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Bioprospecting drives scientific innovation but can be tarnished by ethical challenges (e.g., biopiracy) when prior-informed consent and benefit-sharing are not formally established. Many microbiology courses address bioprospecting, yet curriculum that teaches the ethics of bioprospecting is uncommon. We developed and vetted a bioprospecting case study that can be implemented before students commence discovery-based research. The bioprospecting module emphasizes analysis of situations that warrant prior informed consent and mutually agreed terms. The module was implemented across 13 U.S. colleges with undergraduate students enrolled in the Tiny Earth CURE in diverse course types and institutional contexts. Student gains in knowledge, perceptions, and attitudes were measured using iteratively-refined pre/post knowledge-based instruments aligned to the learning objectives. Students showed significant learning gains with a large effect size. Post-module performance was comparable across student groups and institutional contexts after accounting for baseline knowledge. Students reported increased perceived competence in module learning objectives and positive engagement with the module. This case study provides a scalable curricular resource for embedding ethical bioprospecting and Responsible and Ethical Conduct of Research (RECR) in college courses, helping students anticipate and navigate consent, benefit-sharing, and stewardship issues in research fueling the bioeconomy.
Students can be intimidated by finding, navigating, and interpreting primary scientific sources. Meanwhile, students entering health care careers who are reluctant or unable to interpret emerging research miss out on evidence-based treatments or career growth. I offer a method that provides intrinsic opportunities for students of varying abilities and experience in science to experience a scientific article in small bites during which they 1) Find a primary source that interests them, 2) Determine typical contents and basic interpretation of each section, 3) Summarize key content from their papers in digital posters to share in a small, journal club-style meeting and, 4) Reflect on their experiences reading through a primary scientific journal article. As students learn more about biology and lab skills throughout the semester coursework, their understanding of their chosen source crystallizes. I follow progress throughout the semester using online quizzes with soft deadlines, helpful feedback, and multiple attempts.
In this workflow students use the recombineering method of CRISPR gene editing to replace the LacZ coding sequence with a GFP coding sequence in E. coli cells. Students run through all the steps from purifying plasmid and linear DNA, electroporating E. coli bacteria and then scoring, and interpreting results. Then they modify the guide RNA plasmid to target a different region of the LacZ coding sequence and repeat the workflow, comparing results between different guide RNA plasmids. At Shoreline College this workflow is integrated into a yearlong Biotechnology lab technician training program. However, the whole workflow or sections of it could be integrated into a broader range of courses for different college programs. Your feedback will inform future development and dissemination approaches for the workflow.
Many instructors have discovered, created, or substantially improved a teaching strategy as they teach and develop their courses. One feature that separates scholarly teaching from the scholarship of teaching and learning (SoTL) is the dissemination of your ideas to a wider audience. In this session, we will review a few active learning techniques that work well in introductory biological sciences courses, sharing the history and rationale for the techniques. We will also review different publication outlets for your work and a workflow that moves your ideas from lightbulb moment to national recognition of your teaching innovations as published works.
EvolvingSTEM is a successful high school outreach program that provides authentic research experiences in microbiology, genetics, and evolution. Leveraging the rapid generation times of microbes, students witness “evolution in action,” as bacteria adapt to different selective regimes. We adapted this approach for university students, who have more advanced knowledge, skills, and lab time—but also a critical need for professional development that prepares them for a competitive job market. Here we present a 10-week Course-based Undergraduate Research Experience (CURE), adapted from the EvolvingSTEM program. Students investigate the question, “How do bacteria protect themselves from predators?” by evolving populations of the harmless bacterium Pseudomonas fluorescens in the presence or absence of an amoeba predator. They conduct fitness assays, identify the genetic changes that generate predation resistance, and analyze group data. The course emphasizes professional development, teaching skills such as maintaining electronic lab notebooks, reviewing the literature, designing experiments, and public speaking.
