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Thursday, November 14
 

8:30am EST

ABRCMS Passholders: ABRCMS program runs 8:30 AM - 9:00 PM
Thursday November 14, 2024 8:30am - 9:00pm EST
Additional purchase of ABRCMS conference pass (only $100 for ASMCUE attendees) is required to attend ABRMCS. Learn more at abrcms.org
Thursday November 14, 2024 8:30am - 9:00pm EST
David L. Lawrence Convention Center 1000 Fort Duquesne Blvd, Pittsburgh, PA 15222

8:00pm EST

Informal meet-up at Sheraton Station Square
Thursday November 14, 2024 8:00pm - 9:30pm EST
Let's meet up at the restaurant/bar at the official ASMCUE Lodging (Sheraton Station Square) for an informal gathering and meet-and-greet, led by the ASMCUE Planning Committee
Thursday November 14, 2024 8:00pm - 9:30pm EST
Sheraton Station Square 300 W Station Square Dr, Pittsburgh, PA 15219
 
Friday, November 15
 

8:15am EST

Registration Open
Friday November 15, 2024 8:15am - 8:00pm EST
Exact location is TBA
Report to the second floor lobby of Westin Pittsburgh.
Friday November 15, 2024 8:15am - 8:00pm EST
Westin Downtown Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15224

8:30am EST

ABRCMS Passholders: ABRCMS program runs 8:30 AM - 7:00 PM
Friday November 15, 2024 8:30am - 7:00pm EST
Additional purchase of ABRCMS conference pass (only $100 for ASMCUE attendees) is required to attend ABRMCS. Learn more at abrcms.org
Friday November 15, 2024 8:30am - 7:00pm EST
David L. Lawrence Convention Center 1000 Fort Duquesne Blvd, Pittsburgh, PA 15222

9:00am EST

Continuing your Biology Education Research:  What are you doing, how’s it going, and how can we help?
Friday November 15, 2024 9:00am - 12:15pm EST
Only open to participants of the Getting Started in Biology Education Research webinar series, held in summer 2022 and 2024. Pre-registration required.

This workshop will bring together past webinar participants for collaborative work on fledgling biology education research projects. The facilitators will help attendees think through your research question, study design methods, collaborators, and other questions. You can expect a lively and immersive workshop to help you think through some of the more difficult aspects of starting scholarship in the field.
Speakers
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
Friday November 15, 2024 9:00am - 12:15pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

9:00am EST

Crawl, Walk, Run:  Exploring the road to cultural competencies
Friday November 15, 2024 9:00am - 12:15pm EST
Pre-registration required. There are spots in this workshop; email ASMCUE@asmusa.org to pre-register.

This workshop is designed to create awareness and build cultural competency strategies to maintain and sustain an inclusive environment and a sense of belonging within the spaces you occupy. The Crawl, Walk, Run workshops challenge participants to engage in honest yet effective dialogue, reflect on information received and experiences shared, to create an equity plan moving forward. Come ready to engage and learn from one another.


Speakers
Friday November 15, 2024 9:00am - 12:15pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

9:00am EST

Staying Alive: An Engaging Workshop Exploring HHMI BioInteractive's Infectious Disease Resources
Friday November 15, 2024 9:00am - 12:15pm EST
SOLD OUT! This pre-conference workshop is full.

Are we prepared for the next pandemic? Students and the general public often have misconceptions about infectious diseases, including about how society can prevent the next pandemic. Participants will explore BioInteractive resources that simulate the spread of infectious disease, examine how our immune response protects from disease, and model vaccine effectiveness. Through this interactive workshop, participants will identify and discuss effective approaches to incorporate these resources in their own courses that will enhance student learning of infectious disease. Participants will need to bring their own laptop to this workshop.
Friday November 15, 2024 9:00am - 12:15pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

9:00am EST

TWIM podcast annotation training to provide virtual science literacy internship opportunities for students
Friday November 15, 2024 9:00am - 12:15pm EST
SOLD OUT! This pre-conference workshop is full.

Participants will review the ASM fundamental Statements with an emphasis on Scientific Thinking and walk through how to use This Week in Microbiology (TWiM) episodes to illustrate basic principles of microbiology (Structure/Function, Information Flow, Evolution, Metabolism, Systems and Microbial Impact), lab techniques, and scientific thinking. The workshop hosts will walk participants through the process of podcast annotation, where students listen to TWiM episodes and work collaboratively to create an annotation that connects the topics discussed in the podcast to ASM’s 27 fundamental statements, the 6 Vision and Change categories, and the concepts they have learned in class. In addition, we will use papers presented in a podcast episode as the basis to create short figure-reading and science literacy exercises that are aligned to ASM’s curricular guidelines. Workshop participants (and their students) will be invited to contribute to an Open Education Resource as chapter-authors.
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Friday November 15, 2024 9:00am - 12:15pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

9:00am EST

From course to publication: A guide to data analysis and publications with students in microbiome science
Friday November 15, 2024 9:00am - 1:00pm EST
Pre-registration is free but required and there are spots open; email ASMCUE@asmusa.org to register.

If you are interested in incorporating bioinformatics or data science concepts into a course, or working with students on data that is immediately publishable, then this workshop is for you! The workshop focuses on analyzing microbial data in the free, open source KBase platform, following a workflow that results in a publishable genomic dataset for an ASM Microbiology Resource Announcement.

This workshop will provide examples of how educators use KBase (kbase.us) with their students – from CUREs to independent research. Participants will be introduced to resources developed through the Program for Microbiome Workforce Development (NSF #2316244) and KBase Educators (bit.ly/kbase-edu), including teaching and template workflows to analyze raw data and streamline data publications. Together, we will go through steps in the data analysis to publication process, starting with an example isolate or metagenome dataset. We will also introduce the importance of good sample metadata and environmental ontologies. Everyone will have access to these tools and resources after the workshop to use with their students and adapt for future use!

For questions, please contact Ellen Dow - egdow@lbl.gov.

Target Audience: Relevant for educators who want to integrate (new, more, any) computational biology tools and resources into their courses, support student-curated data publications, or just change up existing course-based undergraduate research experiences.

Prerequisites: A basic understanding of genome assembly and annotation, currently teaching or planning to teach courses and/or independent student research that include computational biology, bioinformatics, and isolate or community-based microbiology data analysis.
Speakers
ED

Ellen Dow

Lawrence Bekeley National Laboratory
Friday November 15, 2024 9:00am - 1:00pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

12:15pm EST

Lunch Break (on your own)
Friday November 15, 2024 12:15pm - 1:45pm EST
There are lots of options for food around the Westin, including food court at the adjacent convention center.
Friday November 15, 2024 12:15pm - 1:45pm EST
Westin Downtown Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15224

12:15pm EST

Macmillan focus group: Focus on an Immersive Learning Experience for A&P Course
Friday November 15, 2024 12:15pm - 1:45pm EST
Invitation-only event; self-nominate to participate with this link.

A complimentary lunch will be served during the focus group as we explore these educational advancements. Participants will receive an honorarium of $150. To qualify for the honorarium, participation in the focus group and completion of the follow-up survey are required.

Discuss how VR offers groundbreaking solutions in simulating complex anatomical and physiological processes with realism and interactivity, and how educators can integrate VR technology with courseware to better prepare students for lectures and evaluate their learning using advanced question formats.
Speakers
Friday November 15, 2024 12:15pm - 1:45pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

1:15pm EST

Buddies Meet-up
Friday November 15, 2024 1:15pm - 1:45pm EST
For participants in the ASMCUE buddies peer-mentoring program.
Friday November 15, 2024 1:15pm - 1:45pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

1:45pm EST

First-timers' orientation
Friday November 15, 2024 1:45pm - 2:15pm EST
Join the ASMCUE Planning Committee for a fun and interactive orientation to ASMCUE and its community.
Speakers
avatar for Kelly Collins

Kelly Collins

Teaching Associate Professor, West Virginia University
I have been at WVU for two years where I am the Vice Chair of Undergraduate Education for the Microbiology, Immunology, and Cell Biology Department. In this role, I administer our department's undergraduate Immunology and Microbiology (IMMB) Bachelor of Science degree.  I am always... Read More →
Friday November 15, 2024 1:45pm - 2:15pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

1:45pm EST

Networking activity for returning ASMCUE attendees
Friday November 15, 2024 1:45pm - 2:15pm EST
To be announced.
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Friday November 15, 2024 1:45pm - 2:15pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

2:30pm EST

Opening comments & Plenary by Erica McGreevy
Friday November 15, 2024 2:30pm - 3:30pm EST
2:30 - 2:55 PM Opening Comments by the ASMCUE Planning Committee and ASM Staff
3:00 - 3:30 PM Plenary talk by Dr. Erica McGreevy, Normalizing Struggle to Foster Belonging and Inclusive Classroom Norms: A Psychosocial Intervention Approach

Abstract:
Overcoming adversity is an integral part of the college journey. Struggling is essential for learning, and persevering through scientific challenges is a hallmark of a successful scientist. However, some students may misinterpret struggles in their science courses as a sign that they do not belong or are incapable of succeeding in science. This perception is especially common among students who enter college experiencing belonging uncertainty—those from underrepresented racial and ethnic backgrounds, women, and first-generation students—who face societal stereotypes questioning their place and potential in science. For these students, encountering adversity can further exacerbate their belonging uncertainty, resulting in disengagement from their discipline and poor academic outcomes. This dynamic perpetuates academic performance gaps between different demographic groups, reinforcing inequalities in science. In this presentation, I will discuss an empirically validated ecological belonging intervention that normalizes overcoming adversity in college, encourages help-seeking behaviors, and reassures students that they belong despite setbacks. Implementing this short classroom activity early in the term establishes classroom norms that foster productive struggle, resulting in increased student engagement, improved learning outcomes, and a more equitable learning environment.  
 

Speakers
Friday November 15, 2024 2:30pm - 3:30pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

3:40pm EST

AI-Driven Innovations in Science Education: Strategies to Prevent Instructor Burnout and Enhance Learning
Friday November 15, 2024 3:40pm - 4:10pm EST
The evolving landscape of online education calls for strategies to avoid instructor burnout. This presentation explores how AI-driven course development, using Open Educational Resources (OER) and collaborative efforts between Learning Experience Designers (LXD) and faculty, creates efficient, content-rich courses. Emphasizing andragogy, we developed comprehensive materials (PowerPoints, quizzes, assignments, rubrics) and ensured all AI outputs were rigorously evaluated before implementation. Attendees will learn how these innovations enhance online learning while reducing instructor workload, promoting well-being, and ensuring student success.
Friday November 15, 2024 3:40pm - 4:10pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

3:40pm EST

Deadline improvements using a student-centered approach: Communication and responding to student emergencies
Friday November 15, 2024 3:40pm - 4:10pm EST
In post-pandemic classrooms, instructors strive to respond to demands for increased flexibility for student needs while keeping their students on track. Meeting these expectations in large introductory courses comes with the potential for hundreds of email responses and mentally taxing decisions about making allowances for students while maintaining fairness to others. This balancing act can lead to educator burnout and negatively impact student retention and curriculum development as one collapses under the burden. We have designed a system that encourages inclusivity, is well received by students, and reduces the workload on instructors by using student feedback and evidence-based practices.
Speakers
avatar for Mark Sarvary

Mark Sarvary

Director of The Biology Teaching Laboratories, Cornell University
Check out my website for more information: HTTP://sensitivescientist.comI live at the intersection of education research and science communication. As an educator and science communicator, my goal is to explore more effective ways to engage my audience, establish trust and get a dialogue... Read More →
Friday November 15, 2024 3:40pm - 4:10pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

3:40pm EST

Demystifying Undergraduate Research Experiences to Increase Access and Equity for Four-Year and Community College Students
Friday November 15, 2024 3:40pm - 4:10pm EST
While undergraduate research experiences are valuable, their acquisition has historically been inequitable, partly due to a lack of Scientific Research Cultural Capital (SRCC). To address this, we developed in-class "Research Workshops" at a four-year institution and local community college. These workshops educate students on UREs, including opportunities and benefits, and teach practical skills like using online resources and contacting professors. Students who participated showed increased interest in UREs. The workshops also enhanced students' skills in securing research experiences, communicating with faculty, and resilience. This approach may help a more diverse group of students participate in undergraduate research.
Speakers
Friday November 15, 2024 3:40pm - 4:10pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

3:40pm EST

Fostering Engagement and Community in the Classroom and Strategies for Supporting Undergraduate Learning Assistants in the Art of Teaching
Friday November 15, 2024 3:40pm - 4:10pm EST
Incorporating undergraduate learning assistants (ULAs) in the STEM classroom consistently enhances student engagement, which we highlight here, as well as how ULAs in a large enrollment General Microbiology course cultivate student community while also significantly advancing the professional development of our ULAs. In this session, we will explore the practicality of involving ULAs to effectively meet students’ needs and provide guidance without overwhelming the instructor. Simultaneously, we will delve into mentoring ULAs in the art of teaching, fostering a dynamic and mutually beneficial relationship that cultivates student engagement and a sense of belonging for all in academic settings.
Friday November 15, 2024 3:40pm - 4:10pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

3:40pm EST

Using learning outcomes to focus your teaching on student learning
Friday November 15, 2024 3:40pm - 4:10pm EST
Many instructors are unaware of the educational research highlighting successful evidence-based teaching practices. Studies suggest that frameworks that guide the development of assessments and activities aligned with learning outcomes provide valuable feedback that can enhance learning. Based on the latest ASM Curriculum Guidelines for Undergraduate Microbiology, this session will introduce participants to the process of class design using learning outcomes, thus shifting the focus from what the instructor will do to what the students will learn. During the workshop, participants will explore the structure and benefits of evidence-based teaching, then practice on the first step—writing learning outcomes.
Friday November 15, 2024 3:40pm - 4:10pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

4:20pm EST

From static to dynamic: Evaluating the effectiveness of a liquid syllabus in fostering student belonging and excitement for a course
Friday November 15, 2024 4:20pm - 4:50pm EST
Recently, there has been a concerted effort to build syllabi to foster a more inclusive, welcoming introduction to a course. Research shows that when syllabi include supporting or welcoming statements, use warm/friendly language, or are learning-centered, students have a more positive impression of a course and instructor. One type of inclusive syllabus is the liquid syllabus, a dynamic, online version of a traditional course syllabus that is designed to be more accessible, interactive, and engaging for students. This presentation will discuss student views on the liquid syllabus and its effect on student sense of belonging, engagement, and instructor approachability.
Friday November 15, 2024 4:20pm - 4:50pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

4:20pm EST

Impact of Pre-Recorded Lectures on Academic Performance: Enhancing Equity and Inclusivity for Student Learning
Friday November 15, 2024 4:20pm - 4:50pm EST
This session explores the use of pre-recorded lecture videos in an online asynchronous immunology & molecular biology class and their impact on student academic performance. During the session we will review the process of using pre-recorded lectures in an online course to promote equity and inclusivity in student learning while having a positive impact on academic performance. We will discuss our research study which demonstrated students who watched pre-recorded lecture videos performed better on exams and in the course.
Speakers
avatar for Linsey Donner

Linsey Donner

Assistant Professor, University of Nebraska Medical Center
Friday November 15, 2024 4:20pm - 4:50pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

4:20pm EST

Making Friends with the Terminator: Understanding AI, How to Detect its Use, and Making it a Productive Part of Your Classroom
Friday November 15, 2024 4:20pm - 4:50pm EST
The rise of large language models (LLMs) has introduced new tools that can enhance student productivity. While LLMs can explain complex topics in easy-to-understand language and act as a learning resource, there are concerns about their potential to reduce cognitive workload and enable academic dishonesty. In this presentation, I will share survey data on student usage of LLMs and the effectiveness of AI detectors. Additionally, we will share our experiences with LLM in the classroom. The end product of the discussion will be a potential AI policy we can all use.
Speakers
Friday November 15, 2024 4:20pm - 4:50pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

4:20pm EST

Professional Development of Natural Science Faculty Teaching CURE-based Courses
Friday November 15, 2024 4:20pm - 4:50pm EST
This session will focus on strategies for facilitating the training and professional development of faculty teaching course-based undergraduate research experiences (CUREs). In this session, I will highlight how the First-Year Innovation and Research Experience (FIRE) program at the University of Maryland trains and mentors our 15 professional track faculty. Attendees will learn how FIRE structures our training and professional development of new and existing faculty. Attendees will discuss best practices for training faculty running CURE-based courses. Attendees will also explore how to build communities of practice amongst faculty mentoring undergraduate researchers in CURE-based courses.
Friday November 15, 2024 4:20pm - 4:50pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

4:20pm EST

Reforming introductory biology with a diversity and race module integrated with fundamental biology concepts
Friday November 15, 2024 4:20pm - 4:50pm EST
Reforming our biology courses to create inclusive and anti-racist classroom environments in the face of significant requirements for students to master biology concepts can seem daunting. What if you could coherently integrate evidence-based inclusivity strategies and anti-racist content to support the teaching of foundational genetics and evolution concepts, in a way that makes sense to a biologist and without further diversity training? The session uses the example and data on student learning from such a reformed introductory biology course for science majors to invite you to explore ways to introduce similar reform in your course, department or instructor professional development.
Speakers
Friday November 15, 2024 4:20pm - 4:50pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

5:00pm EST

Functional genomics and phage therapy for antibiotic-resistant infections
Friday November 15, 2024 5:00pm - 5:30pm EST
Special Science talk!

Antibiotic-resistant bacteria pose a grave threat to human health. Bacteriophage (phage) therapy uses viruses targeting bacteria to treat infections. We have developed a phage therapy program at the University of Pittsburgh which offers custom phage cocktails to treat individual patients with bacterial infections under compassionate use. We isolate and characterize phages that target antibiotic-resistant bacterial pathogens, perform phage susceptibility testing to match infecting strains with phages that can kill them, manufacture and test custom phage cocktails for individual patient use, and follow patients receiving this therapy to study what happens to them.
Speakers
Friday November 15, 2024 5:00pm - 5:30pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

5:00pm EST

I don't want to be the AI-plagiarism detector! Addressing biology teaching challenges in the new AI era
Friday November 15, 2024 5:00pm - 5:30pm EST
Roundtable discussion. Bring your thoughts and questions.

In this roundtable discussion, participants will reflect on the changes they have made to their courses in response to the rise of generative AI tools. Topics will include limiting AI use, monitoring its application, and addressing student misuse. Following this, participants will share their experiences—both successes and challenges—in integrating AI into their courses. Together we will reflect on high value use of this new technology for both students and faculty.

Below is the ChatGPT version of the description:
This roundtable invites faculty to discuss the use of generative AI tools in undergraduate biology courses. Topics will include balancing AI restrictions with opportunities for student engagement, strategies for monitoring AI use, and addressing academic integrity. Faculty will share their experiences, highlighting both successes and challenges, in adapting assessments and teaching methods. The goal is to foster an exchange of ideas for responsibly and effectively incorporating AI to enhance student learning in biology classrooms.

Speakers
AD

Aisling Dugan

Senior lecturer, Brown University
Friday November 15, 2024 5:00pm - 5:30pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

5:00pm EST

So you're thinking about a career in higher ed administration?
Friday November 15, 2024 5:00pm - 5:30pm EST
Roundtable discussion.

Panelists:
Andrea Rediske, Interim Dean, Science, Valencia College
TBA

Come hear more about pathways to leadership in administration. Bring lots of questions!
Speakers
AR

Andrea Rediske

Professor of Biology, Valencia College
Friday November 15, 2024 5:00pm - 5:30pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

5:00pm EST

What's next for the ASM Curriculum Guidelines?
Friday November 15, 2024 5:00pm - 5:30pm EST
Roundtable discussion.

