Showing papers in "Journal of Microbiology & Biology Education in 2021"
TL;DR: In this article, the authors examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, which includes students' sense of belonging and self-efficacy; and emotional engagement including students attitudes toward science, their perceived value of the course, and their stress.
Abstract: We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students' sense of belonging and self-efficacy; and emotional engagement, including students' attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester. We found that while overall behavioral engagement did not change, students participated less frequently in class discussions but met with professors more often outside of class. We saw no significant change in cognitive engagement, indicating that while students' sense of belonging and self-efficacy ideally increases over the course of the semester, in this case, it did not. Most alarmingly, we found a significant decrease in emotional engagement, with students reporting a drastic decline in positive attitudes toward science. Students' reported stress levels remained unchanged, and students reported a slight increase in their perceived value of the science course they were taking. These data shed light on how the transition to online learning had an overall negative impact on undergraduate student engagement in science courses.
48 citations
TL;DR: In this paper, a course-based undergraduate research experience (CURE) at UCLA, delivered completely online, results of a unique, studentgenerated survey showed that the transition to remote learning was challenging for all students, increasing student workload, decreasing ability to focus on school, and limiting their ability to succeed.
Abstract: The COVID-19 pandemic forced an unprecedented shift to remote instruction across higher education, reducing access to critically important undergraduate research experience and potentially magnifying inequities faced by first-generation and underrepresented minority (URM) students in higher education. Through a novel course-based undergraduate research experience (CURE) at UCLA, delivered completely online, results of a unique, student-generated survey showed that the transition to remote learning was challenging for all students, increasing student workload, decreasing ability to focus on school, and limiting their ability to succeed. However, results showed significant disparities in remote learning that disproportionately impacted URM and first-generation students. These students had significantly greater expectations to help siblings with remote learning,; URM and first-generation students also suffered greater economic and food insecurity related to COVID-19. At the same time, this study demonstrates how student voices in survey development provide novel and actionable insights. While access to CUREs is often limited by laboratory space, by focusing on the research process, rather than specific laboratory skills, this study provides a scalable pedagogical model for remote undergraduate research experiences. Importantly, this model fostered student engagement and increased interest in further undergraduate research, including topics not directly related to the subject of this study, suggesting that online CUREs can be effective and impactful.
21 citations
TL;DR: In this article, a reference list of virtual simulations that are aligned to specific AAAS and ASM student learning outcomes are discussed in terms of content, features, and advantages of use.
Abstract: The onset of the COVID-19 pandemic in the spring of 2020 thrust instructors into a world of frenzy, presenting unique challenges to delivering course content A particular challenge was determining suitable substitutes for wet lab experiments that are often comprised in science labs Recognizing that this problem was not short-term, I started to look into virtual substitutions to be implemented in the 2020-2021 academic year Virtual simulations can replace labs, be incorporated as pre-lab assignments, or used as active-learning or experiential learning exercises in a traditional classroom setting while providing low-cost, safe, and acceptable solutions to the current problem Virtual simulations were examined on different platforms, including Labster, McGraw Hill Connect Virtual Labs, HHMI BioInteractive, Learn Genetics, Virtual Interactive Bacteriology Laboratory, and Biology Corner The goal was to provide faculty around the world with a reference list of virtual simulations that are aligned to specific AAAS and ASM student learning outcomes These simulations are discussed in terms of content, features, and advantages of use A list of lab exercises aligned to biology courses (microbiology, genetics, and cell biology) is also provided
18 citations
TL;DR: In this article, the authors examined using different gamification elements implemented in a PowerPoint-based platform to create a realistic, immersive lab environment for students in the COVID-19 pandemic.
Abstract: The COVID-19 pandemic radically and without warning changed the laboratory learning environment for students and instructors Students were faced with having to be receptive to new learning methods;instructors scrambled to devise innovative ways of providing a realistic lab experience for students The demand for creative online teaching strategies and the expansion of gamified training platforms created an opportunity for the development of new and interactive lab experiences Current online labs offer some elements of a "real" lab experience, but a system that incorporates all the tools needed to create a realistic, immersive lab environment has yet to be developed This study examines using different gamification elements implemented in a PowerPoint-based platform There was no cost associated with the virtual lab and it could be easily downloaded, increasing accessibility In true gaming style, a student could "play" without restriction, without the limitations that accompany wet labs Students were challenged with various scenarios throughout the lab, making choices and receiving feedback through the process These features positively impacted student outcomes and improved engagement, as expressed in end-of-course evaluations The implementation also stressed the need for further development of embedded assessments, competitive and interactive opportunities for students, and access to detailed learning analytics for instructors
10 citations
TL;DR: In early spring 2020, New York's K-12 schools, colleges, and universities went into lockdown in response to the COVID-19 pandemic, and faculty began converting face-to-face classes into distance learning classes as discussed by the authors.