Generative artificial intelligence (AI) is becoming a common tool for students, making it important to teach them how to use it responsibly. We developed a group project for an undergraduate microbiology course in which students use AI to create an infectious disease case study. After researching an assigned infectious disease, each group designs a prompt to generate a realistic clinical case. Students then compare the AI-generated case with information from textbooks and other reliable scientific sources to verify the accuracy of the organism's biology, disease process, diagnosis, laboratory findings, and treatment. They revise the case as needed before presenting it to the class. During the presentation, students explain how they developed their case, discuss the challenges and benefits of using AI, and reflect on what they learned. This activity encourages students to apply microbiology concepts, think critically about AI-generated information, and develop skills in collaboration and clinical reasoning.
Artificial intelligence (AI) is becoming increasingly integrated into STEM higher education, making it important to understand how students use and perceive these tools. This study surveyed biology undergraduates over one semester: Genetics sophomores (n=195), Microbiology (n=43), and Cell & Molecular Biology seniors (n=40). About half used AI to prepare for midterms (48%, 53%, and 58%). Claude and ChatGPT were the primary tools used, with preferences varying by course. In Genetics, 68% of students relied on lecture notes, discussions, and online resources rather than the textbook. Across courses, students used AI to simplify concepts and generate practice questions; upperclassmen also used it to interpret scientific articles and review prerequisite material. Some cross-checked outputs across multiple AI tools. Students viewed AI as a personalized study assistant but emphasized the need for strong prompts and critical evaluation. Notably, about half preferred not to use AI, highlighting the importance of accommodating diverse learning preferences.
As microbiology laboratory students worked in small groups focusing on hands-on, active learning, we noticed class-wide interactions were low; students worked in isolation and left immediately upon completion. To bridge this gap, undergraduate teaching assistants (UTAs) suggested a fun, competitive award system. The goal was to acknowledge technical skill and attention to detail while building community through competitive playfulness. UTAs implemented a merit-badge system inspired by Scout traditions. Each week, they inspected bench cleanliness and evaluated techniques to award physical pins featuring humorous, AI-generated microbiology graphics to exemplary individuals or groups. Survey data indicated strong support. This initiative successfully bookended daily experiments; students eagerly anticipated announcements, celebrated peers' successes, and proudly wore the badges on their lab coats all semester. Come by this poster to see our badge designs and button-making toolkit. We encourage you to share the creative, affordable, playful tools you use in your labs!
Working students are often framed as distracted or less engaged, yet employment can also cultivate belonging, community cultural wealth, transferable skills, and persistence in STEM. This microbrew translates an analytic autoethnography of working twenty-eight hours per week while pursuing a biology degree into a practical, instructor-facing course reflection tool. Attendees will examine where their own course policies, schedules, assignments, and participation expectations may unintentionally disadvantage working learners or overlook expertise developed beyond campus. They will then identify one concrete, work-aware revision that preserves academic rigor while increasing transparency, validation, and access. The session invites feedback on the tool’s clarity, usefulness, and adaptability across undergraduate biology contexts and is intended as a first step toward piloting and evaluating work-aware teaching practices.
In response to generative AI, we redesigned an undergraduate Microbiology writing assignment into a process-based framework that consists of a series of interconnected activities integrating content learning, scientific literacy, communication, peer engagement, and responsible AI use. Our framework generates multiple opportunities enabling instructors to observe student learning throughout the writing process. Students progress through four scaffolded stages: collaborative pathogen research that builds content knowledge and classroom community; primary literature analysis and peer discussion that strengthen scientific literacy and communication; visual transmission-cycle development that promotes synthesis and science communication; and iterative drafting and revision that incorporates AI-supported feedback, writing center support, and self-reflection. These activities are graded for completion, providing opportunity for formative engagement. By combining established instructional practices into a unified sequence, this framework enabled us to redesign our assignment to meet the challenges and opportunities of AI by generating evidence of student learning and engagement throughout the writing process.
Microbiology education often emphasizes the pathogen while giving less attention to the host and environment components of the epidemiological triad. This workshop introduces strategies to help students explore how biology, public health, and social systems interact to influence disease outcomes. Participants will examine the relationships between microbiology, racism, stigma, and health inequities using the historical case study of epidemic typhus and the 1917 Bath Riots. Attendees will develop strategies for incorporating inclusive, trauma-informed approaches that support student engagement while addressing complex topics in microbiology classrooms.