This is an interactive roundtable discussion about future initiatives for the ASM Curriculum Guidelines for Undergraduate Microbiology
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Friday November 15, 2024 5:00pm - 5:30pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

5:30pm EST

Affinity Dinners
Friday November 15, 2024 5:30pm - 7:00pm EST
TBA
Optional. Join fellow ASMCUE attendees for dinner & conversation at local eateries around the ASMCUE venue. Advance sign-up required. Sign-up sheets will be available in November.
Friday November 15, 2024 5:30pm - 7:00pm EST
TBA

7:00pm EST

Exhibit & Poster Hall Open
Friday November 15, 2024 7:00pm - 9:00pm EST
During this time, there will be sponsored Product & Author Corners, posters, and exhibit booths.
Friday November 15, 2024 7:00pm - 9:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

A Brewing Need for Undergraduate Cannabis Education
Friday November 15, 2024 7:15pm - 8:15pm EST
Cannabis is the most commonly used illicit drug in many countries including the United States, where it is increasingly popular for recreational and medicinal use. Therefore, there is a growing need for cannabis education to equip students to appropriately respond to cannabis in personal and professional settings, such as careers in healthcare. Our meta-analysis of over 150 relevant articles revealed a particular need for research on cannabis education at the undergraduate level, which represented only 8.6% of publications, and for greater emphasis on medicinal cannabis and issues related to race, gender, and social justice which were not discussed in the majority of these publications. Here we describe a new undergraduate cannabis course developed to help address these needs. Participants will be invited to share constructive feedback about this course, then engaged in guided discussion of potential benefits, challenges, drawbacks, and strategies of incorporating cannabis education into their own curricula.
Speakers
KB

Kevin Bonney

New York University
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Apprenticeship Research Experiences (AREs): A novel laboratory course to support inclusive experiential learning in undergraduate science education
Friday November 15, 2024 7:15pm - 8:15pm EST
Apprenticeship Research Experiences (AREs) provide undergraduates with an opportunity to conduct real-world experiments as members of an investigator’s research team. As AREs offer experiential learning in authentic research settings, they have been demonstrated to enhance students’ self-efficacy and retention in the sciences. Despite these strengths, AREs are associated with several challenges. For example, students often compete for AREs as summer students or scholarships offered by the university or funding agencies. As a result, many students may not receive an ARE during their degree, raising questions of equity/inclusion factors that may impact eligibility. To address these issues, our faculty developed a laboratory course that directly integrates AREs into its structure. I will discuss this novel course structure along with successes/challenges encountered since its implementation. An interactive discussion will follow whereby participants may share ideas and experiences regarding AREs to further support inclusive teaching and learning in the undergraduate laboratory.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Build A Scientist
Friday November 15, 2024 7:15pm - 8:15pm EST
To foster science identity we developed an activity for first-year orientation that introduces students to profiles of STEM alumni who represent a diverse array of career paths, personal characteristics, and skills. Our aim was to encourage students to see their own skills and personality traits amongst diverse scientists working in a broad range of science careers. We invited alumni to provide information about their current employment (job description, daily tasks), educational experiences (degrees, extracurriculars), and personal characteristics (gender identity, race, ethnicity, personality traits contributing to success). Attributes were separated into ‘puzzle’ pieces, mixed, and given to groups of students to assemble into two alumni profiles. After seeing the correct profiles we led a discussion amongst all participants. Pre/post assessments revealed an ability among students to list a variety of skills and traits that allow people to be successful in STEM.
Speakers
avatar for Mary Allen

Mary Allen

Professor of Biology, Hartwick College
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Building Micropia: An interactive portfolio for a microbiology themed First Year Seminar course
Friday November 15, 2024 7:15pm - 8:15pm EST
Many institutions use a first-year experience to help incoming, first-time college students transition into higher education. These programs are reported to positively impact student retention, overall academic performance, and engagement with the campus community. At Catawba College, students enroll in a First Year Seminar (FYS) course during the Fall semester of their first year. FYS instructors design their course based on a topic of their choosing, creating a varied collection of FYS sections each year. I recently offered a section of FYS entitled “Microbial Me”, which focused on meeting the microbes that call our bodies “home”. In each FYS, instructors must assess a series of six skill-based learning outcomes, including the ability to summarize and interpret course content in writing as well as the ability to engage in critical dialogue about course content. As one way of addressing these outcomes, I deployed a final, interactive portfolio project, “Building Micropia”, in which students were asked to use digital artifacts collected throughout the semester to construct a virtual museum designed for a general audience, similar to the Micropia museum located in Amsterdam. In each virtual exhibit, students showcased photos from laboratory activities or other assignments while summarizing major course ideas. Additionally, students created a “curator’s office”, in which they wrote about how their perceptions of microbes were changed by taking this class. During our final class meeting, students paired up to “visit” each other’s museums and discuss what they learned from their visit. This project effectively served as a culminating course experience, fulfilled several learning objectives, and allowed students to practice communicating scientific ideas for a general audience. Due to the potential for customization, this assignment is highly adaptable for different course topics, formats, and levels.
Speakers
AR

Amanda Rushing

Assistant Professor of Biology, Catawba College
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Engaging students in computational modeling using an interactive lesson that teaches coding through conceptual understanding of inheritance
Friday November 15, 2024 7:15pm - 8:15pm EST
Computation is required for biologists given the prevalence of analysis of large datasets, complex models, and data visualization. Though computation is becoming an essential skill for biologists, students often perceive the practice as too difficult for them. We created an activity that uses computational modeling of polygenic inheritance to teach students both computation and genetics. Our activity introduces students to basic programming using an organizational scheme that enables students to make sense of code by relying on their knowledge of genetics. Additionally, our activity explores polygenic inheritance with the development of skin color to help explain why race is not a biological concept. We extend this activity to microbiology with an interactive discussion and simple example of creating a microbe model. Though our skin color modeling activity focuses on genetics as a learning outcome, the organizational scheme provides a basis for activities in various biology and microbiology courses.
Speakers
avatar for Christian Cammarota

Christian Cammarota

Rochester Institute of Technology
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Flexibility and adaptability in the post COVID education while managing burnout: Learnings from a 413-year old University in the Philippines
Friday November 15, 2024 7:15pm - 8:15pm EST
The 'new normal' in education in the post covid era has challenged the flexibility and adaptability of academic institutions. Our 413-year-old University of Santo Tomas confronts this post covid era by aligning and updating the mode of course delivery in compliance with the government mandates. The impact of these adjustments is burnout that prompted the administration to give importance on promoting self-care to educators as well as to students. In this presentation, I would like to share our journey including coping strategies because Microbrew is a learning platform for mutual insights and realizations.
Speakers
avatar for Ma. Sheila de Jesus

Ma. Sheila de Jesus

Associate ProfessorCoordinator for Microbiology & Molecular Biology-Biotechnology Cluster
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Gaining “CRISPR” Understandings in a Molecular Microbiology Lab: a student-driven laboratory exercise focusing on experimental design
Friday November 15, 2024 7:15pm - 8:15pm EST
This laboratory module involves a variation of CRISPR, CRISPR interference. CRISPRi does not cut or edit DNA but utilizes the specificity aspect of CRISPR to target desired sequences. Therefore, the learning focus is on trickier concepts of gene expression and regulation. Students hypothesize how to target and inhibit Escherichia coli genes or operons of choice, aiming to alter clear, screenable phenotypes, such as lethality or auxotrophy. Using databases and literature, students analyze their gene’s expression in the context of promoters or other regulatory elements. Students then design a single guide RNA to block the gene’s expression using CRISPRi. Ultimately, students design PCR primers, clone sgRNA genes, sequence, and test their system in vivo using relevant growth medias. This student-driven experiment also addresses critical learning goals like designing controls, media supplementation, and lab calculations. Overall, it is a straightforward way to introduce CRISPR to undergraduates while still obtaining large learning gains.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

HHMI SEA PHAGES: Empowering all students with scientific engagement and discovery in an inclusive learning environment.
Friday November 15, 2024 7:15pm - 8:15pm EST
The Howard Hughes Medical Institute (HHMI) SEA-PHAGES program represents a transformative approach to undergraduate education, emphasizing discovery-based learning through a two-semester sequence of undergraduate research experiences. Participation in inclusive research education communities such as SEA-PHAGES has found profound impacts on students' sense of belonging, persistence, success, and agency in science. The SEA-PHAGES program demonstrates that engagement in authentic scientific research fosters a stronger connection to the scientific community, enhances retention in STEM disciplines, and cultivates essential skills and self-efficacy. The SEA-PHAGES project highlights the importance of undergraduate research in democratizing science and shaping the next generation of scientists and an inclusive scientific workforce.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Incorporating Phage Isolation into the Tiny Earth CURE
Friday November 15, 2024 7:15pm - 8:15pm EST
In the Tiny Earth CURE students isolate bacteria from soil samples and test them for inhibition of bacteria that are safe relatives of the ESKAPE pathogens. In addition to gaining authentic research experience, students may isolate bacteria that produce new, clinically useful antibiotics. This ultimate, noble goal inspires students and engages them to learn more about their bacterial isolates. While characterizing their promising inhibitory isolates, students learn many microbiology lab techniques such as microscopy, Gram staining, serial dilution, streak and spread plating, and biochemical testing. When we replaced our traditional microbiology lab curriculum with the Tiny Earth CURE in our general microbiology course, we lamented that students no longer completed a lab activity with viruses. We have designed a lab activity that fits into the Tiny Earth CURE, allowing students to isolate viruses from their soil samples, count plaques, and examine the effect of host strain on phage enumeration.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Innovating Microbiology Education: Developing and Implementing Virtual Labs for Undergraduate Students
Friday November 15, 2024 7:15pm - 8:15pm EST
We have developed a virtual microbiology laboratory that meticulously replicates our physical lab environment into an interactive PC-based program. This educational tool allows students to select from various experiments, including bacterial streaking, motility, gram staining, and biochemical identification of bacteria. Students access all necessary materials and instruments within the virtual lab space. Detailed, step-by-step cascading instructions guide them through each procedure, ensuring clarity and ease of understanding. This method enhances comprehension and builds confidence in performing laboratory techniques. Designed for ease of use, the virtual laboratory allows seamless navigation with a standard PC with a mouse and keyboard. This accessibility ensures that all students, regardless of technical proficiency, can benefit from a comprehensive and immersive lab experience, effectively bridging the gap between theoretical knowledge and practical application.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Integrating molecular diagnostics into classical bacteriology exercises to identify unknowns. General microbiology introductory laboratory lessons.
Friday November 15, 2024 7:15pm - 8:15pm EST
As one of the points of emphasis in the ASM Curriculum Guidelines, introducing skills in molecular biology has not only become relevant but necessary. This proposal provides a simple but easy to use hands on means to introduce PCR into a well established bacteriological exercise to identify bacterial unknowns. The sue of two instruments from MiniOne, their PCR system and electrophoresis apparatus, not only simplifies the entire process but can be conducted within the time limit of a laboratory exercise.
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Jeopardy-Style Questions: A Game-Changer for Active Learning in Biological Sciences
Friday November 15, 2024 7:15pm - 8:15pm EST
This microbrew session will showcase the integration of Jeopardy-style questions into any biological or microbiological class to enhance student engagement and understanding. Jeopardy-style problem sets present questions in the format of the popular quiz game, requiring students to recall and apply knowledge dynamically. For example, instead of a typical multiple-choice question, students might be asked, "This structure is composed primarily of phospholipids and proteins, forming a bilayer." Students must respond with "What is the cell membrane?" Preparing for these types of questions encourages active learning by prompting students to explore definitions, applications, and implications of concepts. This method promotes critical thinking and deeper comprehension by encouraging students to think broadly and ask diverse questions. It also fosters an interactive and engaging learning environment and supports diverse learning styles. The approach is beneficial as it transforms passive review sessions into active learning experiences, enhances knowledge retention, and improves overall exam performance.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Learning About Microbes: A lab manual for teaching microbiology to middle and high school students
Friday November 15, 2024 7:15pm - 8:15pm EST
The Eastern Pennsylvania Branch of the ASM is in the process of publishing a manual for teaching microbiology called “Learning About Microbes”. The manual was first published in 1998 and is being updated. This book includes laboratory exercises that can be used in middle school, high school, and non-major college classes. Major topics include aseptic technique, microscopy, growing and enumerating microorganisms, environmental microbiology, control of microbial growth, and genetics. In this presentation, we will present our work to date to (a) highlight changes and updates from the previous manual to demonstrate its value as a resource for those who are leading laboratory exercises as part of their current curriculum and (b) make ASMCUE members aware of the manual and obtain their feedback as we prepare to publish the manual. To make the manual as widely available as possible, we hope to publish the book free of charge through Apple Books.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Locked in the Lab
Friday November 15, 2024 7:15pm - 8:15pm EST
An educational escape room was designed to be used in multiple undergraduate courses and with the general public to introduce interdisciplinary content in an engaging way. The full escape room experience and theme uses a One Health approach with participants taking on professional roles within a plausible storyline. The physical escape room design is also modular and can be moved to a wide variety of locations. The design is based upon popular escape rooms, but allows the educator to use a subset of puzzles to tailor lessons to specific concepts and time constraints. During this Microbrew Session, participants will learn the basics of how to construct their own escape room. They will also have the opportunity to solve a few puzzles from the larger escape room design that can easily be introduced into a course on their own or in a larger context.
Speakers
avatar for Sean Coleman

Sean Coleman

Associate Professor of Biology, Wartburg College
I am an associate professor at Wartburg College in Waverly, Iowa who has been in higher education for 23 years. I primarily teach Microbiology, Cell Biology, and Immunology. I am on the organizing committee for the American Society of Microbiology Conference for Undergraduate Educators... Read More →
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Preparing for the Unthinkable: A Collaborative Biothreat Assessment Exercise Provides Deeper Understanding of Epidemiological Principles
Friday November 15, 2024 7:15pm - 8:15pm EST
In this collaborative biothreat assessment exercise, students engage in a structured evaluation of public health threats using the European Centre for Disease Prevention and Control (ECDC) framework, employing a Multi-criteria Decision Analysis (MCDA) approach. Through this problem-based learning activity, students deepen their understanding of epidemiological principles by synthesizing theoretical knowledge with practical application. Utilizing the ECDC framework, students work in small groups to systematically assess factors such as pathogen characteristics, transmission dynamics, and potential impact on public health. The MCDA approach allows them to prioritize and weigh these criteria based on their significance and uncertainty. Through active collaboration, students not only develop critical thinking and analytical skills but also enhance their ability to work effectively in teams. By simulating real-world scenarios, this exercise prepares students to make informed decisions in public health emergencies, reinforcing the importance of rigorous assessment and evidence-based reasoning in epidemiology and biothreat management.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

The Use of Blockbuster Movies to Facilitate Engaged Learning in the Undergraduate Microbiology Classroom
Friday November 15, 2024 7:15pm - 8:15pm EST
Microbiology is a very content-dense course at the undergraduate level.  Students are introduced to the fundamental principles of microbiology and the impact microbes have on human health.  Several topics focused on microbe metabolism, morphology, growth, and control are covered.  Students often have difficulty applying the knowledge gained in the course to the real world. To engage students and help them to broaden their critical thinking skills, fictional movies about microbes were used in this 200-level course.  Students were given a list of movies to choose from, in which a microbe is key to the plot of the movie.  This list of movies is Andromeda Strain, Contagion, Outbreak, Mission Impossible II, I am Legend and 12 Monkeys.  Students are put into groups based on movie choice.  At the end of the semester-long microbiology course, each group gives a class presentation.  They must draw from what they have learned in the course to: 1) identify the microbe and its role in the movie, 2) discuss the plot and determine the likelihood of the scenario in the movie occurring, and 3) discuss their reaction to the movie.  Originality of presentations is encouraged.  Some students have made newscast presentations, performed skits, made movie trailers or created games for the class to play.  After completing the assignment, all students stated that microbiology helped them to understand the feasibility of the plot; 90% reported that this project helped apply knowledge to their everyday lives, particularly, in the appreciation and use of universal precautions; 92% said they were able apply some of the microbiological concepts in movie to broaden their understanding of microbes and 98% enjoyed the movie assignment compared to a traditional presentation or paper. This assignment engaged and excited students and they came to appreciate the knowledge gained in the course.
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

The use of popular media in online microbiology lecture videos
Friday November 15, 2024 7:15pm - 8:15pm EST
Voice-over PowerPoint lectures are a popular format for the delivery of content in online science courses. Modern students have short attention spans and the entertainment aspect of even education, both of which are tough aspects to incorporate in asynchronous online courses. While there is much research on the use of tools to engage students in lecture videos, such as test your knowledge breaks, there is little in the area of video content. Popular media use delivers both entertaining and memorable breaks in content delivery that can enhance student retention of the material by such. The use of copyrighted material and difficulty in learning editing software potentially prevents the use of popular media, but this tool when learned properly, can be both free of fear and eased into other aspects of education.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:15pm EST

Using ASM’s Meet the Microbiologist Podcast to Engage Students in Current Research, Professional Development, and DEI.
Friday November 15, 2024 7:15pm - 8:15pm EST
Podcasts have become a widespread form of media that has permeated nearly all aspects of popular culture. With the increased availability of high-quality podcasts that connect to nearly any discipline, they have strong potential for use in education. In this presentation, I will discuss my efforts to incorporate ASM’s Meet the Microbiologist (MtM) podcast into a Microbiology course that serves as a capstone course for biology majors at a small liberal arts university. Through short interviews with scientists, MtM exposes students to current research, career advice and tips from professionals, and the diversity of areas, careers, and scientists in the field. I will outline how I have incorporated this podcast into my course, some preliminary outcomes, and future directions. While this focuses on one particular podcast series, the materials and ideas presented can be applied to other podcast series to fit a wide range of audiences and courses.
Speakers
Friday November 15, 2024 7:15pm - 8:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

7:30pm EST

Gideon Online: Product & Author Showcase
Friday November 15, 2024 7:30pm - 8:00pm EST
TBA
Speakers
avatar for Uri Blackman

Uri Blackman

CEO, Gideon Online
Friday November 15, 2024 7:30pm - 8:00pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276
 
Saturday, November 16
 

7:45am EST

Registration Open
Saturday November 16, 2024 7:45am - 6:00pm EST
Exact location is TBA.
Report to the second floor lobby of Westin Pittsburgh and follow signs
Saturday November 16, 2024 7:45am - 6:00pm EST
Westin Downtown Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15224

8:30am EST

Plenary. This Week in Microbiology: A Live Podcast Experience for Boosting Microbiology Education
Saturday November 16, 2024 8:30am - 9:30am EST
Speakers: Michael Schmidt, Mark Martin, & Vincent Racaniello

This session will offer an opportunity for the audience to experience the award-winning podcast, This Week in Microbiology (TWiM). The session will showcase the podcast's format, featuring the hosts and attendees discussing current research using a conversational approach.
Those attending will gain valuable insights into:
  • Engaging students with cutting-edge microbiology: TWiM's live format fosters curiosity by bringing the latest research directly to students. 
  • Enhancing scientific method comprehension: The podcast unpacks research papers, deconstructing the scientific method and encouraging critical analysis. 
  • Promoting critical thinking skills: Hosts and guests debate and dissect research findings, modeling strong critical thinking practices for students. 
  • Enlivening classroom discussions: Live recordings capture the excitement of scientific discovery, providing a dynamic resource for in-class discussions. 
Beyond the conference, attendees will learn how to effectively utilize TWiM in their classrooms:
  • Identifying relevant episodes for specific topics.   
  • Encouraging student listening and discussion prompts. 
  • Leveraging episode transcripts and supplemental materials. 

