learning flashcard activity to teach soil microbiology through nutrient cycles. 连接点：一个积极的学习抽认卡活动，通过养分循环教授土壤微生物学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-20 DOI: 10.1128/jmbe.00287-25

Liu Cao

{"title":"Connecting the dots: an active learning flashcard activity to teach soil microbiology through nutrient cycles.","authors":"Liu Cao","doi":"10.1128/jmbe.00287-25","DOIUrl":"10.1128/jmbe.00287-25","url":null,"abstract":"Understanding microbial roles in nutrient cycling is essential in environmental science and engineering education, yet students often struggle with these topics due to limited microbiology background and the abstract nature of microbial processes. To support deeper learning, I developed a flexible, low-cost classroom activity using narrative-style flashcards representing soil microorganisms for my Soil Science class on soil microbiology session. Rather than delivering nutrient cycles through direct instruction, I facilitated a student-centered session in which learners collaboratively mapped microbial transformations across the nitrogen, carbon, phosphorus, and sulfur cycles. Students first identified key nutrient forms and then used their flashcards to construct systems diagrams through guided reasoning, peer discussion, and instructor cues. The activity emphasized connections between microbial function, environmental context, and ecosystem outcomes, with applications to real-world systems such as wastewater treatment. Post-activity quiz results showed high content retention (average 9.5/10), and classroom observations indicated strong engagement and emerging systems thinking. This approach offers an accessible model for introducing microbiological concepts in interdisciplinary environmental curricula.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0028725"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724323","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

Bridging the gap: cultivating a life science mindset from early education to fuel the bioeconomy. 弥合差距：从早期教育培养生命科学思维，推动生物经济。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-24 DOI: 10.1128/jmbe.00306-25

Weiwei Zhang, Min Shen, Xiang Li, Yijun Kang

引用次数: 0

Microbiology Leaders Evolving and Accountable to Progress (MicroBio-LEAP) project: educating, training, and inspiring leaders within the microbial sciences. 微生物学领导者的发展和对进步负责（微生物飞跃）项目：教育，培训和激励微生物科学领域的领导者。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-18 DOI: 10.1128/jmbe.00259-25

Carla Y Bonilla, Christine M Pribbenow, Lee Hughes, C Phoebe Lostroh, Iyiola Oladunjoye, Douglas Johnson, Daniel McArdle, Shaundra Branova, Shannon Vassell, Amy L Kullas

{"title":"Microbiology Leaders Evolving and Accountable to Progress (MicroBio-LEAP) project: educating, training, and inspiring leaders within the microbial sciences.","authors":"Carla Y Bonilla, Christine M Pribbenow, Lee Hughes, C Phoebe Lostroh, Iyiola Oladunjoye, Douglas Johnson, Daniel McArdle, Shaundra Branova, Shannon Vassell, Amy L Kullas","doi":"10.1128/jmbe.00259-25","DOIUrl":"10.1128/jmbe.00259-25","url":null,"abstract":"Given their formal positions, microbiology leaders have the capability to influence policies and practices that affect the culture of their workplaces and organizations. The Microbiology Leaders Evolving and Accountable to Progress (MicroBio-LEAP) project Training of Leaders program provided scholars with the tools, knowledge, and confidence needed to lead meaningful change and inspire others to do the same. The project goals were to expand awareness, promote inclusion, transform practices, and encourage microbiology leaders to engage in activities that foster awareness, eliminate discrimination, and cultivate a welcoming environment where all can thrive and succeed within the microbial sciences. The project engaged leaders by (i) promoting deep individual introspection, (ii) facilitating peer group exchanges, and (iii) providing a space in which participants applied new knowledge and skills to ensure the training moved from awareness to action. Building a community of change agents will help to develop a positive and welcoming culture for all in the microbial sciences and broader STEM fields.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0025925"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520664/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965086","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 practical low-cost course module for teaching bacteriophage isolation to undergraduate students. 一种实用的低成本本科噬菌体分离教学课程模块。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-29 DOI: 10.1128/jmbe.00065-26

Luiz Felipe Leomil Coelho, Raíne Piva Amaral, Mateus de Souza Terceti, Ana Luisa Cauvila Dos Santos, Barbara Rafaela Ferreira Aio, Bianca Andrade de Carvalho, Luiz Cosme Cotta Malaquias, Gabriel Magno de Freitas Almeida

