Journal of Microbiology & Biology Education最新文献

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.

Machine learning is a widespread technology that is shaping how biologists interact with data. However, there are many practical challenges in teaching machine learning to biology students, who often do not have a strong programming background. To address these challenges, we present an educational study utilizing publicly available salivary microbiome data sets to develop a machine learning model using Python. With the assistance of ChatGPT, most students successfully built a simple random forest model. Evaluation metrics, such as accuracy and area under the curve, indicated that the overall performance of the model was favorable and accurately predicted oral malodor diseases. This work establishes a pedagogical framework for integrating machine learning into biology curricula, bridging the gap between data science and life science education.

A CRISPR interference (CRISPRi) exercise was developed for an upper-level molecular microbiology laboratory to reinforce student skills in experimental design and controls. This CRISPRi knockdown method is a variation of the commonly used Streptococcus pyogenes Cas9 system and therefore relies on similar design and techniques. Students choose and design a CRISPRi target in Escherichia coli, clone the necessary tools, and test their system with spot plating and microscopy. The motivation for introducing this unit in a laboratory course was to help close gaps in students' broader understanding of DNA and RNA structure, primer design, bacterial gene expression, and regulation. Once introduced, this exercise became a way to help students identify, design, and rationalize proper experimental controls.

This integrative literature review analyzes the corpus of biology education research published in the main biology education journals of major professional societies. The goal of this analysis is to determine which approaches (including groups of focus, research methods, and settings/perspectives) from social science fields (i.e., psychology, sociology, and anthropology) are utilized in published peer-reviewed biology education research relating to diversity, equity, and inclusion (DEI). Scoping how social science approaches are used in this area is important to understanding whether biology education research could benefit from complementary approaches that might advance praxis. This analysis found that research informing the biology education community draws heavily from psychological perspectives that are overwhelmingly not disaggregated (78% of articles identifying a group lumped the participant together), are by far more quantitative (58% used survey, 26% grades, 20% school data) than qualitative (17% used interview, 10% observation), and did not adopt structural approaches (72%). The addition of missing contributions from social science is critical to advancing interventions to broaden STEM participation, given that merging paradigms can offer more robust, multi-level explanations for observed phenomena. This has important implications for education, biology education, biology education research, social science, and research in related STEM fields.

Undergraduate Teaching Assistant (UTA) positions offer valuable benefits for student learning, leadership development, and resume building. Here, we share the multi-year transformation of our biology UTA program, which was designed to increase awareness and visibility of UTA positions while making the roles and responsibilities more transparent to students. Professionalizing the hiring process by requiring resume, applications, training, and contract signing aims to better prepare students for the workforce. Collectively, these efforts have doubled the number of UTA applicants, indicating that students are now more aware of these opportunities and have a clearer idea of how to pursue them. Our program also includes learning objectives for UTAs, many of which focus on professional development. Finally, we share our ideas for future directions to refine and expand our UTA program.

The cell biology literature of the 19th and early-to-mid 20th centuries is full of the seminal works that were critical for the development of our current understanding of biology but were done using model systems that are no longer commonly used. We argue that these historical papers are ideal for the development of course-based research experiences, both because the background work is conceptually and technically straightforward, and because the study of the abandoned systems stopped prior to the availability of modern techniques. These abandoned systems offer outstanding opportunities for teaching modern light and electron microscopy techniques, thus providing students with opportunities to create new knowledge in cell biology. In addition, the authors of the early work are interesting subjects for storytelling, which can increase student engagement with a research topic and identification as a scientist. Here we report on the design of a course-based research class built on several foundational works including the early works of Hermann Henking, Michael J.D. White, Edmund Beecher Wilson, Sally Hughes-Schrader, and others that provide students with the same technical training they previously received in the cookbook lab. Students are trained to image both living and fixed spermatocytes, to prepare, section, and image specimens for electron microscopy, and to contribute to the publication of the research that is combined with the training. In the multiple iterations of the class, students also explored chromosome alignment during cell division and other cytological features such as mitochondrial structure and fusion during spermatogenesis. Students note that they value learning the techniques and scientific principles, in addition to exploring the unknown and creating new scientific knowledge.

