BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:2026asmcue
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com 2026 ASM Conference for Undergraduate Educators//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261119T180000Z
DTEND:20261119T203000Z
SUMMARY:Activity: Tour and Lunch at the Allen Institute
DESCRIPTION:Pre-registration is required\, sign up through the regular ASMCUE registration process. Questions? Email ASMCUE@asmusa.org\n\nThe mission of the Allen Institute is to accelerate science for a healthier world. We bring together multidisciplinary teams of researchers\, engineers&nbsp\;and technologists to answer some of biology’s biggest questions—revealing how the brain\, immune system&nbsp\;and cells work\, what makes them healthy&nbsp\;and what changes in disease. Our work is organized in large-scale research initiatives that generate foundational knowledge\, datasets\, models&nbsp\;and tools. We share what we create openly so people around the world can build on our work\, speed discovery&nbsp\;and open new possibilities for human health.
CATEGORIES:INVITATION-ONLY EVENT
LOCATION:off-site\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1832a864a22c9ea3619c711ad6cf940d
URL:http://2026asmcue.sched.com/event/1832a864a22c9ea3619c711ad6cf940d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261119T200000Z
DTEND:20261120T050000Z
SUMMARY:ASMCUE Registration & Information desk is open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE registration desk\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1813af5f820b9679bab2b68e7bdee275
URL:http://2026asmcue.sched.com/event/1813af5f820b9679bab2b68e7bdee275
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261119T213000Z
DTEND:20261120T003000Z
SUMMARY:Workshop 1: Integrating an Immunology Storyline in Your Course with HHMI BioInteractive
DESCRIPTION:Pre-registration required through ASMCUE registration process. There are still openings for this workshop.\n\nWhat role can a storyline approach and rich instructional materials play in expanding students’ understanding of the immune system? In this workshop\, participants will explore HHMI BioInteractive’s engaging immune system activities\, including an illustrated story of smallpox\, to introduce the cells of the immune system. Using the Immune System Interactive and case studies\, pedagogical strategies\, such as scaffolding\, will be highlighted to support and assess students' conceptual connections between innate and adaptive responses. The workshop will culminate in a guided discussion on how to incorporate this storyline into their own classes. Participants should have a laptop to participate fully in the workshop. This workshop is sponsored by HHMI BioInteractive.
CATEGORIES:PRE-CONFERENCE WORKSHOP
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:fdc4da26688ef1ba237ea75e4b6b6577
URL:http://2026asmcue.sched.com/event/fdc4da26688ef1ba237ea75e4b6b6577
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261119T213000Z
DTEND:20261120T003000Z
SUMMARY:Workshop 2: Hands-On PCR: Integrating End Point\, Quantitative and Digital PCR Technology for Undergraduate Teaching and Research
DESCRIPTION:Pre-registration required through ASMCUE registration process. There are still openings for this workshop.\n\nConventional PCR\, real-time or quantitative PCR (qPCR)&nbsp\;and droplet digital PCR (ddPCR) are essential nucleic acid amplification techniques distinguished by their quantitative precision and sensitivity. Conventional PCR enables endpoint detection\, qPCR provides real-time quantitative analysis&nbsp\;and ddPCR allows absolute quantification. Together\, they support accurate and reproducible analysis in applications such as gene expression\, pathogen detection&nbsp\;and molecular diagnostics. This workshop is designed for educators seeking to enhance their understanding and teaching of PCR technologies. Participants will gain practical experience\, explore their applications in undergraduate research and teaching&nbsp\;and learn strategies for integrating these methods into their curricula. The session is designed to support participants of all experience levels\, from those beginning their PCR journey to those exploring advanced applications. Participants will leave with increased confidence in teaching and applying PCR technologies\, practical skills for laboratory instruction. This workshop is sponsored by Bio-Rad.
