Journal of Microbiology & Biology Education最新文献

{"title":"A cell fate mapping simulation laboratory to increase undergraduate students' understanding of early developmental processes in frog, zebrafish, and tunicate embryos.","authors":"Ritu Sarpal, Ashley E E Bruce, Isaac Skromne","doi":"10.1128/jmbe.00104-25","DOIUrl":"10.1128/jmbe.00104-25","url":null,"abstract":"<p><p>Fate mapping is an essential technique in developmental biology that allows researchers to track the future identity or \"fate\" of embryonic cells in an organism. However, the experimental procedure for constructing fate maps is tedious, time-consuming, and technically challenging, making it difficult to incorporate as an undergraduate lab experience. Here, we describe a hands-on undergraduate laboratory activity that allows students to generate and examine model organisms' fate maps, employing a free, user-friendly web-based app, FatemapApp (http://fatemapapp.com/). Students used the app to construct the fate maps for the 32-cell stage <i>Xenopus laevis</i> frog embryo, the gastrula stage <i>Danio rerio</i> zebrafish embryo, and the 76-cell stage <i>Holocynthia roretzi</i> tunicate embryo. Individual analysis of the maps allows students to identify the potential of cells to contribute to one or multiple tissues and their probability of moving and mixing with the neighboring cells. Subsequently, cross-species comparative analysis allows students to infer tissue organization across chordate and vertebrate embryos that may be evolutionarily conserved. Surveys showed that the students found this activity engaging and valuable, reporting a deeper understanding of the rationale, methodology, and outcomes underlying the construction of fate maps. Furthermore, students reported increased comprehension of embryonic development and its processes.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010425"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369337/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754802","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":"Learning microbiology and virology from the cinema.","authors":"Oliver Schildgen, Jan Smetana, Jan Ehlers, Kathrin Dreckmann","doi":"10.1128/jmbe.00096-25","DOIUrl":"10.1128/jmbe.00096-25","url":null,"abstract":"<p><p>In this report, an alternative approach to teach virology and microbiology-related topics is presented. The teaching approach is suitable to overcome the learning fatigue of students who were tired from media reporting on viruses during the COVID-19 pandemic or were less motivated for the discipline.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009625"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121103","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":"Teaching biology using memoirs of scientists, public health officials, doctors, and patients.","authors":"Abby Cheng, Megan E Rokop","doi":"10.1128/jmbe.00092-25","DOIUrl":"https://doi.org/10.1128/jmbe.00092-25","url":null,"abstract":"<p><p>In this study, we designed a novel undergraduate biology course centered entirely around reading memoirs of scientists, doctors, patients, and public health officials. Students in the course engaged in active learning and critical thinking-based activities and assessments, including writing analytical papers, delivering scientific presentations, writing personal reflections, performing data analysis, and engaging in group work and class discussions in every class period. The main learning goals of the course were for students to visualize the processes of science and medicine, to understand the interface of science and society, to gain awareness of a variety of career paths, to appreciate the humanity of scientists, and to build skills in critical thinking and scientific communication. We measured the high level of effectiveness of the course in meeting its learning goals through an analysis of the student assignments completed throughout the semester, post-course survey results, and post-course student outcomes. We found that the course model developed in this study-namely, a science course with a central focus on reading memoirs-is unique within the academic literature. Furthermore, this new model can be directly applied to courses in any scientific discipline through the instructor's ability to select a customized set of biographies of researchers working in any scientific field. We have therefore developed a course that can promote critical thinking skills and career awareness in any scientific field-along with a nuanced understanding of the process of research and the interplay between science, ethics, and society-in students very early on in their scientific training.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009225"},"PeriodicalIF":1.5,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800525","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":"Cultural incorporation of the Kirby-Bauer method in introductory microbiology lab.","authors":"Ashley McCarley, Caryl Ann Becerra","doi":"10.1128/jmbe.00014-25","DOIUrl":"10.1128/jmbe.00014-25","url":null,"abstract":"<p><p>With rising antibiotic resistance, researchers are exploring sourced pharmaceuticals from local plant materials. One avenue is medicinal plants used in Indigenous communities. California State University, Channel Islands (CSUCI), is built on unceded Chumash land, affording collaboration with local Chumash communities to steward the land's natural and cultural ancestry. Utilizing plant extracts derived from California plant species, we developed an exercise incorporating the local cultural heritage and Kirby-Bauer disk diffusion assay (KB assay). In this exercise, students discuss impacting antibiotic resistance and the role of holistic discovery in creating new pharmaceuticals, examining cultural and familial teachings as a source of scientific/academic inquiry. Students then perform KB assays using plant extracts alongside antibiotics, interpret zones of inhibition for each disk, and compare them to susceptibility cutoffs provided by their lab manual and Clinical and Laboratory Standards Institute (CLSI). While most plant extracts proved ineffective against bacterial strains, students engaged in a novel method for a standardized microbiology technique. Using plants accessed from local environments expands the exercise to various regions, utilizing local flora or ingredients in their classrooms.