This session anticipates that attendees will learn how TWiM can foster and become a powerful tool for faculty, fostering student engagement with microbiology research, and strengthening their scientific method and critical thinking skills.
Saturday November 16, 2024 8:30am - 9:30am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

8:30am EST

ABRCMS Passholders: ABRCMS program runs 8:30 AM - 12:00 PM
Saturday November 16, 2024 8:30am - 12:00pm EST
Saturday November 16, 2024 8:30am - 12:00pm EST
David L. Lawrence Convention Center 1000 Fort Duquesne Blvd, Pittsburgh, PA 15222

8:30am EST

ABRCMS Passholders: ABRCMS program runs 8:30 AM - 12:00 PM
Saturday November 16, 2024 8:30am - 12:00pm EST
Saturday November 16, 2024 8:30am - 12:00pm EST
David L. Lawrence Convention Center 1000 Fort Duquesne Blvd, Pittsburgh, PA 15222

9:40am EST

An Integrated Approach to Strengthening Diversity, Equity, Inclusion, and Belonging at the Department/Program Level
Saturday November 16, 2024 9:40am - 10:10am EST
In this session participants will learn some initial, intermediate, and advanced steps they can take to strengthen their focus on diversity, equity, inclusion, and belonging at the curricular and department/program levels. The first part will focus on the 5-year efforts of the biology program at Moravian University, which has become an example of inclusive excellence on their campus. Then, participants will share examples of their own DEI efforts at the department level, discuss and trouble-shoot the greatest barriers to this work, and will leave with new goals and ideas to take home to their colleagues.
Speakers
avatar for Kara Mosovsky

Kara Mosovsky

Associate Professor and Chair; Biological Sciences, Moravian University
Hi! I'm an Associate Professor and Chair of the Department of Biological Sciences at Moravian University, a small liberal arts institution in Bethlehem, PA. I teach a wide range of courses from entry-level biology courses, to upper level electives (ex. Microbiology, Immunology), to... Read More →
Saturday November 16, 2024 9:40am - 10:10am EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

9:40am EST

Connecting the Visible and Invisible Worlds of Art and Microbiology
Saturday November 16, 2024 9:40am - 10:10am EST
Integrating arts and science is a growing movement, exemplified by STEAM initiatives worldwide. At my mid-sized university, the benefits of STEAM are being realized through a rich collaboration between the departments of Art History and Biology. In this session, you will dive into the three projects we carried out: i) agar art creation in the teaching laboratory and in public agar art workshops, ii) mentored undergraduate research investigating the microbiomes of artwork in our university collection, iii) formation of a learning community focused on art conservation. Participants will brainstorm how they can establish collaborations in their own settings.
Speakers
avatar for Joanna Klein

Joanna Klein

Assistant Professor of Biology, University of St. Thomas
Saturday November 16, 2024 9:40am - 10:10am EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

9:40am EST

Improving quantitative and data interpretation skills using HHMI BioInteractive’s antibiotic resistance resources
Saturday November 16, 2024 9:40am - 10:10am EST
Balancing the application of active learning techniques with content coverage can often pose an instructional challenge. An impactful strategy to incorporate the two is to use figures from primary sources in the classroom. In this interactive workshop, participants will explore strategies for using a primary source figure, and associated resources from HHMI BioInteractive, that allow students to practice their data interpretation skills and generate questions. These also allow students to apply content knowledge such as intrinsic antibiotic resistance in gram negative and gram positive bacteria.
Speakers
Saturday November 16, 2024 9:40am - 10:10am EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

9:40am EST

Part 1: Pedagogy, Curriculum, and Education Research - Getting Started with Ideas
Saturday November 16, 2024 9:40am - 10:10am EST
This is a two-part series designed to provide attendees with (1) further insight into novel pedagogical development (both at the activity and curriculum levels), the Scholarship of Teaching & Learning (SoTL), and discipline-based education research (DBER); and (2) effective strategies regarding how to progress from ideation to dissemination of educational resources and scholarship. This first session will focus on the ideation and development of novel pedagogical activities, as well as beginning strategies for SoTL and/or DBER.
Speakers
avatar for Samantha T. Parks

Samantha T. Parks

Principal Lecturer, Georgia State University
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
avatar for Jeffrey T. Olimpo

Jeffrey T. Olimpo

Associate Professor, The University of Texas at El Paso
I am a discipline-based education researcher whose work focuses on understanding how the contextual features of course-based undergraduate research experiences (CUREs) influence student- and instructor-level outcomes. I am also deeply interested in designing professional development... Read More →
Saturday November 16, 2024 9:40am - 10:10am EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

10:15am EST

Building Bridges: Connecting Community College Faculty
Saturday November 16, 2024 10:15am - 10:45am EST
This session is a semi-structured networking opportunity for community college educators, led by ASMCUE Chair Heather Townsend. Let's talk about issues, concerns, and timely topics that are on the minds of most faculty at 2-year schools, including: how do we find the time to balance all the things we want to do, strategies for professional development, and finding your community.

Speakers
Saturday November 16, 2024 10:15am - 10:45am EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

10:15am EST

Curriculum Mapping 101: How to Scaffold a Program of Study Based on ASM’s New Curriculum Guidelines
Saturday November 16, 2024 10:15am - 10:45am EST
Curriculum mapping is an effective method to build or evaluate a curriculum, or program of study. A curriculum map is typically a diagram that illustrates how the courses that students take fulfill a program’s goals and/or intended student learning outcomes. In this session, we will demonstrate how to develop a curriculum map that aligns existing courses to the new ASM guidelines and use different methods to analyze and present the data to a variety of different audiences. Finally, we will discuss the actions to be taken based on analyses of a microbiology undergraduate major’s curriculum map.
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Saturday November 16, 2024 10:15am - 10:45am EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

10:15am EST

Inclusive Assessments: Guidelines to Ensure Equitable and Accessible Assessment Items
Saturday November 16, 2024 10:15am - 10:45am EST
The Assessment SKills in Biology network (ASK BIO) is an NSF funded project helping faculty write high quality assessment items. Professional development workshops offered throughout the year have helped us learn from faculty about challenges and opportunities in improving assessment. In this session we will share key learning on assessment item writing and review as well as provide resources to support faculty as they create new assessment items. Participants will utilize an inclusivity guide for assessment item writing and have opportunities for reflection and discussion. Lastly, we will focus on learner centered classroom strategies for engaging students in assessment.
Speakers
avatar for Heather Seitz

Heather Seitz

Professor of Biology, Johnson County Community College
Saturday November 16, 2024 10:15am - 10:45am EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

10:15am EST

Part 2: Pedagogy, Curriculum and Educational Research - Getting Started with Publishing
Saturday November 16, 2024 10:15am - 10:45am EST
This is a two-part series designed to provide attendees with (1) further insight into novel pedagogical development (both at the activity and curriculum levels), the Scholarship of Teaching & Learning (SoTL), and discipline-based education research (DBER); and (2) effective strategies regarding how to progress from ideation to dissemination of educational resources and scholarship. This second session will provide attendees with guidance related to types of manuscripts and best practices for publishing in the Journal of Microbiology and Biology Education.
Speakers
avatar for Samantha T. Parks

Samantha T. Parks

Principal Lecturer, Georgia State University
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
avatar for Jeffrey T. Olimpo

Jeffrey T. Olimpo

Associate Professor, The University of Texas at El Paso
I am a discipline-based education researcher whose work focuses on understanding how the contextual features of course-based undergraduate research experiences (CUREs) influence student- and instructor-level outcomes. I am also deeply interested in designing professional development... Read More →
Saturday November 16, 2024 10:15am - 10:45am EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

10:45am EST

Exhibit Hall Open with Posters
Saturday November 16, 2024 10:45am - 12:15pm EST
During this time, there will be sponsored Product & Author Corners, posters, and exhibit booths.
Saturday November 16, 2024 10:45am - 12:15pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Assembling Knowledge of Metagenome Assembled Genomes (MAGs) through Annotation and KBase
Saturday November 16, 2024 11:00am - 12:00pm EST
DNA from microbial communities can be sequenced and assembled to learn about the microbes potentially present in unique environments. Powerful computational tools, along with more accessible sequencing technologies, have made metagenome-assembled genome (MAG) analysis possible in course-based settings. However, the computational methods and assumptions surrounding MAGs and their use for understanding the microbes in biomes are often complex and intimidating to new users. The BIT 477/577 Metagenomics course enrolls undergraduate and graduate students in a half-semester lab experience. We hypothesized that collaborative annotation of specific bioinformatics research articles paired with student application of tools using guided case studies with the powerful KBase bioinformatics portal would improve learning key MAG concepts. Pre- and post-quizzes and student confidence with bioinformatics tools were used to assess students, and annotations were quantified and analyzed qualitatively. Data has been collected over several semesters using consistent assessments, reading assignments, and KBase narratives. Gains were found for specific MAG analysis concepts and data interpretation. However, misconceptions continue, and confidence in bioinformatics approaches varies. Additional exploration of qualitative data may suggest concepts to reinforce and resources to support learners. Combining KBase, social annotation, guided case studies, and assessments successfully promotes student understanding of MAGs and the assumptions associated with their creation and use.
Speakers
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Class debate as an effective learning tool that promotes collaborative and active learning
Saturday November 16, 2024 11:00am - 12:00pm EST
Background: Active learning strategies are key to engaging students. In this study activities were developed for implementation in microbiology and immunology classrooms to encourage active, collaborative learning. Statement of research question: Determine if activities developed promoted critical thinking, helped students develop presentation skills and enhanced collaborative learning. Study design and methods: Two interdisciplinary activities were developed: 1.Diseases caused by some common bacteria 2.Which is the most important immune cell? The implementation of activity 1 is described below. Groups of students were assigned one bacterium, they researched/presented key features of this bacterium/disease caused to the class, debating against other groups to promote their bacterium as being the most harmful. Pre, post-quizzes and survey were used to determine student learning, engagement and satisfaction. Data supporting effectiveness of strategy: Microbiology students (n = 41) during Spring 2024 participated. The difference between the pre- and post-quiz scores was statistically significant (t-test; p=0.00) No statistically significant difference in variance between pre- and post-quiz was observed (F-test; p-value 0.21). Most students (97.7%) found the activity helped them understand bacterial diseases, 95% said that this activity reinforced the concepts of aseptic techniques and use of personal protection equipment when handling microbes in the laboratory. Most (86%) stated that this activity helped improve skills in analyzing information, and 93% said they learnt something new in a fun way. Most participants (79%) said they would like to see more activities like this in classes. Statistical analyses to determine the difference between pre- and post- quiz scores for each question and differences in the scores between lower and higher level Bloom's questions will also be undertaken. Concluding Statement: This activity engaged students in the classroom. Activity 2 will be implemented later this year. We will also gauge students’ long-term retention of the concepts learnt through the activities implemented.
Speakers
TV

Thiru Vanniasinkam

Associate Professor, Charles Sturt University
BM

Bhaswati Manish

Biology Instructor, Metropolitan Community College
avatar for Archana Lal

Archana Lal

Professor of Biology, Labette Community College
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Designing custom microbiology courseware to encourage self-regulated learning using the Codon Learning platform.
Saturday November 16, 2024 11:00am - 12:00pm EST
Microbiology courseware was designed using the Codon Learning platform, and the effectiveness in improving students' self-regulated learning was evaluated. The Codon Learning platform, developed by a team of science educators and researchers, features evidence-based strategies to encourage student self-regulated learning, including metacognition, spaced practice, and self-testing. The questions and topics are structured around transparent, lesson-level learning objectives. Codon Learning offers courseware content developed, authored, and reviewed by experts in the field. However, Codon authored courseware for microbiology is not yet available. This project took advantage of the flexibility of the Codon platform to create customized microbiology courseware to encourage students’ self-regulated learning through iterative rounds of formative assessment and immediate feedback. Using backward course design, the instructor (KY) organized the microbiology custom Codon content around 14 topics covering 55 lesson-level learning objectives (LOs). Many of the LOs for this course were based on the ASM Curriculum Guidelines. Formative assessments, such as homework assignments, were then aligned to the LOs. Codon Learning’s education support team provided guidance for courseware development, and collected and analyzed data measuring student engagement and performance in the platform. Student attitudes about using the Codon platform for their microbiology course were measured using an end-of-semester survey. Thirty-four students engaged with formative assessments in the platform outside of class, with a 99% completion rate on eleven homework assignments spaced throughout the semester. When surveyed, 58% of the students agreed that the platform helped them to study more efficiently and 71% agreed that Codon encouraged them to return to topics they were struggling with. This indicated that the Codon platform courseware encouraged students’ self-regulated learning. Moreover, the Codon platform provided the framework to create custom microbiology courseware linking course topics to lesson-level learning objectives.
Speakers
avatar for Karen York

Karen York

Professor of Biology, Stockton University
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Drosophila Variation in Experimental Design and Analysis (DrosoVEDA): An intuitive plain-English approach to variation and statistics for first-year students from diverse backgrounds
Saturday November 16, 2024 11:00am - 12:00pm EST
Background: Experimental design and analyses require an understanding of variation, a critical concept for STEM students. DrosoVEDA addresses an unmet need to develop and evaluate an undergraduate laboratory curriculum that provides students with a deep understanding of biological variation and statistics. Lycoming College has a diverse student population, with 31% students from the global majority. Research Question: Can a 3-week lab curriculum redesign improve diverse students’ understanding of biological variation and statistics? Study design/methods: Three new 3-hour lab exercises were developed to address sources of variation (organismal, systemic/experimental, and measurement error); the importance of appropriate sample sizes and unbiased sampling methods; the relationships between numeric and visual representations of means, standard errors, t statistics, and significant differences; the verbal meaning of terms in the t statistic equation; and when t tests are and are not appropriate. A 16-question assessment tool was adapted from a zebrafish-based curriculum (BioVEDA; Dewey et al. 2020; Hicks et al. 2020), and administered as a pre- and post-test. Drosophila were reared at 18 ºC or 25 ºC, and students chose sampling strategies and used microscopes to measure the length of the L3 vein. Students discussed strengths and weaknesses of different ways to represent and compare the data, graphically and statistically. Data: 64 students in 4 lab sections took the pretest during Week 1, and again at semester’s end for a post-test. Within-student pre-versus-post paired t tests showed highly significant learning gains, with p values of 9.5e-7 for one instructor and 0.004 for another instructor. Average pretest scores were 6.73 (sd 2.74, SEM 0.428) and posttest scores were 8.81 (sd 3.00, SEM 0.501), confirming that DrosoVEDA works. Conclusion: The DrosoVEDA curriculum improved student comprehension of variation, graphing, and statistical summary and testing. Further question-by-question analysis will guide the next round of revisions to the lab curriculum.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Empowering Students in Molecular Genetics: A Scalable Research Model for Threatened Species Conservation
Saturday November 16, 2024 11:00am - 12:00pm EST
Background. As our institution grows, we face challenges in providing independent research opportunities for all undergraduates. To address this, we implemented a course-based undergraduate research experience (CURE) focused on the ecologically important and threatened gopher tortoise. With limited genetic data available on this species, students were taught DNA isolation, PCR, Sanger sequencing, and microbiome analysis. Research Question: We asked how does this course impact students’ perception of research and their own science identity. Research Design and Methods: Over two years, 17 out of 25 students (68% response rate) reflected on their experiences with a writing assignment and completed a survey on goal orientation, future motivations, science identity, and provided demographics. Results: To protect student identities; we report only demographic information held by at least 20% of the students. 53% Caucasian, 29% Hispanic, 24% Asian; 65% female, 24% male; 47% first-generation college graduates. Student perceptions of science identity varied, and 88% reported a change in their perception of whether research could afford several goals. Outcomes included a first-author research article, GenBank sequence submissions, and thesis completions. Anecdotally, some students chose to apply to graduate school. Conclusions: Our data support the efficacy of this CURE in enhancing students' development and perceptions of research while contributing novel findings to the field. We also present ideas for scaling this approach.
Speakers
avatar for Kelsie Bernot

Kelsie Bernot

Instructor of Biology, Florida Atlantic University
I've been a biology education researcher for over a decade now, starting when I was a postdoc teaching Intro Bio at Ohio State University. I was an Associate Professor at North Carolina A&T State University for 9 years and am now an Instructor of Biology at the Wilkes Honors College... Read More →
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Enhancing Student Learning and Inclusion in Environmental Toxicology through Hands-on Biological Models
Saturday November 16, 2024 11:00am - 12:00pm EST
Background: In my Environmental Toxicology and Health Lab course, an innovative hands-on biological model group project was designed aiming to improve student engagement and comprehension. This approach enhanced students' research, analytical, and presentation skills while fostering a deeper understanding of environmental toxicology concepts and promoting inclusion. Statement of Research Question: How does the implementation of hands-on biological model projects in the curriculum affect student learning outcomes, presentation skills, and inclusion? Study Design and Methods: Students were assigned to groups and tasked with designing and conducting experiments using biological models to test the toxicity of substances of their choice. They were guided on how to conduct searches, perform literature reviews, design studies, and present findings through posters, reports, and oral presentations. Emphasis was placed on encouraging students to explore topics of personal interest, enhancing engagement and ownership of the learning process. Examples included the impact of alcohol on daphnia, TC50/LC50 bioassays of Cannabidiol on mealworms, and the toxicity of household bleach and vinegar on yeast cells. Pre- and post-project assessments evaluated changes in understanding of course concepts, citation skills, and sense of inclusion. Data Supporting Effectiveness of Strategy and Conclusion: In final exams, 93.75% of students answered questions related to animal models and risk assessment correctly, compared to 43.75% before the project. Post-project assessments revealed that 100% of students cited references professionally using APA style in lab reports, up from 50% before the project. Qualitative feedback indicated students felt more included and engaged when exploring topics of personal interest. These results suggest the hands-on group project significantly enhanced understanding of key concepts, professional presentation skills, and inclusion. Concluding Statement: This approach effectively improves student learning outcomes, presentation skills, and inclusion, indicating its potential for broader application in biological education, particularly in promoting an active and inclusive learning environment.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Generative AI in Undergraduate Education: Challenges and Strategies for Ethical Integration
Saturday November 16, 2024 11:00am - 12:00pm EST
Generative AI (GenAI) can synthesize data, learn patterns, and create new content. However, its accessibility presents educators with a significant pedagogical dilemma: should they integrate or prohibit its use? Opponents often cite the potential for academic dishonesty, bias, lack of accountability and authenticity. However, I hypothesize that if students are educated on the ethical use of GenAI, they can use these tools to enhance their learning without compromising academic integrity. In this study, undergraduate microbiology students engaged in a semester-long, team-based project to explore and investigate a microbe. The assignment aimed to develop critical thinking, writing, presentation, and interpersonal skills. Students synthesized and edited primary research articles using GenAI, with an emphasis on academic honesty and mastering citations. Throughout the semester, students also engaged in metacognitive reflections. Thirty-eight students submitted reports. In the first assignment, 36% submitted plagiarized content, and 76% did not cite information correctly. Instances of plagiarism and incorrect citations were addressed with robust feedback. Over the next three collaborative assignments, students revised their content. By the final assignment, a team presentation, all instances of plagiarism had been removed. However, there was considerable variability in citation errors. In conclusion, this activity encouraged critical reflections about the ethical implications of GenAI, thus promoting culturally responsive and inclusive educational practices. As educators, we must continue to explore new pedagogical strategies to leverage GenAI effectively.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Helping Students Explore and Build Positive STEM Identities: An Interdisciplinary Cohort Design
Saturday November 16, 2024 11:00am - 12:00pm EST
Preparing STEM majors for careers remains a significant challenge, and retention of undergraduate STEM majors has proven difficult at the University of Pittsburgh at Greensburg. The "Exploring STEM Identity through a Science Learning Interdisciplinary Community Expansion (SLICE)" project aims to enhance student skills and foster interdisciplinary connections through cohort experiences. The project focuses on how connections with peers and faculty impact STEM identity and how students develop expertise through career exploration. The SLICE program has implemented strategies to support scholars, including: 1) Cohorts, Summer Bridge, & Block Scheduling: These initiatives reduce barriers and foster authentic peer connections. 2) STEMinar: A first-year seminar that enhances time management, decision-making, and problem-solving while allowing scholars to explore their identities. 3) Short Courses & Mentoring: These tools help expand scholars' communication, technical skills, and self-efficacy. 4) Career Events, Research Projects, & Apprenticeships: Collectively, these methods aim to influence identity formation and retention by creating supportive, enriching environments while providing practical experience and exploring STEM fields. To evaluate the effectiveness of the program, qualitative (e.g., focus groups) and quantitative (e.g., academic performance, surveys) data have been collected for the scholars and a matched cohort. Preliminary results show that scholars have higher GPAs (3.69) than the control group (3.09). Scholars rated summer bridge activities highly, with strong engagement (4.70/5) and a high likelihood of recommendation (4.75/5). STEMinar feedback was positive, with students valuing the transition support, relationship building, and skill development. SLICE career events have been well-received; most students felt a strong connection with the professionals, saw career potential, and were inspired to pursue careers. Mentorships received positive feedback regarding faculty relationships, access, support, and advice. Scholars highlighted the importance of building connections through mentorship opportunities during focus groups. We hope continued participation in the program will increase retention and graduation rates and positive STEM identity formation.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Impact of online practice exams on introductory biology course performance and persistence in the pandemic era
Saturday November 16, 2024 11:00am - 12:00pm EST
It is generally accepted that the COVID-19 pandemic affected curriculum and delivery of biology education in high school. How does this translate to college biology success? In this study, post-pandemic student success in an introductory biology course (BIO 121: Foundations in cell and molecular biology) that was taught in person at a small liberal arts college was examined. Students enrolled in the course from 2020-2023 were considered to be pandemic-affected as they faced disruptions and/or changes in their high school biology education. In the pandemic-affected group, we observed that preparedness of incoming students (introductory cell and molecular biology concept inventory pre-course score, Shi et al., 2009) declined by 3.3% (Mann-Whitney test, p=0.003) while the course withdrawal rate increased by 8%. To improve persistence and support less-prepared students, we implemented an intervention: online, low-stakes practice exams. The practice exams were developed in-house to make it affordable to students, were aligned with the student learning outcomes for the course, were accessible through the learning management system, were graded, and allowed for two untimed attempts. We hypothesized that the practice exams would improve course performance and persistence. We assessed the effectiveness of practice exams by comparing students enrolled in BIO 121 during years 2021 and 2022 as the pre-intervention cohort and students enrolled in BIO 121 during 2023 as the post-intervention cohort. The course performance and exam averages of the pre-intervention and post-intervention groups were compared and did not significantly differ (Mann-Whitney test, p>0.05). However, the course withdrawal rate declined dramatically in the post-intervention cohort by 13.5% and were comparable to pre-pandemic course withdrawal rates. We concluded that the interventions did not improve course performance, but improved course persistence and are therefore valuable to retain in the course in the future.
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Implementing a Simulated Biomedical Conference on COVID-19 Diagnosis at Various Institutions: Impact on Student Learning of Vision and Change Core Concepts and Competencies
Saturday November 16, 2024 11:00am - 12:00pm EST
As a part of the ImmunoReach network, an interdisciplinary group that aims to foster immune literacy beyond immunology courses, we developed a QUBES open-source role-playing activity called ‘When tests disagree, how do I know if I have COVID-19?’. This activity was designed to address Vision and Change (V&C) core concepts and enable students to practice core competencies in a real-world scenario. As a jigsaw activity, students engage in a case study, select a specialty (epidemiologist, infectious disease doctor, or immunologist) to interpret SARS-CoV-2 tests (PCR, antigen, and antibody), and communicate the results to a patient. The activity and V&C-aligned assessment materials are ready-to-use, adaptable and relevant to a variety of course types. The activity was implemented in varied course and institutional settings, including introductory or upper-level microbiology- or immunology-themed courses at four institutions (a 2-year college, two 4-year colleges, and an R1 institution; two of the four instructors were not the original developers of the activity). We hypothesized that the activity would improve student learning of two V&C core concepts, Information Flow and Structure and Function. We measured student learning using a 15-question multiple-choice pre/post quiz (pre, n=170; post, n=164). There was a significant pre-to-post improvement with a mean total score increase of 1.733 (SE=0.278; p
Speakers
avatar for Aparna Shah

