Journal of Microbiology & Biology Education最新文献

Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading primary scientific literature (PSL) also provides the opportunity for students to consider the application of primary scientific research to help solve socioscientific issues. Helping students consider more inclusive approaches to science communication can facilitate their connections between primary scientific research and collaborative solving of socioscientific issues. The CREATE method by Hoskins et al. is one pre-existing method of reading scientific papers that gives students a structured opportunity to examine papers. The CREATE method gives students the opportunity to practice scientific process skills, reflect on the impact of research, and consider future studies. We have added an additional element to the CREATE method to help students consider other areas of expertise and ways of knowing needed to apply science in the article to solve socioscientific issues, helping them take a more inclusive approach to reading the PSL. We have deemed this activity 'inclusive-CREATE' or iCREATE. Here, we present a curricular plan for implementing iCREATE and show evidence of its efficacy. For instance, we show that the iCREATE method increases students' science and science communication identity and self-efficacy. We also show that iCREATE increases students' inclusive science communication self-efficacy, intents, and planned behaviors. Overall, adding a more inclusive element to the CREATE method will help students feel more confident, more like a scientist, and more likely to engage in inclusive science communication behaviors.

Industrial Microbiology is a fundamental course in pharmaceutical engineering. This paper aims at the problems existing in the teaching practice of Industrial Microbiology for pharmaceutical engineering in our school. It discusses the formation of a teaching team primarily consisting of doctors/associate professors with biochemical and pharmaceutical background, supplemented by middle and senior pharmaceutical engineers. Individual students have a certain influence on the effectiveness of teaching reform. Problem-based learning (PBL) teaching significantly improves the teaching effect, and the average scores of males and females are increased by 3.66 points and 4.13 points, respectively, with an increase rate of 5.64% and 5.94%. Gender also has a significant impact on the effectiveness of PBL teaching, with females being more proactive and effective than males. The aim of this study is to establish a scientific and reasonable teaching system to provide reference for improving the teaching effect of Industrial Microbiology.

There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instructors are non-religious, but no studies have examined the impact of instructors revealing that they are religious. We used social identity theory to guide an investigation of student perceptions of an instructor candidate-for-hire revealing a Christian identity while teaching evolution. Students were randomly assigned to watch one of two lecture videos that differed only in whether the instructor actor revealed as Christian or non-religious. Students were then surveyed about their perceptions of the instructor's decision to reveal. We found that when students' Christian or non-religious identity aligned with the Christian or non-religious identity of the instructor, students perceived that the instructor revealing increased how approachable and inclusive she seemed. Identity alignment increased Christian and non-religious students' sense of belonging in the scientific community, but identity misalignment reduced belonging for some Christian students viewing a non-religious instructor and had no impact for most non-religious students viewing a Christian instructor. Many students, especially those whose identities aligned with the instructor, reported that the instructor revealing her identity normalized their perception of that identity in science. When an instructor revealed as Christian, most students did not feel as though their perceptions of instructor competence were affected, but many students thought the non-religious instructor's decision to reveal made her seem more competent. Our findings add to our understanding of how student-instructor identity alignment can affect the experiences of college students.

Differences in economic and social growth and academic equity, experiences, and opportunities have left an achievement gap in STEM for underprivileged students. Course-based Undergraduate Research Experiences (CUREs) have attempted to answer these inequalities by leveling the playing field or by offering course-based research opportunities with minimal requirements for background knowledge. When we ask novel questions, more students get the experience of performing research, which lowers thresholds to pursue research and increases participation. Although the learning outcomes have been largely positive, there is a concern that many CUREs are still too scaffolded. In contrast, I propose to develop exploratory, hypothesis-driven CUREs that are integrated into ongoing research (riCURE). By using the opportunities created by the Tiny Earth CURE as a start, I designed exploratory courses that allow for interdisciplinary hypothesis development, yielding both improved educational outcomes as well as ongoing research dividends.

The Vision and Change in Undergraduate Biology Education report establishes a set of five core concepts that students should build an understanding of throughout college biology programs. While student conceptual understanding is well studied in 4-year contexts, there are minimal studies in community college contexts. Community colleges are unique: 38% of US college students are enrolled in them, many of whom identify as historically underrepresented in STEM. To better understand community college biology students' learning, we measured their understanding of the Vision and Change core concepts using the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment. By analyzing data from over 600 students attending nine different community colleges, we asked the following questions. (i) How do community college biology students perform across the five Vision and Change core concepts? (ii) Do institutional-, course-, and student-level variables contribute to variation in community college biology students' conceptual understanding? We found that students scored highest on Systems items and struggled the most with items about Information Flow. Furthermore, students generally scored lower on questions related to cellular and molecular biology and higher on questions related to ecology and evolution. While demographic factors explained minimal variance, we found that life science majors and students from dominant racial/gender identities scored significantly higher than those who did not identify similarly. We recommend areas for further research into community college biology students' conceptual understanding and implications for teaching practices that support their academic success.

