2026 ASM Conference for Undergraduate Educators

Background: Mitosis and meiosis are two crucial cellular division processes that happen in most eukaryotic organisms. In core biology and microbiology courses, students often are taught mitosis and meiosis with humans as a model organism with little inclusion of prokaryotic and eukaryotic microorganisms using bacteria, fungi, protozoa and algae. Microorganisms are extremely diverse and often have chromosome sets (or ploidy) that differ from humans and can provide great insight bridging qualitative biological processes to quantitative components of cellular division. This study implements and assesses a quantitative class activity that teaches students to use a mathematical approach to comparing the similarities and differences of genetic content during mitosis and meiosis using microorganisms as a model system. Research Questions: Does a newly developed microbial mitosis and meiosis teaching tool help clarify common misconceptions and content inaccuracy that students have in biology and genetics courses? Study design: Post-baccalaureate pre-medical and Master of Medical Sciences students at Agnes Scott College were assigned a validated concept inventory pre-survey that assessed their understanding of mitosis and meiosis (using a Likert-scale survey and open-ended questions) prior to being taught two lectures on mitosis and meiosis. Student groups then completed an innovative class activity that reiterated the core concepts of mitosis and meiosis while highlighting common misconceptions of chromosome structure and ploidy using prokaryotic and eukaryotic microorganisms as model systems. A quiz and post-survey were administered to assess students’ understanding of mitosis and meiosis. The post-survey included all questions of the pre-survey and additional questions that aligned with the class activity objectives. Conclusion: Pre- and post-surveys had a 90% response rate. Students' understanding of mitosis and meiosis significantly improved by 85% after the standardized lectures and class activity. Additionally, students were able to articulate nuances of chromosome structure and ploidy in various organisms (microorganisms, animals and humans).

Student motivation is a determinant of their engagement and persistence in learning activities. There is limited evidence on how students perceive their motivation in undergraduate microbiology courses in modules with different content. This study investigated the extent to which students' perceptions of the motivational climate in an undergraduate Food Microbiology course (a) varied across three modules, and (b) predicted their motivation. The motivational climate was assessed with the five components of the MUSIC Model of Motivation (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) using the MUSIC Inventory. The inventory was administered to students following three course modules with different content at a U.S. university. Responses from 49 students were analyzed. Repeated measures ANOVA was used to evaluate changes in MUSIC constructs across modules. Pearson correlation was used to examine relationships between MUSIC constructs, and multiple linear regression was used to identify predictors of Motivation and Effort. Open-ended responses were coded to identify attributes contributing to students' motivational perceptions. Students reported positive perceptions across all three modules with no significant differences in any MUSIC constructs over time (p > 0.05). Students perceived Caring as highest (M = 5.76/6), and Interest as lowest (M = 4.50/6). Across all modules, Motivation was most strongly correlated with Interest (r = 0.60), followed by Usefulness (r = 0.52). Regression analysis demonstrated that Interest (p < 0.01) and Usefulness (p < 0.05) were the strongest predictors of motivation in all three modules. These findings suggest that students felt motivated due to their relationship with the instructor support (Caring), in-class activities and assignments (Interest), real-world applications (Usefulness), and having some decisions within the course (eMpowerment). These findings suggest that students in other science-related courses could benefit from instruction consistent with the MUSIC model.

Learning Objectives (LOs) convey student-centered goals of academic courses and programs. Further, lesson-level LOs have the potential to communicate to learners both the lesson’s content goal and the expected cognitive level of the content mastery. To effectively accomplish this communication, best practices in LO writing include the use of verbs that correspond to measurable actions and suggest the intended cognitive level of the LO. Another signal of cognitive level is the specification of LO context, i.e., the conditions under which the action is performed, which additionally benefits students by supporting contextualization of their learning and application to novel situations. However, the practice of LO context specification has received less attention in the literature. We sought to determine the prevalence of explicit context specification in lesson-level LOs across biology sub-disciplines, and asked whether specification of context correlates with use of verbs signifying higher-order cognitive tasks. Three experienced biology instructors analyzed 13 lists of lesson-level LOs prepared by professional biology societies. We categorized each LO in two ways: by likely cognitive level (Lower-Order Cognitive Skills [LOCS], Higher-Order Cognitive Skills [HOCS], or Unassigned) based on the verb used; and by contextuality (Contextual, Stand-Alone, or Uncertain) based on manual coding (including but not limited to verbs). On average, less than 25% of society-endorsed LOs had a clearly specified context (i.e., were rated as Contextual). Furthermore, LOs with “HOCS verbs” (presumably intended to signal cognition beyond straight recall of facts) were more likely to be coded as Stand-Alone than Contextual. Our results suggest the disadvantage of relying solely on verbs to determine cognitive level of LOs and the advantage of including context to more transparently and effectively promote higher-order cognition. To this end, we offer suggested LO phrasing options to more clearly signal context and help students better contextualize their learning.

Community colleges play a critical role in expanding access to STEM education for low-income, first-generation, and historically underrepresented students. Yet nationally, only 31.6% of first-time community college students transfer to a four-year institution within six years, and fewer than half of those students complete a bachelor’s degree (48.7%). To address these challenges, the National Science Foundation funded the S-STEM Scholars Program at Minneapolis College, which developed a comprehensive support model to enhance recruitment, retention, transfer, and degree completion among financially disadvantaged STEM students, along with a partnership with the PRISM project. Grounded in mentoring theory and high-impact educational practices (HIPs), the program uses two prong approaches that combines scholarship support with faculty mentoring, undergraduate research experiences, STEM internships, cohort-based activities, and individualized development planning. Faculty mentors received professional development through evidence-based mentoring resources from the Center for the Improvement of Mentored Experiences in Research (CIMER), with an emphasis on culturally responsive mentoring and advising. Program evaluation examined the relationship between participation in HIPs and scholars’ STEM identity, social-emotional outcomes, and academic success. Between 2020 and 2026, 83 scholars participated in the program. Approximately 65% completed their degree or transferred to a four-year institution, while an additional 20% remain enrolled and on track for graduation or transfer, resulting in an overall persistence rate of approximately 85%. Additionally, 94% of scholars reported awareness of available support resources, and mentoring conversations frequently focused on academic progress (75%) and career planning (61%). Findings suggest that integrating financial support with intentional mentoring and research-rich experiences can strengthen STEM identity, improve persistence, and facilitate successful transfer pathways to four-year institutions.