Aparna Shah

Collegiate Assistant Professor, Virginia Tech
avatar for Sean Coleman

Sean Coleman

Associate Professor of Biology, Wartburg College
I am an associate professor at Wartburg College in Waverly, Iowa who has been in higher education for 23 years. I primarily teach Microbiology, Cell Biology, and Immunology. I am on the organizing committee for the American Society of Microbiology Conference for Undergraduate Educators... Read More →
avatar for Archana Lal

Archana Lal

Professor of Biology, Labette Community College
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Incorporating Study Skill Assignments in Introductory Biology Course Improves Outcomes
Saturday November 16, 2024 11:00am - 12:00pm EST
For the past several years, we have been redesigning our large enrollment introductory biology lecture course, Principles of Molecular and Cellular Biology, to decrease our DFW rates for all students. Efforts included active learning lectures, group activities, and increased resources such as peer lead study sessions. Despite these interventions, we continued to hear feedback from our students that they felt unprepared for the academic demands and organizational skills that college-level classes require. Therefore, we intentionally integrated study skill development as part of the class curriculum. We integrated nine study skills assignments which accounted for 5% of the overall summative assignments. These included assignments that focused specifically on academic preparedness (such as note taking, concept mapping, and exam wrappers), reflections on STEM identity, organizational skills, and resource utilization. While there was a small decrease in the overall DFW rates for the class, from 18% down to 14%, we saw a significant overall DFW rate decrease in underrepresented minorities from 36% to 24%. Student evaluations also reflected positively on the inclusion of the study skill assignments with 7% of respondents stating that study skill assignments were most helpful to their learning in the course.
Speakers
avatar for Eileen Hotze

Eileen Hotze

Associate Teaching Professor, University of Kansas
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Native California Plants and Classical Microbiology to Foster Inquiry, Discovery, and Inclusion in the Classroom
Saturday November 16, 2024 11:00am - 12:00pm EST
With the rise in antibiotic resistance, researchers are looking into local environments to source pharmaceuticals from plant materials. One source that is little explored is the medicinal plants used in Indigenous communities. California State University, Channel Islands (CSUCI) is built on unceded Chumash land. As a result, our institution has the privilege of collaborating with local Chumash communities to steward the land's natural and cultural ancestry. The exercise we developed utilizes the Kirby-Bauer disk diffusion assay (KB assay), a standard laboratory technique focused on testing the effectiveness of various antibiotics on bacterial cultures. However, instead of antibiotics, we utilize plant extracts derived from Native California species, associated with Chumash medicine in recognition of CSUCI’s relationship with the Chumash. In addition to testing local medicinal plants, this activity aimed to increase the students’ sense of belonging. During the lab activity, students discuss antibiotic resistance's impact and holistic discovery's role in creating new pharmaceuticals. Students also examine how their cultural and familial teachings may be a source of scientific/academic inquiry. Then, they perform the KB assay using prepared extracts and antibiotics. Students then interpret the Zones of Inhibition (ZOI) for each extract (Wild buckwheat and Rue) and antibiotics (Tetracycline and Amoxicillin/ Clavulanic Acid), comparing them to cut-offs provided by the Clinical Laboratory Science Institute (CLSI) to determine the bacterial strains’ susceptibility. Most plant extracts were proven ineffective against our bacterial strains- E.coli, P. fluorescens, and B. subtilis. However, the Rue extract showed intermediate and susceptible results against Bacillus subtilis. Nevertheless, through this lab exercise students engaged in a novel method for a standardized microbiology technique and expressed their feelings of belonging in survey-based feedback. In the future, we hope to analyze the survey responses and classroom engagement to foster increased belonging in STEM among diverse groups of students.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Promoting Inclusive and Achievement-Oriented Practices in STEM Classrooms Using a Faculty Learning Community Model
Saturday November 16, 2024 11:00am - 12:00pm EST
Deficit remedial models (“fix the students”) have not been effective in addressing racial/ethnic persistence gaps in STEM fields. We hypothesize that shifting faculty and institutions toward anti-deficit, achievement-oriented thinking and practices will improve introductory science experiences for PEER (Persons Excluded by Ethnicity and/or Race) students and reduce racial/ethnic disparities in opportunity and outcomes in STEM disciplines. As part of a larger project, we designed an inclusive faculty development program based on the faculty learning community (FLC) model. We asked if FLC participants (1) gained knowledge about the magnitude and causes of inequities in STEM education, (2) gained knowledge about tools for inclusive teaching, (3) had a change in attitude away from a deficit mindset about students, and (4) increased in readiness to implement changes in their classes. We have completed two cohorts of our FLC (n = 17 participants). Seven semi-weekly sessions involved a combination of reading discussions and interactive activities centered around an introduction to deficit thinking and inequities in STEM education, instructor and student identities, and an introduction to inclusive teaching methods. We conducted pre- and post-FLC assessment using both quantitative (Likert-scale survey) and qualitative (group discussions, individual written reflections) methods. We saw a noticeable shift in quantitative responses from deficit toward achievement-oriented attitude and an increase in knowledge about inclusive education following participation in the FLC. Most participants reported an increase in interest in using inclusive practices. The qualitative responses supported the quantitative assessment and indicated very significant impacts on some individual participants. We conclude that this faculty learning community model was effective, at least in the short term, in shifting participants towards an anti-deficit, inclusive mindset. We will continue to gather data to see if these short-term changes in attitude result in longer-term changes in practice that reduce equity gaps for PEER students.
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Simulated medical laboratory experiences increased students’ perceived comfort communicating technical information by telephone
Saturday November 16, 2024 11:00am - 12:00pm EST
As the number of traditional hospital medical lab internships decrease, university-based simulation labs are becoming an important tool in medical laboratory education. While simulation has been well studied in allied health professions such as Nursing, literature regarding the efficacy of simulation in a medical laboratory context is limited. We developed a university-based simulation lab course to replace/supplement a mandatory hospital-based internship rotation in microbiology and blood bank. We anecdotally observed that many students and new Medical Lab Scientists are intimidated by talking on the phone in a laboratory setting. One goal of our course was to increase student comfort communicating technical microbiology or blood bank information with members of the healthcare team. Students practiced calling critical results, troubleshooting problem specimens, and fielding incoming calls through structured role-play activities. Both within a peer practice session, and with a simulated healthcare provider. Our research question assessed how these role-play activities affected students' perceived comfort in communicating technical information on the phone. We assessed the student’s perception through a set of four pre and post survey questions, measured using a Likert scale. Each question was designed to assess students’ perceived comfort in common communication scenarios in a medical laboratory setting. We hypothesized that the simulation lab would increase students’ perceived comfort communicating technical information on the phone. The simulation lab increased students’ perceived comfort communicating on the telephone in all four scenarios. Increases ranged between 0.81 and 1.07 points on a 5 point Likert scale, with an average increase of 0.91 points (±0.12 SD). A MANOVA showed these differences represent a statistically significant change in student comfort F(4,43)=5.13, (p=0.002). In conclusion, we found structured role-play activities are a valuable tool to increase students’ comfort communicating technical information by telephone.
Speakers
EM

Emily Matthys

Assistant Professor, Northern Michigan University
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Teaching Evolution in the Context of Immunology
Saturday November 16, 2024 11:00am - 12:00pm EST
Evolution is listed as one of the core concepts in the national call to reform undergraduate biology education (AAAS, 2010). However, teaching evolution in the context of immunology has not been widely documented. To enable this discussion, we wrote a conceptual statement and invited educators to weigh in on this statement through surveys and semi-structured interviews. This qualitative study addressed the following three research questions with regards to the fundamental statement “Immune defenses vary based on organismal complexity” 1) How important and scientifically accurate is the statement?; 2) How well aligned is this statement with the concept of evolution?; 3) What are the concerns of immunology educators with regards to this statement? In total, we gathered 34 data points. The data showed that 82% of educators considered the statement to be scientifically accurate, and 73% considered that the statement is important for an immunology student to remember. In terms of alignment with the concept evolution, 69% of educators considered it to be well aligned. Upon thematic analysis of semi-structured interviews, 40% of the educators considered the statement to be fine as is. Concerns from the remaining 60% of educators could be captured with these three codes: a) Not clear, i.e.; the fundamental statement does not clearly convey the thought process or intent behind it, or the word choice is vague; b) Missing content, i.e.; words or phrases are missing from the fundamental statement.; c) Not suitable, i.e., The fundamental statement is not suitable to their course, either because of the course level or structure. These comments led to an extensive discussion amongst the co-investigators of this study, and informed the final revisions. The data and accompanying discussion will help researchers and educators adopt a backward design based pedagogical approach, to address the concept of evolution in the context of immunology education.
Speakers
RT

Rebekah Taylor

Chair and Associate Professor, Frostburg State University
TV

Thiru Vanniasinkam

Associate Professor, Charles Sturt University
avatar for Archana Lal

Archana Lal

Professor of Biology, Labette Community College
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Virtual Reality Produces Learning Gains and Other Benefits in a STEM Higher Education Classroom
Saturday November 16, 2024 11:00am - 12:00pm EST
Immersive technologies such as Virtual Reality are gaining in popularity and expanding in educational use. However, there are still many gaps in the research of virtual reality’s effectiveness in the higher education classroom. The research described here examines the effectiveness of virtual reality as an initial laboratory activity in an undergraduate cell biology course. This is an extension of our previous publication that shows perceived student learning gains. In our current research which examines cell biology sections in spring 2020 and 2023, students were asked to complete an attitude survey similar to what we used before, comparing virtual reality to another well-studied active learning strategy (concept mapping). This time the survey was extended to also include questions about feelings of belonging and showed strong support for the use of virtual reality as a tool to increase this vital aspect of higher education in addition to benefits such as a perceived increase in understanding, engagement, and interest for the subject matter. Using pre- and post-assessments with the use of virtual reality resulted in quantifiable learning gains that were statistically significant for a cell labeling and matching assessment and similar to learning gains achieved with cell concept mapping. Both virtual reality and cell concept mapping resulted in learning gains, while use of these different types of active learning strategies yielded different benefits in student surveys. This research adds to the growing body of literature studying the effectiveness of virtual reality in STEM higher education.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:00am EST

Who is the peer in peer review? Engaging undergraduate students in preprint peer review
Saturday November 16, 2024 11:00am - 12:00pm EST
Undergraduate science education often focuses on how experiments are carried out and the scientific knowledge as communicated in the research literature, but neglects engaging students in the critical peer review process that validates such scientific findings. We propose integrating peer review teaching into undergraduate STEM curricula to unveil this critical, yet hidden, aspect of scientific practice. We developed and evaluated a constructivist, service-learning curriculum where undergraduate biology students learn about peer review, then write and publish reviews of preprints. Initially piloted with advanced students at Mt. Holyoke, this project adapted the course for first-semester students at Oxford College of Emory University. We investigated how authentic peer review engagement impacts students' scientific literacy, identity, and understanding of the course topic: the Covid-19 pandemic. The 15-week course, delivered to 17 first-year students, covered peer review history, sociology, and mechanics, followed by practical evaluation and construction of review reports. Students completed individual and group peer reviews of SARS-CoV-2 preprints. Surveys assessing science literacy, identity, belonging, and SARS-CoV-2 biology understanding were conducted throughout the course and analyzed using one-way ANOVA and paired t-tests. Results showed increases in students' self-efficacy, science identity, and networking factors after the first peer review assignment, with more significant increases following group reviews. These trends mirrored those observed in the previous iteration with advanced students at Mt. Holyoke. Significant gains across all metrics were reported upon course completion. Our study concludes that: 1. Exposing students to hidden aspects of science, like peer review, can enhance their affinity with the scientific community and understanding of scientific processes. 2. Students with limited experience can learn to provide effective peer reviews, suggesting implications for broadening the pool of potential peer reviewers and their training in scientific publishing.
Speakers
Saturday November 16, 2024 11:00am - 12:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

11:15am EST

Epidemiology as a topic worth studying by allied health students: A McGraw Hill Product & Author Showcase
Saturday November 16, 2024 11:15am - 11:45am EST
Speaker: Kelly Cowan, McGraw Hill author of Microbiology Fundamentals and Microbiology: A Systems Approach

Our experience with COVID-19 is exposing a pressing need for public understanding of a few basic epidemiological concepts. Not the hard stuff (math), but the fundamental principles. Kelly will make the case for epidemiology as a topic worth studying by allied health students, in their microbiology courses. She has previously made the case for teaching epidemiology in a liberal arts curriculum!

Suggested audience: Instructors of allied health students, Community college professors, everybody.
Speakers
KC

Kelly Cowan

Miami University Ohio
Saturday November 16, 2024 11:15am - 11:45am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

12:15pm EST

Networking lunch
Saturday November 16, 2024 12:15pm - 1:15pm EST
TBA
Self-serve buffet lunch with ASMCUE attendees will be provided on-site.
Saturday November 16, 2024 12:15pm - 1:15pm EST
TBA

12:15pm EST

Macmillan Focus group: Engagement and Equity in Intro to Microbiology
Saturday November 16, 2024 12:15pm - 1:15pm EST
Invitation-only event --self-nominate for this opportunity with this link.

A complimentary lunch will be served during the focus group as we explore these educational advancements. Participants will receive an honorarium of $150. To qualify for the honorarium, participation in the focus group and completion of the follow-up survey are required.

Address the challenges of making your introductory microbiology course more equitable while boosting student engagement. Learn about our upcoming products designed to enhance equity and engagement, and share your valuable feedback.
Speakers
Saturday November 16, 2024 12:15pm - 1:15pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

1:15pm EST

Plenary. This Joy That I Have…Fostering Justice and Joy Through STEM Transformation
Saturday November 16, 2024 1:15pm - 1:50pm EST
Speaker: Terrell Morton, Ph.D.

Scholars and practitioners vested in STEM education transformation must address and attempt to mitigate oppression that manifest through STEM culture, content, classrooms, and research experiences. Rooting transformational strategies in critical, strengths-based frameworks present opportunities to foster justice and joy for all involved in the STEM education ecosystem. In this presentation, I will provide insight into how to use critical, strengths-based frameworks to root transformational strategies towards justice and joy!  
 

Speakers
Saturday November 16, 2024 1:15pm - 1:50pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

2:00pm EST

Embracing the Right FIT: How First-Day Instructor Talk in Biology Laboratory Courses Supports the Creation of Positive Learning Environments
Saturday November 16, 2024 2:00pm - 2:30pm EST
Instructor Talk (IT)—the noncontent messaging that educators employ while creating the learning environment of a course—has been shown to directly influence student engagement and success. First-day Instructor Talk (FIT) is hypothesized to be especially important for establishing classroom culture and addressing early student concerns. As previous research on FIT has largely centered on faculty lecturers, the FIT used by educators in biology laboratory courses remains understudied. In this session, I will introduce attendees to IT frameworks, explore findings from a laboratory-based FIT study that our team conducted, and prompt attendees to consider the “right FIT” at their institutions.
Speakers
avatar for Jeffrey T. Olimpo

Jeffrey T. Olimpo

Associate Professor, The University of Texas at El Paso
I am a discipline-based education researcher whose work focuses on understanding how the contextual features of course-based undergraduate research experiences (CUREs) influence student- and instructor-level outcomes. I am also deeply interested in designing professional development... Read More →
Saturday November 16, 2024 2:00pm - 2:30pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

2:00pm EST

Professional development through publishing educational materials
Saturday November 16, 2024 2:00pm - 2:30pm EST
All instructors engage in the private generation of educational materials for their students, from creating lessons and courses to curriculum development. A natural career progression is to explore sharing one’s teaching materials in a more public forum. Publishing and presenting are important and fulfilling ways for educators to enhance their professional development. This session will offer a panel-based discussion on challenges and supporting resources related to educational publishing. Speakers will include those with informal (e.g., essays and teaching tips) and formal (e.g., peer-reviewed articles, lab manuals, and textbooks) publications. Participants will self-reflect on and discuss personal publishing aspirations and barriers.
Saturday November 16, 2024 2:00pm - 2:30pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

2:00pm EST

The co-creation of an environmental microbiome science certificate program to enable professional development and the furthering of multi-omics expertise
Saturday November 16, 2024 2:00pm - 2:30pm EST
The National Microbiome Data Collaborative (NMDC) aims to connect and engage the microbiome research community to unlock new possibilities in microbiome data science. To further this mission, the NMDC has developed extensive outreach, engagement, and educational strategies and activities. The NMDC has recently developed an environmental microbiome science certificate program for undergraduate students interested in microbiome research. The curriculum includes modules to further the students’ technical knowledge as well as their practical and professional skills. This educational effort has already and will continue to incorporate content and feedback from various partnering organizations and groups including the Microbiome Centers Consortium, the NMDC Champions, the American Society for Microbiology, as well as individual microbiome scientists and educators. This educational content is aimed at promoting practical skills to empower the next generation of microbiome researchers.
Speakers
JK

Julia Kelliher

Research Technologist, Los Alamos National Laboratory, National Microbiome Data Collaborative
Saturday November 16, 2024 2:00pm - 2:30pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