Abstract: In early spring 2020, New York's K-12 schools, colleges, and universities went into lockdown in response to the COVID-19 pandemic, and faculty began converting face-to-face classes into distance learning classes Teachers and college faculty learned to use new technology to continue instruction for the remainder of the academic year Learning curves were steep for some, as using technology proved to be overwhelming Students who registered for in-person classes had to learn in an online environment Pre-Health Science majors who rely heavily on practical, hands-on courses to gain the necessary skills required for their career participated in virtual anatomy and physiology laboratories Clearly, face-to-face courses are not always possible;therefore, it is imperative to know the best practices of online teaching and learning
10 citations
TL;DR: In this article, the authors discuss the use of broad-spectrum antibiotics may be justified as we are trying to treat a novel disease condition, which in turn could lead to an increase in antimicrobial resistance.
Abstract: As the world deals with a pandemic, there remains another global challenge that cannot be ignored. Use of broad-spectrum antibiotics may be justified as we are trying to treat a novel disease condition, which in turn could lead to an increase in antimicrobial resistance. We can decrease morbidity, mortality, and health care costs by controlling antimicrobial resistance, but it requires antimicrobial stewardship. Major components of effective and timely antimicrobial stewardship are diagnostic stewardship, infection prevention and control, and integration of COVID-19 specific flags into electronic health records, all of which may be integrated into current strategies of COVID-19 mitigation and management. Going through the influenza season of 2020, implementation of antimicrobial stewardship education efforts in the United States can help us contend with influenza in addition to COVID-19 and any bacterial co-infections or secondary infections. Additional solutions include the development of vaccines, alternative therapies such as antibodies, and advanced diagnostics using advances in genomics and computer science.
10 citations
TL;DR: In this paper, the authors describe mediation analysis with structural equation modeling as one statistical tool that allows them to further examine mechanisms underlying well-documented trends in higher education, and illustrate how mediation analysis can enhance education research, addressing questions that cannot be easily reached otherwise.
Abstract: Advancing the field of discipline-based education research (DBER) requires developing theories based on outcomes that integrate across multiple methodologies. Here, we describe mediation analysis with structural equation modeling as one statistical tool that allows us to further examine mechanisms underlying well-documented trends in higher education. The use of mediation analysis in educational settings is particularly powerful, as learning outcomes result from complex relationships among many variables. We illustrate how mediation analysis can enhance education research, addressing questions that cannot be easily reached otherwise. We walk through critical steps to guide decision-making in mediation analysis and apply them to questions using real data to examine performance gaps in large introductory courses in biology. Through the use of mediation analysis with structural equation modeling, we add to a growing body of research that shows diverse quantitative approaches support evidence-based teaching in higher education.
9 citations
9 citations
TL;DR: In this article, a variety of evidence-based pedagogical and technological approaches were designed to promote resilient student-centered classrooms and facilitate student development and care in times of crisis.
Abstract: Recent times of excessive stress call for a reflection and reformation of how people interact and support one another. This is particularly true in science, technology, engineering, and mathematics (STEM) discipline-based education, where it is becoming increasingly important for course instructors to adopt student-centered teaching approaches that engage students, maintain rigor, and consider the students' learning experiences, including stress. What are some pedagogical strategies that instructors can draw upon to help students cope with trauma and regain a healthy state of learning in an already-challenging field? To prepare instructors for the transition to remote instruction, a variety of evidence-based pedagogical and technological approaches were designed to promote resilient student-centered classrooms and facilitate student development and care in times of crisis. This perspective provides an overview of the salient research behind these strategies, highlights those that instructors found most useful, and concludes with planned next steps in the continued effort to support instructors.
8 citations
TL;DR: In this paper, the authors designed a spec grading strategy in an undergraduate Cell Biology course, creating 20 individual learning outcomes (LOs), and the grade earned in lecture depended on the number of LOs the student mastered.