Background: As artificial intelligence (AI) tools rapidly evolve, higher education faculty face the dual challenge of leveraging these technologies for course development while navigating their impact on student learning. Understanding how educators engage with these tools is essential for shaping future life science pedagogy. Research Question: To what extent, and for what specific pedagogical purposes, do immunology and microbiology faculty integrate AI tools into their teaching, and what are their primary concerns regarding student usage? Methods: A survey was developed and disseminated to faculty teaching immunology, microbiology, and related biological courses across diverse institutions. The survey collected respondent demographics, specific AI platforms utilized, administrative and pedagogical purposes of AI application, and faculty policies regarding student AI usage. Results: A striking 96% of surveyed faculty report using AI in their teaching practices in some form. Respondents primarily utilize AI tools as force multipliers for customized learning, content generation, and assessment optimization, which faculty note has increased overall student engagement. Regarding student usage, 60% of educators actively encourage students to use AI for spelling or grammar verification and foundational topic research. However, significant hurdles persist; faculty expressed profound concerns regarding threats to student academic integrity and the potential depletion of critical thinking skills. Conclusion: While AI serves as a powerful resource for immunology faculty productivity and engagement, its integration requires structural guardrails. To maximize the educational benefits of AI, institutions must establish clear, standardized guidelines that balance automated tool usage with robust student training in scientific literacy, critical data evaluation, and ethical use of AI.

Molecules to Ecosystems is our second-semester Introductory Biology course that challenges students to make connections across scales. Students complete four unit exams and a cumulative final that requires them to analyze figures and data, transfer knowledge to new scenarios, and synthesize concepts in short answer responses. As such, this course can be challenging for students with varying levels of high school biology preparation or those who are still developing effective study strategies. In order to support self-directed learning, we have implemented exam wrappers after each regular exam. This 19-question metacognitive tool encourages students to reflect on their learning strategies and exam performance, and to develop a plan for future study. The wrappers combine quantitative and free-response questions that encourage student metacognition, defined as the ability to identify gaps in knowledge and address them, while also improving learning strategies overall. In addition to promoting student development, analysis of exam wrapper responses provides an opportunity for faculty to evaluate student learning. We will present our findings addressing three main research questions: 1. Do exam wrappers promote meaningful student reflection to adopt better learning strategies? 2. What learning habits distinguish thriving, succeeding, and developing students? 3. Can differences in student learning habits be used to design instructional resources? Our results indicate differences in self-testing, study guide completion, maintenance studying, and metacognitive practices between student groups. Qualitative analyses added an additional dimension by capturing insightful details of student processes. We will describe how this approach informed development of targeted instructional resources for all students, and helped us refine support for developing students. Overall, exam wrappers have provided a valuable window into the student experience, enabling students to make self-guided changes to their learning strategies while allowing instructors to make evidence-based improvements to instruction and student support.

Social annotation tools like Perusall or Hypothes.is allow students to collaborate and discuss course material in quick, short annotations, providing a platform to engage with both the course material and fellow students. Social annotation assignments often instruct students to comment on a text, website, journal article, etc. Rarely do we see social annotation used to evaluate fellow peers’ work. However, peer evaluation can be a powerful active learning strategy to increase achievement of student learning outcomes (Reese-Durham 2005, Moharir 2022). Peer evaluation requires students to utilize critical thinking skills and engage deeply with the course content to determine the quality of the peer work (Ekahitanondj, 2013). Due to its collaborative nature, social annotation may also provide a sense of belonging in introductory and otherwise isolated asynchronous online classes (Cui 2023, Kelly 2024). This sense of belonging may further support course completion and student success. The objective of this study is to assess students’ perceptions of how learning is affected through the use of social annotation and peer evaluation activities in Anatomy & Physiology. Students in an asynchronous online Anatomy & Physiology course were regularly assigned social annotation assignments that required them to evaluate peer work. They were also given a variety of other active learning assignments and lab activities that did not involve social annotation or peer review. Students responded to an anonymous early and late semester survey on the different learning activities assigned to them. Preliminary data indicates that students find value in using social annotation to conduct peer review and they report low levels of anxiety when completing these assignments. Paired with social annotation, peer evaluation can be an effective and meaningful learning experience for students in the asynchronous online classroom.

The Characterizing Our DNA Exceptions (CODE) program is a network of postsecondary educators and science researchers who integrate authentic bioinformatics research into undergraduate classrooms. The program’s primary goal is to increase genomic literacy and access to research-based learning experiences, particularly for smaller and under-resourced institutions. This study aims to understand how participation in a CODE project affects a student's awareness, interest, and knowledge of bioinformatics, as well as science self-efficacy and scientific identity. These factors are crucial in determining a student's willingness to remain in a STEM major and seek a career in a STEM field. Faculty are trained in a 2-day workshop on using computational modeling and database analysis to characterize DNA variants identified through clinical studies. Having students work on characterizing challenging clinical variants, known as Variants of Uncertain Significance (VUS), introduces them to novel research projects while addressing the growing need for clinical variant characterization. The students present their work at the CODE Annual Student Symposium. Now in its eighth year, the program has over 1,200 faculty and students exploring the field of bioinformatics through a CODE project. Mentors and students completed pre- and post-surveys and participated in focus interviews. Although students did not show a significant increase in interest in bioinformatics, they demonstrated significant increases in bioinformatics awareness, comfort, and knowledge (p < 0.05). There was also a significant increase in research experience, science self-efficacy, and identity as a scientist. These results provide evidence that the CODE model effectively broadens access to authentic, data‑driven research experiences while producing measurable gains in student learning and persistence.