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001425"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721446","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":"Faculty rewards from course-based undergraduate research experiences (CURE) in biochemistry.","authors":"Ana Maria Soto, John E Weldon, Stephen P Hancock","doi":"10.1128/jmbe.00165-24","DOIUrl":"10.1128/jmbe.00165-24","url":null,"abstract":"<p><p>In recent years, there has been an increase in the number of course-based undergraduate research experience (CURE) courses. These courses provide research opportunities for many more students than are typically exposed to traditional independent research experiences, including women, historically underrepresented groups in science, and non-traditional students. However, the benefits for faculty who teach CURE courses have been less well documented, potentially discouraging faculty from offering such courses. Reports describing the benefits faculty can accrue from developing and teaching CURE courses could incentivize more faculty to develop CURE courses. In this perspective article, we summarize the implementation of three biochemistry CURE courses, highlighting some of the benefits faculty may experience. We also propose some points to consider when designing CURE courses with realistic expectations for a semester-long research experience to provide a framework for instructors who are considering their own CURE development.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0016524"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020793/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980370","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":"Engaging short film activity that supports learning, science identity, and nature of science comprehension.","authors":"Amanda L Molder, Emily Howell, Sarah Goodwin, Shannon Behrman, Stephanie Mathews","doi":"10.1128/jmbe.00227-24","DOIUrl":"10.1128/jmbe.00227-24","url":null,"abstract":"<p><p>Improving perceptions of students' science identities and their understanding of the nature of science (NOS) are important learning goals for undergraduate biology students. Previous research has observed that students who reflect on personal histories and research narratives of diverse scientists experience positive changes in their own science identities and understanding of the nature of science, respectively. However, these stories were in written or mixed media formats (e.g., podcasts, TED talks). Here, we explore whether such stories in nonfiction film, an immersive storytelling medium, could also serve as an intervention in positively affecting these outcomes. The focus of our curricular intervention is two short films that explore personal histories and research narratives: Decoding Ancestral Knowledge and CRISPR Apostle. We assigned students (<i>N</i> = 286) in a large, asynchronous, online general microbiology course to watch Decoding and CRISPR at distinct times in the semester. Immediately after watching each film, students took a survey with closed- and open-response questions designed to measure content knowledge, science identity, and NOS learning. We analyzed quantitative responses using descriptive statistics and open-ended responses using a computational textual analysis method of structured topic modeling. Results indicate that watching the films had a considerable impact on content knowledge as well as students' perceptions of scientists, self-identification as scientists, and understanding of NOS. Interestingly, there were some differences between the films on the degree of impact on science identity as well as the types of emergent themes for science identity and NOS. These results suggest that science nonfiction films with personal histories and research narratives can be useful tools in supporting these student outcomes. We describe in this article how to access these free materials, including the films, and also suggest possible modifications.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701756","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":"In real life: a curriculum for developing students' self-efficacy and outcome expectations through purpose-driven career exploration and planning within a core STEM course.","authors":"Krysta Foster, Lauren Lambert, Rhian Solomon, Haiden Perkins, Shahnaz Masani","doi":"10.1128/jmbe.00137-24","DOIUrl":"10.1128/jmbe.00137-24","url":null,"abstract":"<p><p>Career planning and exploration are often seen as \"out of class\" work-important but separate from disciplinary learning. This separation forces students to find time outside their already demanding schedules and to navigate unfamiliar higher education spaces, creating structural barriers and impeding access to these resources. In an effort to create more equitable access to career exploration and education, we developed the \"in real life\" (IRL) curriculum to provide students with opportunities to reflect on how their academic