2:00pm EST

Typhus & the 1917 Bath Riots: A Case Study Highlighting Opportunities & Strategies to Integrate Social Justice in Microbiology Education
Saturday November 16, 2024 2:00pm - 2:30pm EST
Not surprisingly, microbiology educational tends to emphasize the pathogen in the epidemiological triad, training students to focus on virulence factors without adequately considering the importance of host and environment. Using epidemic typhus and the 1917 Bath Riots as an example, I will share how instructors can more holistically explore the epidemiological triad highlighting opportunities to explore how microbiology and public health intersect with racism and social justice. In addition, I will provide suggestions and best practices to ensure these conversations and lessons are covered in a way that safely respects and honors students’ unique backgrounds and identities.
Saturday November 16, 2024 2:00pm - 2:30pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

2:00pm EST

Unlocking Potential: Empowering Students through Undergraduate Research Experiences at Community Colleges
Saturday November 16, 2024 2:00pm - 2:30pm EST
Community colleges are pivotal in higher education, offering accessible pathways for students to pursue academic and career goals. While faculty at these institutions may encounter constraints such as limited time and resources for research, innovative approaches and collaborations still enable valuable research opportunities for students. This discussion will highlight essential strategies for exploring UREs at community colleges, empowering faculty to develop UREs as independent research projects, integrating them into curricula, leveraging institutional resources, identifying funding opportunities, and fostering collaborative partnerships. Cultivating a culture that promotes research experiences can empower students and enrich their STEM identity.
Speakers
RK

Renu Kumar

Dr. Biology Faculty, Minnesota State
Saturday November 16, 2024 2:00pm - 2:30pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

2:00pm EST

What if student could fail without repercussion?
Saturday November 16, 2024 2:00pm - 2:30pm EST
I have been teaching microbiology to a diverse group of students with varying backgrounds and career goals. I noticed significant disparities in their preparedness, with the first exam often representing a barrier. It sounded an alarm for many, causing them to take the class seriously and work hard. However, that first exam score took a toll on their final grade. I remember my experience as an undergraduate in Italy. I took anatomy twice. I failed the first time, so I studied and took it again. The failing grade showed nowhere in my transcripts; I graduated top of the class and earned 2 Ph.D.s. So, I asked myself, what if my students could have that grace that I was given as an undergraduate? What if we don’t penalize them during the first month of the semester but promote understanding and hard work? I now implement an exam 1 retake policy.
Speakers
Saturday November 16, 2024 2:00pm - 2:30pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

2:40pm EST

A discussion activity for learning and assessment of the Core Concepts of Biology
Saturday November 16, 2024 2:40pm - 2:55pm EST
In this Microbrew I will present a discussion activity for student learning and assessment of the Core Concepts of Biology (Vision and Change in Undergraduate Biology, 2009). The activity facilitates both learning and assessment through a dynamic discussion based on articles of individual student choice that engages students with the core principles of biology: evolution, structure and function, information flow, energy and matter transformations, and systems, with addition of ethical considerations and provides opportunities for further discussion and extensions based on student understanding. The discussion activity can be adapted for instructor-led summative assessments and formative classroom interactions. The activity has consistently received positive feedback from students and has been an effective way to connect with students around their interests in biology and stimulate motivation for learning.
Speakers
Saturday November 16, 2024 2:40pm - 2:55pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

2:40pm EST

Creating a Supportive Student Network: How Peer Mentoring Enhances Microbiology Education
Saturday November 16, 2024 2:40pm - 2:55pm EST
Peer mentoring has shown to increase transfer student success and foster an immediate sense of belonging in their academic setting. We have created a Peer Mentoring program to build connections between our majors and new transfer students joining our program. The goal of this program is for students to (1) interact and socialize, (2) provide a sense of belonging for new students within the department and university, (3) offer accessibility and knowledge to navigate RU-campus resources, and (4) increase retention & graduation rates. The peer mentor outcomes is to (1) build and apply mentoring skills, (2) improve leadership skills, and (3) increase a sense of belonging in their major. For our presentations, we would like to share our experience in recruiting students to the program, the process of matching mentors with mentees, meeting expectations and goals, guidance throughout the semester and overall design of the peer mentoring course that students take.
Saturday November 16, 2024 2:40pm - 2:55pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

2:40pm EST

Fostering discussion on health disparities and global awareness in an undergraduate microbiology course through the use of primary scientific papers.
Saturday November 16, 2024 2:40pm - 2:55pm EST
Microbiology lives at the intersection of science and society. Diarrheal diseases and access to clean water, sexually transmitted diseases and sexual health access/education; microbial evolution, outbreaks and vaccination attitudes, the possibilities seem endless. We have developed three course activities associated with primary scientific papers that are accessible to undergraduate students to promote scientific literacy and critical thinking skills, while cultivating discussions on health inequities, and improve students’ cultural and global awareness. Best practices for primary papers and for the creation of inclusive classrooms require some of the same techniques; providing scaffolding of background and terminology, highlighting multiple sources/perspectives and development an environment where individuals are comfortable accepting their own inexperience and listening to the other’s knowledge/experience. We will present the implementation of these through primary papers and associated assignments, student responses to these, and discuss the expansion to other undergraduate classes, including parasitology and genetics.
Speakers
Saturday November 16, 2024 2:40pm - 2:55pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

2:40pm EST

Strategies to Re-Engage Students with In-Person Instruction
Saturday November 16, 2024 2:40pm - 2:55pm EST
Have you ever looked out at a sea of empty seats in your classroom and wondered where your students are? You are not alone! Student engagement and attendance are historically low, with instructors at many institutions reporting as few as one-quarter of their students attending class after our post-COVID return to in-person instruction (Basken, 2023; Holstead, 2022; McMurtrie, 2022). Instructors are understandably concerned about negative impacts on student outcomes and interactive learning activities. We will first describe the benefits that in-person attendance has for student learning, then share the pros and cons of teaching practices commonly used to boost attendance in STEM lecture courses. As a group, we will identify which practices are most impactful, and invite attendees to contribute practices and ideas to a collaborative document. Our goal is to provide a variety of options for instructors to serve their pedagogical goals and the specific needs of their classroom.
Speakers
Saturday November 16, 2024 2:40pm - 2:55pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

2:40pm EST

Using STEM-spiration Profiles to Highlight Diverse Scientists
Saturday November 16, 2024 2:40pm - 2:55pm EST
To “recognize the historical and ongoing contributions of diverse scientists” is a part of the ASM Recommended Guidelines for Undergraduate Microbiology Education. The use of STEM-spiration Profiles in my courses has allowed my students to learn about a wide array of scientists in the field now, historic scientists, and even some alumni of our college making their way in STEM careers. Introduction of a profile may be linked to course content. While studying bacterial genetics students are introduced to Tsuneko Okazaki, and when learning about the microbiome a profile about Ariangela Kozik is shared with students. Each week students explore a new profile, so over the semester most students discover a person with whom they are able to relate and gain inspiration to persist in their STEM dreams and goals. Students consistently report at the end of the term how much the STEM-spiration Profiles impacted them.
Speakers
JO

Julie Oliver

Professor, Cosumnes River College
Saturday November 16, 2024 2:40pm - 2:55pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

3:00pm EST

AI Scientist Spotlights: Highlighting the Role of Artificial Intelligence in the Biology Professions
Saturday November 16, 2024 3:00pm - 3:15pm EST
Growth in the use of artificial intelligence (AI) technologies in postsecondary learning environments has resulted in a concomitant increase in conversations about the role of AI in teaching and the relevance of AI to students’ academic/professional development. To approach these conversations within the biology curriculum at our institution, we developed a series of “AI Scientist Spotlight” exercises designed to highlight the work of counterstereotypical scholars employing artificial intelligence technologies in a diversity of contexts (e.g., healthcare). Importantly, these spotlights also provide students with an opportunity to reflect on the potential role of AI in their own future careers. In this interactive session, we will introduce attendees to the spotlights that we have created, engage in conversation around their utility in meeting the above-mentioned goals, and brainstorm strategies for how attendees might implement similar spotlight exercises at their own institutions.
Speakers
avatar for Jeffrey T. Olimpo

Jeffrey T. Olimpo

Associate Professor, The University of Texas at El Paso
I am a discipline-based education researcher whose work focuses on understanding how the contextual features of course-based undergraduate research experiences (CUREs) influence student- and instructor-level outcomes. I am also deeply interested in designing professional development... Read More →
Saturday November 16, 2024 3:00pm - 3:15pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

3:00pm EST

Facing your fears: math skills in micro lab
Saturday November 16, 2024 3:00pm - 3:15pm EST
This Microbrew is a discussion about strategies to address student math skills, where they are, and to develop competency to perform data analysis in microbiology lab to address the quantitative reasoning curriculum outcome. This session is on the math skills used throughout a semester long microbiology lab and will incorporate exercises for determining cell size using a microscope equipped with a micrometer, how to setup serial dilutions and to determine the concentration of microbes in an original sample after a serial dilution is performed. To improve student learning a unique math skills sheet was developed for the students to refer to throughout the course to help master the needed skills. The participants will discuss these skills and their personal experiences in helping students overcome math hesitancy and inadequate prior math skill preparation.
Saturday November 16, 2024 3:00pm - 3:15pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

3:00pm EST

The Tiny Earth CURE equitably develops scientific self-efficacy and identity, which mitigate persistence losses
Saturday November 16, 2024 3:00pm - 3:15pm EST
Course-based undergraduate research experiences (CUREs) enhance student retention in STEM, particularly among students who belong to historically excluded communities. Yet the mechanisms by which CUREs contribute to student persistence in STEM remain poorly understood. Our study explored how enrollment in the Tiny Earth CURE – which focuses on students discovering antibiotics from soil bacteria – promotes scientific self-efficacy and identity, while mitigating losses in STEM persistence intentions that are typical in gateway courses. The session will share results from the study and an overview of the Tiny Earth curriculum.
Speakers
avatar for Sarah Miller

Sarah Miller

Executive Director of Tiny Earth, University of Wisconsin-Madison
Saturday November 16, 2024 3:00pm - 3:15pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

3:00pm EST

Use of “Career Competencies” in teaching lab notebooks in an undergraduate Biotechnology Laboratory
Saturday November 16, 2024 3:00pm - 3:15pm EST
A series of “Career Competencies” was developed on campus to help students relate what they are learning to transferable skills needed for employment. Instructors across the curriculum have developed assignments to address these career competencies. While many laboratory courses use technical skills and documentation, students may not sense how they would use them in a career. In the Biotechnology Laboratory, the assignment involves a weekly post addressing these career competencies in relation to documentation or other skills. Some weeks there was a required prompt related to a particularly challenging task such as calculating Specific Activities or keeping their lab notebook. Other weeks were free weeks to sense what they are appreciating. Assessment involved “ungrading” based on how many posts the student wrote over the semester and feedback provided. A quorum of students has better appreciation for documentation and other transferable skills relating to career competencies.
Speakers
Saturday November 16, 2024 3:00pm - 3:15pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

3:00pm EST

Whatever the case may be: Developing unfolding case studies to prepare students for NexGen-NCLEX
Saturday November 16, 2024 3:00pm - 3:15pm EST
In 2023, NexGen-NCLEX was released, a nursing licensure exam designed to evaluate clinical judgment skills. To prepare students for this assessment, new educational resources are required. We have designed novel case studies that are aligned with the NextGen-NCLEX and ASM-MINAH Guidelines to familiarize students with the format of the exam. These self-paced, unfolding case studies have been developed using true patient scenarios. Students must recognize and analyze cues through symptoms, history, vitals, and labs. Using this information, students then generate logical hypotheses and solutions for best patient care. Across these 20+ cases, students are exposed to diverse patient populations, allowing them to navigate caring for patients with different backgrounds, cultures and gender identities. This holistic approach integrates core microbiology and laboratory concepts that students will apply in their careers. These case studies would benefit students and educators alike, by sharing this interactive and accessible content with the allied health field.
Saturday November 16, 2024 3:00pm - 3:15pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

3:20pm EST

Beyond the Bench: Integrating Bioethical Topics in Microbiology and Immunology courses
Saturday November 16, 2024 3:20pm - 3:35pm EST
Integrating bioethics into foundation sciences courses bridges the humanities and sciences and fosters dialogue on the societal implications of scientific advancements both past and present. As per the 2024 ASM Curriculum Guidelines, understanding science-society intersections and ethical dimensions is crucial. In this session, the audience members will brainstorm and share bioethics topics related to courses. The presenter will describe her strategy for integrating bioethics readings and student reflections, highlight successful topics, and include student feedback. The session concludes with an invitation to work collaboratively to identify impactful reading materials, design assignments, and develop effective ways to share these resources.
Speakers
AD

Aisling Dugan

Senior lecturer, Brown University
Saturday November 16, 2024 3:20pm - 3:35pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

3:20pm EST

Big data analytical techniques (BDAT): Influenza viral dynamics and vaccine design course module
Saturday November 16, 2024 3:20pm - 3:35pm EST
The rapid advancement of high throughput technologies has generated an enormous amount of heterogeneous data relevant to the life sciences and data science as a whole. This underscores the need to leverage this data to prepare undergraduate students for career opportunities in STEM that may be more data-focused by teaching big data analytical techniques (BDAT). Faculty at teaching-focused institutions such as community colleges, face numerous obstacles when incorporating BDAT in their life sciences curricula including heavy teaching loads, lack of time, resources, and support to develop new curricula. Additionally, bioinformatics software and modules are often written with specific user expertise in mind, making general usage by faculty difficult and time-consuming. Come learn about the NSF funded Consortium for Biological Data Science Education RCN and our planned infrastructure to support faculty in introducing BDAT and curricular supports. Faculty will be able to engage and provide feedback on one module.
Speakers
avatar for Mel Melendrez-Vallard

Mel Melendrez-Vallard

Instructor of Biology, Microbiology, Anoka Ramsey Community College
Saturday November 16, 2024 3:20pm - 3:35pm EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

3:20pm EST

Incorporating Primary Literature into Your Class Using This Week in Microbiology (TWiM) Podcasts and an OER Pressbook, Podcast Annotation Resources: Microbiology (PAR:M)
Saturday November 16, 2024 3:20pm - 3:35pm EST
The ability to understand science and think in a critical way is important to modern citizens. However, students struggle learning to read and write about science. Students leave science because they feel unconnected and uninspired by traditional teaching methods. Additionally, teachers struggle finding teaching resources that are effective, innovative, and reliable. This science literacy project provides two opportunities for curricular change. First, student/faculty teams collaboratively annotated episodes from TWiM, mapped concepts to the ASM curricular guidelines, and developed figure reading exercises based on the primary literature in the podcast. Second, these materials were organized into the Pressbook with accessible, inclusive, and complete activities for teacher use. We invite faculty to utilize the Pressbook activities, join our group to learn to build their own annotation teams and generate OER for primary literature-based science podcasts, and investigate the impact of these trainings and materials on student science literacy, identity, and motivation.
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Saturday November 16, 2024 3:20pm - 3:35pm EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

3:20pm EST

MARVEL: Microbiology Achievement through Research and Valuable Experiential Learning
Saturday November 16, 2024 3:20pm - 3:35pm EST
Student retention challenges, particularly for underrepresented groups, often include barriers impacting student self-efficacy, persistence, motivation, and STEM identity. To address these issues and promote student persistence, the MARVEL (Microbiology Achievement through Research and Valuable and Experiential Learning) program was developed as an intervention to address these barriers by fostering community, building confidence, and providing early experiential learning opportunities. Targeted interventions include embedding student participation in research symposia, experiential learning, and professional development-oriented workshops into the curriculum of an introductory microbiology course, while guiding the application and reflection of learning outcomes to students’ career preparation plans. Through participation in MARVEL, student confidence and sense of belonging increased as students saw themselves as part of a vibrant scientific community and able to network with other students, faculty, and staff. With continued participation throughout their academic program, students build a comprehensive portfolio of skills while building connections for future success.
Speakers
avatar for Brandi Sigmon

Brandi Sigmon

Assistant Professor of Practice, University of Nebraska-Lincoln
Dr. Sigmon is an Assistant Professor of Practice in the Department of Plant Pathology at the University of Nebraska-Lincoln. As part of her appointment, she also serves as the Academic Success Coordinator for the Microbiology Program. In this program, Dr. Sigmon focuses on enhancing... Read More →
Saturday November 16, 2024 3:20pm - 3:35pm EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

3:20pm EST

WikiScience: Harnessing Wikipedia for Science Communication and Collaboration
Saturday November 16, 2024 3:20pm - 3:35pm EST
Science communication is a key skill that should be considered in STEM curriculum. During the COVID-19 pandemic, the importance of STEM students and professionals being able to communicate effectively with the public was further highlighted. Wikipedia is a collaborative open access encyclopedia and source of information on many science topics for the wider community. In this session we’ll introduce an activity developed in collaboration with Wikimedia Australia. Students worked in groups to assess Wikipedia articles for their currency, accuracy and readability for a lay audience without a science background. An article they generated through AI on the same topic was compared with the Wikipedia article. This activity enhances collaborative learning, critical thinking and science communication in the class, and some key benefits noted by students will be discussed. In this Microbrew attendees will have the opportunity to discuss ways they can implement a Wikipedia based assessment into their own courses.
Speakers
KM

Katelyn Mroczek

La Trobe University
Saturday November 16, 2024 3:20pm - 3:35pm EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

3:30pm EST

Exhibit & Poster Hall Open
Saturday November 16, 2024 3:30pm - 6:00pm EST
During this time, there will be sponsored Product & Author Corners, posters, and exhibit booths.
Saturday November 16, 2024 3:30pm - 6:00pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

A Novel Bacteriophage Transduction Activity for Any Sized Microbiology Course
Saturday November 16, 2024 3:45pm - 4:45pm EST
Horizontal gene transfer (HGT) is an important process among bacteria to increase genetic diversity and thereby survival in ever changing environmental conditions. Mechanisms of HGT, such as transformation, conjugation and transduction, result in the sharing of genes among bacteria that can have medically important consequences, such as the development of antibiotic resistant bacterial strains. While the concept of HGT is relatively straight-forward, generalized and specialized transduction can be confusing processes for microbiology students. In this novel, hands-on activity, participants will play the role of student by organizing pre-printed cards into a concept map that depicts how the life cycle steps of virulent and temperate bacteriophages can lead to generalized and/or specialized transduction. Content in this activity aligns with Fundamental Statements 2, 3, 10, 11, 14, 19, and 1f of Part II Scientific Thinking and Laboratory Skills of the ASM Core Curriculum Guidelines.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

A Playful Approach to Project Based Learning through LEGO
Saturday November 16, 2024 3:45pm - 4:45pm EST
Graduate educators and technology industry leaders identify similar skills for successful graduate students and employees: to learn independently, to take risks without fear of failure, to work in diverse groups towards a common goal, self-reflection and metacognition, and to design a learning and/or project strategy and follow through. Play Included, a Community Interest Company in Cambridge, UK., has developed the Brick-by-Brick® Program, a collaborative LEGO building experience, to foster these skills in neurodivergent youths and neurotypical peers through "Brick Clubs". Through Carnegie Mellon University's Project Baseplate, we will present the implementation and preliminary assessment findings from the first college course designed along the principles of this program, held at Chatham University, with the goal of developing these skills in undergraduate students. By collaboratively navigating and narrating LEGO build challenges, we propose that students will develop resiliency, a sense of ownership, accomplishment, and self-efficacy in a play-based environment.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Antibiotics in a Communication-Intensive General Education Course: (Student) Resistance is Futile...Or Is It?
Saturday November 16, 2024 3:45pm - 4:45pm EST
At Case Western Reserve University, all undergraduate students are required to take 2 seminar/discussion-based or "communication-intensive" courses as a general education requirement. For the past several years, I have taught one such course called "Antibiotics: From Miracle Drugs to Superbugs" appropriate for students from any discipline. Major writing assignments are scaffolded and culminate in a 10-12 page position paper proposing to design a new therapeutic to battle a resistant bacterium or fungus coupled with a "Shark-Tank"/"3-Minute Thesis" style elevator pitch for funding. In my mind, my biggest challenge is promoting in-class student discussion; students are highly reluctant to participate. I will outline some past and current strategies, but I seek audience suggestions to improve in-class engagement, conversation, and interaction. How can I better ensure students feel included...assuming they wish to be included?
Speakers
SW