Vaccine hesitancy remains a major public health concern, and nurses often serve as the first point of contact for patients seeking vaccine information. Yet, many nursing students are underprepared to engage in these complex and emotionally charged conversations. This improvement science study examined how a virtual simulation could strengthen first-year nursing students’ confidence and communication skills when discussing vaccination with hesitant patients. The intervention was implemented with Bachelor of Science in Nursing (BSN) students at the University of Pittsburgh at Johnstown using the Bodyswaps virtual reality (VR) platform. Students completed an interactive simulation that modeled effective strategies for building trust, demonstrating empathy, and navigating vaccine hesitancy. Guided by the Plan-Do-Study-Act (PDSA) improvement framework, student feedback was analyzed to assess changes in confidence and perceived readiness. Findings indicated that students found the Bodyswaps simulation engaging, relevant, and effective in providing a foundational understanding of communication approaches for vaccine hesitancy. Participants reported increased confidence but acknowledged a continued need for additional practice and the opportunity to practice with real patients. Results suggest that integrating virtual simulations early in nursing curricula can help bridge the gap between theoretical learning and clinical readiness. Future PDSA cycles should focus on pairing VR-based training with live simulations and standardized patient encounters to promote deeper skill transfer. This project demonstrates the value of improvement science in designing sustainable, evidence-informed educational interventions that prepare nursing students to address vaccine hesitancy with empathy and confidence.

The Vision and Change (V&C) report called for biology departments to transform their programs by using student-centered teaching approaches and integrating core concepts and competences throughout their curriculum. The biology education community has responded to this call in a variety of ways, including the development, sharing, and implementation of open educational resources (OERs) that apply research-based instructional strategies. OER lessons are structured activities that are published in peer-reviewed journals. Collecting information on how instructors implement OER lessons can increase our understanding of how shared materials are being translated into classroom practice and how students ultimately engage with OER content and activities. This study aims to understand how instructors implement published OERs and to what extent student-centered teaching approaches are used during implementation. We selected five top-downloaded OER lessons published in a peer-reviewed journal based on their feasibility to complete in 1-2 class sessions and relevance to V&C core concepts. For each of the target lessons, we recruited instructors from different institution types who implemented one of the lessons in their courses. We collected video recordings of the class meeting(s) in which the instructors implemented the lessons. We used the Classroom Observation Protocol for Undergraduate STEM (COPUS) to analyze the video recordings and identify what student and instructor behaviors occur during each two-minute segment of class time. We found that instructors utilize similar types of practices when implementing the same OER lesson. However, we found variation in student COPUS behaviors between the classes that implemented the same lesson, likely due to instructors changing student in-class activities to some extent. Together, these results indicate that though instructors generally follow the published lessons, minor modifications are being made that change how students engage with the lesson material, particularly during in-class activities.

Background: “Science through art” is a collaborative, interdisciplinary approach that integrates science education with artistic expression to enhance learning. This method engages students, fosters critical thinking, and prepares them for real-world problem-solving. In this study, eco-columns, constructed from recycled 2-liter soda bottles, were utilized to simulate ecosystems, while soil microbes were investigated for their potential to generate electricity. By linking these diverse concepts, students gain a deeper understanding of interdisciplinary connections and experience increased overall engagement. Hypothesis: We hypothesized that the integration of cross-disciplinary teaching strategies would enhance student learning outcomes, engagement, critical thinking, and academic performance. Method: In the Fall of 2024, 133 students enrolled in Microbiology (BIOL-241), General Biology (BIOL-106), and Majors Biology (BIOL-124) participated in the eco-column project. The project aimed to investigate the effects of natural and synthetic fertilizers on plant growth, while simultaneously analyzing microbial content, soil, and water chemistry. Learning outcomes were assessed through pre- and post-quizzes, project rubrics, and a feedback survey. In the Spring of 2025, the MudWatt microbial fuel cell system was introduced using soil from the eco-columns to demonstrate microbial power generation. Faculty members from the Biology and Physics departments collaborated in demonstrations, during which students utilized mobile applications to measure the generated energy. Additionally, students from the Arts club contributed by illustrating eco-columns and MudWatt systems. Results: The average project grade was B+ (84.6 ± 7.3%), with pre-quiz scores (71.1 ± 11.4) improving to post-quiz scores (84.8 ± 7.3; p = 0.09). 70% of survey respondents enjoyed learning about microbial energy, and 66% had not previously used mobile apps for science. Arts students reported increased engagement through visual representation. Conclusion: These findings indicate that interdisciplinary approaches facilitate a profound comprehension, stimulate creativity, and promote collaboration, thereby equipping students with indispensable skills for an increasingly intricate global landscape.

Antibiotic resistance in pathogens is predicted to be a leading cause of death worldwide. Tiny Earth (TE) is an established Course-based Undergraduate Research Experience (CURE) with an international network of students and faculty who participate in the discovery of antibiotic-producing microbes. CUREs provide opportunities for all students enrolled in a course to develop their research skills, including experimental methodology, critical thinking, and problem solving. I integrated the TE CURE into the microbiology curriculum at Campbell University in January of 2020. My goals for this study are to provide information on how TE can be integrated into a course and to provide data on student perceptions of research following completion of the CURE. An online survey, composed of questions ranked with a Likert scale, during the 2025-2026 academic year in a 300 level and 200 level semester long undergraduate microbiology courses. The survey targeted the following categories: Research Skills and Learning Gains, Engagement and Interest, Attitudes Toward Research, Identity and Belonging, and Value Perceptions of a CURE. In the area of research skills, more than 90% of upper level biology majors reported increased decision-making confidence, a greater level of independence, and improved ability to analyze and interpret data. In contrast, only 73.9% indicated enhanced ability in experimental design. Most students reported improved engagement, increased interest, and more positive attitudes toward research after completing the CURE. A smaller proportion of students felt a sense of belonging to the scientific community. While perceptions of a CURE compared to a traditional laboratory varied, most students agreed that the CURE was enjoyable. These findings highlight the effectiveness of integrating CUREs like Tiny Earth into microbiology curricula for enhancing research skills, engagement, and enjoyment, while identifying opportunities to strengthen students’ sense of belonging within the scientific community.