Abstract: Specifications (specs) grading is a grading system in which mastery of specific educational outcomes is the basis for the final grade a student earns in the course. Implementation of the types of assessments used for specs grading has shown to be beneficial for student learning and motivation compared to traditional grading systems. We designed a specs grading strategy in an undergraduate Cell Biology course, creating 20 individual learning outcomes (LOs). The grade earned in lecture depended on the number of LOs the student mastered. If students were unable to master the content on their initial attempt, they could earn retakes for each LO assessment by completing an assignment associated with the information covered in that LO. A student's final class grade was dependent on the number of LOs mastered combined with the grade earned on their final exam. Here, we present how specifications grading was implemented in Cell Biology, differences in overall grade distribution between grading systems, improved performance on content-related assessment questions in sections using specifications grading, and more-positive attitudes for sections using specifications grading than for traditionally graded sections.
7 citations
TL;DR: In this article, a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how their CC faculty colleagues perceived the emergency transition to remote instruction, the challenges they faced, and the resources that were-or would have been-most helpful.
Abstract: In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor and student workload. We report on a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how our CC faculty colleagues perceived the ETRI, the challenges they faced, and the resources that were-or would have been-most helpful. We conclude with recommendations, in the words of participating faculty, to address prevailing concerns voiced by these instructors: namely, the lack of student-faculty interactions in the online space, concerns about student access to resources, and the demand for authentic research and lab experiences.
TL;DR: Despite obvious burdens on low-SES groups, undergraduate motivation was affected positively and negatively in this sample; only some variables were related to intention to remain in STEM.
Abstract: Media reports suggest the switch to online courses due to COVID-19 has "demotivated" undergraduates. Our semester-long study of motivation for biology was in progress when COVID-19 was declared a pandemic. We analyze changes in student (N = 182) motivation from before and after. Across variables, subgroups of students changed in adaptive and maladaptive ways; some remained stable. In cross-tabulations, one significant difference was found by sex, and a number of adaptive and maladaptive differences by race and socioeconomic status (SES). Despite obvious burdens on low-SES groups, undergraduate motivation was affected positively and negatively in this sample; only some variables were related to intention to remain in STEM.
TL;DR: In this article, an online survey of instructors with experience in teaching immunology was conducted, which investigated the effects of instructors' level of teaching experience, target student population, and course components on the emphasis given to certain immunology subtopics in their courses.
Abstract: Although immunological research has become increasingly important in recent decades for understanding infectious and immune-mediated diseases, immunological pedagogy at the undergraduate level has lagged behind in reports of evidence-based scholarship. To address the need for a renewed emphasis on immunology education and to describe the current status of undergraduate education in immunology, an online survey of instructors with experience in teaching immunology was conducted. The survey investigated the effects of instructors' level of teaching experience, target student population, and course components on the emphasis given to certain immunology subtopics in their courses. Instructor teaching experience and current role in teaching influenced the proportion of time allotted to lab techniques, clinical topics, and evolutionary aspects, but type of institution (undergraduate and graduate degree-granting institutions) did not affect course content or emphasis on subtopics. Topics that received the greatest emphasis were the adaptive immune system, the innate immune system, host-pathogen interactions, and molecular mechanisms. Vaccines, hypersensitivity, autoimmunity, and essential immunology techniques were ranked slightly lower, while topics such as evolution, metabolism and antibody purification received the least emphasis. Inclusion of a lab component increased time given to lab-related and clinical topics but did not affect the perceived importance of various scientific competencies. These data describe current curricular practices of instructors who have experience teaching immunology and inform curricular priorities and course design frameworks for undergraduate immunology education.
TL;DR: In this paper, the authors present three different solutions developed during the COVID-19 pandemic to address the challenges of adapting an experiential hands-on activity, an interactive lab, and a research project for remote learning.
Abstract: The sudden switch from predominantly in-person to remote learning across all levels of education due to the COVID-19 pandemic posed many challenges, including transitioning in-person active learning efforts to an online format. Although active learning has increased student engagement in science, it can be challenging to effectively integrate into remote courses. Adapting in-person classroom approaches to maintain timely and effective communication, provide equitable access to course materials, and encourage class participation in remote environments proved especially difficult for many instructors engaging in remote learning during the pandemic, often for the first time. As instructors of in-person undergraduate introductory biology courses, we present three different solutions developed during the pandemic to address the challenges of adapting an experiential hands-on activity, an interactive lab, and a research project for remote learning. We found that instructors can leverage the flexibility of the online environment and use existing remote tools to expand active learning possibilities and create meaningful classroom connections, even at a distance.