Susan Wang

Associate Professor, Case Western Reserve University
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Assessing how Group Discussions can Promote Social Metacognition and Improve Students' Learning, Retention and Engagement in Class
Saturday November 16, 2024 3:45pm - 4:45pm EST
BIOL2299 course prepares first-year students to develop the skills they need to read, analyze and present scientific articles. Students also interview a research faculty, review the projects in the faculty's lab and give a group chalk-talk. As students are new to the academic and social environment, they are hesitant to speak up in class and share their thoughts on scientific articles. This project shares how strategies, such as group discussions can promote social metacognition to enhance students' learning. In each class, for the last 15 minutes, students worked in groups to dissect experimental concepts. They practiced peer teaching, generated concept maps, answered one another’s questions and wrote their muddy points on exit cards. They reviewed my answers to exit card questions before next class. This approach improved class performance and engagement as evident from their posters, chalk-talks and grades. In future, I plan to introduce group learning in all classes.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Case Studies to Teach Vision and Change, Socioscientific Issues, and DEI/J Concepts: Stories that make Content Stick
Saturday November 16, 2024 3:45pm - 4:45pm EST
The complex processes that make up the living world are frequently taught individually and without real-world context. Mentors from the Case-Based Active Science Education (CASE) network are working with faculty from across the country to build teaching case studies (TCS) that teach Vision and Change content within the context of socioscientific issues (SSI) and diversity, equity, inclusion, and justice principles. In this session, we will demonstrate how to start building a TCS. Attendees will leave with ideas to make a case study of their own, a template for case study writing, and information about joining our growing network.
Speakers
NB

Nancy Boury

Associate Professor, Iowa State University
Microbiologist interested in active learning, assessment, buildling and using case studies to teach general microbiology, general biology, general genetics.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Catholic Social Teachings in Microbiology: How Catholic Social Teaching Principles Can be Used to Connect Microbiology to Social Justice in an Undergraduate Microbiology Course
Saturday November 16, 2024 3:45pm - 4:45pm EST
The Catholic Social Teaching (CST) principles are a set of guidelines to inform Catholics on creating a fair and just society, upholding the dignity of every person and caring for the poor and vulnerable. These principles are more broadly linked to social justice by promoting actions that support equal rights for all people. To allow students to understand how Catholic Social Teachings and social justice issues can be linked to the field of microbiology, an assignment was created in an undergraduate microbiology course that asked students to choose a population protected by CST principles and identify an infectious disease that disproportionality affects this group. The students were then tasked with creating a public service announcement specifically designed to educate, and therefore empower, this target population. This assignment allowed students to understand the link between social justice and microbiology and empowered students to use their knowledge to bring about change.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Connections with models: Engaging students to evaluate, share, and make connections between models in biology and across courses
Saturday November 16, 2024 3:45pm - 4:45pm EST
Modeling is a key scientific practice shared among scientific fields and recognized as a Core Competency for biology undergraduate education in the “Vision and Change” report. Opportunities to engage with models abound in every course and “modeling instruction” materials are available. Yet modeling use in undergraduate biology remains rare. I will first interactively present the “Connections to My Courses” project as a way for diverse students to 1) make connections to their own experiences, interests, and goals, 2) critically evaluate models from different courses, 3) metacognitively reflect on their learning, 4) tap into the multidisciplinary nature of science and 5) communicate scientific concepts (targeting 2-3 additional Core Competencies relevant to all Core Concepts). Next, participants will consider how to build in opportunities for their students to evaluate, share, and make connections between models that are already used in their course (or how to incorporate modeling instruction in instructor professional development).
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Creating a Flexible Framework to Allow Student Designed Research as Part of an Environmental Microbiology Class
Saturday November 16, 2024 3:45pm - 4:45pm EST
Students conducting microbiology research learn to cultivate, observe, and differentiate microorganisms using the scientific process, whereas typical lab-based courses train these skills through manufactured activities. Through a new Environment Microbiology course, a lab was developed to teach both foundational techniques and the scientific method through student-designed research. In this pilot semester, a created structured framework centered on food microbiology to ensure necessary skill-development and student agency in choosing specific research questions. But there is flexibility in the lab framework to allow each semester to focus on additional areas of environmental microbiology. Students worked communally through class discussions on a common goal to create an environment of collaboration, while designing and conducting research in smaller groups allowing ownership of their learning. Areas to ‘brew’ for future semester include evaluating both student assessments and summative assessment tools to determine how this lab design affects student attitudes and confidence in science.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Encouraging Student-Ownership and STEM Identity through Student-Created Lab Manual
Saturday November 16, 2024 3:45pm - 4:45pm EST
Lab manuals can be a costly item for students to purchase and yet typically do not capture all the activities for a class–-thus, requiring supplemental activities and deviations from the protocol. This can cause confusion and frustration and ultimately keep students from fully utilizing this valuable resource. In response, we are organizing a student-created lab manual that is customizable to the course and created by the students, themselves. Through this project, students will enhance their microbiology laboratory skills as they develop the components they feel essential to a lab manual. This project was developed in line with culturally responsive pedagogy by providing opportunities for student-centered instruction. It is hoped that students will feel a sense of empowerment and improved STEM identity as they play a significant role in creating the course material to be used by future students.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Evaluating the Impact of Structured Homework Assignments on Student Performance in an Upper Division Genetics Course.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Upper division Genetics courses, particularly the molecular genetics section, can be challenging for students. Students often come to class unprepared and neglect pre-class reading assignments. To address this, we incorporated weekly homework assignments from the publisher's website into the syllabus. These assignments included multiple-choice and matching questions, with points awarded for completion. We hypothesized that these homework assignments would improve performance, particularly among C (70-79%) and D (60-69%) students. We compared final exam grades from semesters with and without homework assignments, categorizing students into A (above 90%), B (80-89%), C (70-79%) and D (60-69%) groups based on Exam 1 results. Although 67% of students (N=43) felt the assignments helped prepare for class, 28% admitted to clicking through answers. No significant differences in final exam performance were observed between the homework-assigned and control groups. This suggests that incentivized homework can enhance readiness, its impact on performance needs further investigation.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Experiential learning via extended-Course-based Undergraduate Research Experiences
Saturday November 16, 2024 3:45pm - 4:45pm EST
The field of microbial genomics is rapidly advancing, yet there is a notable opportunity to bridge the gap in undergraduate education linking microbial physiology and genomics, particularly for underrepresented minorities. We aim to integrate advanced microbiology and genomics into its curriculum, enhancing hands-on learning opportunities. This initiative has updated two courses: biotechnology explorations and genomics and bioinformatics, linked through an extended-Course-based Research Experience (eCURE). Students kick off with engaging activities like pipetting by design, mastering this fundamental skill through interactive methods. As they progress, they dive into microbial enrichments, culturing unknown microbes from seawater, high-throughput microbial physiology experiments, data analysis, and genome sequencing, fostering a sense of scientific contribution and ownership. Biomathematical skills are seamlessly woven throughout the curriculum. This project aims to bolster technical skills, scientific communication, and pathways to STEM careers, serving as a model for other HBCUs to elevate diversity and inclusion in STEM, particularly in microbiology.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

High Achievement in Organic Chemistry is a Good Indicator of Success in General Microbiology
Saturday November 16, 2024 3:45pm - 4:45pm EST
Organic Chemistry I (CHM2210) and Biology I (BSC2010) are pre-requisite to General Microbiology (MCB3020C) at the University of Central Florida (UCF), similar to other universities in Florida. While Biology I is a general education course completed by every student in the state, Organic Chemistry is only required for certain majors. In general, Organic Chemistry is a difficult topic: students are required to use critical thinking, demonstrate their ability to analyze information, and apply their knowledge to conceptual questions – much like how we teach and test students in General Microbiology. During discussions about possible curriculum changes, we have investigated removing the requirement for Organic Chemistry I and returning to only requiring Biology I and Chemistry Fundamentals I (CHM2045). To address this possible curriculum change, we independently measured student success in the current pre-requisites and compared those with the student’s success in General Microbiology. The data collected is based on students who have taken General Microbiology in the previous three years, post-COVID-19, in a face-to-face modality. A trend was observed while matching students’ success in Organic Chemistry to their final General Microbiology grade: the grade they received in Organic Chemistry similarly matched their final grade for General Microbiology, with few exceptions. Alternatively, student success in General Microbiology based on Biology I achievement revealed students who received an “A” in Biology I only had an increased chance of passing the class at best, compared to those students who finished the general education course with a “B” or “C.” These findings reinforce the requirement of Organic Chemistry I as a pre-requisite for General Microbiology, suggesting students may not be adequately prepared for the burden of this 5 credit hour course.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

It’s okay to be wrong (and it’s good to be corrected) – reducing stigma and building grit for learning biology
Saturday November 16, 2024 3:45pm - 4:45pm EST
Active learning methods encourage instructors to engage students by asking questions and fostering student-questioning. Instructor behavior significantly influences student participation, with positive feedback enhancing feelings of autonomy, while necessary constructive feedback can sometimes hinder motivation. To address this, we propose creating a classroom environment that normalizes fears of being incorrect or asking basic questions through the game 'Stump the Chump.' In this activity, student groups choose a topic, develop a series of questions with varying difficulty levels, and anticipate incorrect, partially correct, and correct answers using a structured worksheet. The instructor then intentionally provides an incorrect answer, prompting group discussions and peer questioning to find the correct answer collaboratively. This method builds 'grit' and resilience, encouraging student participation and fostering a supportive learning atmosphere. 'Stump the Chump' aims to enhance engagement, promote collaborative learning, while normalizing the scientific process of receiving feedback and reassessing conclusions in undergraduate microbiology education.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Microbial March Madness: A CURE for bacterial physiology
Saturday November 16, 2024 3:45pm - 4:45pm EST
Through the “Microbial March Madness”, students will learn about the specific environmental adaptations of the different microbes to develop and test their hypotheses about the environmental fitness of individual microbes. The Microbial March Madness CURE embraces the TTU love of NCAA basketball by allowing the students to prepare and experimentally test an NCAA-style March Madness bracket of microbes pitted against each other. The benefits of CUREs include enhancing the student's awareness of what it means to be a researcher, increasing their likeness to stay in STEM careers, and helping students discover their science identity. We additionally seek to assess whether our CURE assists in promoting a better understanding of complex topics covered in our upper-level microbiology electives lectures by comparing the knowledge and lab skills between students who are taking only a bacteria physiology lecture class, and students that are taking both classes: Bacteria Physiology and Microbial March Madness.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

OER: Online Encyclopedia of Biological Methods
Saturday November 16, 2024 3:45pm - 4:45pm EST
The Encyclopedia of Biological Methods (EOBM) helps solve a problem faced by many biology faculty. Using primary literature in our classes is good practice, but not all students have the same background in different methods used in journal articles. The EOBM is written to briefly introduce a variety of biological methods to students with a basic understanding of introductory-level college biology. It introduces information at the correct level of technicality, can be more trusted and directed than the results of a Google search, and can directly address common undergraduate misconceptions. This is an ongoing project, and I hope to identify collaborators to contribute entries. These could be written by faculty, graduate students, or postdocs, or undergraduates could write entries as part of a course project, with the possibility of high-quality entries being published in the EOBM. The EOBM is openly licensed as CC BY-SA and is housed on LibreTexts.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Re-Enactment for Engaging Learners in the Classroom
Saturday November 16, 2024 3:45pm - 4:45pm EST
To engage diverse learners, we often look for methods beyond didactic lectures. Particularly for complex biological processes, incorporating learner-centered strategies often seems to require significant time and efforts that neither instructors nor students have. In this microbrew, attendees will participate in a live re-enactment of bacterial peptidoglycan synthesis. As part of this re-enactment, attendees will also act out the mechanisms of antimicrobials that target the peptidoglycan structure as well as the common resistance mechanisms.This engagement practice allows students, both of those re-enacting and those observing, to visualize a complex process and develop critical thinking skills to make predictions on interruptions on the process with real-world relevance and applications. Moreover, this engagement strategy is easily adaptable and customizable for all instructors and learners.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Research based study abroad course - India
Saturday November 16, 2024 3:45pm - 4:45pm EST
This course will be a transformative educational experience that goes beyond traditional classroom teaching. It emphasizes the importance of global collaboration and cultural immersion. Students will interact with local researchers and peers, fostering a diverse academic exchange while understanding different perspectives in scientific research. The course is designed to emphasize the process of inquiry, scientific thinking, and equip them with laboratory and data analysis skills. They will visit local research institutes and will experience India's vibrant culture, which will enhance their social and cultural adaptability. The project is designed to address the rise of multidrug-resistant (MDR) organisms focusing on investigating the antimicrobial properties of local plant extracts and nanoparticles against them. India's rich biodiversity, and traditional medicinal practices, provide an ideal environment for exploring alternative resources to combat drug resistance. The experience will prepare students for future research endeavors and collaborative projects, contributing to the global fight against antimicrobial resistance.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Team projects to promote interest in basic microbiology
Saturday November 16, 2024 3:45pm - 4:45pm EST
Traditional lecture-based approaches have long been the cornerstone of undergraduate education; however, the paradigm is shifting towards more interactive and engaging methodologies. Flipped-classroom, online tools, gamification and group work via team projects are only some of the recommended approaches. To further facilitate student self-engagement, a new concept of allowing students to select the specific topic from a predefined field, ensures the need to perform literature research and brainstorming during the course. As part of the activity, the students need to set-up their individual experimental plan. No formal instructions are provided on what work must be done. The selected techniques are subsequently validated in laboratory experiments and presented as a research project. As a result, after the course undergraduate students have obtained skills in preparation of a scientific work (as precursor for Bachelors thesis), teamwork, own task set up, and collaboration just within 13 weeks of study.
Speakers
LM

Linda Mezule

Riga Technical University
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Undergraduate Education Officers for Research Programs
Saturday November 16, 2024 3:45pm - 4:45pm EST
In 2023, a research expedition sailed to the Juan de Fuca Ridge Flank to collect geochemical and microbiological samples from the marine crustal aquifer using existing subsurface borehole observatories. This subseafloor environment is approximately 62 ˚C, devoid of oxygen, and consequently home to unique thermophilic microorganisms. The site is also located within a Canadian Marine Area of Interest named Tang.ɢwan–ḥačxwiqak–Tsig̱is. To enhance the broader impacts of our expedition, berths were reserved for two First Nation observers and one education officer, a Hartwick College undergraduate biology major also enrolled in Hartwick’s education program. This inclusive approach aimed to integrate Indigenous perspectives into the scientific process and strengthen our educational outreach efforts. Here, the expedition co-chief and undergraduate education officer will discuss how working within Tang.ɢwan–ḥačxwiqak–Tsig̱is influenced our scientific objectives and will share lesson plans, which were designed for the community library, middle school students, and undergraduates.
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

3:45pm EST

Using Authentic Research Experience to Stimulate Student Interest and Sense of Belonging
Saturday November 16, 2024 3:45pm - 4:45pm EST
Today’s undergraduate students in Biology frequently face many hurdles in the path toward academic success. Some of these hurdles include low self-confidence and a lack of a sense of belonging. These hurdles can be particularly intimidating for underrepresented minority and first-generation students. We proposed to address these specific hurdles with the development of a laboratory course that would introduce young students to authentic research and help build student camaraderie. The HCU biology department received an NSF grant to develop a sophomore-level laboratory course to accompany Cell and Molecular Biology. This course is taken as the third and final of our prerequisite courses. Students in the laboratory course participate in both an authentic research experience and in student learning teams designed to engage in lecture material. Students in the course participate in identical pre-lab and post-lab surveys with nine questions related to confidence in their own laboratory capabilities and ten questions related to their sense of belonging. Analysis of the survey data shows consistently higher scores in the post-lab survey compared to the pre-lab survey. This trend is even more pronounced for students in the underrepresented minority and first-generation groups. Our data suggest that the lab course is achieving the intended outcomes of increasing student self-confidence as well as sense of belonging.
Speakers
Saturday November 16, 2024 3:45pm - 4:45pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:00pm EST

Exploring the New Carolina Microbiology Essentials Lab Kit for Online Courses
Saturday November 16, 2024 4:00pm - 4:30pm EST
Join us for a live unboxing of the new Carolina Essentials hands-on lab kit, led by online microbiology educator Bridgette West from Hawkeye Community College. In this engaging session, Bridgette will unveil the new kit's contents, highlighting its innovative features designed for effective learning. Drawing from her extensive experience with Carolina lab kits and online microbiology courses, she will share valuable insights and best practices to enhance student engagement and success. Whether you’re a seasoned instructor or new to online education, this event promises to provide practical tips and inspiration for making the most of your lab experience. Don’t miss this opportunity to see the new $97/student microbiology kit and learn from a trusted expert in the field!
Speakers
avatar for Leah Bishop

Leah Bishop

Sales Team Manager, Distance Learning, Carolina Distance Learning
Saturday November 16, 2024 4:00pm - 4:30pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

4:45pm EST

SimBio Product & Author Corner
Saturday November 16, 2024 4:45pm - 5:15pm EST
Speakers
EM

Eli Meir

Director of Research, SimBio
I'm the Director of Research at SimBiotic Software where I've helped study a range of topics in BER from evolution misconceptions and how to overcome them, to ways of constraining open-ended activities to make it easier to interpret student understanding, to performance-based assessment... Read More →
Saturday November 16, 2024 4:45pm - 5:15pm EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

4:50pm EST

A Scaffolded Biofilm Laboratory Project for Improving Student Learning of Scientific Methods
Saturday November 16, 2024 4:50pm - 5:50pm EST
Biofilms are ubiquitous, easy to grow and quantify, and provide useful systems for improving student learning of scientific methods. Biofilms were the focus of a semester-long scaffolded laboratory activity for upper-level biology and biochemistry majors. Shorter interspersed activities were used to introduce procedures so that the biofilm project served as a summative assessment of learning. There were five outcomes: 1) locate and summarize primary scientific literature about biofilms, 2) develop hypotheses and predictions to answer a scientific question, 3) design an experiment to test hypotheses and predictions, 4) analyze and present data in scientific format, and 5) present results in a written scientific report. The activity was scaffolded into four parts. For the first part individual students used scientific literature to identify variables impacting formation and/or growth of microorganisms as biofilms. For each variable they wrote a one-page summary of their learning. The remaining three parts of the activity were completed by pairs of students working collaboratively. For part two each pair submitted a proposal for a scientific experiment that contained an introduction to the question they proposed to investigate, accompanying hypothesis and prediction statements, detailed methods for completing the experiment, and a graph showing the data if the prediction was correct. Part three was a description of the experimental data analysis and results. Part four was a written description of the entire project in complete scientific format. Escherichia coli or Staphylococcus epidermidis biofilms were grown in 96-well plates and density was measured by staining with safranin, which was eluted and quantified as absorbance with a plate reader. Achievement of all five learning outcomes were measured on scoring rubrics with four levels: achieved, competent, developed, and initiated. Median scores calculated for n=10 (outcome 1) or n=5 (outcomes 2-5) indicated a majority reached competent or achieved levels for all outcomes.
Speakers
avatar for Mary Allen

Mary Allen

Professor of Biology, Hartwick College
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

A transposon-based CURE to improve student understanding of the genotype to phenotype concept
Saturday November 16, 2024 4:50pm - 5:50pm EST
Studies suggests that the molecular details of the Central Dogma are not properly learned, and students exhibit a superficial understanding of the genotype to phenotype (GP) link. Thus, we developed a Course-based Undergraduate Research Experience (CURE) that uses environmental bacteria as a means to directly identify and learn GP links. Here, we demonstrate the CURE, which includes transposon mutagenesis along with arbitrary PCR and bioinformatics, to connect GP traits. The CURE has been implemented in the Tiny Earth curriculum and tested in other science lab courses with success thus demonstrating its ease of adaptability at other institutions.
Speakers
avatar for Joanna Klein

Joanna Klein

Assistant Professor of Biology, University of St. Thomas
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