CATEGORIES:PRE-CONFERENCE WORKSHOP
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:6b8f6711596eb4818b3aed3f0156ac1f
URL:http://2026asmcue.sched.com/event/6b8f6711596eb4818b3aed3f0156ac1f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261119T213000Z
DTEND:20261120T003000Z
SUMMARY:Workshop 3: From Course to Publication: A Guide to Environmental Microbiome Analysis With Students
DESCRIPTION:Pre-registration required through ASMCUE registration process. There are still openings for this workshop.\n\nIf you are interested in incorporating bioinformatics or data science concepts into a course\, or working with students on data that are immediately publishable\, then this workshop is for you! This workshop focuses on collecting and analyzing environmental microbial data and metadata in the free\, open source KBase&nbsp\;platform\, following a workflow that results in a publishable (meta)genomic dataset for an ASM Microbiology Resource Announcement.&nbsp\; This workshop will provide examples of how educators use National Microbiome Data Collaborative (NMDC) and KBase resources with their students\, in a variety of courses ranging from CUREs to independent research. Together\, we will go through steps to analyze a genomic dataset&nbsp\;and identify the importance of collecting and processing good sample metadata along the way. Participants will be introduced to resources for collecting environmental sample metadata through MICROnet (NSF #2418285) and KBase Educators Program\, which provide teaching materials and template workflows to analyze raw sequence data and prepare students for their first data publication. Everyone will have access to these tools and resources after the workshop to use with their students and adapt for future use!
CATEGORIES:PRE-CONFERENCE WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:c3747b22e66ead53a765bfaffd63e8bd
URL:http://2026asmcue.sched.com/event/c3747b22e66ead53a765bfaffd63e8bd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T003000Z
DTEND:20261120T020000Z
SUMMARY:Affinity dinners (on your own). Advanced sign-up required.
DESCRIPTION:Advanced sign-up is required. Sign-up sheet will be available around Nov. 1. If you want to host an affinity dinner\, email ASMCUE@asmusa.org with your proposed topic.
CATEGORIES:ALL ATTENDEES
LOCATION:off-site\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3ae2d62fe300d23a1146bb22aca4ebde
URL:http://2026asmcue.sched.com/event/3ae2d62fe300d23a1146bb22aca4ebde
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T020000Z
DTEND:20261120T030000Z
SUMMARY:Opening Comments & Plenary by Ben Wiggins
DESCRIPTION:Schedule:\n6:00-6:25 pm Opening Comments by ASMCUE Chair Aisling Dugan\n6:30-7:00 pm Plenary talk by Ben Wiggins\n\nTitle:&nbsp\;Exams and Caring: Assessment principles and practices that can push students farther and deepen the student-teacher relationship\nAbstract:&nbsp\;Assessments have the potential to drive students away from their goals\, or to create challenges that creatively motivate them to persist and thrive. While scientific and compassionate teaching practices in higher education are improving\, the ways in which we write\, give and support exams are predominantly based in traditional practices. To what extent is an exam a moral document? How can we change our assessments to give students the rigorous\, caring education that is likely to propel them into science careers?\nThis talk is appropriate for anyone who isn’t satisfied with the experience\, for themself or their students\, of the ways that they understand what their students can do. Assessing in ways that drive great study behavior is possible! Our goal is to provide the evidence that teachers of any kind need to decide if exam preview methods are a good fit for their students and their topics. Participants will analyze research data from classrooms across the United States\, and consider how these intersect with best practices in teaching.
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e97bf6726eed944e0548d9ad8e4ee9e1
URL:http://2026asmcue.sched.com/event/e97bf6726eed944e0548d9ad8e4ee9e1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T030000Z
DTEND:20261120T050000Z
SUMMARY:Exhibit & Poster Hall Open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:098afc151b441b223e0d6f5a31c5ab31
URL:http://2026asmcue.sched.com/event/098afc151b441b223e0d6f5a31c5ab31
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T030000Z
DTEND:20261120T050000Z
SUMMARY:LuxArt activity (sign-up required)
DESCRIPTION:Advanced sign-up is required. Use this form&nbsp\;to secure your spot in the LuxArt activity at 2026 ASMCUE in Seattle. LuxArt is a fabulous outreach or in-lab activity for students!\nParticipation is limited to the first 75 individuals who are also registered for the full ASMCUE conference.&nbsp\;Your host is Mark Martin and Jenny Quinn\, University of Puget Sound\, who have graciously volunteered to lead the activity and provide supplies - THANK YOU\, MARK & JENNY!Video of what is possible: https://youtu.be/VLcooW6JidU?si=_Ctop3FruAA5xvJTVideo of some examples: &nbsp\;https://youtu.be/9cr1FKGysz8?si=3J8SomJ8gnk5a8phJenny's instructional "how to" video: &nbsp\;https://youtu.be/AkYUxq7HNbk?si=VPaUPoJc2SRWR1_sStreaking activity: 11/19\, 7-9 PM PT Visualization/photography: 11/20\, 2:30-4:00 PM PT\nQuestions? Rachel Horak\, ASMCUE@asmusa.org
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bb8c626b97a7a4bec8f0d2f598218fd1
URL:http://2026asmcue.sched.com/event/bb8c626b97a7a4bec8f0d2f598218fd1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:A bioprospecting ethics case study with multi-institution evidence of student learning
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f4946c0f9d678854dc51f42de7216118