Authentic research and experiential learning experiences are critical in undergraduate student retention and success. However, connecting students to the best opportunity for their educational goals, particularly under resource-limited conditions, is challenging. We started an annual departmental open-house event, called BioCrawl, where we open our teaching and research labs for two hours on a Friday afternoon to allow students to explore all the opportunities we offer. Through the voluntary participant survey implemented at each event, we have learned the following: First, we were able to engage first-year students with assistance from their professors. Second, current research students are enthusiastic and very effective spokespersons for undergraduate research. Third, we can leverage this event to network with other campus units, such as enrollment management to combat the potential declining enrollment concern. In summary, this new tradition is enhancing the transparency for current and prospective students to pursue these high impact learning experiences.
The rapid expansion of the biotechnology industry has created an increasing demand for skilled laboratory technicians with industry-recognized competencies. To address this workforce need, HudsonAlpha Institute for Biotechnology developed Biotech Launch, an innovative community college partnership designed to prepare students for immediate entry into Alabama's growing biotechnology workforce. Biotech Launch is a two-semester experiential learning program that combines classroom instruction, hands-on laboratory training, industry-recognized credentialing, and paid internships. During the first semester, students complete a 15-week training program that emphasizes essential biotechnology laboratory skills, including micropipetting, solution preparation, aseptic technique, molecular biology techniques, laboratory documentation, quality systems, and professional workplace competencies. Students also prepare for the Biotechnician Aptitude and Competency Exam (BACE), an industry-recognized credential that serves as Alabama's biotechnology Career Readiness Indicator. Students who successfully complete the training phase transition to paid internships with biotechnology companies and research laboratories, where they apply their skills in authentic laboratory settings. Since its launch, the program has demonstrated strong student success and workforce outcomes. Participants have consistently achieved BACE pass rates that exceed the national average while completing the credential in substantially less time than traditional preparation pathways. Most graduates have secured biotechnology internships, providing direct pathways into employment or continued education within the life sciences. Biotech Launch demonstrates the effectiveness of combining community college education, employer partnerships, competency-based training, and paid work-based learning to strengthen the biotechnology workforce pipeline. This model offers a scalable framework for developing a diverse, highly skilled workforce capable of meeting the evolving needs of the biotechnology industry while expanding access to high-quality STEM careers.
In large STEM classrooms (100+ students), establishing belonging and instructor presence is vital for retention. Yet, traditional icebreakers can induce severe performance anxiety, while institutions require early engagement data for Census reporting. This assignment replaces traditional icebreakers with a private, asynchronous introduction video to balance student connection, digital equity, and course logistics. During week one, students complete a low-stakes introduction video. I tailor prompts by academic standing, contrasting freshman transitions with senior professional career goals, to better align future lecture examples with student interests. For privacy and equity, students use unlisted YouTube links, Canvas Studio, or alternative PowerPoint recordings. This functions as technical onboarding and reduces LMS storage capacity issues. Crucially, it builds a permanent archive I review to learn names and track student progress across multiple years. The assignment consistently yields a 95%+ Census completion rate, drops subsequent tech errors under 5%, and eliminates first-week anxiety.
Like many colleges and universities, incoming freshmen at our small liberal arts college may not necessarily be prepared with foundational knowledge in chemistry, math, or biology to succeed in STEM coursework. Here, we aimed to address students' knowledge gaps and their feelings of inadequacy by incorporating a multidisciplinary, course-based undergraduate research experience (CURE) into their first semester. Students examined endocrine disruptor (ED) chemicals previously found in the regional Clinch River on the development of zebrafish larvae. Students identified pollutants of interest, calculated a dosage to treat the embryos, and performed biological tests following ED challenge. Overall, students found the course challenging but rewarding, with several stating they were interested in becoming more involved in research on campus. This CURE was an important pilot program for engaging students in “hard” science, providing access to regionally relevant research experiences, and building foundational knowledge for success in later semesters.