TL;DR: In this article, the authors used collaborative note-taking and annotation of peer-reviewed articles to increase student engagement with course content and primary literature to aid in studying for deeper learning.
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 Hypothesis 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 Hypothesis 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
TL;DR: In this article, a 4-week module included expert-led lectures, assigned digital infographics about COVID-19 safety precautions, and a required post-reflection assignment summarizing their learning gains out of 112 enrolled students, 87 consented to have their reflections analyzed and 8 students chose to participate in additional one-on-one online interviews.
Abstract: Educators need to create an informed scientifically aware citizenry, especially in the era of the COVID-19 pandemic, where public health measures have focused on increasing adoption of safe behaviors for reducing the transmission of COVID-19 Non-major science students make up an important, yet understudied, part of our public, given that they constitute tomorrow's voters, workers, consumers, and policy-makers Expecting that non-majors may benefit from a module connecting COVID-19 to community education, we implemented a novel E-service-learning module in light of the transition from an in-person course to an online platform Our 4-week module included expert-led lectures, assigned digital infographics about COVID-19 safety precautions, and a required post-reflection assignment summarizing their learning gains Out of 112 enrolled students, 87 consented to have their reflections analyzed and 8 students chose to participate in additional one-on-one online interviews In an effort to determine which parts of our module garnered the most student commentary, we grouped post-reflection and interview data into four categories: service-learning infographic, service-learning guest lectures, information on COVID-19, and the broader implications of COVID-19 While 13% of students explicitly referenced infographics in their reflections, a far greater proportion (37%) explicitly referenced learning gains related to the expert-led lectures Based on these findings, we encourage other educators to continue to explore the impact of E-service-learning content and assignments to help maximize learning in an online classroom environment during the COVID-19 pandemic and beyond
TL;DR: In this paper, the authors discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of the COVID-19 pandemic.
Abstract: Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition. The effectiveness of these curricular changes was assessed using a standard course feedback instrument to understand student attitudes and perceptions. Our results indicate that the switch to a thematic focus enhanced the course and specific instructional changes, including the use of preclass introductory videos and electronic forums, were useful and informative. Based on these findings, we propose that relatively minor changes to instructional strategies may enhance remote learning. Moreover, these same changes could be used to improve in-person classes.
TL;DR: The authors used group assignments, modeled on the jigsaw method, during meetings and provided extra time outside of the dedicated class period to foster student collaboration, conversation, and social presence, and noted high attendance and participation in the synchronous sessions, suggesting effectiveness of the methods used in student engagement and satisfaction.
Abstract: Online college courses can lack much-needed student interactions without live synchronous sessions. The need for socialization is particularly important for first-year students and has been of particular concern during the COVID-19 pandemic, when isolation is the new norm outside the classroom. Here we provide a perspective on the use of online synchronous sessions in a first-year biology course that encouraged student-student interactions and employed the culturally responsive teaching approach. We used group assignments, modeled on the jigsaw method, during our meetings and provided extra time outside of the dedicated class period to foster student collaboration, conversation, and social presence. We noted high attendance and participation in the synchronous sessions, suggesting effectiveness of the methods we used in student engagement and satisfaction.
TL;DR: Analyzing pandemic-related instructor talk has shed light on how new instructors navigated the trials of teaching in 2020, and identified categories that emerged from these quotations: Positive coping mechanisms and self-care; Adjusting to online learning; Compassionate instruction; Personal impacts; COVID-19 and society; Dreaming; and Biology of CO VID-19.
Abstract: At the same time that COVID-19 cases in the United States first began to increase, fellows in a mentored teaching apprenticeship for postdoctoral scientists began to teach undergraduate seminars. The fellows suddenly needed to support students emotionally and switch to online instruction. They were encouraged to acknowledge and address the pandemic during each class and decided to do so. In this case study, we examined the language fellows used in response to this encouragement, hypothesizing that they would engage in a variety of pandemic-related instructor talk, i.e., language that instructors use in the classroom that is not directly tied to educational content. We analyzed transcripts from 17 2-hour undergraduate biology seminar courses and found 167 instances of pandemic-related instructor talk. We used grounded theory to identify categories that emerged from these quotations: Positive coping mechanisms and self-care; Adjusting to online learning; Compassionate instruction; Personal impacts; COVID-19 and society; Dreaming; and Biology of COVID-19. Talk in these categories may help build relationships among instructors and students. The category about quickly Adjusting to online learning is unique, in that it is unlikely that there will be another time that will require simultaneous and rapid national movement to online instruction. In addition, four of the seven categories are direct consequences of COVID-19 specifically, and thus are unique to this time. Analyzing pandemic-related instructor talk has shed light on how new instructors navigated the trials of teaching in 2020.