URL:http://2026asmcue.sched.com/event/f4946c0f9d678854dc51f42de7216118
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:A bite-sized approach to scaffolding scientific literature interpretation for first year and early students
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7c9b29a1e6a4f18799c82ed8f5f42d58
URL:http://2026asmcue.sched.com/event/7c9b29a1e6a4f18799c82ed8f5f42d58
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:A low-cost CRISPR gene editing workflow for the college classroom
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:34297a05599c1022e51d7cb9bfc55896
URL:http://2026asmcue.sched.com/event/34297a05599c1022e51d7cb9bfc55896
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Active Learning in Microbiology (ALM) – Disseminating Best Practices and Novel Ideas
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:fee24d2e80a8b785fffd60fc64da8d7a
URL:http://2026asmcue.sched.com/event/fee24d2e80a8b785fffd60fc64da8d7a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Adapting the EvolvingSTEM CURE: Scaling Up High School Outreach for University-Level Inquiry
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5b484a1781c358eee470f4835a0dfb31
URL:http://2026asmcue.sched.com/event/5b484a1781c358eee470f4835a0dfb31
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:AI Meets Microbiology: Building an Infectious Disease Case
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:48c032d0352dec17d4613c473f12bbea
URL:http://2026asmcue.sched.com/event/48c032d0352dec17d4613c473f12bbea
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Analysis of How Undergraduate Biology STEM Students Integrate AI Tools into their Biology Education: A Multi-course perspective
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:94fb7e69ff51623d0ed7940aeff18720
URL:http://2026asmcue.sched.com/event/94fb7e69ff51623d0ed7940aeff18720
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Awarding Merit Badges in Undergraduate Microbiology Laboratories to Promote Technique and Build Community
DESCRIPTION: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!
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3785935aa7d44187174b519f44b4d8bd
URL:http://2026asmcue.sched.com/event/3785935aa7d44187174b519f44b4d8bd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Beyond the Classroom: Designing Biology Courses That Recognize Working Learners
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1df84b886164d9231c9574cc934f027a
URL:http://2026asmcue.sched.com/event/1df84b886164d9231c9574cc934f027a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Beyond the final product: A process-based framework for observing student learning throughout the writing process in the age of AI
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3a7ca2fd98959137f073248351f35581
URL:http://2026asmcue.sched.com/event/3a7ca2fd98959137f073248351f35581
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Beyond the Pathogen: Reimagining Microbiology Education Using Infectious Disease History to Teach Health Equity
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bdf1d490c404732cfd4561064e5a3c85
URL:http://2026asmcue.sched.com/event/bdf1d490c404732cfd4561064e5a3c85
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:BioCrawl: Promoting transparency toward undergraduate research and experiential learning opportunities
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:8f9bed49e1b619f999901dbe6a1215b7
URL:http://2026asmcue.sched.com/event/8f9bed49e1b619f999901dbe6a1215b7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Biotech Launch: An Experiential Biotechnology Training Program for Community College Students
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:082bc0445e9305f35879723ddbf3d6d2
URL:http://2026asmcue.sched.com/event/082bc0445e9305f35879723ddbf3d6d2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Breaking the ice: Using video introductions to connect with students and manage large classrooms
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:6f12dac8abb5125d53a2e70471e7257f
URL:http://2026asmcue.sched.com/event/6f12dac8abb5125d53a2e70471e7257f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Bridging STEM knowledge gaps through a multidisciplinary zebrafish CURE
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7a11e42433be575f9ed40b49693ae958
URL:http://2026asmcue.sched.com/event/7a11e42433be575f9ed40b49693ae958
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:BUDDY: A Turnkey Platform to Enable Clinically Relevant Yeast CRISPR Course-Based Undergraduate Research Experiences (CUREs)
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3eee1bfdef14eec7e5bdee33a50ca796
URL:http://2026asmcue.sched.com/event/3eee1bfdef14eec7e5bdee33a50ca796
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Building a Community Resource for Undergraduate Immunology Laboratories
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:660a2c4bd29f0bc36bd4ffa8384758d9
URL:http://2026asmcue.sched.com/event/660a2c4bd29f0bc36bd4ffa8384758d9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Building and implementing a standards-based grading scheme based on the ASM Curriculum Guidelines in a 300-level mixed major Microbiology course
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:8d55c193e082b481728c38cd0373d1a7
URL:http://2026asmcue.sched.com/event/8d55c193e082b481728c38cd0373d1a7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Building Research and Workforce Skills Through an Interdisciplinary Fish Microbiome CURE
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ebb1e5ce63fb59ea0d30c04fc17e7d5d
URL:http://2026asmcue.sched.com/event/ebb1e5ce63fb59ea0d30c04fc17e7d5d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Communication Soft Skills in the Sciences and Micro-Credentials