Students' engagement in STEM coursework during the COVID-19 pandemic underwent significant changes as institutions adapted to online learning. While previous research documented the immediate impacts during the emergency transition to remote learning in Spring 2020, this study examines how student engagement evolved during Fall 2020-the first full semester where both faculty and students could prepare for online instruction. Using Fredericks et al.'s framework of behavioral, cognitive, and emotional engagement (12), we surveyed 240 undergraduate students in an introductory biology laboratory course at a public R2 university. Analysis of pre- and post-semester responses revealed significant improvements in cognitive engagement (self-efficacy; sense of belonging) and emotional engagement, while behavioral engagement remained stable. Notably, students in quarter-length courses showed greater improvements in perceived course value compared to those in semester-length courses. No significant differences were found across gender or PEER (Persons Excluded from STEM due to Ethnicity or Race) status, suggesting equitable course design. These findings contrast with Spring 2020's emergency remote teaching, where emotional engagement declined significantly. Our results indicate that intentionally designed online courses can effectively support student engagement, though challenges remain in fostering active participation in virtual environments. This study provides insights for developing resilient educational approaches that can maintain student engagement during future disruptions to traditional instruction.

Students often arrive in science classrooms with understandings shaped by popular media, where scientific concepts are frequently misrepresented. Rather than dismissing these portrayals, this assignment leverages them to enhance science literacy and critical thinking. In a required undergraduate evolution course, students were tasked with selecting a fictional pop culture universe (e.g., Pokémon, Jurassic Park, and X-Men) and analyzing how evolution and/or biology was represented. Students identified scientific claims, whether explicit or implicit, assessed them using core evolution and biology concepts, and then offered recommendations to improve scientific accuracy without compromising creativity. Final products took the form of narrated slideshows or short videos designed for a general audience, emphasizing public science communication. This project encouraged deep engagement, flexible thinking, and application of course material through familiar media. It also fostered creativity and allowed students to express conceptual mastery in a format distinct from traditional exams. This assignment is low-tech, adaptable to various biology subfields, and easily integrated into different course structures.

The teaching of molecular methods through programs designed to answer real-world questions is rare. Here, we use the shark fin trade and take a problem-based approach that introduces students to the molecular methods used in conservation biology and genetics. The teaching of biodiversity loss and the sheer magnitude of the problem can lead to students feeling ecological grief and helplessness. To combat this, here, we describe a semester-long lab class that tackles a contemporary problem in conservation and the associated biodiversity loss. The class takes students from project design and sample collection to the publication of results in reputable peer-reviewed scientific journals. These publications have been picked up by local and international media and have been used in policy documents outlining shark conservation strategies. This gives students a sense of achievement, which helps alleviate the sense of helplessness and despair that frequently manifests when discussing global challenges such as biodiversity loss. Participants came from a wide array of backgrounds, with diverse scientific experiences ranging from no molecular laboratory experience to those who are comfortable and already competent with molecular techniques. Student evaluations and comments over a 5-year period overwhelmingly indicate the successful nature of this problem-based approach to learning.

Upon entering college, students from marginalized identities are equally as likely as their peers to declare an interest in science, technology, engineering, and math (STEM). However, many of these students leave STEM before graduation, leading to underrepresentation in academia and the workforce. In the Faculty Learning Optimizes Student Success (FLOSS) Program, we sought to reduce this disparity by introducing faculty to the diversity of needs and perspectives of their students, educating them on best practices for inclusive teaching, and fostering a community of practice to support implementation of these practices. We assessed the program by surveying faculty before and after participation on their (i) role and responsibilities in building classroom equity and inclusion, (ii) knowledge and confidence to build inclusive learning environments, and (iii) sense of belonging within a teaching community. As a result of participating in FLOSS, faculty were less likely to assign deficits to students' individual characteristics (e.g., academic preparation), and more likely to recognize deficits in their own teaching and/or the academic environment. Faculty also reported increases in their knowledge of inclusive teaching strategies and their confidence in implementing them, as well as a strong sense of belonging to a teaching community.