Course-Based Undergraduate Research Experiences (CUREs) are often heavily constrained and lack the clinical relevance needed to inspire pre-health majors. To address these issues, we developed BUDDY (Bioinformatic Utility for Diagnostic Discovery in Yeast), an accessible bioinformatic web app. BUDDY transforms a precision medicine bottleneck, the millions of uncharacterized human Variants of Uncertain Significance (VUS), into an opportunity for student-led inquiry. While yeast is an excellent model for functionally testing conserved human variants, executing the bioinformatics needed to identify target variants and genes would consume limited teaching lab sessions. BUDDY eliminates this hurdle by seamlessly retrieving variants, identifying orthologs, aligning sequences, rendering 3D protein overlays, integrating machine-learning pathogenicity predictions, and automating CRISPR/Cas9 oligonucleotide design. Finally, BUDDY utilizes multimodal AI to help design cost-efficient, safety-conscious experiments, typically by leveraging established yeast phenotypes to test if a VUS causes conditional growth defects linked to the target gene.
When developing an undergraduate immunology course, instructors often face the challenge of identifying appropriate laboratory activities. There is no centralized collection of undergraduate-friendly immunology labs, and the high cost of reagents poses another obstacle, particularly at resource-limited institutions. As a result, most instructors develop their own activities from scratch. The ImmunoReach community is addressing this need by building a searchable database of classroom-tested immunology labs that can be readily incorporated into undergraduate courses. The database includes lab skill-focused exercises, kit-based labs, bioinformatics activities, and simulations. Each entry includes procedures, estimated reagent costs, learning outcomes, and the names of instructors who have implemented the activity. Our goal is not just to provide protocols for performing a technique, but also suggestions for integrating it into one’s course. Together, these resources aim to lower barriers to incorporating laboratories into undergraduate immunology courses and to foster collaboration and resource sharing within the community.
Traditional grading has a variety of issues, including statistical flaws, fostering a fixed mindset, and inaccurately representing students’ knowledge. Furthermore, the system was founded in the era of industrialization and may disproportionately impact lower-income and underrepresented students. Alternative grading systems have been shown to foster a growth mindset, provide timely formative feedback, and encourage student ownership. Specifications Grading is one alternative method in which students demonstrate proficiency in stated learning objectives and relies less on a few high-stakes exams or assessments. I have designed a Specifications grading system based on twenty learning objectives adopted from the ASM Curriculum Guidelines for Microbiology, using an approach that requires demonstration of proficiency of the learning outcomes, journal article summaries, and exams that modify the number of specifications you have passed. Students generally enjoyed the schema, which reduced their stress and gave them the freedom to learn the material at their own pace.
Course-based Undergraduate Research Experiences (CUREs) expand access to authentic research and help students build skills for graduate study and workforce preparation. This is especially important at teaching focused, access-oriented institutions, where many students enter the workforce directly after completing their undergraduate degree. We are developing an interdisciplinary CURE in two upper-division courses, microbiology and animal physiology, investigating how different food sources affect fish gut microbiomes. In the animal physiology course, students conduct feeding studies and identify biochemical pathways associated with different food environments using metagenomics. In the microbiology course, students use the samples to characterize and sequence isolate bacterial species. Both courses will integrate Oxford Nanopore MinION long-read sequencing and KBase for genomic and metagenomic analysis. We will share the course design, discuss implementation challenges, and solicit feedback from biology educators interested in microbiome research, genomics, bioinformatics, interdisciplinary CUREs, or workforce-aligned teaching.
‘Soft skills’ has become a buzz term for good reason. The ability to communicate is essential and especially important in the sciences where students regularly present and discuss their work. Unfortunately, though, according to many industry partners, students are often entering the workforce without these crucial skills. As a professor in Communication Studies, I began working closely with our college’s science department through the NSF funded EPIIC Faculty Fellow Program. For my externship in this role, I partnered with Bioscience Core Skills Institute to create micro-credentials focusing on spoken communication, written communication, and reading comprehension. I will share my experience as an EPIIC fellow and professor working with an industry partner to define the important role communication plays in all fields of study. I will explore ways professors in the sciences can integrate classroom opportunities to practice communication skills and ways to utilize micro-credentials for student success.