experiences align with their broader career goals within the context of their introductory biology course. Grounded in Marcia's Theory of Identity Development and the Social Cognitive Career Theory, the curriculum includes modules on identifying and articulating professional purpose, developing primary and parallel career plans, constructing resumes, developing interview strategies, and building professional networks. Implemented over two semesters at a large R1 university, the IRL curriculum helped students shift from a destination-driven approach to a purpose-driven approach in relation to their careers, increased their career-related self-efficacy, and gave them a better understanding of career outcome expectations. IRL helps students contextualize how the knowledge and skills from class align with their career paths, emphasizing the importance of bringing career development into a disciplinary learning space.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142814546","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":"A call for healing and unity.","authors":"Patrick D Schloss","doi":"10.1128/jmbe.00066-25","DOIUrl":"10.1128/jmbe.00066-25","url":null,"abstract":"","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006625"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020786/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143515734","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":"Characterization of extended-spectrum beta-lactamase-producing <i>Enterobacteriaceae</i> from recreational water in Athens, GA, using an undergraduate laboratory module.","authors":"Coralis Rodriguez-Garcia, Helen Wall, Elizabeth Ottesen, Julie Grainy","doi":"10.1128/jmbe.00056-24","DOIUrl":"10.1128/jmbe.00056-24","url":null,"abstract":"<p><p>We present a laboratory module that uses isolation of antibiotic-resistant bacteria from locally collected stream water samples to introduce undergraduate students to basic microbiological culture-based and molecular techniques. This module also educates them on the global public health threat of antibiotic-resistant organisms. Through eight laboratory sessions, students are involved in quality testing of water sources from their neighborhoods, followed by isolation of extended-spectrum beta-lactamase-producing <i>Enterobacteriaceae</i>. By the end of the module, students should be able to isolate <i>Enterobacteriaceae</i> from the environment using selective and differential media, identify isolates using biochemical tests, characterize antibiotic resistance phenotypes using Kirby Bauer and MIC tests, and evaluate the presence of select beta-lactamase genes of interest using PCR. To complement laboratory sessions, students participated in a weekly flipped classroom session with collaborative peer discussions and activities to reinforce concepts applied in the laboratory. Learning outcomes were measured over four semesters with concept checks, in-lecture activities, exams, and laboratory reports. We hypothesized that more than 50% of the student population would achieve each learning objective through the implementation of this authentic research laboratory module. Here, we highlight specific questions used to assess learning objective comprehension and demonstrate that each learning objective was achieved by 65%-100% of the student population. We present a ready-to-adapt module with flexible resources that can be implemented in courses across disciplines in biology, microbiology, environmental sciences, and public health.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0005624"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143061042","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":"Student perceptions of alternative grading strategies in the biology classroom.","authors":"Jacob J Adler, Lauren E Stoczynski","doi":"10.1128/jmbe.00140-24","DOIUrl":"10.1128/jmbe.00140-24","url":null,"abstract":"<p><p>There is a need to provide more case studies of alternative grading strategies in the biology education literature and report on student perceptions of these strategies. Student participants were instructed using alternative grading strategies and then completed course metacognitive self-reflections. Qualitative content analysis was performed on open responses. Students perceived opportunities for helpful instructor feedback, having a learning-focused environment, improved understanding, clarity of focus, reduced stress, improvement, enjoyment, practice, encouragement, and increased self-confidence. They also sometimes compared the logistics of their alternatively graded course to other courses or past experiences. Based upon previous literature and students mentioning opportunities for growth/improvement, a follow-up survey was performed examining the student's growth mindset beliefs regarding biology and general intelligence using a verified survey. Qualitative content analysis was performed on open responses within this growth mindset survey. Students frequently reported growth mindset statements and discussed having to put in effort or utilize various learning factors that help frame their biology and general intelligence. Further, students reported that their alternatively graded course strengthened their growth mindset beliefs and improved their understanding of course content. This work adds to the growing base of case studies of alternative grading strategies in biology classrooms and some qualitative results on the perceived effects that these strategies are having on students.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014024"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484229","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}