CUREing the antibiotic crisis
Saturday November 16, 2024 4:50pm - 5:50pm EST
Mount Mary University (MMU) is a liberal-arts based, all female undergraduate institution in Milwaukee Wisconsin. 86% of our undergraduates come from Milwaukee. Their 53206 zip code denotes the 2nd most impoverished large city in the nation. 79% of our STEM undergraduates are women of color. Because of our high ranking in social mobility (2023 US News and World Report), MMU is in a position to bridge the gender divide by recruiting and retaining women from historically untapped groups to enter and succeed in STEM. We have completed year three of an NSF S-STEM track 2 award providing academically-talented, financially-in need students with rich, early and sustained opportunities to conduct original microbiological research. We implemented the Tiny Earth Program as a CURE (course-based undergraduate research experience). Here, students isolate and characterize soil bacteria as a source of previously unidentified antibiotic producing organisms. CUREs have been shown to increase retention, persistence to graduation, build a sense of belonging, and provide a space for cohort community building. Quantitative measurements given to the CURE-enrolled STEM students demonstrate that participation correlated with a higher overall motivation to learn and engage with science in general compared to control non-CURE students. CURE students indicated higher ‘inherent satisfaction in learning science for its own sake; and the belief they have control over their ability to learn science’. CURE participants more frequently saw traits of scientists in themselves and felt they identified as a scientist. Some anecdotal answers from the prompt “Do you feel this CURE provides community?” the students responded: “Yes, this is a safe space.”, “I look forward to coming.”, “We help each other to grow and learn.”, “There is a connection and belonging.”. Through this CURE, students report increased motivation, satisfaction and internal locus of control in relation to science, traits that correlate with STEM persistence.
Speakers
avatar for Kathleen Boyle

Kathleen Boyle

Mount Mary University
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Deliberate Training in Argumentation Helps Promote Ethical Reasoning: The Case for Ethical Training
Saturday November 16, 2024 4:50pm - 5:50pm EST
Ethical reasoning and navigating often inevitable and complex power dynamics in research settings are critical skills for developing researchers. Thus, training and developing scholars through effective and adaptable interventions is critical. Case studies and argument analysis have been used to engage participants in analyzing scenarios that address the responsible conduct of research in various contexts. We developed a 200-level biotechnology and sustainability course that leverages the How We Argue adaptive course modules (developed by ThinkerAnalytix) and scaffolded case study analyses through a template reflection to promote a deeper understanding of complex ethical scenarios. We incorporated discussion forums for learners to share their interpretation of custom-tailored e-waste recycling case studies. Through this approach, participants completed the How We Argue module and transferred their reasoning skills to potential ethical dilemmas in biotechnology and the sustainability of electronic waste reuse. We hypothesized that argument analysis and open discussion of ethical scenarios would promote ethical reasoning skills. Mixed methods, pre-post surveys, and thematic analysis indicated that participants can identify ethical dilemmas yet vary in their ability to articulate the issues and their corresponding impact on power dynamics. Analyses of additional student responses and feedback will aid in the refinement of the case studies and more effective implementation of argumentation training and ethical reasoning in course-based research experiences.
Speakers
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Developing a semester-long CURE to support your research goals
Saturday November 16, 2024 4:50pm - 5:50pm EST
Course-based Research Experiences (CUREs) are an evidence-based tool to foster student belonging in the sciences. I implemented a CURE that I learned about in a JMBE article in an upper division course and witnessed students engage and experience ownership of working on their own samples. However, there was a disconnect between the data students were generating in the CURE and my own research. I implemented a top-down and bottom-up approach to design a new CURE for my course that supports my research agenda. I aim to help attendees develop CUREs that support both their students and research program.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

E-Portfolios and Individualized Learning in a Large STEM Class
Saturday November 16, 2024 4:50pm - 5:50pm EST
This session presents a transformative approach to education implemented in a large microbiology/STEM course (120+ students). By eliminating quizzes and exams as assessments, we shifted to utilizing e-portfolios to assess student learning. E-portfolios allow students to draw connections between the course material in creative ways. and enhances their critical thinking and application skills. Attendees will discuss various assessment strategies and learn how to design assignments that can be included in a portfolio. We will also share insights from our course transformation and highlight the impact on student learning and their overall engagement in the class.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Educational Integration of Biofilm Research: Creating a Versatile Assay for Diverse Bacterial Species
Saturday November 16, 2024 4:50pm - 5:50pm EST
Many students struggle with basic microbiological concepts, like the formation of biofilms, even though this knowledge is relevant to their careers like public health (nursing, pre-med, dental hygiene, surgical technology, etc.). To get students more engaged with the course materials, the creation of a biofilm assay and subsequent laboratory exercise were designed with three intentions: one of improving student interest, understanding and retention about biofilms, two to give students practical experience in designing and performing labs, and three a way for students to contribute to the curriculum of the course. First, a group of former microbiology students met over the summer to assist in the setup of the biofilm assay based on a protocol by O’Toole. Then two students completed a practice run to troubleshoot the linguistics. Once some changes were implemented, these students led the other students in our group in the exercise. Some of the students wrote up the process that was published in our Journal of Emerging Scholarship and presented at a state STEM conference. The students who participated in this exercise had an increased interest in research and had more insights on what goes into course design and how much this exercise would have improved their understanding of biofilms by having real-life examples. In the future, a case study and exercise will be developed for implementation in the classroom. The purpose of this poster is to highlight the relevance of this work, the logistics, the results, and lessons learned after completing the design.
Speakers
SF

Sandra Fox-Moon

Assistant Professor Biology, Anne Arundel Community College
I am the microbiology coordinator at Anne Arundel Community College and looking to incorporate research into the course.Currently, I am working on Proteus mirabilis biofilms.Besides research I am always looking for ways to engage students on difficult topics like cell parts, diffusion/osmosis... Read More →
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Empowering Low -Income students in STEM through NSF-S-STEM Program
Saturday November 16, 2024 4:50pm - 5:50pm EST
Community colleges play a vital role in bridging demographic disparities in science and technology by offering accessible STEM education to many low-income, first-generation, and minority students. Despite inclusive teaching practices, economic obstacles often impede student success, prompting the need for additional support strategies. National Science Foundation funded S-STEM Scholars Program at Minneapolis College (MC) is tailored to aid financially disadvantaged students in STEM. The program, spanning up to five semesters, offers a two-prong approach providing financial support through scholarships and enriching scholars undergraduate experience through high impact STEM enrichment activities like research experiences and faculty mentoring. Over a four-year period, the S-STEM program has supported 55 students hailing from low-income backgrounds, 53% being first-generation college students, and representing diverse minority groups, aligning with the institution's demographics. The program facilitates cohort meetings for community-building, advisor sessions for educational planning, and faculty mentorship for navigating challenges and achieving successful transfers. Faculty mentors, transcending social identity differences and institutional transitions, meet with each scholar twice per semester to support scholars as needed. These discussions often include academic progress, grades, course success, career planning, and job opportunities. Scholars document these interactions, with 75% of meetings focusing on academic progress and 61% on career planning, with 94% of students reporting awareness of support resources. The mentor-mentee relationship is key to the success of the program. The program's impact is further evidenced by degree completion and transfer rates. Of the 55 scholars during the 2020-2024 academic years, approximately 65% graduated, while 20% remain active and on track for graduation or transfer, resulting in an 85% retention or graduation rate. Continuous program enhancement aims to sustain and bolster retention efforts. MC's S-STEM program provides a comprehensive platform for students to engage in STEM activities and seamlessly transition to four-year institutions through a partnership with the PRISM project.
Speakers
RK

Renu Kumar

Dr. Biology Faculty, Minnesota State
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Exploring Microbes: An Inspirational Approach to Teaching Microbiology
Saturday November 16, 2024 4:50pm - 5:50pm EST
We took an innovative approach to designing the microbiology course at the Peruvian University of Applied Sciences. Students became explorers, collecting environmental samples from wetlands near the sea. Their interest and curiosity in investigating the microbes in their samples led them to the tools of wetlab microbiology. In a fun way, they used techniques like serial dilutions, colony isolation, microscopy, polymerase chain reaction, and gel electrophoresis. The excitement and passion throughout the semester were among the indicators of our success as creators of educational experiences in the classroom.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

From Hypothesis to Experiment: Enhancing Student Engagement in a Microbiology CURE with E. coli Single-gene Knockout Strains and Bacteriophage
Saturday November 16, 2024 4:50pm - 5:50pm EST
This session will outline how the Host-Pathogen Interactions course-based research experience at the University of Maryland successfully engages first-year students in microbiology research utilizing single-gene knockout strains of E. coli to determine if disruption of specific host cell metabolic pathways impacts viral replication. Students in this CURE gain introductory training in microbiology laboratory techniques, formulate testable hypotheses, write research proposals, and produce and present summative research posters. Attendees will leave this session with an understanding of how to run an engaging microbiology-focused CURE suitable for first-year students.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Incorporation of a microbiology laboratory activity in OMS1 curriculum improves student attitudes and performance
Saturday November 16, 2024 4:50pm - 5:50pm EST
Microbiology is a vital component of preclinical education for both allopathic and osteopathic medical programs. However, many medical students have not completed an undergraduate medical microbiology course, making this their first introduction to the subject. Additionally, microbiology content in many medical schools is typically not supplemented by laboratory coursework. In this educational research project, first-year osteopathic medical students (OMS1) participated in a two-session microbiology lab activity covering colony isolation, differential and selective media, Gram staining, and catalase testing. Students completed surveys consisting of multiple-choice microbiology knowledge questions, and opinion questions on a Likert scale, both before and after the lab exercise. Paired T-tests were used to examine each student’s change in responses from the pre-survey to the post-survey. Performance on multiple-choice questions significantly improved after completing the lab activity, regardless of whether students had completed a microbiology course before or worked in a lab (outside of coursework) before. Performance on the post-survey also was not influenced by course readings completed between the two lab sessions. Additionally, students’ reported enjoyment of microbiology, enjoyment of lab work, and confidence in their ability to perform lab techniques and identify diagnostic tests improved significantly following this lab activity. In summary, implementation of lab activities in OMS1 curriculum should be considered when possible to improve understanding and attitudes towards microbiology content.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Innovations in pedagogy: How to engage a new generation of students?
Saturday November 16, 2024 4:50pm - 5:50pm EST
Team-based Learning, Self-directed learning, and problem-based learning are different pedagogical styles. Each has its own pros and cons. We will give practical examples of each and allow input from audience. We will discuss current challenges in light of a new generation of students that seem to like shortened versions and more focused education. The talk will be very interactive and audience will be asked to actively participate with the two speakers. We will emphasize that styles of learning need to match preferences of students and to take into consideration background and preparation of individual students. We will also cover group-based learning versus individual learning plans. This will all be done through one-minute activities that will involve the audience and would be practical case studies of what we are trying to convey. The interaction is expected to be organic and to be partly guided by the input of the audience.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Lessons from Ted Lasso for the College Microbiology Classroom
Saturday November 16, 2024 4:50pm - 5:50pm EST
Ted Lasso is a popular series on Apple TV+. It is about an American football coach who is hired to coach a professional soccer team in England. As Lasso struggles to understand an unfamiliar game and help his players work as a team to be successful, he utilizes a variety of philosophic ideologies to achieve his goals. Other academic and professional areas have used some of these ideals to achieve better outcomes in students or employees. No attempt has been made to link the lessons of Ted Lasso to college science. Students who take microbiology are nursing, biology, premed/vet students. These students need to achieve good grades in this course to succeed in their major. The stress these students feel is high. How do college science professors help these students achieve and maintain excellence while being cognizant of their mental health? Characteristics of Ted Lasso and his life lessons can and should be used in how we teach and mentor our microbiology students. These lessons, used in a college science classroom, can increase student success and lessen student anxiety. Of particular importance are using empathy, understanding, positivity, humility, resilience, and humor daily. Students appreciate being told that they should be a goldfish when something does not go right (i.e. poor exam grade, bad lab results); rather they should focus on the future. After instituting a Lasso-like classroom, all students were surveyed. Every student (100%) said they felt their professor conveyed that she believed in their ability to succeed in microbiology, showed empathy and encouragement, was positive, provided humor and a safe and nurturing learning environment. Using a Lasso –like classroom resulted in students saying that although the course material was challenging, they loved the classroom environment which was happy, fun, amazing and enjoyable.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Lessons Learned and Opportunities Discovered: Successful implementation of SEA-PHAGES at a 2-year Community College (Metropolitan CC) in Nebraska
Saturday November 16, 2024 4:50pm - 5:50pm EST
Background: Students interested in STEM fields who enroll in 2-year Community Colleges primarily do so to complete prerequisites for a pre-professional undergraduate degree. Metropolitan Community College (MCC), Omaha, Nebraska, broke new ground by offering a year-long SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) curriculum based undergraduate research experience (CURE) program for college credit – the first and only community college in the state to do so. The program introduces students to cutting-edge research early in their academic journey, aligning with MCC's mission of delivering relevant, student-centered education to a diverse community. Statement of research question: Determining whether a CURE program can be implemented at a 2-year college addressing the aspects of diversity inclusion and equity. The inaugural cohort was remarkably diverse, including high school students earning college credits, returning adult learners reigniting their research interests, international students from Burkina Faso, Indonesia, and Cuba, local Nebraskans, and a homeschooled student from a military family. United by a shared goal of using SEA-PHAGES to propel themselves into STEM graduate programs, this cohort stood out from typical MCC science classes. The opportunity to conduct groundbreaking research and identify undiscovered bacteriophages with potential for phage therapy was a major draw. Supported by MCC scholarships, the course was highly successful, with 11 new bacteriophages identified and two genomes annotated in the Bioinformatics course. Students received accolades at multiple Nebraska conferences, including the Best Undergraduate Research Project in Biology at the Nebraska Academy of Sciences meeting. Concluding Statement: The program's success has led to expansion, with offerings at two campuses in 2024-25. Recruitment efforts include open houses, scholarship events, interviews, and potentially a summer camp for interested high schoolers. The community has taken notice, with coverage in the Omaha World Herald, KETV (ABC affiliate), and MCC's online and video publications.
Speakers
BM

Bhaswati Manish

Biology Instructor, Metropolitan Community College
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Perceived Academic Judgement Of Undergraduate Science & Agriculture Students Improves Upon Using An Assessment Literacy Module
Saturday November 16, 2024 4:50pm - 5:50pm EST
Success in higher education correlates with students' self-regulation and assessment comprehension. The Assessment Literacy Module (ALM) fosters student academic judgment and assessment literacy via interactive online tools. Students evaluate work samples using rubrics and expert marker feedback, enhancing understanding of marking standards. This study surveyed 18 staff and 416 students across ten undergraduate subjects, finding that 94.0% of students better understood assessment criteria, 90.3% felt more prepared for assignments, and 86.3% were more confident in their work after completing ALM. Staff perceptions mirrored student feedback. ALM is recommended for improving assessment literacy and academic judgment especially in large cohort subjects.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Strategies for Highlighting the Invisible Voices in Microbiology
Saturday November 16, 2024 4:50pm - 5:50pm EST
Only 1% of the environmental bacteria can be cultured. These bacteria are what microbiologists have studied in detail. There has been a historically tendency to teach students about the contributions to microbiology from scientists depicted in textbooks . Just as cultured bacteria are neglected in research, the contributions of marginalized communities in STEM, including women, people of color, researchers from developing countries, and LGBTQIA+ have been undervalued or overlooked by the scientific community. We will provide strategies and an evidence-based approach based on data from our in-person and online courses to facilitate inclusion of the invisible voices of in the classroom.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Strategies for implementing course-based undergraduate research experiences (CUREs) integrated with an undergraduate journal
Saturday November 16, 2024 4:50pm - 5:50pm EST
The University of British Columbia has pioneered a course-based undergraduate research experience (CURE) model where students work in teams to conduct authentic research projects in both a wet-lab molecular biology and dry-lab data science course. A defining feature of our CURE model is publication in a peer-reviewed undergraduate journal. To assess development, we analysed publications and expert peer reviews to chart development with respect to scientific practices and benchmark the quality of the research relative to disciplinary standards. In this session, we leverage our experience to provide educators with guidelines to implement this model in their respective disciples and institutions.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Student-Created Posters: Unveiling Immunity Through Unique Analogies
Saturday November 16, 2024 4:50pm - 5:50pm EST
Immunology education often faces challenges in engaging students and fostering a deep understanding of complex concepts. Traditional methods may not always resonate with students or effectively convey the intricate workings of the immune system. To address these challenges, a novel teaching and assessment method using student-created posters with analogies has been developed. Can student-created posters with analogies effectively deepen students' understanding of immunological concepts, foster creativity, enhance communication skills, and serve as a meaningful summative assessment tool? Students in a microbiology course are tasked with creating posters that explain immune system processes using analogies. Rubrics are used to assess the clarity, creativity, and relevance of analogies. Qualitative analysis of posters shows a range of creative and effective analogies, demonstrating enhanced communication skills. Students successfully incorporate personal interests and experiences into their analogies, promoting engagement and ownership of learning. The posters deepen understanding, foster creativity, enhance communication skills, and serve as a meaningful summative assessment tool. This approach engages students in active learning, encourages critical thinking, and promotes a deeper appreciation of the immune system's complexities. In conclusion, integrating student-created posters with analogies into immunology education offers a dynamic and effective way to engage students, promote active learning, and assess comprehension and communication skills. This innovative approach can enhance the overall learning experience and contribute to a deeper understanding of this biological system.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

The Prevalence of Antibiotic Resistance in the Environment course-based undergraduate research experience as the foundation for an integrative first-year first-semester biology laboratory curriculum.
Saturday November 16, 2024 4:50pm - 5:50pm EST
The faculty of the first-year first-semester biology course at Wartburg College has developed an integrative laboratory curriculum that includes students experiencing the iterative nature of science, learning to read scientific journal articles, designing their own experiments, learning basic data analysis, and finally, presenting their findings at a poster session. This is accomplished using the Prevalence of Antibiotic Resistance in the Environment (PARE), a national course-based undergraduate research experience (CURE) that surveils the soil, looking for levels of antibiotic-resistant bacteria that are then pooled with student-sourced data from across the country as the foundation for a laboratory curriculum to increase student persistence and belonging especially among underrepresented groups. This curriculum also introduces the looming worldwide antibiotic-resistance crisis to the students. The subjective reception from the students has been positive. The next step will be implementing a pre-post assessment, like the Classroom Community Scale (Rovai, A.P., 2002), to elucidate the laboratory curriculum's effectiveness.
Speakers
avatar for Sean Coleman

Sean Coleman

Associate Professor of Biology, Wartburg College
I am an associate professor at Wartburg College in Waverly, Iowa who has been in higher education for 23 years. I primarily teach Microbiology, Cell Biology, and Immunology. I am on the organizing committee for the American Society of Microbiology Conference for Undergraduate Educators... Read More →
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Use of 3D-printed microscope adapters in an undergraduate biology lab course
Saturday November 16, 2024 4:50pm - 5:50pm EST
Background Increasing student ownership of classroom laboratory experiments improves information retention and overall student classroom experiences. High school and undergraduate students often use personal cell phones to document experimental data or attempt to capture microscope images on their phones for distinct reasons. Implementing cell phone microscope adapters can be clunky, expensive, and quickly obsolete if the camera position changes from phone model 8 to new phone model X. Therefore, implementing adapters in classroom environments can be difficult. Statement of research question Here we devised and utilized a low-cost 3D-printed cell phone mount for microscopes in a predominantly first-year undergraduate general biology classroom. The mount is adjustable, quickly removable, and does not damage the microscope. Study design and methods At the start of the semester, a 10-question pre-use survey was conducted using a 4-choice Likert scale (n=230). 73% of respondents strongly agreed with wanting to use their personal cell phone to record laboratory experiment data. Next, as a part of 3 different general biology lab weeks, students used the 3D-printed cell phone microscope adapters to record microscopic images of pond water, gram stains, and live Daphnia pulex organisms to measure heart rate. Data supporting effectiveness At the end of the course, students were asked to participate in a post-use survey (n=84). In the question, “Do you believe the cell phone adapter helped you engage with your lab work?” 64% of respondents selected strongly agree, while 31% of respondents selected agree. Concluding statement The overall positive response from the cell phone adapters showed that a 3D printed phone adapter for microscopes could successfully be utilized in a classroom and helped increase student ownership and inclusivity of their course-based laboratory work.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Use of nonfiction books to discuss ethical issues in Microbiology
Saturday November 16, 2024 4:50pm - 5:50pm EST
Tackling ethical issues in microbiology in an unbiased manner can be very challenging to do for undergraduate students. Using nonfiction books that are readily available is an easy and accessible way for student engagement. By combining this with lectures, podcasts and case studies about ethical issues pertaining to microbiology students, ethical critiques and discussion are done prior to their own ethical critiques of the books. Past iterations of this exercise would have a student give an ethical critique of an approved book as a presentation in addition to a paper at the end of the semester. Last semester it was changed to grouping students by ethical issues so they could provide the audience with case studies and discussion questions based on their books/ ethical issues covered.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Using podcasts and as an educational tool in Microbiology
Saturday November 16, 2024 4:50pm - 5:50pm EST
Microbiology is constantly changing: new methodology, nomenclature changes, and more. Both students and professionals that are in this field need to learn and keep up with a great amount of information. In an era of digital technology, podcasts can be used as an educational tool.
Speakers
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Using the MEGA-plate Experiment to Engage Students in Microbiological Concepts and Evolutionary Thinking Around Antibiotic Resistance
Saturday November 16, 2024 4:50pm - 5:50pm EST
The MEGA-plate (Microbial Evolution and Growth Arena) experiment provides an elegant visual demonstration of bacteria rapidly developing antibiotic resistance. A short video describing the method and major results has already proven useful in the classroom. We have developed a set of curricular materials to connect details of the methods and results of the MEGA-plate experiment and antibiotic resistance to core microbiological concepts. These materials enhance the use of the video by providing important foundations before showing students the video, facilitating discussion of the video, and engaging students with deeper concepts and skills from the MEGA-plate research article, following the video.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