{"title":"A practical low-cost course module for teaching bacteriophage isolation to undergraduate students.","authors":"Luiz Felipe Leomil Coelho, Raíne Piva Amaral, Mateus de Souza Terceti, Ana Luisa Cauvila Dos Santos, Barbara Rafaela Ferreira Aio, Bianca Andrade de Carvalho, Luiz Cosme Cotta Malaquias, Gabriel Magno de Freitas Almeida","doi":"10.1128/jmbe.00065-26","DOIUrl":"10.1128/jmbe.00065-26","url":null,"abstract":"Bacteriophages are viruses that infect bacteria and have gained attention as promising tools against antimicrobial-resistant pathogens. Despite their relevance, phage biology remains underrepresented in undergraduate curricula. This study describes a low-cost course designed to introduce students to fundamental virology concepts through hands-on phage isolation, characterization, and genome analysis. Participants collected environmental water samples, performed phage enrichment, and detected viral plaques using the double-layer agar technique. The course also incorporated web-based bioinformatics activities using BLASTN and PhageScope, enabling students to explore genome size, GC content, gene annotation, and taxonomy without the need for coding knowledge or powerful computers. These activities strengthened the integration between laboratory and computational virology. Students had access to key concepts such as viral diversity, lytic cycles, biosafety, host specificity, and plaque quantification. This accessible educational model promotes active learning, democratizes access to virology training, and helps prepare future professionals for research in bacteriophage biology and phage therapy.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006526"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520721/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From vision to action: a theory of change for introductory biology education reform. 从愿景到行动：生物导论教育改革的变革理论。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-06-16 DOI: 10.1128/jmbe.00234-25

Kristin M Lewis, Michelle A Whaley, Kathleen Quardokus Fisher, Dominic T Chaloner, Stuart E Jones, Matthew J Kloser, Elizabeth A Archie, Patricia A Champion, Shaun W Lee, Jeffrey S Schorey, Crislyn D'Souza-Schorey

{"title":"From vision to action: a theory of change for introductory biology education reform.","authors":"Kristin M Lewis, Michelle A Whaley, Kathleen Quardokus Fisher, Dominic T Chaloner, Stuart E Jones, Matthew J Kloser, Elizabeth A Archie, Patricia A Champion, Shaun W Lee, Jeffrey S Schorey, Crislyn D'Souza-Schorey","doi":"10.1128/jmbe.00234-25","DOIUrl":"10.1128/jmbe.00234-25","url":null,"abstract":"Calls for reform in undergraduate biology education, such as Vision and Change, advocate for student-centered learning that emphasizes core concepts and scientific practices. Yet, translating these calls into lasting curricular transformation remains a complex, context-dependent challenge. In this paper, we describe how our department developed and implemented a new introductory biology course sequence using a theory of change (ToC) to guide a second-order, department-wide reform effort. Our ToC was grounded in organizational and educational change theories and emphasized three core arguments: (i) starting from scratch to disrupt previous frameworks, (ii) employing a design thinking process to foster innovation and consensus, and (iii) engaging in intentional knowledge sharing to elicit faculty contributions and a shared vision. The ToC guided a vision phase in which we engaged stakeholders and developed a new conceptual framework that set broad goals for an ideal course sequence; a development phase, where we creatively brainstormed proposals without constraints until a consensus emerged; and an implementation phase, which resulted in a course sequence consisting of two unique lecture-based courses and two research-focused laboratory courses. The new structure emphasized research engagement, active learning, and integration across biological scales, aligning with both departmental values and Vision and Change principles. Ongoing communication ensured strong faculty investment and sustained implementation. Seven years after adoption, the sequence continues to receive broad support and has led to improved student satisfaction and retention. By sharing our ToC-driven approach, we offer a practical, adaptable model for departments seeking to enact meaningful, long-term change in undergraduate biology education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0023425"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520650/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148259928","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

Illuminating the "black boxes" of microbiome sequencing. 照亮微生物组测序的“黑盒子”。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-06 DOI: 10.1128/jmbe.00083-26

Lawrence S Blumer, Christopher W Beck

引用次数: 0

Use of a 3D-printed smartphone microscope adapter in a general biology lab course. 在普通生物学实验课程中使用3d打印智能手机显微镜适配器。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-30 DOI: 10.1128/jmbe.00304-25

Erik R Hill

{"title":"Use of a 3D-printed smartphone microscope adapter in a general biology lab course.","authors":"Erik R Hill","doi":"10.1128/jmbe.00304-25","DOIUrl":"10.1128/jmbe.00304-25","url":null,"abstract":"High school and undergraduate students often use personal cell phones to document experimental data or to capture images of microscopic observations on their phones. We utilized a 3D-printed smartphone mount adapter for microscopes in a predominantly first-year undergraduate general biology classroom. The hands-free mount is low-cost, works with different brands of phones, different kinds of microscopes, and does not damage the phone or microscope. At the start of the semester, a 10-question pre-use survey was conducted using a 4-choice Likert scale (n = 330). 73% of respondents strongly agreed with wanting to use their personal cell phone to record laboratory experiment data. Over a semester, students used 3D-printed cell phone microscope adapters as a part of four different general biology lab modules. As examples, the adapters were used to take stable microscopic images of pond water, Gram stain results, and live Daphnia pulex organisms to measure heart rate. At the end of the course, students were asked to participate in a post-use survey (n = 186). Students believe the adapter helped them engage with lab content. The adapter was most often used to visualize microscopic items live and simultaneously with their lab partner. The survey data show that use of a 3D-printed device to hold phones steady on a microscope was viewed positively by students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0030425"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148621783","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 rubric to assess generative AI-based feedback on student writing assignments. 一个评估基于生成人工智能的学生写作作业反馈的标准。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-08-03 DOI: 10.1128/jmbe.00350-25

