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The Journal of Microbiology & Biology Education is a free open access journal that features original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.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:
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An Interactive Classroom Icebreaker and Parting-Ways Activity to Introduce and Review the Effector Functions of Cellular Players Associated with the Immune Response †
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Authors:
Adam J. Kleinschmit,
Daisy Chung,
Christopher T. Parker
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Citation: Adam J. Kleinschmit, Daisy Chung, Christopher T. Parker. 2020. An interactive classroom icebreaker and parting-ways activity to introduce and review the effector functions of cellular players associated with the immune response † . doi:10.1128/jmbe.v21i2.1915
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No descriptions available.
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Simply InGEN(E)ious! How Creative DNA Modeling Can Enrich Classic Hands-On Experimentation †
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Authors:
Julia Mierdel,
Franz X. Bogner
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Citation: Julia Mierdel, Franz X. Bogner. 2020. Simply ingen(e)ious! how creative dna modeling can enrich classic hands-on experimentation † . doi:10.1128/jmbe.v21i2.1923
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Abstract:
Innovative 21st-century methods for teaching biology should provide both content knowledge and diverse scientific competencies. The Curriculum Guidelines of the American Society for Microbiology highlight the importance of developing scientific thinking skills, which include the abilities to formulate hypotheses, to communicate fundamental concepts effectively, and to analyze and interpret experimental results. Additionally, contemporary science education should enhance creativity and collaboration as key student assets in its bid to overcome negative perceptions and learning difficulties. In recent years, the expanding movement for so-called “STEAM” approaches (science, technology, engineering, arts, and math) has increased in STEM curricula. The movement seeks to integrate the arts into science classes to transfer enthusiasm, support individual self-sufficiency, and encourage creative solutions. To meet all these demands, we developed an inquiry-based approach that actively engages students in hands- and minds-on activities on the topic of “decoding the DNA structure” in an outreach laboratory. Since teaching abstract molecular phenomena is a challenge in biology classes, we combine classical experimental tasks (DNA isolation, gel electrophoresis) with creative modeling. The experiments are linked by the modeling phase: immersed in the story of the discovery of the DNA structure, our participants independently construct a DNA model from a box filled with inexpensive craft supplies (e.g., glue, straws, pipe cleaners, beads). After initial pilot testing, the implementation of our approach clearly produced short- and mid-term learning effects among the students, providing a successful example of a STEAM-based approach in a laboratory setting.
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M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM †
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Authors:
Dhiraj Nallapothula,
Jennifer Berdan Lozano,
Selina Han,
Carlos Herrera,
Hannah Whang Sayson,
Marc Levis-Fitzgerald,
Jeffrey Maloy
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Citation: Dhiraj Nallapothula, Jennifer Berdan Lozano, Selina Han, Carlos Herrera, Hannah Whang Sayson, Marc Levis-Fitzgerald, Jeffrey Maloy. 2020. M-locus: a scalable intervention enhances growth mindset and internal locus of control in undergraduate students in stem † . doi:10.1128/jmbe.v21i2.1987
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Abstract:
Student self-beliefs regarding intelligence and ability have been shown to correspond to achievement and persistence in an academic domain. Specifically, previous research has suggested that a growth mindset—or the belief that intelligence is malleable and can increase with effort—is associated with student success. Locus of control is a related but distinct self-belief regarding personal agency over various academic and nonacademic outcomes and has also been associated with study skills and academic persistence. However, academic interventions targeting student mindsets and loci of control have remained relatively underexplored, specifically in the context of undergraduate STEM education. Here, we describe the development and assessment of an intervention encouraging students to adopt a growth mindset and internal locus of control. This five-part intervention is administered entirely online and is therefore independent of individual instructor variability. We administered the intervention in five introductory biology courses and show that the intervention was successful in impacting student mindsets and loci of control across various demographics.
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Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity †
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Authors:
Stephen C. Scogin,
Michelle Austin,
Cindy Alexander,
Catherine Mader,
Aaron Best,
Katrina Rietberg,
Katherine Supanich,
Lara Iaderosa,
Carly Sommavilla,
Julie Barber
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Citation: Stephen C. Scogin, Michelle Austin, Cindy Alexander, Catherine Mader, Aaron Best, Katrina Rietberg, Katherine Supanich, Lara Iaderosa, Carly Sommavilla, Julie Barber. 2020. Supporting students from day 1 of college: the importance of relatedness to inclusivity † . doi:10.1128/jmbe.v21i2.2015
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Abstract:
Day 1: Watershed (WS) is a first-year program designed to provide an inclusive environment for students and immerse them in research from day 1 of college. Originally developed to support students from underrepresented groups (URGs) including first-generation students and students of color, WS provides authentic research experiences for all students as they collect and analyze water and microbiological samples from the local watershed. WS also includes a living–learning community with students living in the same dorm and taking common courses during their first year. In the first year of our study, researchers investigated students’ anxieties, feelings of belonging or isolation, supports received, and personal habits. In year 2 (the primary year reported), researchers used mixed-methods and self-determination theory to determine how WS students differed from students in other introductory and research-based courses in terms of basic psychological needs satisfaction (including autonomy, competence, and relatedness). Results indicated that although WS students felt less autonomous and, at times, less competent than other students, 90% reported a positive experience. Furthermore, findings suggest that WS students’ feelings of connection with classmates and instructors, as well as a sense of belonging in the course, provided the necessary motivational support to facilitate a positive learning experience. These findings indicate that the WS program can be a viable model for supporting students in early science courses and making them feel included.
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Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience †
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Authors:
Brinda Govindan,
Sarah Pickett,
Blake Riggs
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Citation: Brinda Govindan, Sarah Pickett, Blake Riggs. 2020. Fear of the cure: a beginner’s guide to overcoming barriers in creating a course-based undergraduate research experience † . doi:10.1128/jmbe.v21i2.2109
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Abstract:
Over the past decade, growing evidence has shown that there are many benefits to undergraduate students engaging in scientific research, including increased persistence in pursuing STEM careers and successful outcomes in graduate study. With these benefits in mind, there has been a significant push toward providing research opportunities for students in STEM majors. To address this need, an increasing number of undergraduate courses have been developed to provide students with research experiences in a class setting, also known as course-based undergraduate research experiences, or CUREs. Despite the growing success of these courses, a number of barriers remain that deter faculty from developing and implementing CUREs. Here, we will review the perceived challenges of developing a CURE and provide practical strategies to overcome these challenges.
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Accepted Manuscripts
PDFs of manuscripts that have been peer reviewed but not yet copyedited
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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.