Nurturing scientific understanding is the foundation for fostering community-driven solutions to pressing global challenges such as public health. Educating young minds is one of the most effective ways to build resilient, self-sufficient, and sustainable societies ready to confront issues of limited awareness about the microbial world, good hygiene practices, and the growing threat of antimicrobial resistance (AMR), a critical concern in India. This paper details the unique science outreach initiative, led by an all-women team, designed to enhance awareness about the unseen microbial world, their importance in our daily life, good hygiene practices, and the growing threat of AMR. Conducted over 2 years, our team delivered 23 hands-on workshops across five districts in Rajasthan (India), engaging school students and biology undergraduates. Our workshops provided a fascinating window into the invisible world of microorganisms and their role in ecosystems while also driving home the dangers of antibiotic misuse and AMR. In the first series, we offered hands-on experiences that demystified microbes and the necessity of good hygiene practices. The second series of our workshop specifically targeted AMR, with activities to raise awareness about the appropriate use of antibiotics and the consequences of misuse. In addition to promoting scientific awareness, our outreach also emphasized "frugal science," that is, using low-cost, accessible methods to explore complex phenomena. This proved to be a wonderful pedagogical tool, making science approachable for students from diverse backgrounds. Positive feedback from students and the scientific community demonstrates the efficacy of our outreach program, as more than 800 students benefited from our initiative. Our initiative made science more approachable, inspiring students to apply their knowledge to real-world health challenges while fostering scientific curiosity, societal engagement, and empowerment to contribute to the scientific community. Furthermore, our initiative contributes to the groundwork to address global health threats like AMR while serving as a model for taking science to society. We also provide a set of practical tips and tools for educators and outreach practitioners seeking to adapt our approach.

Integrating primary scientific literature into Science, Technology, Engineering, and Mathematics (STEM) curricula enhances critical thinking, scientific literacy, and communication skills but presents challenges due to complex terminology and data interpretation barriers. To address these challenges, a scaffolded journal club approach was implemented in a Cancer Biology course. The course utilized Hypothes.is web-based annotations, methods presentations, figure annotations, and structured discussions to promote active engagement with the literature. Additionally, integrated science communication assignments-including written, graphical, and video abstracts-provided diverse opportunities for students to develop scientific literacy. This structured approach is designed to facilitate comprehension, encourage proactive learning, and foster confidence in engaging with primary scientific literature. Student feedback highlighted improved ability to dissect research articles, enhanced presentation skills, and increased enjoyment of scientific reading. The journal club model and science communication assignments offer a replicable framework for enhancing primary scientific literature engagement across various STEM disciplines and educational levels.

Undergraduate learning assistant (ULA) programs are widely recognized for their positive impact on student engagement, academic performance, and classroom inclusion in large-enrollment STEM courses. However, far less attention has been given to the professional development of the ULAs themselves. This perspective paper accompanies the article "Implementing an undergraduate learning assistant model to foster engagement and professional development in microbiology courses" (K. A. Popichak, P. E. Gruber, E. L. Suchman, and J. L. McLean, J Microbiol Biol Educ:e00042-25, 2025, https://doi.org/10.1128/jmbe.00042-25), which details a structured and replicable ULA program implemented at Colorado State University. Drawing from my personal experience as a ULA in this program, I explore how pedagogical training, structured mentorship, and active teaching responsibilities supported my development in science communication, leadership, and career exploration. Unlike many peer-led teaching models, this program centers the dual benefit of ULAs both as instructional aides and as developing professionals. This paper expands the conversation around ULA programs by emphasizing the need to treat undergraduate teaching roles not only as service to peers but also as high-impact opportunities for skill-building and identity formation. Through reflective analysis, I argue that programs like the one described by Popichak et al. fill a critical gap in STEM education by preparing undergraduates for future roles in research, education, and public outreach. Broader adoption of such models could enhance both student success and the career readiness of those facilitating it. Together, this perspective and the accompanying curriculum paper offer a roadmap for universities to reimagine ULA programs as a mutually beneficial strategy for teaching, mentorship, and professional development.

A special topics course investigating the human microbiome was developed such that there were three layers of feedback and grading available to students throughout the semester. An instructor of record, a teaching assistant, and a writing-across-the-curriculum consultant overlayed feedback and formative assessment to support student learning. Individual and group assignments were developed to build upon each other, with iterative feedback, to facilitate student STEM literacy. Rubrics were used at all levels of assessment to provide detailed feedback for students, with repetitive rubric components incorporated throughout the semester. Overall, scaffolding of assignments (both individual and group), along with scaffolded support and feedback, promoted student literacy and confidence.