Daniel R Rankins, Erick N Tran, Valerie T La, Dorothy M Huang, Rachael M Barry

{"title":"A rubric to assess generative AI-based feedback on student writing assignments.","authors":"Daniel R Rankins, Erick N Tran, Valerie T La, Dorothy M Huang, Rachael M Barry","doi":"10.1128/jmbe.00350-25","DOIUrl":"10.1128/jmbe.00350-25","url":null,"abstract":"Generative artificial intelligence (GenAI) tools are an increasingly common resource used in the classroom and writing process. The landscape of available GenAI tools is rapidly evolving, so having a systematic and straightforward way to evaluate new tools for incorporation into the classroom is key. For example, in science writing education, GenAI tools can be used as a supplement to instructor feedback on student writing, allowing an additional opportunity for critique and revision by the student. Here, we describe a rubric we developed to enable instructors to assess differences between feedback provided by GenAI models based on five key areas: (i) accuracy, (ii) constructiveness, (iii) clarity and readability, (iv) recognition of strengths, and (v) original text. We show data comparing the feedback provided by multiple GenAI models on student work based on course guidelines. This rubric can serve as a resource for other instructors interested in evaluating various GenAI models for use as scientific writing feedback supplements in their own classrooms.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0035025"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520698/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148664679","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

Bad AI-generated images can be good for teaching visual literacy in biology. 糟糕的人工智能生成的图像可能对生物学的视觉素养教学有好处。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-29 DOI: 10.1128/jmbe.00321-25

Crystal Uminski

{"title":"Bad AI-generated images can be good for teaching visual literacy in biology.","authors":"Crystal Uminski","doi":"10.1128/jmbe.00321-25","DOIUrl":"10.1128/jmbe.00321-25","url":null,"abstract":"Artificial intelligence (AI) has rapidly improved in its ability to produce polished and realistic visual representations of biological structures and processes, yet most AI-generated images still contain factual inaccuracies, inconsistencies, or errors. These types of errors that often make AI images \"bad\" representations of biology can make AI images powerful pedagogical tools for teaching visual literacy. As biology education relies on diagrams to model structures, processes, and systems that cannot be directly observed, students need to develop skills interpreting, evaluating, and critiquing the visual representations of the unobservable phenomena they encounter in their biology courses. The error-prone and uncanny qualities of AI-generated images can provide rich opportunities for active learning in which students identify inaccuracies, articulate why AI images are incorrect, and refine their understanding of the visual conventions in biology diagrams. The flaws and inaccuracies that make AI-generated biology diagrams \"bad\" can make them quite good for fostering critical thinking and deep conceptual understanding in biology learners. This perspective outlines practical strategies for incorporating AI images into active learning and assessments in biology courses and offers guidance for generating AI images to use as teaching tools.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0032125"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520707/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785238","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 zebrafish module for genetic problem-solving. 解决遗传问题的斑马鱼模块。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-04-24 DOI: 10.1128/jmbe.00051-26

Michael J Parsons, Star W Lee

{"title":"A zebrafish module for genetic problem-solving.","authors":"Michael J Parsons, Star W Lee","doi":"10.1128/jmbe.00051-26","DOIUrl":"10.1128/jmbe.00051-26","url":null,"abstract":"Teaching Mendelian genetics through problem-solving remains a challenge as students often struggle to connect foundational rules with the open-ended reasoning required for experimental design. To bridge this gap, we developed a 3-week, problem-based laboratory module for a large undergraduate course (~180 students) using wild-type zebrafish and three pigmentation mutants (nacre, roy, and casper) to guide students stepwise from observation to genetic inference. The module unfolds iteratively: students first learn rigorous phenotypic discrimination and data collection. They then receive a cross of unknown parental genotypes, quantify progeny ratios, formulate testable hypotheses, and use chi-square analysis to initially evaluate their model for one of the two genes. A core innovation is requiring students to design a definitive follow-up cross to resolve remaining allelic ambiguities, making experimental design an explicit objective. Finally, students analyze the results of their proposed test cross, performing a final chi-square test on the complete two-gene system. This module integrates core concepts: two-gene Mendelian inheritance, statistical analysis, and hypothesis-driven design into a cohesive investigative experience. This module allowed students to practice formulating their hypothesis and experimental design. Based on survey responses, most students (~72%) agreed that they learned to apply genetic concepts in the laboratory module.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005126"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520704/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785241","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