DESCRIPTION:‘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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:387a53fbf607cec21a0568bbf313a5b4
URL:http://2026asmcue.sched.com/event/387a53fbf607cec21a0568bbf313a5b4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Connecting Microbiology and Oral Health: A Multi-Procedure Laboratory Investigation of Cariogenic Bacteria
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:889bfdcb38177666b93303bb8e5bc2ad
URL:http://2026asmcue.sched.com/event/889bfdcb38177666b93303bb8e5bc2ad
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Cultivating STEM Identity Through Tiny Earth: A Study of Gateway Program Students' Self-Efficacy and Motivation in Undergraduate Antibiotic-Discovery Research
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:12b83843ed620bb4fc792c521b55ba1c
URL:http://2026asmcue.sched.com/event/12b83843ed620bb4fc792c521b55ba1c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:CURE TAPESTRy: A Network to Advance Professional Development of Teaching Assistants for CUREs across Institutions
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9cd366a3840069b346488948bb555515
URL:http://2026asmcue.sched.com/event/9cd366a3840069b346488948bb555515
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Development and Implementation of a DNA Puzzle Builder Activity for Undergraduate Learners
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3613333577af6e696ca06dedabb9025e
URL:http://2026asmcue.sched.com/event/3613333577af6e696ca06dedabb9025e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Engaging Students in Immunology Through Student-Created Games
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:eba74ac2dff129b9a6bfda89a820b082
URL:http://2026asmcue.sched.com/event/eba74ac2dff129b9a6bfda89a820b082
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Evaluating “Live and Active” Claims: Probiotic Foods as Tractable Systems for Teaching Quantitative Microbiological Skills
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:26b7a41a5b4cabad1ef04f4c439a34a9
URL:http://2026asmcue.sched.com/event/26b7a41a5b4cabad1ef04f4c439a34a9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Evaluating the Experiences of Counterstereotypical Scientists in the Classroom
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9950168a7ac6a95a0a1d087607bd55af
URL:http://2026asmcue.sched.com/event/9950168a7ac6a95a0a1d087607bd55af
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Examining the role of professional societies in pedagogical mentorship: lessons learned from a community of practice
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:d2a79b416a2e7818fc0bdaff9f204805
URL:http://2026asmcue.sched.com/event/d2a79b416a2e7818fc0bdaff9f204805
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:From Classroom to Community: Using Environmental Justice Projects to Teach Labs
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e1dbd741af064323ed5876f2c61cf373
URL:http://2026asmcue.sched.com/event/e1dbd741af064323ed5876f2c61cf373
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:From No Lab Experience to Research Readiness: Supporting Students for Graduate Pathways
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1b1a619674cb5cb4b8bcb94fb6c63192
URL:http://2026asmcue.sched.com/event/1b1a619674cb5cb4b8bcb94fb6c63192
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:From Phenotype to Genotype: Integrating Microbial Physiology with Genetics through Two Inquiry-Based Laboratory Modules
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:16763a879d80f4bb1694cb3b4d39e028
URL:http://2026asmcue.sched.com/event/16763a879d80f4bb1694cb3b4d39e028
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Glow Up: Transforming pGLO into a Collaborative\, Quantitative CURE for Biology Majors
DESCRIPTION:“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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bee6eb1d2614277853ed2bfc5f0190cb
URL:http://2026asmcue.sched.com/event/bee6eb1d2614277853ed2bfc5f0190cb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Improving Consistency and Efficiency in Grading Quantitative Data Analysis through Automated Validation of Student Laboratory Calculations
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e4f89bbc3d2cf5f12bcc8df9f7bb8b7a
URL:http://2026asmcue.sched.com/event/e4f89bbc3d2cf5f12bcc8df9f7bb8b7a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Improving STEM retention by utilizing CUREs\, external partnerships\, and microcredentials
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:48ece7d1d14d8dadc47fb9e91ff7248a
URL:http://2026asmcue.sched.com/event/48ece7d1d14d8dadc47fb9e91ff7248a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Leveraging a Public Database based on Student Discoveries
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5acf823125374c135f55bbcb856b5014
URL:http://2026asmcue.sched.com/event/5acf823125374c135f55bbcb856b5014
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Looking Forward to Nursing: A Weekly Framework for Teaching Microbiology with Purpose and Relevance for Nursing Track Students
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:97e33783878eaa76437c6ff2db37859a
URL:http://2026asmcue.sched.com/event/97e33783878eaa76437c6ff2db37859a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Making Classroom Engagement Sweeter: Using a Case Study on Diabetes to teach Metabolism and Empathy
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0884784cde6ad2f439e8cbdbeeea0bcc
URL:http://2026asmcue.sched.com/event/0884784cde6ad2f439e8cbdbeeea0bcc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Myco-Ed: Empowering Students to Decode Fungal Diversity and Tolerance
DESCRIPTION: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!