TL;DR: This article propose an educational structure that fosters inclusivity in the context of five focused domains: preassessments, prospective socioeconomic gaps, pedagogy, psychological health of students and faculty, and pandemic assessment.
Abstract: Educators are tasked with developing new pedagogical, communication, and assessment strategies to ensure the delivery of quality instruction to students. The nexus that exists between student engagement and teaching methods has been a sustained and distinct focus for higher education institutions. However, the emergence of the COVID-19 pandemic has forced institutions to adjust to distinct functionalities. With the shift to fully online models, there exists an opportunity to engage both faculty and students in innovative teaching-learning assessments and processes. Despite the myriad of challenges that COVID-19 introduces, our paper presents effective strategies, namely, the pedagogical community's focus on opportunities for student ownership in the learning process, the chance to engage students using an innovative social media strategy discussion format, and the formulation of syllabi that incorporate interdisciplinary strategies. Models that actively engage both sides of the educational spectrum will be catalysts for reform. We propose an educational structure that fosters inclusivity in the context of five focused domains: preassessments, prospective socioeconomic gaps, pedagogy, psychological health of students and faculty, and pandemic assessment.
TL;DR: In this paper, case studies are used as a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences, and the benefits of using case studies and provide tips for implementation.
Abstract: Pandemic SARS-CoV-2 has ushered in a renewed interest in science along with rapid changes to educational modalities. While technology provides a variety of ways to convey learning resources, the incorporation of alternate modalities can be intimidating for those designing curricula. We propose strategies to permit rapid adaptation of curricula to achieve learning in synchronous, asynchronous, or hybrid learning environments. Case studies are a way to engage students in realistic scenarios that contextualize concepts and highlight applications in the life sciences. While case studies are commonly available and adaptable to course goals, the practical considerations of how to deliver and assess cases in online and blended environments can instill panic. Here we review existing resources and our collective experiences creating, adapting, and assessing case materials across different modalities. We discuss the benefits of using case studies and provide tips for implementation. Further, we describe functional examples of a three-step process to prepare cases with defined outcomes for individual student preparation, collaborative learning, and individual student synthesis to create an inclusive learning experience, whether in a traditional or remote learning environment.
TL;DR: In this paper, the authors argue that service learning can build this understanding from both theory and experience, and develop a service-learning course that incorporates dialogic communication, cross-contextual reflections, and positioning oneself as an ally.
Abstract: In the year 2020 the world changed dramatically. We went from busy lives spent largely away from home to spending most of our time at home while daily facing deepening national crises. With the violent, needless death of George Floyd, the simmering tensions around race in America boiled over, sending thousands into the streets to protest racial injustices. The world of science education has largely avoided discussing racism in our classes, but we can no longer ignore it. The events of the spring and summer have highlighted our need to integrate conversations and reflections on justice into science education. In this work, we argue that service learning can build this understanding from both theory and experience. Using a critical online service-learning framework, we have developed a service-learning course that incorporates dialogic communication, cross-contextual reflections, and positioning oneself as an ally. This perspective allows science and the community to prioritize relationships and humanity and reflect on our roles as professionals using the online interacting space. This course, taught at the beginning of the pandemic, focuses on critical online service learning for those studying public health. We discuss the challenges we faced moving critical service-learning pedagogy online and the compounding issues brought on by the pandemic itself.
TL;DR: This paper found that students who completed a practice test would perform better and be better predictors of their performance on exams than students who did not engage in practice testing, while the lowest performing students continued to significantly overestimate their knowledge, predicting higher scores on the exam than they actually earned.