4:50pm EST

Using “Arts to remember” (ATR) to improve the Pharmacy student’s conceptual understanding of concepts in advanced Microbiology
Saturday November 16, 2024 4:50pm - 5:50pm EST
Pharmaceutical Biotechnology and Concepts of Immunology are advanced science courses in Microbiology which are often taught within the peak semesters of the pre-clinical years of study along with some other advanced sciences in the Pharmacy school. This makes learning problematic. The Co-operative learning and student-led teaching strategies as employed in higher education have shown to be effective in improving students' understanding of scientific concepts. For this reason, a modified mixed strategic approach (MMSA) which incorporated the above-mentioned teaching strategies were developed. To do this, a mixed methods research design was employed to explore the outcomes of the MMSA. The MMSA was translated into in-class student-led presentations dubbed the ‘Art to remember’ (ATR) approach. Class RX 26 was the target group for this study. Pharmaceutical Biotechnology and Concepts of Immunology classes were chosen for this study. Quantitative data was obtained with a google form survey and analysed with frequencies, mean tests, sample T-test and some other inferential statistics. In the qualitative data, thematic analyses on students' perception of learning with the ATR strategy was done through whole class discussions and google forms. The findings showed that the ATR strategy was an effective strategy for teaching as compared with the conventional approach. Although ATR could not exhaust the entire content of the topics of study, they improved concentration, allowed the expression of talents which is de-stressing and created opportunities to remember aspects of the content of the topics under study. Students perceived the opportunity to search and share information as well as relate these concepts to everyday arts in the like of poetry, singing, dancing, games and drama. The ATR strategy facilitated the understanding of concepts in the target courses of study. It is recommended that higher educators in biology incorporate the ATR strategy to teach concepts students find problematic.
Saturday November 16, 2024 4:50pm - 5:50pm EST
Allegheny II & III Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15366

6:00pm EST

Affinity Dinners
Saturday November 16, 2024 6:00pm - 8:00pm EST
TBA
Optional. Join fellow ASMCUE attendees for dinner & conversation at local eateries around the ASMCUE hotel (near the Sheraton Station Square). Advance sign-up required. Sign-up sheets will be available in November.
Saturday November 16, 2024 6:00pm - 8:00pm EST
TBA

7:30pm EST

ABRCMS passholders: Keynote address, Alumni panel discussion, Awards Ceremony & Recognition
Saturday November 16, 2024 7:30pm - 9:30pm EST
For attendees who purchased the ABRCMS pass. Option to attend the ABRCMS Keynote and Awards Ceremony.
Saturday November 16, 2024 7:30pm - 9:30pm EST
David L. Lawrence Convention Center 1000 Fort Duquesne Blvd, Pittsburgh, PA 15222
 
Sunday, November 17
 

8:30am EST

Registration Open
Sunday November 17, 2024 8:30am - 11:45am EST
Sunday November 17, 2024 8:30am - 11:45am EST
Westin Downtown Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15224

9:00am EST

Plenary. Navigating Microbiology and Biology Education Careers: The Power of Community
Sunday November 17, 2024 9:00am - 9:45am EST
Speaker: Lee Hughes, 2024 ASM Carski Award Winner

Academic careers are often thought of as having a traditional path that most faculty will follow, yet in reality there are many unique ways that individuals enter and navigate through their academic careers. While I followed a particularly unorthodox pathway, along the way I benefited from several supporting and collaborative communities. There is power in finding your community and my successes in microbiology education and research are directly related to the communities to which I belong. I will share my academic journey and the communities that have supported me along the way.

Speakers
Sunday November 17, 2024 9:00am - 9:45am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

10:00am EST

DEIB, Science Identity, and STEM: A Mixed Method Study
Sunday November 17, 2024 10:00am - 10:30am EST
Our study examines the barriers and bridges to DEIB among STEM students, whether undergraduate STEM majors identify as scientists, and whether identifying as a scientist leads to increased feelings of inclusion and belonging. Prior research has focused on science identity as a driver of DEIB among STEM majors. However, nearly all of these studies have utilized quantitative measures with little attention paid to how science identity relates to a broader sense of inclusion and belonging among STEM students. The current study fills this gap by presenting both quantitative and qualitative data on barriers and bridges to inclusion and belonging.
Sunday November 17, 2024 10:00am - 10:30am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

10:00am EST

How to Survive Team Teaching: Aligning your Values to Teach Together
Sunday November 17, 2024 10:00am - 10:30am EST
Team teaching can be powerful for enhancing student learning, supporting instructor growth and well-being, and reducing burnout. At its best, team teaching promotes effective course design, diversifies role models for students, and provides peer mentorship and support for instructors. However, team teaching can also present challenges, introducing conflicting student expectations, course design approaches, and classroom management strategies. In this session, attendees will use our adaptation of a teaching values assessment tool to reflect on their own teaching values and priorities and practice using the tool to facilitate open communication and co-planning between members of a teaching team.
Sunday November 17, 2024 10:00am - 10:30am EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

10:00am EST

Improving visual literacy in molecular biology through gameplay and interactive media
Sunday November 17, 2024 10:00am - 10:30am EST
Students often struggle to interpret the abstract ways that biologists represent DNA. We developed two online interactive learning tools to help students develop the visual literacy skills that are necessary for accurately interpreting abstract representations in molecular biology. These tools use animations and gameplay that can help students learn to distinguish between the shapes and symbols that represent nucleotides, genes, and chromosomes. We will discuss scaffolding visual literacy skills into instruction to address common errors in student interpretation of representations in molecular biology. Attendees should bring a laptop to this session.
Speakers
avatar for Crystal Uminski

Crystal Uminski

Postdoctoral Researcher, Rochester Institute of Technology
I study assessments and visual representations in introductory biology courses. Talk to me about test questions, cats, and your favorite movies!
Sunday November 17, 2024 10:00am - 10:30am EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

10:00am EST

The BioGraphI Project: Valuing diverse identities and fostering data literacy in STEM curricula
Sunday November 17, 2024 10:00am - 10:30am EST
In this workshop, participants will learn how the Biologists and Graph Interpretation (BioGraphI) Project, an NSF-funded initiative, can help them improve student persistence in biology through increasing representation of diverse scientists and integrating data interpretation skills in the curriculum. As a Research Coordination Network of faculty, we create and publish Open Educational Resources in online Faculty Mentoring Networks (FMNs), conduct workshops on curriculum implementation, and collaborate with similar initiatives. Participants will explore existing BioGraphI lessons and will be guided on how to align a lesson to their course’s goals and student audience and measure the efficacy of curriculum implementation.
Speakers
Sunday November 17, 2024 10:00am - 10:30am EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

10:00am EST

Using the Undergraduate Virology Curriculum Guidelines and Learning Objectives to Incorporate (More) Virology Into Your Course
Sunday November 17, 2024 10:00am - 10:30am EST
The COVID-19 pandemic has illustrated the importance of understanding viruses, but also the challenges with misinformation about and misunderstanding of viral evolution, control, and treatment. Educating undergraduates about viruses can help mitigate these challenges, but virology is not always offered at this level. In part, this is due to the complexity of viruses, and finding time in the curriculum to include virology. Here, session participants will be introduced to recently-developed undergraduate virology curriculum guidelines and example learning objectives, to develop (or modify) their microbiology (and/or introductory biology) course(s) to help their students better learn this important material.
Speakers
Sunday November 17, 2024 10:00am - 10:30am EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

10:35am EST

Round Table Discussion
Sunday November 17, 2024 10:35am - 11:05am EST
New activity! Join fellow attendees to discuss important & timely topics relevant to undergraduate biology teaching. Topics will be announced at a later date.
Sunday November 17, 2024 10:35am - 11:05am EST
Westin Downtown Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15224

10:35am EST

Science spotlight talk by Cara Haney
Sunday November 17, 2024 10:35am - 11:05am EST
Abstract is TBA

Speakers
Sunday November 17, 2024 10:35am - 11:05am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

11:10am EST

Debugging with purpose: Smoothing the bioinformatics learning experience with generative AI
Sunday November 17, 2024 11:10am - 11:25am EST
Bioinformatics pipelines, code libraries, and other tools are ubiquitous in microbiology. Even armed with documentation and preexisting online resources, learning how to use these tools can be overwhelming to trainees who may be unfamiliar with computational vocabulary and concepts. Additionally, teaching these methods can be overwhelming to instructors who need to anticipate errors, bugs, and other obstacles they may encounter. Generative AI tools such as ChatGPT have the potential to smooth the learning process by providing real-time student-specific feedback and creating examples from which to learn. I will present a learning activity where students will use ChatGPT to identify the cause of an error and generate synthetic examples of error-producing inputs in a bioinformatics sequencing pipeline. This will demonstrate that instead of simply fixing bugs, generative AI has the potential to help students develop broader pattern-recognition skills and deeper understanding of the tools they use.
Speakers
Sunday November 17, 2024 11:10am - 11:25am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

11:10am EST

Let’s Get Personal: Writing Personally-Experienced Case Studies Enhances Undergraduate Critical Thinking.
Sunday November 17, 2024 11:10am - 11:25am EST
An active learning assignment was developed for students in an introductory microbiology course for health professionals and also used in advanced immunology and virology courses. Project objectives included providing students with an opportunity to develop skills in research, written communication, and team-building while better understanding how various diseases impact individuals of diverse cultures, backgrounds, ethnicities and gender identities. Additionally, students cultivate proficiency in analyzing medical information and critically reviewing peer work. Students develop a 2-4 page, well organized, creative and personalized presentation encompassing the chronological case history, any personal or clinical intervention of the disease pathology and its outcome. The account must include at least four integrated questions requiring a reader to comprehensively address the following topics: disease etiology, diagnosis, pathogen characteristics, pathogenesis, treatment and/or prevention. Unfamiliar terminology must be defined and instructional visuals included. Classmates solved and reviewed peers’ case studies, and expressed enthusiasm for this real-life experience.
Speakers
Sunday November 17, 2024 11:10am - 11:25am EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

11:10am EST

MLS and PA students working together to tackle Antimicrobial Resistance
Sunday November 17, 2024 11:10am - 11:25am EST
In the face of the growing threat of antimicrobial resistance, it is essential to establish strong antimicrobial stewardship in clinical settings. The unnecessary use of antibiotics in clinical settings often results from communication breakdown between medical teams and allied health professionals. This disruption in patient-centered care makes it challenging to reduce the development of heightened antimicrobial resistance in clinical cases of patients with bacterial infections. In response to this challenge, the Departments of Clinical Laboratory Science and Physician Assistant at Howard University have collaborated to create an interdisciplinary learning module. This module is designed to effectively identify and treat infectious diseases according to antimicrobial stewardship (AMS) guidelines, using proactive communication, and draws on the knowledge and skill sets of the medical laboratory science and physician assistant disciplines. By utilizing interdisciplinary learning activities, future healthcare professionals will be better equipped to address the challenge of antimicrobial resistance.
Speakers
AK

Amber Kimble

Howard University
Sunday November 17, 2024 11:10am - 11:25am EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273

11:10am EST

Re-thinking pre-requisite courses - Investigating the role of Organic Chemistry and Biochemistry in the success of undergraduate science majors, medical, and dental students.
Sunday November 17, 2024 11:10am - 11:25am EST
Students interested in careers in the biomedical sciences often declare majors that require 9 semesters of chemistry including general chemistry I and II, organic chemistry I and II, and biochemistry. Chemistry, and specifically organic chemistry can be a barrier to a student pursuing a career in the biomedical sciences as it often lowers overall student GPA. We are interested in whether completing organic chemistry II is necessary for better student performance in upper-level biochemistry and molecular biology courses and success in future career endeavors. We are analyzing how two different student groups – students who have completed organic chemistry I and II and students who have only completed organic chemistry I compare in their 1) successful completion of upper-level biochemistry and molecular biology courses, 2) admission into professional or graduate programs, 3) success in professional or graduate level biochemistry courses and 4) success in earning professional or graduate degrees.
Speakers
avatar for Kelly Collins

Kelly Collins

Teaching Associate Professor, West Virginia University
I have been at WVU for two years where I am the Vice Chair of Undergraduate Education for the Microbiology, Immunology, and Cell Biology Department. In this role, I administer our department's undergraduate Immunology and Microbiology (IMMB) Bachelor of Science degree.  I am always... Read More →
Sunday November 17, 2024 11:10am - 11:25am EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

11:10am EST

“Microbes Inside Me”: Utilizing Student-issued iPads to Create Video Projects
Sunday November 17, 2024 11:10am - 11:25am EST
As a Microbiology course project, groups of 2-3 students created an episode of “Microbes Inside Me” a take on “Monsters Inside Me” as developed and presented on Animal Planet. In this video and script submission, students applied concepts learned throughout the semester, including taxonomy, biochemical means of organism identification, antimicrobial resistance, and patient risks and outcomes. A rubric guided project creation and concept incorporation. The University of Virginia College at Wise (UVA-Wise) ensures equitable access to technology through the iPad program on campus. One class session introduced the project and trained students to use the iPad app Clips to create their project. During their final exam period, students participated in a viewing session, where they watched the videos and guessed the infectious agent before the big reveal. Students then scored each other’s work and partnerships using Peerceptiv on our LMS system.
Speakers
Sunday November 17, 2024 11:10am - 11:25am EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

11:30am EST

Characterization of Microbes from the Streams and Lake at Cedar Beech Park
Sunday November 17, 2024 11:30am - 11:45am EST
The Muhlenberg College microbiology course is offered as an upper-level undergraduate biology course for multiple science majors. This lab CURE involves water sampling from the streams and lake at Cedar Beech Park (walking distance). The aims of this project are to teach microbiological laboratory procedures using microbes from the local park. All activities (assays) will follow BSL-2 and include batch cultures, microscopy, Gram stains (cell structure and function), growth curves, growth (microbial systems) on differential and selective media, anaerobic growth (metabolic pathways), BLAST identification (information flow and genetics), antibiotic tests, biofilm growth as single-species and co-cultures (microbial systems and evolution). Students will execute and analyze experiments concomitant with lecture material. The CURE will last the entire semester. Also, this CURE is a good example of place-based education, emphasizing learning though community service. Therefore, this is a great opportunity to address the human population diversity in the city of Allentown, PA.
Speakers
GC

Giancarlo Cuadra

Associate Professor of Biology, Muhlenberg College
Sunday November 17, 2024 11:30am - 11:45am EST
Westmoreland East Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15274

11:30am EST

ChatGPT, Friend or Foe? Exploring Ways to Use Artificial Intelligence as a Virtual Laboratory Assistant
Sunday November 17, 2024 11:30am - 11:45am EST
Artificial intelligence (AI) tools such as ChatGPT can be used in positive ways to support science learning. When used appropriately, AI tools can support students as they engage with course materials and help them develop self-directed learning skills. Such tools can provide just-in-time support through immediate feedback and assistance. It can also potentially replicate the real-time dialogue that takes place at the lab bench and assist students with troubleshooting experimental procedures. During this microbrew presentation, we will explore the ways in which artificial intelligence can be used productively to support student learning, with a particular focus on the science laboratory. We will interact with ChatGPT during our session and see what it can, and cannot, do. We will also consider the ways in which AI can promote inclusivity for multiple modalities and populations.
Speakers
Sunday November 17, 2024 11:30am - 11:45am EST
Allegheny I Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15275

11:30am EST

Escape the Lab! A Biochemistry Escape Room
Sunday November 17, 2024 11:30am - 11:45am EST
Here we present an innovative approach to assessing understanding of biochemistry concepts through gamification. Students role play as lab technicians and are given a mission by “demanding” Principal Investigator: determine the identity and sequence of a mystery molecule and escape the lab. The engaging escape room format is an ideal space for problem solving, synergistic teamwork, and active learning. To successfully identify the molecule, students must demonstrate their understanding of the four major classes of biological macromolecules and ways to distinguish among them. Students are provided with an initial clue to the molecule’s identity. Once they successfully interpret each clue, they obtain another piece of the puzzle, thereby incrementally guiding themselves toward identification. Through gamification, we encourage students to work together to solve a problem and develop a deeper understanding of biomolecules. We will discuss the design, implementation, and ideas for effective assessment of this activity.
Speakers
Sunday November 17, 2024 11:30am - 11:45am EST
Somerset Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15309

11:30am EST

Faculty Fellowships: Embracing the Power of Collaboration and Participation
Sunday November 17, 2024 11:30am - 11:45am EST
Calls for evidence-based teaching have provided educators with opportunities to develop skills and resources. However, faculty may not be aware of opportunities or have limited training at their institutions. Fellowships are important in bridging the potential gaps in educational training and a critical aspect to increasing and maintaining faculty engagement. As an added bonus, faculty also expand their professional networks by participating in fellowships, allowing for a supportive experience that continues to grow. In this interactive workshop, we explore the growing number of faculty development fellowship opportunities and where to find them. Participants will learn about opportunities for professional development through examples and exploration of websites. We will engage participants by discussing the importance of faculty development and collaborations in reenergizing and preventing burnout. Participants will search for resources to help them take advantage of professional development opportunities, connect with other scholars, and share their experiences.
Speakers
avatar for Carlos Goller

Carlos Goller

Associate Teaching Professor, North Carolina State University
I am an Associate Teaching Professor in the Department of Biological Sciences and teach in the Biotechnology Program (BIT) at North Carolina State University. I am very interested in integrating open practices in the courses I teach. I believe strongly in non-throwaway assignments... Read More →
Sunday November 17, 2024 11:30am - 11:45am EST
Westmoreland Central Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15276

11:30am EST

Inside Out: A Flipped Exploration of Cell Anatomy and Physiology
Sunday November 17, 2024 11:30am - 11:45am EST
Understanding fundamental concepts about cell anatomy and physiology is critical for students pursuing degrees in all areas of biology, especially microbiology and all health care professions. Despite the completion of prerequisite general biology courses, many students entering 200-level courses such as microbiology and anatomy and physiology have not yet mastered cell structure and function. Remediation of this topic in upper-level courses is precluded due to time constraints. To address this issue, we have designed flipped activities that ensure remediation if needed as well as demonstration of mastery. Our methods include flipped short video lectures with embedded mastery questions, gamification of identifying cell structures and organelles and naming their functions, and higher-level Bloom’s activities to ensure students have the knowledge they need to be prepared for advanced course work. We will provide a walkthrough that includes timeline, examples, and templates.
Speakers
MH

Mary Holden-Musser

Assistant Professor Biology, Anne Arundel Community College
SF

Sandra Fox-Moon

Assistant Professor Biology, Anne Arundel Community College
I am the microbiology coordinator at Anne Arundel Community College and looking to incorporate research into the course.Currently, I am working on Proteus mirabilis biofilms.Besides research I am always looking for ways to engage students on difficult topics like cell parts, diffusion/osmosis... Read More →
Sunday November 17, 2024 11:30am - 11:45am EST
Butler Federated Tower, 1000 Penn Ave, Pittsburgh, PA 15273
 
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