Reading primary literature by students is both a valuable skill that promotes critical thinking and a pedagogical tool that reinforces and enhances core concepts. These functions are particularly critical in Microbiology education given the growing prevalence of misinformation. Barriers such as lack of resources and student engagement prevent effective implementation of primary literature teaching. Here we investigated the effectiveness of a tool –annotations of microbiology podcasts-, used in two distinct modes, in increasing student motivation for primary literature reading, and in providing faculty support and confidence in using primary literature. We developed an internship based on reading primary literature and annotating episodes of “This Week in Microbiology” where student-faculty teams collaborated to align podcast episodes to ASM curricular guidelines and design short figure-reading exercises. Thirty-five faculty and 330 students from 34 institutions participated and generated annotations that are published in an Open Educational Resource. Students’ motivation and interest in primary literature were measured with pre- and post- Motivation in Reading and CLAS-BIO surveys. Motivation in Reading increased statistically, whereas CLAS-BIO did not change likely due to scores being already high at the time of pre-test. Eighty-five percent of faculty respondents felt more confident when writing learning outcomes, and 90% believed the internship had provided valuable professional skills. These annotated podcasts were deployed in a traditional General Microbiology course. Student gains were measured using pre- and post- TOSLS and MCI surveys. Although the MCI scores increased, we cannot assign this change solely to the primary literature activities. TOSLS scores did not significantly change. In sum, we present here an activity that is highly effective at motivating students to read primary literature when presented as an internship where students annotate episodes, but we were unable to measure specific gains for students using the annotations in the classroom.

Course-based undergraduate research experiences help students see themselves as scientists, but instructors need practical ways to evaluate what students are gaining from them beyond standard course evaluations. In MIMG 103AL/BL, a two-quarter microbiology sequence at UCLA, students participate in a virology CURE. This study asks: To what extent do students in a microbiology CURE report growth in research-related course learning outcomes, and how do these gains align with persistence-related outcomes measured by the HHMI Persistence in the Sciences (PITS) survey? Students completed a pre/post Course Learning Outcomes survey, rating their abilities across ten outcomes. Preliminary data show gains across all learning outcomes in both courses. In MIMG 103AL, the mean increased from 4.19 to 5.47 on a 6-point scale. In MIMG 103BL, the mean increased from 4.29 to 5.69. Across both courses, the strongest gains were in outcomes most closely tied to doing research, including confidence with laboratory techniques, understanding the rationale for research approaches, applying concepts, and troubleshooting. The largest single gain in both courses was confidence in performing laboratory techniques, which increased from 3.41 to 5.51 in 103AL and from 3.60 to 5.76 in 103BL. These course learning outcome data were paired with PITS data from a prior section, which showed class means above the program mean across all constructs. 83.3% of students showed a high likelihood of continuing in science based on project ownership content, while 66.7% had a high likelihood based on project ownership emotion, scientific community values, and networking. Together, these findings suggest that the CURE supports measurable growth in both research skills and persistence-related science outcomes. This work also provides an adaptable assessment framework that instructors can use to evaluate student development in CUREs more closely aligned to authentic research experiences.

Biochemical identification of pathogens is a core component of General Microbiology courses. However, traditional instruction, centered on memorizing diagnostic algorithms, often limits students' ability to achieve practical and lasting application of this knowledge. Gamification has been proposed as an effective strategy to increase engagement and consolidate complex technical content in health sciences education. This work aims to determine whether implementation of the educational game "Microbe Invader" strengthens students' understanding and application of biochemical batteries and diagnostic algorithms for identifying gram-positive and gram-negative pathogens in a General Microbiology course. The game was implemented as a complementary activity within the bacterial metabolism unit of a second-year course (N≈40 students). Stratified by clinical segments (skin, gastrointestinal, lung, zoonotic, pediatric, among others), it simulates patient care through lessons, interpretation of biochemical batteries, and antibiotic selection based on the identified pathogen; students had two weeks to unlock six badges, investing an average of one hour per day. At the end of the activity, an exploratory-descriptive perception survey was administered, in which more than 80% of students reported improved understanding of the use and application of biochemical batteries and diagnostic algorithms following gameplay, as well as greater ease in learning and applying them going forward. These preliminary results suggest that "Microbe Invader" is an effective gamification strategy for consolidating biochemical pathogen identification, supporting both conceptual understanding and practical application among general microbiology students.

Background: Anatomy and Physiology (A&P) serves as a foundational course for students pursuing healthcare professions. However, long-term retention and application of biological knowledge beyond course completion remain challenging, particularly when educational approaches rely heavily on memorization. Despite growing interest in active learning and narrative-based instruction, relatively few studies evaluated long-term retention and transfer of learning beyond course completion. This study examines a neuroscience-informed instructional framework, which we refer to as Neuro-Narrative Pedagogy, grounded in cognitive science and neuroscience research on long-term memory formation and knowledge integration through emotional relevance. Unlike mnemonics, isolated storytelling activities, one-time classroom interventions, or traditional case studies, Neuro-Narrative Pedagogy integrates emotionally meaningful narratives throughout an entire semester to promote conceptual understanding, long-term retention, and transfer of learning. Research Question: Does a semester-long Neuro-Narrative Pedagogy framework support long-term retention, transfer of learning, conceptual integration, and preparedness among undergraduate students pursuing healthcare careers? Study design and Methods: After participating in a semester-long A&P course taught using the Neuro-Narrative Pedagogy approach, anonymous Likert-scale surveys were administered to two cohorts: 1) current A&P students evaluated through pre- and post-course surveys, and 2) former students, who completed the course 1-5 years ago and subsequently entered a healthcare program. Surveys assessed students' self-reported conceptual understanding, integration and retention of concepts, preparedness for future coursework, long-term recall of course narratives, and application. Data supporting effectiveness: Preliminary findings include responses from current (n>60) and former students (n>40). Approximately 94% of respondents selected "Strongly Agree" across multiple domains assessing self-reported conceptual understanding, retention, integration of concepts, and preparedness. Most notably, former students reported remembering specific narratives 1-5 years after course completion and continuing to apply associated concepts in healthcare. Concluding statement: These findings provide preliminary evidence that Neuro-Narrative Pedagogy may support long-term retention, conceptual integration, preparedness for the healthcare field, and transfer of learning.