Abstract: Students' ability to accurately judge their knowledge is crucial for effective learning. However, students' perception of their current knowledge is often misaligned with their actual performance. The relationship between learners' perception of their performance and their actual performance on a task is defined as calibration. Previous studies have shown significant student miscalibration in an introductory biology course: students' predicted exam scores were, on average, significantly higher than their actual scores. The goal of this study was to determine whether completion of a practice test before exams would result in better performance and calibration. The hypothesis was that students who completed a practice test would perform better and be better predictors of their performance on exams than students who did not engage in practice testing. As predicted, students who voluntarily completed a practice test, on average, performed better and were more calibrated than students who did not. Importantly, however, many of the lowest-performing students continued to significantly overestimate their knowledge, predicting higher scores on the exam than they actually earned, despite feedback from practice tests. In contrast, practice testing was associated with underconfidence in high-performing students. These findings indicate that practice tests may enhance calibration for many students. However, additional interventions may be required for the lowest-performing students to become better predictors of their performance.
TL;DR: In this article, the authors created a 200-level course and an advanced 400-level science communication course to train diverse life science majors in communication theory and skills, and also provided suggestions for placing assignments designed to build upon each other into preexisting courses.
Abstract: Strong communication skills are essential for future science professionals, but practical training has not been featured strongly in undergraduate curricula To better train diverse life science majors in communication theory and skills, we created a foundational 200-level course and an advanced 400-level science communication course Here, we outline the strategy, including lesson plans, assignments, and grading rubrics, for these courses The science communication assignments presented are diverse in terms of audience, including communication to fellow scientists, to clinicians, and to the public, as well as in terms of format, including written, oral, and visual modes We also provide suggestions for placing assignments designed to build upon each other into preexisting courses in a scaffolded manner to promote mastery of science communication skills
TL;DR: In this paper, the authors implemented a game design project in their introductory ecology course in spring 2020, in which students were required to develop a novel game based on ecology topics discussed in class, and the learning objectives of this assignment asked students to design a game for their peers based on an important ecological topic or concept from a specific unit or lesson in a creative manner.
Abstract: Classroom assessments needed to be rapidly modified at the start of the COVID-19 pandemic, as instruction transitioned from an in-person to virtual format. Yet, a significant obstacle among instructors during this time was developing online assessments that were useful, engaging, and accessible for students. We implemented a game design project in our introductory ecology course in spring 2020, in which students were required to develop a novel game based on ecology topics discussed in class. The learning objectives of this assignment asked students to (i) design a game for their peers based on an important ecological topic or concept from a specific unit or lesson in a creative manner; (ii) encourage critical thinking and discussion of ecological topics and concepts in the game; and (iii) judge their peers on the quality and enjoyment of their games. We found that while students developed various game formats and focused on different unit learning objectives, including nutrient cycling, climate change, and community dynamics, instructor and peer review indicated that the games created for this assignment were both conducive to learning and highly accessible. We suggest that a student-developed instructional games project is an effective way to engage students in an assessment that is enjoyable, collaborative, and requires creative application of the course content, in many possible biology courses and in-person and online learning environments.
TL;DR: The aim of this paper is to highlight the benefits of cross-disciplinary learning in Science, Technology, Engineering, Arts, and Mathematics (STEAM) within the context of a university museum; specifically, the case of a STEAM education project that was developed to provide an opportunity to collaboratively learn a certain subject (the microstructure of cells) with students majoring in different disciplines.
Abstract: Individuals visiting science museums and centers generally seek to cultivate their scientific thinking and, thanks to advanced technologies in the beginning of the 21st century, can also enjoy multisensory artistic experiences. Creating such an immersive experience in museums has been part of a national strategy to increase the number of future Science, Technology, Engineering, and Mathematics (STEM) personnel, fields that have historically had greater difficulty in attracting students. The aim of this paper is to highlight the benefits of cross-disciplinary learning in Science, Technology, Engineering, Arts, and Mathematics (STEAM) within the context of a university museum; specifically, the case of a STEAM education project that was developed to provide an opportunity to collaboratively learn a certain subject (the microstructure of cells) with students majoring in different disciplines. The students from different backgrounds were found to actively interact with the respective advanced skills of their peers during the project and inevitably created a detailed 3D cell model that was utilized in further educational programs.
TL;DR: In this article, the authors developed a laboratory exercise to teach students how to use micropipettes that can be completed remotely using materials purchased at a fraction of the cost of instructional equipment normally reserved for in-person instruction.
