Journal of Microbiology & Biology Education
Print ISSN: 1935-7877
The Journal of Microbiology & Biology Education is a free open access journal that features original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.
Latest content:
-
Using an Activity Based on Constructivism To Help Students Develop a More Integrated Understanding of Cell Signaling Pathways †
-
Authors:
Laura MacDonald,
Verónica A. Segarra,
Amanda Solem
-
Citation: Laura MacDonald, Verónica A. Segarra, Amanda Solem. 2019. Using an activity based on constructivism to help students develop a more integrated understanding of cell signaling pathways † . doi:10.1128/jmbe.v20i3.1639
- More Less
-
Abstract:
In subjects like cell biology, genetics, and immunology, a solid understanding of signal transduction is key to mastering new content. Often times students’ approach to learning signal transduction pathways relies heavily on memorization. In this paper, we describe a modular method to introduce students to signal transduction. In this method, students are first presented with the discreet building blocks or molecules that comprise signaling pathways (such as the vocabulary terms signal molecule, receptor, effector and target) and asked to integrate the knowledge by building (“do it yourself” or DIY) their own signaling pathway. Students are then given the opportunity to learn about each other’s pathways to identify ways in which they overlap and diverge. Ultimately, students are given the task to search the literature to identify a real-world example that mimics or is very similar to the pathway they came up with and note similarities and differences. We find this is a way to foster students integrating signal transduction knowledge.
-
-
Laboratory Exercise To Measure Restriction Enzyme Kinetics †
-
Authors:
Caroline Blassick,
Benjamin David,
Audra Storm,
Paul Jensen,
Karin Jensen
-
Citation: Caroline Blassick, Benjamin David, Audra Storm, Paul Jensen, Karin Jensen. 2019. Laboratory exercise to measure restriction enzyme kinetics † . doi:10.1128/jmbe.v20i3.1703
- More Less
-
Abstract:
Enzymes are ubiquitous in the fields of biology and microbiology, catalyzing critical reactions and enabling a broad range of biotechnological applications. Despite the important role that enzyme catalysis plays in biological processes, undergraduate students often struggle to understand enzyme kinetics in the classroom. In an attempt to improve students’ understanding of the topic, we present a relatively short and inexpensive laboratory activity designed to give students hands-on experience with generating and manipulating enzyme kinetic data. Students perform restriction digests of DNA at various time points, visualize the reaction products on an agarose gel, and quantify their data in order to construct Lineweaver-Burk plots which compare the effects of a restriction enzyme and its engineered version. The activity may be completed in a single two-hour lab session and, unlike other enzyme assays designed for laboratory courses, does not require a microplate reader to complete. The activity allows students to see connections between a visual data set and quantitative kinetic data, in order to solidify their understanding of enzyme kinetics. Students also learn the skills of gel electrophoresis and image quantification using ImageJ software. This lab activity is ideal for undergraduate laboratory courses which address enzyme kinetics and DNA technology.
-
-
Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program †
-
Authors:
Alexandria N. Ardissone,
Monika W. Oli,
Kelly C. Rice,
Sebastian Galindo,
Macarena Urrets-Zavalia,
Allen F. Wysocki,
Eric W. Triplett,
Jennifer C. Drew
-
Citation: Alexandria N. Ardissone, Monika W. Oli, Kelly C. Rice, Sebastian Galindo, Macarena Urrets-Zavalia, Allen F. Wysocki, Eric W. Triplett, Jennifer C. Drew. 2019. Successful integration of face-to-face bootcamp lab courses in a hybrid online stem program † . doi:10.1128/jmbe.v20i3.1769
- More Less
-
Abstract:
The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts. Development of the bootcamp labs was part of a larger effort to increase access to the major, and more broadly STEM, by offering a 2+2 hybrid online transfer program. The results of this mixed-methods study include a direct comparison between bootcamp and traditional lab format as an approach for delivery of a face-to-face lab course. The bootcamp lab cohort has a greater diversity of students, with more women and underrepresented minorities in STEM than the traditional semester-long cohorts. Students in the bootcamp labs have comparable grade outcomes and learning gains to students in traditional lab format. Regression analysis identified GPA, but not lab format, as the most significant predictor of success for students enrolled in lab courses. Qualitative results suggest that the bootcamp format may be a better way than traditional formats to teach microbiology lab. In summary, the results demonstrate that a bootcamp version of a face-to-face microbiology course is just as effective as the traditional semester-long version. This work has broader implications as it supports the bootcamp lab approach as a model in STEM education for increasing access and for overcoming a major barrier to online STEM programs: face-to-face delivery of key lab courses.
-
-
Career Choice among First-Generation, Minority STEM College Students †
-
Authors:
Bryan M. Dewsbury,
Cynthia Taylor,
Amy Reid,
Connie Viamonte
-
Citation: Bryan M. Dewsbury, Cynthia Taylor, Amy Reid, Connie Viamonte. 2019. Career choice among first-generation, minority stem college students † . doi:10.1128/jmbe.v20i3.1775
- More Less
-
Abstract:
We qualitatively investigated ways in which undergraduates unpacked their perceptions of STEM careers after attending a seminar series that introduced them to diverse scientists. Using Social Cognitive Career Theory (SCCT) as a guiding framework, we explored how culturally-specific realities impacted students’ career choices. Our findings suggest that familial ties and cultural expectations played key roles in determining how students navigated career choice. Our results have implications for how institutions navigate career pursuit discussions with students.