Scientists often encounter challenges when communicating complex scientific concepts to nonexpert audiences. Effective communication plays a critical role in shaping public understanding of scientific issues and perceptions of scientific experts. Establishing students’ baseline knowledge of the field and scientific communication skills can help identify areas where undergraduate curricula may better support associated scientific communication. The research question for this study is: What are the baseline knowledge and scientific communication skills of students in a general microbiology course? This study evaluated undergraduate students’ ability to interpret and communicate microbiological information to a nonexpert audience while comparing their self-assessments with instructor evaluations of their performance. Participants read and interpreted a microbiology case study, then communicated their findings as if addressing a non-scientific audience. While participants communicated, an instructor evaluated their conceptual understanding and communication ability, after which participants completed a self-assessment survey. Overall, participants performed better at interpreting case study results and proposing scientific reasoning than at explaining the major findings to a non-scientific audience. Participants achieved modes of 3 for interpretation and scientific reasoning, but a mode of 1 for explanations to non-scientists, where 3 was the highest score and 1 the lowest. In self-evaluation, participants rated their own performance higher than the instructor evaluation for understanding assigned tasks (assessor mean = 3.24, participant mean = 4.57) and successfully completing them (assessor mean = 3.29, participant mean = 4.67). Participants frequently assumed their audience possessed baseline microbiological knowledge, omitting explanations of key concepts, methodological significance, and broader scientific connections. Consequently, translating technical knowledge into accessible language was the only category in which participants’ scores had an overall mode of 1. These findings identify a gap in students’ scientific communication skills and suggest that undergraduate curricula should provide targeted opportunities to practice audience-focused communication, receive clarity-focused feedback, and communicate scientific information without relying on discipline-specific jargon.

Large-enrollment undergraduate STEM courses present persistent challenges for student engagement, belonging, and success. While Learning Management Systems (LMS) are widely adopted, their use in face-to-face courses is often limited to grade posting and announcements, overlooking their potential to deliver timely, personalized support at scale. This study examined how automated Brightspace Intelligent Agent messages influence student-perceived support, belonging, and engagement in a large-enrollment microbiology course. A pre-post mixed-methods design was implemented in ABIO314 (Microbiology, 300-level), a participation-based course enrolling 213 majors and non-majors at the University at Albany (UAlbany), a Carnegie R1 SUNY institution, during Spring 2026. Three categories of messages were designed to deliver timely, targeted feedback supporting student self-regulation and engagement: (1) Encouragement and Recognition, (2) Safety Valve Standing Updates, and (3) Performance Alerts and Engagement Reminders. Student perceptions were assessed via anonymous surveys at mid- and end-of-semester, including Likert-scale items (1–5) across three constructs and open-ended questions. All study procedures were approved by the University at Albany Institutional Review Board. Consenting responses were collected from 143 (mid-semester) and 164 (end-of-semester) students. Composite mean scores remained consistently high across both time points (Perceptions: 4.43→4.34; Support & Belonging: 4.23→4.16; Motivation & Engagement: 4.24→4.13; neutral midpoint = 3.0). At the end of the semester, 88% of students agreed that messages had a positive course impact, and 57% rated exam-related support messages as “Very helpful.” Among end-of-semester respondents, 41% reported improved exam performance, and 78% indicated messages had some influence on their exam preparation and engagement. In conclusion, automated instructional messaging via Brightspace Intelligent Agents is a feasible, scalable strategy for reducing barriers to engagement and belonging in large-enrollment STEM courses. Student perceptions remained consistently positive, suggesting that timely, targeted automated feedback can support inclusive instructional design with minimal instructor burden.

UC Davis has a rich history of plant pathology research. The research has had remarkable societal outcomes, such as producing stress- and disease-resistant plant varieties and providing comprehensive disease management support to California farmers. However, it is unclear how familiar first-year and transfer students are with the academic research model and if they know how to become involved in research at UC Davis. Undergraduate student involvement in research largely depends on a student’s independent efforts to seek out research. First-Year Seminar courses can be developed at UC Davis that are designed to be small (around 10-15 students) and marketed towards first-year and transfer students. A First-Year Seminar course was designed to determine first-year and transfer student familiarity with the structure of academic research at UC Davis. Furthermore, the course used plant pathology curriculum, and the department’s research as a model to teach students about how research is conducted on campus, the different roles of the scientists who conduct the research, and the outcomes of the research in society. At the beginning and end of the course, students were surveyed to assess their familiarity with the curriculum of the course, and how well the course helped students achieve the six learning outcomes listed in the syllabus. Survey questions allowed students to provide answers on a 0-to-5 scale. Survey data shows that only 1 out of 12 students in the seminar course had high familiarity with the university research structures, with most students scoring that have little-to-moderate familiarity. By the end of the course 13 out of 14 students scored high scores (4-5) for how well the course helped them become familiar with university research. Overall, this exploratory research shows that First-Year Seminar courses can help reduce the barrier between undergraduate students and academic research.