Dental caries is among the most common infectious diseases worldwide, yet students often struggle to connect microbial physiology with tooth decay. To address this gap, we developed a hands-on oral microbiology laboratory activity for undergraduate students that integrates three techniques: the Snyder Test for acid production and caries susceptibility, Sucrose Gelatin Agar for biofilm formation, and capsule staining to visualize structures involved in bacterial adherence and survival. Students isolate, differentiate, and identify cariogenic bacteria, including Lactobacillus spp. and oral streptococci, while examining traits that contribute to dental plaque development and disease progression. Conducted over multiple laboratory sessions using standard microbiology equipment and supplies, the exercise links microbial characteristics to oral health outcomes, reinforcing concepts of virulence, host interactions, and infectious disease. Emphasis on laboratory bio-safety and the safe handling of unknown organisms further strengthens student understanding of best microbiological practices.
The Gateway Program is a cohort-based program for first-generation, underrepresented, and low-socioeconomic-status urban students designed to minimize barriers to success in the first year of college, such as attrition from STEM majors. The purpose of this action research study was to investigate and strengthen Gateway Program students' STEM identity, self-efficacy, and persistence. Cycle 1 explored students' beliefs within a traditional introductory biology lab course and its effect on persistence intentions. Cycle 2 introduced the Tiny Earth Course-Based Undergraduate Research Experience (CURE) to assess effects on STEM identity development and persistence. Findings showed Tiny Earth CURE participation strengthened students' sense of belonging, resilience, perception of their role as scientific contributors, and personal interest in STEM, enhancing motivation to persist among cohorted students from historically excluded communities. This study is among the first to describe the synergistic benefits of pairing a cohort-based program with a CURE for historically excluded STEM students.
Course-based Undergraduate Research Experiences (CUREs) have been successfully implemented nationwide, demonstrating gains in students' self-efficacy and science identity. A majority of CUREs have Graduate Teaching Assistants (GTAs) as instructors, including Undergraduate peer Learning Assistants (ULAs). GTAs and ULAs play a critical role in delivering CUREs and often receive little professional development (PD) to support their teaching. There is a critical need to train GTAs and ULAs in pedagogical techniques tailored to the CURE context. The potential to expand research and professional development opportunities in CUREs significantly impacts student trajectories. The CURE TAPESTRy fellowship program is designed to bring together various facilitators and educators across institutions (public/private, R1/R2 universities). The program has had 33 participants to date. CURE TAPESTRy fellows (2025-26 cohort) have been on a path to design PD programs for GTAs and ULAs to develop transferable skills such as mentorship and leadership, which are essential for student-based teaching. We developed training modules, including front-loaded workshops/bootcamps (1-2 days before the academic term begins), just-in-time training embedded in weekly meetings, hybrid approaches that combine upfront and ongoing support, and a toolkit with resources. The strategies of training apart from research mentoring, grading, and lab safety logistics include pedagogical content knowledge specific to CUREs and professional development skill assessment. To explore the institutional diversity of training plans among CURE-TAPESTRy fellows, we distributed a survey. This survey across multiple institutions gathered data on the initiatives that are being implemented and their current status. In conclusion, formal and structured training programs for GTAs and ULAs are essential for the successful delivery of CUREs. These experiences provide meaningful benefits for students while simultaneously advancing the professional trajectories of the teaching assistants. Our objective is to equip CURE instructors with a comprehensive suite of adaptable training options tailored to their specific institutional needs.
Deoxyribonucleic acid (DNA) stores genetic information required for the development, function, and reproduction of all living organisms. The double helical structure of DNA is formed through complementary base pairing between nucleotides (adenine-thymine and guanine-cytosine). Because DNA cannot be directly observed with the naked eye, it can be difficult for learners to connect the structure with the biological functions. To reinforce undergraduate students’ understanding of DNA in a Bacterial Genetics course, we developed a tactile DNA Puzzle Builder activity that models how the structure of DNA supports its role as a genetic information storage molecule. The activity uses laser cut, color coded wooden puzzle pieces and an instructional guide that requires a foundational understanding of DNA structure. In the first phase, students assemble the four deoxyribonucleotide triphosphates (dNTPs) from their constituent components: a deoxyribose sugar, nitrogenous base, and three phosphate groups. In the second phase, students model DNA assembly by removing two phosphate groups from each dNTP and joining nucleotides through phosphodiester bond formation. Students then construct the complementary DNA strand by applying correct base-pairing rules and indicating hydrogen bonds. Finally, they identify the 5’ and 3’ ends of each strand to demonstrate strand polarity, a key concept in DNA replication. The activity can be completed in pairs or small groups, and individual models can be combined to generate larger unique DNA molecules at the classroom level. Student feedback was positive and assessment data from course quizzes indicated an improved understanding of DNA structure-function relationships. These findings suggest that hands-on, tactile learning activities can effectively reinforce foundational concepts in bacterial genetics.