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2c4afe6faaeae78187a718a5e200db57
URL:http://2026asmcue.sched.com/event/2c4afe6faaeae78187a718a5e200db57
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:No Code\, No Budget\, No Problem: Vibe Code Your Own Zero-Cost Microbiology Lab Tool with AI
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:46a3319148b8de5f7d0b427a0efaa6a0
URL:http://2026asmcue.sched.com/event/46a3319148b8de5f7d0b427a0efaa6a0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:Structured for Success: Enhancing Equity in STEM Through Scaffolded Assessment Design
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:540dc5d87ae3b38ac5993add9c4495c1
URL:http://2026asmcue.sched.com/event/540dc5d87ae3b38ac5993add9c4495c1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T031500Z
DTEND:20261120T043000Z
SUMMARY:The Curious\, The Cautious\, and The Convinced: A Role-Play Activity for Effective Vaccine Communication
DESCRIPTION: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.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:674bc753f613a2e357904f5560193e1e
URL:http://2026asmcue.sched.com/event/674bc753f613a2e357904f5560193e1e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T033000Z
DTEND:20261120T040000Z
SUMMARY:GIDEON Informatics: Product & Author Corner
DESCRIPTION:GIDEON® (Global Infectious Diseases and Epidemiology Online Network) is your ultimateplatform for all infectious diseases and epidemiology information. Known for its exhaustivecontent\, GIDEON® is updated daily by a global team of medical scientists. The platformincludes 470K+ expert-reviewed references\, 130K+ surveys\, 39K+ outbreaks\, and much more.GIDEON® data\, interactive tools\, and dynamic analytics support public health organizationsand universities in 171 countries.
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:dcc5286d675557d7b47cb9ee45014308
URL:http://2026asmcue.sched.com/event/dcc5286d675557d7b47cb9ee45014308
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T150000Z
DTEND:20261120T163000Z
SUMMARY:JMBE Editors' breakfast
DESCRIPTION:
CATEGORIES:INVITATION-ONLY EVENT
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:fd892c0caed9d1bac435caf629c57a7b
URL:http://2026asmcue.sched.com/event/fd892c0caed9d1bac435caf629c57a7b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T153000Z
DTEND:20261121T000000Z
SUMMARY:ASMCUE Registration & Information desk is open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE registration desk\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:dbb882505e752fda36b90fa58b28d77f
URL:http://2026asmcue.sched.com/event/dbb882505e752fda36b90fa58b28d77f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T163000Z
DTEND:20261120T173000Z
SUMMARY:ABRCMS/ASMCUE Joint Keynote
DESCRIPTION:More to be announced at a later date.
CATEGORIES:ALL ATTENDEES
LOCATION:tba\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:31bc84842d2089980d9f6748453f11f6
URL:http://2026asmcue.sched.com/event/31bc84842d2089980d9f6748453f11f6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T174500Z
DTEND:20261120T184500Z
SUMMARY:An interdisciplinary CURE for Infectious Disease: Community Co-design of Competencies and Course-Based Undergraduate Research Experiences for the Future Workforce
DESCRIPTION:In early 2026\, the Pathogen Data Network (PDN) convened an international group of educators\, researchers\, and industry professionals to develop a new framework for infectious disease education. Rather than beginning with course content\, participants identified the competencies needed for today's data-intensive workforce and used them to guide the design of modular Course-based Undergraduate Research Experiences (CUREs) and associated learning outcomes. This workshop invites the ASMCUE community to refine these draft resources through an interactive co-design process. Participant feedback will inform a community-driven competency framework\, modular curriculum\, pilot implementations\, and future peer-reviewed publications supporting infectious disease workforce preparation.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f220f6360961fb78ade03d26d231280e
URL:http://2026asmcue.sched.com/event/f220f6360961fb78ade03d26d231280e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T174500Z
DTEND:20261120T184500Z
SUMMARY:Commensals are Mutualists\, and "Pathogen" is Passé. Discuss.