Peer leadership programs are recognized as high-impact practices that promote student engagement, belonging, persistence, and success in STEM. However, assessment efforts often focus on the students receiving support while overlooking the developmental gains of the peer leaders themselves. As peer-assisted learning becomes increasingly integrated into course-based undergraduate research experiences (CUREs), there is a need to better understand how these experiences foster leadership development and identify the program components that generate meaningful outcomes for Peer Learning Assistants (PLAs). This study examined PLA outcomes within Introduction to Research, a semester-long CURE designed to develop scientific confidence, curiosity, agency, and research skills among undergraduate students. PLAs concurrently participated in the PLA Practicum in STEM Peer Leadership, a structured course emphasizing mentoring, inclusive leadership, peer engagement, collaboration, and reflective practice. Through these experiences, PLAs supported novice researchers while engaging in authentic leadership development within a STEM learning environment. Outcomes were assessed using the Willingness to Intervene Scale in College (WISC), Diversity-Minded Peer Scale (DMPS), Sense of Purpose Measure (SPM), Leadership Growth Framework (LGF), and Student Reflection Guide (SRG). Findings demonstrated growth in leadership identity, mentoring self-efficacy, communication across differences, and the ability to cultivate inclusive and supportive learning communities. Qualitative reflection responses further indicated increased awareness of equity and representation in STEM, stronger commitments to peer advocacy, and greater confidence in facilitating student engagement and belonging. These findings suggest that PLAs are not only contributors to student success but also beneficiaries of a high-impact educational experience. Intentional leadership training, guided reflection, and authentic mentoring opportunities appear to be key mechanisms driving these outcomes, highlighting the value of centering PLA development within CURE-based STEM programs.

Much of undergraduate scientific education focuses on facts, but not on how to apply that information, which is why many courses include laboratory units for hands-on experience. However, standard laboratory curricula are less effective for computational genomics, where students must make frequent decisions and interpret data while working through an unfamiliar workflow. Computational genomics is an essential tool for studying microbial pathogens that threaten food security, making effective training in these approaches increasingly important for future microbiologists. We evaluate whether integrating authentic genomics into a cohort-based undergraduate research experience (CURE) centered on Nanopore sequencing and genome assembly of bacterial plant pathogens improved undergraduate students’ engagement with computational genomics and promoted positive educational and professional development outcomes. We developed and expanded educational resources for the KBase genomics platform that guide students through assessing the quality of sequencing data, identifying the genetic organization of bacteria, and inferring evolutionary relationships. Student outcomes were assessed using the validated Persistence in the Sciences (PITS) survey, which measures project ownership, self-efficacy, science identity, and science values. In Winter 2026, the CURE included 17 undergraduate students, with 11 students completing the survey. PITS survey reflections using a 1-5 scale from strongly disagree to strongly agree showed average scores between 4.0 and 4.5 for all metrics. These findings are consistent with PITS reflections from 2022-2025 and support the effectiveness of using authentic genomics in a CURE program for positive educational outcomes and student engagement with computational genomics of bacteria. We will continue to offer this experience and improve the program, aiming to recruit 8-12 students for Winter 2027. Overall, the plant pathogen genomics CURE has contributed to the genomic tools available to undergraduate students in the KBase Educators network, and the results of our PITS survey assessment illustrate that this instructional approach has a robust impact on education.

Students entering microbiology laboratories often have limited experience with fundamental laboratory techniques, making it difficult to simultaneously develop technical proficiency and conceptual understanding. Informal STEM learning environments provide opportunities for authentic, hands-on scientific experiences that complement traditional classroom instruction; however, quantitative assessments of laboratory skill development within these settings remain limited. This study investigated whether inexpensive, scaffolded, analogy-based laboratory activities improved laboratory competency among participants in the Agricultural Microbiome Program (AMP), a five-day informal agricultural microbiology program for rising ninth- and tenth-grade students. Laboratory techniques were introduced through scaffolded activities designed to reinforce underlying concepts before students worked with biological materials. For example, students practiced quadrant streaking using paintbrushes, paint, and ethanol to model aseptic technique and microbial dilution before streaking bacterial cultures for single-colony isolation. Similar scaffolded activities supported pipetting, Gram staining, and microscope use through repeated guided practice before authentic laboratory application. Laboratory competencies were assessed before and after instruction using standardized instructor-completed performance rubrics developed by the AMP educational team and reviewed by the scientific team. Students demonstrated significant improvements across all assessed laboratory competencies. Mean proficiency increased from 2.41 to 3.55 for pipetting, 2.05 to 3.27 for quadrant streaking, 2.23 to 3.64 for Gram staining, and 1.95 to 3.59 for microscope use (all p < 0.001). An overall laboratory competency score, calculated as the mean of all assessed laboratory skills, also increased significantly from 2.28 to 3.46 (p < 0.001). These findings demonstrate that scaffolded, analogy-based instruction within an informal STEM learning environment can effectively prepare novice learners for authentic microbiology laboratory practice. By allowing students to build procedural competency before handling biological samples, this instructional approach provides an adaptable, evidence-based strategy that can be readily adopted in informal outreach programs, secondary classrooms, and introductory undergraduate microbiology laboratories.