Immunology is a subject that many learners find difficult to grasp or gain interest in due to the perception that it is a difficult subject and contains content that students have difficulty relating to. Many students avoid taking immunology or perform relatively poorly compared to other classes when they do. Many instructors, on the other hand, find it challenging to create content that is both interesting to students and achieves the goal of educating students about core concepts in immunology. The goal of this Microbrew is to introduce instructors to a tried-and-tested approach to teaching immunology that involves students creating games about assigned topics and playing these games in class. This approach differs from other classroom gamification approaches, where instructors create or find games. Key concepts covered in this Microbrew can be adapted for microbiology and biology courses, providing instructors with a practical approach to increasing student engagement and success.
Probiotic foods and the perceived health benefits that they offer continue to be of interest to many consumers, including students in undergraduate microbiology courses. Many of these foods bear label claims about ‘live and active’ cultures and their expected quantities, offering tractable systems for students to apply basic culturing techniques to quantify microbes in these products. A laboratory exercise was designed and implemented in which students enumerated bacteria and yeast recovered from probiotic foods purchased from local grocery stores. Label claims on food packages were used to guide enumeration of bacteria and yeast for food items selected by students. Overall, microbial counts in certain brands of kombucha, kimchi, kefir, and yogurt were comparable with label claims, while microbial counts in a probiotic drink and some kombucha were substantially lower than expected, offering an opportunity for students to evaluate limits of detection, and critically assess label claims on popular food items.
There is a misalignment between the identities of scientists highlighted in STEM curricula and those of students in the classroom. To address this gap, a range of initiatives, such as BioGraphI and Scientist Spotlights, have been developed to better align STEM content with student identities, increasing students’ sense of belonging, persistence, and relatability to scientists. Benefits to instructors include a positive impact on teaching, self-efficacy, and connection with their students. There is very little research investigating the experience of counterstereotypical scientists in the classroom. This research study focuses on the perceived benefits and challenges counterstereotypical scientists encounter in the classroom. Thematic analysis of structured interviews of 15 countersterotypical guest scientists in different classroom settings suggests that scientists are willing to share their identities and feel personal satisfaction interacting with students. Our research study provides a deeper understanding of the classroom experience for counterstereotypical scientists, highlighting both benefits and challenges.
While biological professional societies have historically focused on sharing primary research, their missions have increasingly expanded to encompass education and trainee professional development. Current society-led teaching initiatives—such as pre-conference workshops, dedicated education sections, and curated resource repositories—often rely on short-term "transmission" models and vulnerable external funding. These traditional approaches frequently lack the long-term, context-specific support necessary for instructors to enact sustained, evidence-based pedagogical changes. Drawing on our collective experiences with the cross-society Promoting Active Learning and Mentoring (PALM) Network, we highlight the critical value of long-term, community-based mentorship over traditional, one-off workshops. To better support teaching and mentorship, we recommend that professional societies and conference organizers: 1) adopt Faculty Learning Community (FLC) and Community of Practice (CoP) models; 2) fully integrate teaching sessions into main conference programming; 3) provide dedicated material and digital infrastructure; and 4) actively serve as "matchmakers" to pair educators with expert pedagogical mentors. Inconsistent teaching support across biological societies signals a troubling undervaluation of education, which can negatively impact the pipeline of future scientific research. By collaborating to implement sustainable, long-term teaching support, professional societies can elevate the role of educators and secure the future of the discipline.
Environmental justice is an increasingly important component of environmental and public health education, yet students often struggle to connect classroom concepts to real-world community challenges. To address this gap, community-based environmental justice projects were integrated into an undergraduate Environmental Toxicology and Health Laboratory course. Through partnerships with local organizations, students investigated issues such as air quality, soil contamination, urban green spaces, and environmental health disparities in underserved neighborhoods. Students collected and analyzed environmental data, engaged with community stakeholders, and applied concepts including exposure assessment, risk characterization, and environmental monitoring to authentic scenarios. This Microbrew will present a scalable model for integrating environmental justice and community-engaged learning into laboratory courses. Attendees will explore project design, assessment strategies, lessons learned, and student outcomes, and will leave with adaptable activities and resources for environmental science, microbiology, and public health education.
