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The Journal of Microbiology & Biology Education is a free open access journal that features original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.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 Systematic Approach To Promote Environmental Engineering Students’ Learning in Environmental Molecular Microbiology
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Authors:
Shanquan Wang,
Hui Lu,
Chunmei Zhao,
Philippe Juneau
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Citation: Shanquan Wang, Hui Lu, Chunmei Zhao, Philippe Juneau. 2021. A systematic approach to promote environmental engineering students’ learning in environmental molecular microbiology. doi:10.1128/jmbe.v22i1.1917
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Abstract:
Environmental Molecular Microbiology (EMM) is a core course cluster for students majoring in environmental engineering. To help students learn the EMM courses, we developed a three-stage teaching approach to deliver EMM courses in a systematic manner: prerequisite course and survey studies; course cluster teaching; and feedback and improvement. In the first stage, a prerequisite course "EMM - Case Studies" was established to introduce very basic concepts of molecular microbiology and textbook examples of environmental engineering applications, and survey studies were employed to identify students' major concerns when learning EMM. After finishing the prerequisite course, students showed improved interest and confidence in learning EMM. Then, we implemented and assessed EMM course cluster teaching. The final teaching assessment results showed that students taking EMM courses have a general idea of EMM fundamentals and can interpret the basic molecular mechanisms underlying environmental engineering bioprocesses. Based on students' feedback, major points of difficulty (e.g., respiratory electron transport chains) were identified for further teaching improvement. Our overall teaching experiences, together with students' feedback, showed that students' learning of EMM could be effectively supported by employing the three-stage teaching approach.
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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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Divide and Conquer: A Simple, Modern Technique for Collaborative Small Group Learning with Reciprocal Peer Teaching †
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Authors:
Leigh Ann Samsa,
Carlos C. Goller
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Citation: Leigh Ann Samsa, Carlos C. Goller. 2021. Divide and conquer: a simple, modern technique for collaborative small group learning with reciprocal peer teaching † . doi:10.1128/jmbe.v22i1.2153
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Abstract:
Collaborative group learning and peer teaching are robust active learning techniques. Students and instructors interact with technology extensively in their lives and in the classroom. Technology facilitates collaborative group learning by enabling synchronous interaction with digital documents and immediate access to information. Though it is widely accepted that group learning is an improvement to traditional lectures, challenges in the design, execution, and evaluation of group learning can be a barrier to implementing this pedagogy in the higher education classroom. Divide and Conquer is a simple, easy-to-use, and modern technique that faculty and instructors can use to rapidly transform traditional lecture content into collaborative small group learning and peer-teaching experiences. Students are divided into groups that complete instructor-prescribed activities on a shared Google Slide deck, and then teach the class what they learned. This technique can be used to explore a range of topics including science and non-science content and is particularly amenable to self-contained, related mini-research topics (i.e. the lowest level of organization on the outline of a lecture). This innovative technique was inspired primarily by the Jigsaw technique. However, it is distinct in that it deliberately builds technology skills and includes a class-level presentation. It is recommended for any higher education classroom across disciplines.
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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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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.