Evidence on whether introductory biology prerequisites improve success in microbiology is mixed. Foundational biology has been described as important for nursing and medical education (Durrant et al., 2017; Krol et al., 2019), and McCoy and Pierce (2004) reported pass rates of 80% with prerequisites versus 53% without. In contrast, Shaffer et al. (2016) found limited downstream benefits of prerequisites, and Lal and Cheeptham (2020) reported higher learning gains among community college students without a biology prerequisite. This study builds on Lal and Cheeptham by examining prerequisite completion alongside equity variables using a larger sample and more nuanced statistical analyses. Do prerequisite biology knowledge and equity variables influence student success in microbiology? After Principles of Biology was removed as a prerequisite at Anoka Ramsey Community College in 2022, four semesters of historical 2000-level microbiology were compared with four semesters of the new 1000-level course, which retained the same prerequisite-assumed curriculum. Outcomes for 222 students were analyzed using biology prerequisite, first-generation, and student-of-color statuses as variables. Historical trends were visualized using PowerBI. Topical and final exam percentages were analyzed using Welch's t-tests, OLS regression, and linear mixed-effects models. Students completed surveys regarding prior biology coursework and perceptions of biology preparation. Fifty-nine percent of students believed prior biology coursework would have improved their course outcome. OLS regression detected associations between biology prerequisite status and Exams 4, 5, and the Case Study Final (p < 0.001-0.01), but these associations were inconsistent overall. Neither college nor high school biology predicted overall microbiology success. Equity variables were not associated with outcomes (student of color: p = 0.555; first-generation: p = 0.921). Because the course uses a high-structure, TILT-framework format, scaffolded design may mitigate uneven preparation (Winkelmes et al., 2019; Berro et al., 2026). These findings suggest instructional design and engagement may influence success more than prerequisite completion alone.

Relevance & Adoption: Faculty establish classroom norms and course policies in response to emerging challenges. During the transition to online instruction, developed guidelines for camera use (Castelli & Sarvary, 2021)., as assignment extensions increased, adopted more inclusive policies (Ruesch & Sarvary, 2024). Today, generative artificial intelligence (GAI) represents a new challenge requiring updated norms and policies. Innovation & Originality: Instructors must address Gen AI tools in course syllabi. These technologies can generate ideas, improve writing, and create content, raising questions about how AI can be used without undermining critical thinking or creativity. Despite the rapid adoption of AI, classroom norms and expectations remain unclear and part of the hidden curriculum (Wilbur, 2021; Startz, 2022). This study addresses a gap in the literature by examining both instructor AI policies and student perceptions of appropriate AI use through a constructivist learning framework. Study Design: We surveyed 706 biology students regarding their AI use across fourteen assignment-related tasks, from idea generation to writing complete assignments. Quantitative analyses included general linear mixed models and pairwise comparisons, while qualitative analysis examined AI policies in 256 course syllabi using the same coding framework applied to student responses. Results: Only 30% of syllabi contained AI policies, about half explicitly allowed AI use. Students reported using AI most frequently for idea generation (63%), information gathering (55%), grammar correction (62%), and proofreading (56%), fewer used it to write part (30%) or all (4%) of an assignment. Students consistently believed AI should be allowed more often than they perceived instructors permitted. Conclusion: Current course policies do not reflect the widespread and nuanced ways students use AI. Students distinguish between using AI to support learning and substituting AI for their own work. Clearer, stage-specific AI guidelines could better align instructor expectations with student practices and promote responsible AI use in biology education.

Emerging infectious diseases are shaped by microbiology and the environmental and socio-economic factors that influence transmission, yet these interactions are often difficult to illustrate through traditional classroom and laboratory activities. Photovoice, a participatory visual research method in which participants use photography to document and interpret their surroundings, has the potential to provide an engaging way to connect microbiology concepts to students' everyday experiences. This study investigated the use of Photovoice as a collaborative learning strategy to explore students’ perceptions of infectious diseases while strengthening science communication skills. The project partnered an Emerging Infectious Diseases course (n=24) with a First-Year Seminar on Science Communication (n=20) at a primarily undergraduate institution. Student teams in the infectious diseases course developed a Photovoice prompt focused on disease transmission, which guided first-year seminar students in photographing behaviors, locations, and conditions associated with infectious disease spread. Emerging infectious diseases students then selected and captioned the images; identified common themes; and integrated microbiological concepts, including fomite transmission, environmental reservoirs, and population density with socio-cultural determinants of disease spread. Student learning was assessed using a post-project survey (n = 44) measuring gains in content knowledge, analytical thinking, and science communication skills. 95% of participants agreed Photovoice enhanced their understanding of visual storytelling as a tool for communicating public health concepts and applying photographic evidence to real-world disease contexts. 100% of the students in the Emerging Infectious Diseases class and 76% of the first-year seminar participants reported improved ability to connect visual observations with microbiological concepts and greater awareness of environmental disease risks. Open-ended responses highlighted recognition of microbial contamination in everyday environments and the value of interdisciplinary collaboration. These findings suggest that Photovoice is an effective pedagogical strategy for reinforcing microbiology concepts while fostering the analytical, collaborative, and science communication skills essential for future public health and microbiology professionals.

MGI 301 is an introductory upper-level microbiology course. The course employs a flipped classroom model where students are expected to self regulate a significant portion of their learning outside of the classroom. We have observed that students that struggle in this course often do not utilize formal time management strategies to manage their learning. Our study aims to determine whether teaching students formal time management can improve their performance in a flipped classroom. Students are required to watch an online lecture that introduced multiple time management strategies, explains their benefits, and demonstrates how to apply these strategies in the context of a flipped classroom. We then periodically surveyed students about their use of time management and strategy used throughout the semester. At the start of the semester 74% students report not using time management and 26% of students reported using time management in their academic studies (n=244). Students who switched from not practicing time management strategies to utilize them performed better in the course than students that continued to not use formal time management strategies to manage their studies. We also see students that practice time management that identify as first generation student see improved student outcomes. Future studies will include analyses in analyzing gender, socioeconomic status, and major. We will also further look into how their study habits change and the amount of time that is put into the course throughout the semester, and the differences in time utilization. In conclusion, our results demonstrate that formal instruction in time management improves outcomes in a flipped course for students who had not previously utilized time management.