Many undergraduates are excited about research and interested in graduate school, yet many of them reach those opportunities with little or no wet lab experience. In my teaching and mentoring in food science and microbiology, I routinely work with students who are motivated but unsure of how to handle basic lab techniques or what is expected in a research environment. This microbrew will share practical, classroom, and lab-based ideas for helping these students build confidence, core laboratory skills, and a clearer sense of what research work looks like.
At Universidad Nacional de Rosario (UNR), Argentina, Microbial Physiology and Genetics are taught as independent courses in consecutive semesters, although both explain the same biological processes from complementary perspectives. In this Microbrew, we propose an integrated teaching strategy for undergraduate Biotechnology students in which laboratory activities from both courses are linked through common biological questions. In the first module, students will compare UV sensitivity in recA⁺ and recA⁻ strains, and then investigate DNA damage repair by monitoring SOS induction with a transcriptional reporter fusion. In the second, they will analyze the physiological consequences of defective lipoic acid biosynthesis—auxotrophy and impaired sporulation—and then complement lipM mutants through natural transformation of Bacillus subtilis. This framework could be extended to additional topics, including light-regulated motility, two-component signaling, and biofilm formation. During this Microbrew, participants will discuss this approach and help refine the activities before classroom implementation.
“Glow Up” (BIOL 3090) reimagined a standard pGLO transformation lab into a collaborative undergraduate research experience at UNT Dallas. Although the pGLO transformation system is widely used, it is almost always qualitative. This CURE redesigned pGLO as a quantitative research platform in which transformation efficiency, measured as GFP-positive colony counts per microgram of plasmid DNA, was used to assess bacterial response to hydrogen peroxide-induced oxidative stress. Each student selected and investigated a different experimental variable (essential oils or antioxidant controls), performed quantitative analysis and comparative interpretation across conditions, and contributed individual data to a collective dataset. Preliminary findings revealed differential antioxidant responses across treatments, including reproducible rescue effects under oxidative stress. Students shared these findings through presentations at an institutional research symposium, demonstrating scientific communication as a course outcome. Attendees will gain practical strategies for redesigning traditional transformation labs as quantitative CUREs without requiring specialized instrumentation.
Grading quantitative data analysis in laboratory courses is often inconsistent because each student generates unique experimental data, making it difficult for teaching assistants (TAs) to verify calculations efficiently and accurately. This challenge can result in variable grading and overlooked calculation errors. To address this issue, we developed standardized Excel templates for student data analysis and a Python script that automatically calculates the expected results from each student's experimental data. The script compares the expected values with student submissions, allowing graders to quickly identify discrepancies without manually checking every calculation. This workflow has substantially reduced grading time while improving grading consistency and accuracy across multiple TAs. Students are also allowed to revise and resubmit their analyses after receiving feedback, creating an additional opportunity to identify and correct calculation errors. This approach demonstrates how simple automation can improve assessment quality while supporting student learning in quantitative laboratory courses.
Focus on industry requested skills development has led to several new innovations to increase retention, STEM identity, and workforce readiness. Introducing research and STEM based skills to undergraduates at the beginning of their educational journey is highly impactful for first generation, low income college students. CUREs (Course based Undergraduate Research Experiences) are used to allow students to participate in the research experience and gain hands-on scientific knowledge. Partnerships with local industry, non-profits, and educational institutions have led to opportunities for our community college students to participate in internships, job shadowing, and summer research experiences. These partnerships have also led to the creation of skills-based badges and microcredentials focused on biotechnology. These badges and microcredentials are verified credentials that allow students to provide proof of their STEM workforce related skills. These innovations have increased retention, increased the students’ STEM identity, aided in transfer, and enabled students to become technicians.