-
-
A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching †
-
Authors:
Christopher W. Beck,
Lawrence S. Blumer
-
Citation: Christopher W. Beck, Lawrence S. Blumer. 2019. A model for an intensive hands-on faculty development workshop to foster change in laboratory teaching † . doi:10.1128/jmbe.v20i3.1799
- More Less
-
Abstract:
Faculty development workshops are frequently used to bring about change in faculty teaching. Yet, the characteristics of successful faculty professional development in the context of laboratory teaching are unclear. In this Perspective, we describe our approach to intensive hands-on faculty development workshops for fostering change in laboratory teaching and present evidence for the effectiveness of the approach. The outcomes from our workshops and feedback from past participants support the following recommendations: 1) faculty should attend workshops in teams from their institutions, 2) workshops should allow participants to develop curricula that can be implemented with relatively little additional work after the workshop, 3) workshops should allow faculty time to “work” on tangible products and should involve hands-on activities, 4) workshops should be of sufficient duration to allow for faculty to develop expertise and tangible products but short enough that faculty do not “burn out,” and 5) a structure for ongoing and systematic follow-up with participants is essential.
-
-
Collaborative Mentoring for Retaining Secondary Biology Teachers †
-
Authors:
Kimberly A. Gonzalez,
David T. Eberiel,
Thomas B. Shea
-
Citation: Kimberly A. Gonzalez, David T. Eberiel, Thomas B. Shea. 2019. Collaborative mentoring for retaining secondary biology teachers † . doi:10.1128/jmbe.v20i3.1811
- More Less
-
Abstract:
Veteran biology teachers are at risk of leaving the classroom due to burnout, feeling uninspired, and overall job dissatisfaction. One way to keep veteran teachers engaged is through continued mentoring. Yet current mentoring programs vary in scope, often focus too heavily on one-to-one talk, with mentors serving as therapists, and generally fail to include veteran teachers. Considering this is not how schools operate, we argue active mentoring for veteran teachers is best when embedded into regular school practice. Collaborative mentoring, as we have termed it, pairs experienced high school teachers with other veteran colleagues, including university professors, in professional development activities centering on improving classroom practices. We believe that collaborative mentoring holds potential to meet the needs of all stakeholders—high school students for support in learning laboratory and writing skills; university faculty for hands-on classroom work and reflective practice, as well as for sharing content and pedagogical knowledge with professionals in the field; and, specifically, veteran biology teachers for expanding access to meaningful professional development opportunities. Focusing on applicable classroom pedagogy serves as a cost-effective model for professional development for veteran teachers, possibly increasing job satisfaction and teacher retention in high schools across the nation.
-
Accepted Manuscripts
PDFs of manuscripts that have been peer reviewed but not yet copyedited
No Accepted Manuscripts AvailableVolumes & Issues
About JMBE
As ASM’s first open-access online education journal, the Journal of Microbiology & Biology Education (JMBE) offers original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education at the undergraduate, graduate, professional (e.g., medical school), K-12 outreach, and informal education level. JMBE is edited by informed science educators who are active in the pursuit of scholarly teaching and biology education reform. Please visit the JMBE Editorial Board page for a list of current JMBE Editors.
JMBE operates under a continuous publication model, where manuscripts are made available online as soon as they become ready. When a manuscript appears online, it will be cataloged in one of three issues: Spring (April), Back to School (August), or Winter (December). These three issues make up the year's volume. These issues may also include themed content focused on a broad, inter-disciplinary topic.
The scope of the JMBE is rooted in the biological sciences and branches to other disciplines. JMBE publishes articles addressing such topics as good pedagogy and design, student interest and motivation, recruitment and retention, citizen science, and institutional transformation. JMBE may also choose to accept manuscripts for publication in special themed issues, which cross-cut the scientific disciplines. Recent themed topics include ethics in science, scientific citizenship, and science communication.
JMBE Editors are committed to providing extensive feedback, guidance, and support for authors from submission through publication. JMBE offers a number of enhancements to ensure that the publication process is transparent and that both readers and authors get the most out of JMBE’s excellent content. JMBE reader features include free, open access content available in HTML and PDF format. JMBE author features include step-by-step Author Guidelines in multiple languages, video tutorials for each section, a manuscript self-diagnosis tool, and a comprehensive submission checklist. Authors can expect detailed feedback from the review process, in which articles undergo a blind review by at least 2-3 peer reviewers (and a lab safety committee, if applicable). For more author features, to learn about the review process, and to submit a manuscript, please visit the JMBE submission site: jmbesubmissions.asm.org.
JMBE does not charge its readership to access content. The JMBE Editorial Board is committed to providing open access online content. JMBE Editors seek to publish meaningful contributions to the conversation of science education and scholarly teaching and believe that the only way to do so is through content that is easily available to the public. JMBE is also indexed in Directory of Open Access Journals, CrossRef, and PubMed Central.
JMBE is for science educators like you. By providing perspectives and reviews that help inform instruction, vetted activities and tools that are ready to use in a classroom or laboratory setting, and research that tests those educational approaches, JMBE content is a valuable resource for science educators at any level. JMBE content will make it easy to keep up to date on and incorporate education initiatives—such as active learning—into your lesson plans and provide talking points for the science education reform conversations at your institution. Most importantly, JMBE content encourages you to review and reflect on your own teaching practices—essential for your ongoing professional development.