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The Journal of Microbiology & Biology Education is a free open access journal that features original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.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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A Food Microbiology Classroom Activity to Draw Connections between Microbes and Students’ Lives ‡
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Authors:
David Westenberg,
Jonathan Kopel
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Citation: David Westenberg, Jonathan Kopel. 2021. A food microbiology classroom activity to draw connections between microbes and students’ lives ‡ . doi:10.1128/jmbe.v22i1.2119
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Abstract:
Fermented foods have been prepared for millennia and every society around the world has traditional fermented foods and/or beverages that are identified with that culture. This is an excellent opportunity to help students draw connections between their everyday lives and the microbial sciences. At the same time, this is also a great way to encourage cultural awareness and acceptance. This manuscript describes an active learning approach used in a general microbiology course to encourage students to learn about fermented foods from around the world and share their discoveries with their colleagues. As a group we also spend time discussing some of the lesser known roles microbes have in food preparation such as the production of food additives or in modifying starting ingredients. At the end of the semester, students have the opportunity to sample a variety of foods associated with microbes in a “microbe lunch”. We will also describe the use of similar activities in outreach to foster dialogue between scientists and the general public.
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Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs †
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Authors:
Carlos C. Goller,
Micah Vandegrift,
Will Cross,
Davida S. Smyth
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Citation: Carlos C. Goller, Micah Vandegrift, Will Cross, Davida S. Smyth. 2021. Sharing notes is encouraged: annotating and cocreating with hypothes.is and google docs † . doi:10.1128/jmbe.v22i1.2135
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Abstract:
Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills. We’ve used collaborative note-taking and annotation of peer-reviewed articles to increase student engagement with course content and primary literature. Participants annotate articles using the web-annotation tool Hypothes.is and have access to comments from their peers. Groups are then assigned to summarize the annotations and findings, posting a synthesis for the course’s Hypothes.is group. In parallel, students contribute to common notes. The instructor generates a weekly video discussing the student notes. The goal of these activities is to foster an environment of open annotation and co-creation of knowledge to aid in studying for deeper learning. Compiled notes can be used to create an open educational resource (OER). The OER provides an entry point for future students and the public. Based on the evaluation of annotations, notes, and assessments, we conclude that these activities encourage student engagement and achievement of learning outcomes while raising awareness of the importance of open and collaborative practices.
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Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors †
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Authors:
Sadie Hebert,
Jessamina E. Blum,
Deena Wassenberg,
David Marks,
Kate Barry,
Sehoya Cotner
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Citation: Sadie Hebert, Jessamina E. Blum, Deena Wassenberg, David Marks, Kate Barry, Sehoya Cotner. 2021. Open inquiry versus broadly relevant short-term research experiences for non-biology majors † . doi:10.1128/jmbe.v22i1.2167
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Abstract:
Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI-RE), where they developed their own research question, or a broadly relevant research experience (BR-RE), where they investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students’ preference for an experience, with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.
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A Multimedia Active Learning Approach to Introducing Human Parasitic Diseases in an Undergraduate Parasitology Course †
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Author:
Carissa N. Ganong
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Citation: Carissa N. Ganong. 2021. A multimedia active learning approach to introducing human parasitic diseases in an undergraduate parasitology course † . doi:10.1128/jmbe.v22i1.2185
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Abstract:
Introducing undergraduate students to major human diseases is a key focus of many parasitology courses. Here I present a multifaceted active learning technique that familiarizes students with major human parasitic diseases while simultaneously exposing students to a range of important medical, biological, and ecological concepts. This approach involves a combination of reading and analysis of primary literature, oral presentations and in-class discussions, films, and microscopy skills and could be modified for a range of different courses and teaching styles.
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DNA Detectives: Outreach Activity Teaching Students to Identify Fish Eggs Using DNA Barcoding †
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Authors:
Makenzie Kerr,
Mya Breitbart
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Citation: Makenzie Kerr, Mya Breitbart. 2021. Dna detectives: outreach activity teaching students to identify fish eggs using dna barcoding † . doi:10.1128/jmbe.v22i1.2191
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Abstract:
Fish are an important resource worldwide and their management requires a combination of strategies, including the protection of spawning areas. However, the identification of fish early life stages, especially fish eggs, is challenging due to the lack of distinguishing morphological features. Here we present an outreach activity, named “DNA Detectives”, that allows students to discover the method of DNA barcoding, a technique used by scientists to determine which species of fish are spawning in a given location. Students will learn about fish reproduction strategies, methods used by scientists for collecting fish eggs, and how to identify these eggs using their genetic code, or DNA sequence. During this activity, students receive a short lesson about fish reproduction and fish egg collection before performing their own DNA Detective work by choosing a fish egg, deciphering its genetic code to identify the species it belongs to, learning about the fish through a coloring page, and earning a sticker reward. The DNA Detectives activity is designed for grades 2-5, but has been used in a wide range of settings such as public science festivals and the Great American Teach-In. This activity is also available to remote learners via a website (https://sites.google.com/view/dnadetectives/home).
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Microscopic Communities: Interdisciplinary Exploration of Microbes in the Classroom †
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Authors:
Jennifer A. Surtees,
Sandra K. Small,
Jennifer N. Tripp,
Lynn E. Shanahan
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Citation: Jennifer A. Surtees, Sandra K. Small, Jennifer N. Tripp, Lynn E. Shanahan. 2021. Microscopic communities: interdisciplinary exploration of microbes in the classroom † . doi:10.1128/jmbe.v22i1.2207
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Abstract:
Children are aware of microbes from a young age and are rightly encouraged to wash their hands to prevent illness. However, myriad microbes live in, on, and around us, most of which are benign or beneficial. Our goal was to teach elementary students about microbiota by leveraging familiar literacy practices, social studies themes, and the arts to advance students’ knowledge and reasoning skills in science. With this perspective in mind, we developed and implemented an interdisciplinary unit targeted at second grade, in which students learned about microbes and microbial communities. Our goal was to further students’ conceptual knowledge of the microbes that surround them by purposefully integrating microbial communities within the second grade curriculum. Throughout the unit, students engaged in hands-on, inquiry-based science experiences and used multimodal communication (through a combination of linguistic, visual, audio, gestural, and spatial modes): they sampled microbes from their own bodies and/or environments and applied their knowledge and imagination to create their own microbes through art and story-telling, generating a class microbial community—both literal and artistic. At the end of the unit, students demonstrated knowledge of microbes and of the diversity and ubiquity of microbial communities and habitats.
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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.