Have you been looking for a way to incorporate data analysis into your classroom? In the Tiny Earth CURE, students search for novel antibiotic-producing soil microbes and record their findings in an electronic lab notebook with the option for high-quality entries to be promoted to the Tiny Earth Public Database. The public data serve are available for any student to ask and answer research questions. This Microbrew demonstrates the data available on the Public Database, how to search, sort, filter, and export this data, and what tools are available and possible for analysis. Participants will brainstorm what questions the database allows them to ask and ways to incorporate it into their microbiology courses, such as helping students generate research questions, compare results to past student findings, gain computational skills, or learn concepts in microbiology and natural products discovery.
Microbiology is foundational to nursing education, yet many students approach it with a “learn it now, forget it later” mindset, limiting long-term retention and transfer to clinical practice. This Microbrew introduces Looking Forward to Nursing, a classroom framework that explicitly connects weekly microbiology concepts to authentic nursing practice throughout the course. Instead of presenting clinical relevance as isolated examples, the framework integrates nursing applications throughout the traditional microbiology sequence, including microbial diversity, host defenses, and infectious diseases. This continuous connection promotes meaningful, context-driven learning. Designed for instructors teaching microbiology to nursing and other allied health students, the approach is easily adaptable to diverse institutional settings. Participants will leave with a practical framework, implementation strategies, and examples they can immediately incorporate into their own courses to increase student motivation, strengthen professional identity, and foster durable learning that better prepares future healthcare professionals.
Want to use case studies? Here, we present a case study designed for upper-division courses that teaches diabetes metabolism by following the compelling story of a patient initially misdiagnosed with Type 2 diabetes, integrating various learning activities. This case has been extensively tested, showing significant learning gains. Attendees of this workshop will experience an abbreviated form of the case study to learn about diabetes and outline the social justice implications of misdiagnosis. Attendees will walk through data gathering and analysis strategies to measure learning gains and will be able to apply this experience to integrate case studies into their teaching.
The Mycological Curriculum for Education and Discovery (Myco-Ed) engages students in fungal biology and comparative genomics by isolating environmental fungi and performing phenotype assays. Data are shared via iNaturalist to support research at the Joint Genome Institute. Since its pilot 2.5 years ago, Myco-Ed has trained over 600 students across 30 classrooms, resulting in 1,100+ observations and 50+ novel fungal species sequenced. A new initiative aims to understand fungal drought tolerance through student research. Myco-Ed is currently recruiting instructors to participate in this collaborative effort to bridge critical knowledge gaps. Join this session to learn more about MycoEd!
Think you need a coding background or a budget to build custom software for your course? You don't. In this hands-on workshop, you will vibe code: describe what you want in plain English and let AI build it. Using MicroID Lab Guide, a free, open-source unknown bacterial-identification app, you will fork (duplicate) the code, deploy your own copy, and customize it for your class without writing code yourself. Bring a laptop and access to an AI coding platform (Claude, ChatGPT/Codex, Google Antigravity). You will leave with a working, course-ready tool and a repeatable method for building zero-cost classroom technology.
How can we create equitable assessments that accurately measure student learning? This workshop explores how scaffolded summative assessments aligned with learning taxonomies can promote higher-order thinking, improve student performance, and enhance transparency in STEM education. Drawing on evidence from a sophomore-level undergraduate cell biology course, participants will examine strategies for preparing students for cognitively tiered assessments, evaluating performance reliably, and using assessment data to monitor learning. Findings show improved overall achievement and stronger performance on higher-order thinking questions, particularly among lower-performing students. Attendees will leave with practical, evidence-based approaches for designing transparent, equitable assessments that support student success.
Vaccine communication has always been challenging, from the belief that one might sprout horns and hooves from the smallpox vaccine, to the misconception that vaccines cause autism, to current confusion when immunization guidelines diverge from the recommendations of established medical and public health authorities. Students preparing for careers across the health sciences—nursing, medicine, physician assistant, veterinary, dental, and allied health programs—need tools to address questions about vaccine safety and efficacy. Every student will face these conversations with friends and family in a world where loved ones may be influenced by misinformation. This roundtable guides participants through scaffolded learning activities designed to help students navigate these tricky discussions. Participants then engage in a role-play simulating vaccine conversations with individuals who are curious, cautious, or convinced, in either a clinical or personal setting. Participants will leave with all scaffolding activities and an outline for adapting the activity for their courses.