Public health education has increasingly emphasized the importance of engaging students in the active exploration of complex epidemiological concepts ranging from data analytics to transmission dynamics (Wykoff et al., 2013). Previously, a simulated outbreak of the fictitious pathogen, Watermelon Meow Meow (WMM), was studied in the context of an upper-division infectious diseases course (McAndrew et al., 2024). We sought to expand upon this study by involving 52 students of diverse academic majors in monitoring transmission of WMM and in designing and implementing interventions to curtail the spread of disease, mirroring realistic outbreak response processes. Teams of 5-7 students each were assigned to a particular response role (e.g., coordination, communication, intervention) at the start of the term. For the subsequent 12 weeks, teams collaboratively responded to the outbreak while the disease spread person-to-person, with six interventions being concurrently deployed. Our research aim was to (1) examine how student-student interaction and team dynamics influenced the response process and the perceived success of that process and (2) identify what students found most valuable about the learning experience. A post-simulation survey containing closed- and open-ended items was administered, with items subjected to social network analysis (SNA) and inductive coding, respectively. SNA findings indicated that, while students regularly engaged with the coordination and communication teams, there was minimal interaction between intervention groups. Students overwhelmingly (>85% of the time) ranked interactions with other teams and their own teammates as helpful, although qualitative analyses suggested “earlier and more frequent communication” and “establishing clearer expectations for working together” were desired. Open-response data further demonstrated that students found value in creatively “unpacking” what would occur in a real outbreak situation and broadened their views on the importance of working across roles to manage outbreaks, highlighting the strength of this activity in preparing future public health practitioners and engineers.

In our large-enrollment general microbiology course, students arrive with highly variable foundational knowledge due to diverse prerequisite pathways, including AP credits and transfer coursework alongside completion at our institution. This inconsistent baseline in fundamental biology and chemistry negatively impacts their ability to synthesize complex, advanced microbiology concepts. To address this, we investigated whether implementing targeted, "just-in-time" refresher assignments throughout the semester improves student comprehension and exam performance compared to relying solely on prior prerequisite completion. Over four semesters in our General Microbiology course averaging 350 students per term, we designed and implemented three reading and application modules (ObojoboNext) deployed immediately preceding relevant complex material: Basic Biology prior to introductory prokaryotic cell concepts (Exam 1), Molecular Biology prior to bacterial genetics and growth (Exam 2), and Basic Chemistry prior to microbial metabolism (Exam 3). Looking at the data from before and after the intervention, we saw two very different stories: the Molecular Biology module drove a highly significant increase in overall Exam 2 averages, however, the Basic Biology and Basic Chemistry modules yielded no statistically significant overall improvements. These results suggest that just-in-time prerequisite refreshers are highly effective for improving higher-order process mapping in complex units like molecular biology. Although the Basic Biology and Basic Chemistry modules did not improve overall exam scores and individual questions produced mixed results, most questions assessing foundational biology and chemistry concepts demonstrated statistically significant improvement.

Undergraduate research experiences have been shown to improve students' critical thinking skills, increase retention in STEM, and foster scientific identity and belonging. Course-based Undergraduate Research Experiences (CUREs) provide an inclusive model by embedding authentic research into laboratory coursework. Following the transition of MCB120L from a traditional laboratory course to a CURE format, we sought to compare the two instructional models from the student perspective. Students who completed the traditional MCB120L during the 2024–2025 academic year were recruited to participate in a Summer 2025 pilot of the CURE curriculum. Eleven students completed the pilot and provided weekly reflections comparing the traditional and CURE modules, as well as oral exit interviews. Students consistently reported that the traditional format built confidence through repetition and minimized the impact of mistakes but lacked the authenticity and accountability of a true research experience. In contrast, the CURE format was perceived as more challenging and less forgiving of errors, yet more engaging, purposeful, and representative of authentic scientific research. Students further suggested that incorporating CURE elements, such as continuity between experiments and introducing experimental uncertainty, could improve traditional laboratory courses. The CURE curriculum was fully implemented during the 2025–2026 academic year, and students completed pre- and post-course surveys measuring self-efficacy in scientific skills. Analysis comparing perceived scientific skill gains between the traditional and CURE cohorts across four domains—research preparation, methodology and data analysis, self-management and teamwork, and communication—is currently underway. Preliminary data from the traditional format show the greatest gains in methodology and data analysis and the smallest gains in research preparation, suggesting that while iterative experimentation effectively develops technical skills, it provides fewer opportunities to cultivate scientific reasoning. We invite discussion on strategies for incorporating authentic research experiences into laboratory curricula, particularly in resource-limited settings.

Background Science communication and information literacy are essential graduate competencies in STEM, yet opportunities to develop these skills through authentic assessment vary considerably (Brownell et al., 2013). Developed with Wikimedia Australia, a Wikipedia-based group assessment requires microbiology students to compare a Wikipedia article and an AI-generated article on the same topic for accuracy, organisation, verifiability, depth, and suitability for a general audience before producing a comparative report and reflection. As generative AI has become increasingly embedded in undergraduate learning environments (Black & Tomlinson, 2025), this assessment has provided an unexpected opportunity to examine how students perceive their skill development and the use of Wikipedia and AI-generated articles as information sources across consecutive cohorts. Research question What are students' perceptions of skill development and of Wikipedia and AI-generated articles as information sources across three consecutive cohorts following a Wikipedia-based science communication assessment? Methods An anonymous post-assessment survey was administered across three consecutive cohorts (2024–2026; n = 113) of final-year microbiology students. Closed-ended items captured perceptions of article accuracy, readability, future use intentions, and learning outcome achievement; open-ended items explored perceived skills developed. Quantitative data were analysed descriptively and qualitative responses underwent thematic analysis. Results Across all cohorts, students most frequently identified critical thinking and source evaluation as skills developed through the assessment (~44%). Students consistently rated AI-generated articles as more readable than Wikipedia; however, confidence in AI accuracy declined after the first cohort and remained low. Despite this, intended AI use increased (31%→42%→45%), while intended Wikipedia use declined (60%→42%→40%), revealing a persistent adoption paradox. Conclusion Students consistently reported perceived gains in critical evaluation skills, while data revealed a persistent tension between AI readability and trustworthiness. This transferable assessment offers a practical approach to fostering science communication and information literacy through critical evaluation of public-facing information sources.