Abstract: The rapid spread of COVID-19 has fundamentally transformed our educational system. The need to protect both students and instructors from exposure to viral infection has required the implementation of remote instructional models. Although this alternative delivery approach can be successfully implemented to teach the theoretical foundations of multiple disciplines, teaching technical skills poses a major challenge, particularly in various biology fields, where observation of biological safety guidelines and the high cost of analytical equipment represent major impediments for remote instruction. To overcome this problem, we have developed a laboratory exercise to teach students how to use micropipettes that can be completed remotely using materials that can be purchased at a fraction of the cost of the instructional equipment normally reserved for in-person instruction. Our evaluation of the effectiveness of this remote lab indicated that the majority of students who participated in a survey believed they attained the learning objectives and felt confident in their lab technique after completing the exercises. The simplicity, relatively low cost, and effectiveness of this approach makes it highly adaptable for other classrooms and educational settings.
TL;DR: In this paper, the authors propose to bridge trade-offs between URE and CURE by deliberately including learning goals and activities in CUREs that recreate the benefits of UREs, specifically in the areas of professional communication, scientific identify, and student interest.
Abstract: Undergraduate research plays an important role in the development of science students. The two most common forms of undergraduate research are those in traditional settings (such as internships and research-for-credit in academic research labs) and course-based undergraduate research experiences (CUREs). Both of these settings offer many benefits to students, yet they have unique strengths and weaknesses that lead to trade-offs. Traditional undergraduate research experiences (UREs) offer the benefits of personalized mentorship and experience in a professional setting, which help build students' professional communication skills, interest, and scientific identity. However, UREs can reach only a limited number of students. On the other end of the trade-off, CUREs offer research authenticity in a many-to-one classroom research environment that reaches more students. CUREs provide real research experience in a collaborative context, but CUREs are not yet necessarily equipping students with all of the experiences needed to transition into a research lab environment outside the classroom. We propose that CURE instructors can bridge trade-offs between UREs and CUREs by deliberately including learning goals and activities in CUREs that recreate the benefits of UREs, specifically in the areas of professional communication, scientific identify, and student interest. To help instructors implement this approach, we provide experience- and evidence-based guidance for student-centered, collaborative learning opportunities.
TL;DR: The CytoSMART Lux2 can be used to gather real-time insight into the progression of cell growth, cell migration, and cell viability over time as mentioned in this paper, which can be viewed via the Internet or downloaded for later analysis.
Abstract: Whether due to illness, weather, safety, or other concerns, it is very difficult for biology students to gather meaningful and timely data without access to campus This has been especially evident during the COVID-19 pandemic, in which most laboratory exercises have been conducted as a simulation Simulated experiments provide a stopgap for certain courses, but for upper-level and research courses, they are often insufficient Many new microscopy tools now on the market can be adapted to allow students to generate and analyze novel data with little aid from instructors Remote brightfield-based systems like the CytoSMART Lux2 can be used to gather real-time insight into the progression of cell growth, cell migration, and cell viability over time The data from these systems can be viewed via the Internet or downloaded for later analysis Confocal microscopy also offers unique remote-learning opportunities Because these fluorescence-based microscopes are controlled almost exclusively by a computer, free "remote desktop" software can allow students to learn how to use this cutting-edge technology and can also allow for the generation and analysis of novel data While these systems can be expensive, they offer a variety of benefits for undergraduate students and researchers, whether they are in the laboratory or working remotely
TL;DR: The Atlas of Bacterial & Archaeal Cell Structure (ATlas) as mentioned in this paper is an open-access digital textbook for microbiology, which addresses a fundamental gap in existing textbooks, namely, what bacterial and archaeal cells look like and how the macromolecular structures they contain give rise to their diverse and complex functions.
Abstract: Here, we describe a new open-access digital textbook for microbiology, The Atlas of Bacterial & Archaeal Cell Structure (available at cellstructureatlas.org). The book addresses a fundamental gap in existing textbooks, namely, what bacterial and archaeal cells look like and how the macromolecular structures they contain give rise to their diverse and complex functions. The interactive, multimedia resource features real data from more than 150 cells belonging to approximately 70 different species, imaged by cutting-edge cryogenic electron microscopy (cryo-EM). Complementary animations show the cellular machinery in action. Only a basic familiarity with fundamental biology concepts is required to understand the material, which targets a wide range of students in courses from general biology for nonmajors to specialized graduate-level microbiology. The content can be digested in several hours, making it well suited to be assigned as a supplemental resource for a course covering either more diverse topics in cell biology or a more specialized topic such as medical microbiology. By making this resource freely available online, we hope it will serve students in diverse educational settings, including self-directed learners.