DESCRIPTION:From the earliest days of medical microbiology\,\;"pathogens"\, and "hosts" have been pitted against each other in our classrooms and research labs. &nbsp\;War metaphors for describing the immune system are still staples in our teaching and our writing. Since the microbiome revolution\, prominent microbiologists\, such as Arturo Casadevall\, Thomas Bosch\, and Martin Blaser\, have argued for a lexicon that is more inclusive of the multi-faceted relationships we have with microbes. Should we replace the term "pathogen" with "amphibiont"? Refer to the human + microbiome as a holobiont? As we now know\, potential pathogens may also shape animal development\, train our immune systems\, and much more. This means that most microbes causing disease are indeed\, opportunists\, if you think about it. What occurs is more of a pas de deux\, or\, a pas de mille\, if you consider all the microbial and host factors. How should we be teaching\, then?
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:444e1f6bcafd3bd4018ec790bd49591f
URL:http://2026asmcue.sched.com/event/444e1f6bcafd3bd4018ec790bd49591f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T174500Z
DTEND:20261120T184500Z
SUMMARY:Community College Roundtable: Faculty Voices from the Community College Classroom
DESCRIPTION:This session is a semi-structured networking opportunity for community college educators. Let's talk about issues\, concerns\, and timely topics that are on the minds of most faculty at 2-year schools\, including: how do we find the time to balance all the things we want to do\, strategies for professional development\, and finding your community.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1fc7dbee116221eeb45e10a1d159fde7
URL:http://2026asmcue.sched.com/event/1fc7dbee116221eeb45e10a1d159fde7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T174500Z
DTEND:20261120T184500Z
SUMMARY:Critical Conversations Regarding Graduate Teaching Assistants’ Instructional Uses of Generative Artificial Intelligence (GenAI)
DESCRIPTION:Graduate teaching assistants (GTAs) are pivotal to undergraduate biology education\, yet they often receive limited\, if any\, pedagogical professional development during their tenure in the classroom (Schussler et al.\, 2015). Emergent technologies\, such as generative AI (GenAI)\, compound this constraint and present unique opportunities and challenges for the graduate student educator. Research suggests\, for instance\, that while GenAI can enhance the learning process and facilitate course management\, GTAs frequently lack formal training on how to make effective use of these tools and how to best support students’ ethical uses of GenAI (Amin et al.\, 2026). In this interactive roundtable session\, we seek to bridge this gap by collaboratively examining possible affordances and areas of concern that might arise as a result of GTAs’ uses of GenAI in biology learning environments as well as identifying actionable steps that can be taken to advance GTAs’ AI fluency and AI pedagogical content knowledge.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:a8ee66026beac7c5170eb0935151b88c
URL:http://2026asmcue.sched.com/event/a8ee66026beac7c5170eb0935151b88c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T174500Z
DTEND:20261120T184500Z
SUMMARY:From Archives to the Classroom: Building a Community and Developing Resources to Integrate History into Microbiology Education
DESCRIPTION:Historical perspectives can help students explore the nature of science\, the development of microbiological knowledge\, and the connections between microbes\, society\, and human health. This roundtable discussion will introduce educators to the American Society for Microbiology Committee on the History of Microbiology and Archives (CHOMA)\, including collections that can be incorporated into undergraduate microbiology education. I will briefly share how archival resources are being utilized in the Microbiology Time Machine\, a first-year elective I am teaching at the University of Washington Bothell where students are collaborating with CHOMA to create teaching artifacts centered on key milestones in microbiology. This conversation will build community among faculty interested in using historical perspectives to enrich their teaching while identifying educator needs\, brainstorming priorities for teaching toolkits\, and exploring how CHOMA can support educators interested in integrating microbiology history into undergraduate education.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f46e3b8b78b4a485057a61b1ecfaec80
URL:http://2026asmcue.sched.com/event/f46e3b8b78b4a485057a61b1ecfaec80
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T183000Z
DTEND:20261120T203000Z
SUMMARY:Exhibit & Poster Hall Open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bfebccedbcf0cb1b0c4e93c4ef48f08b
URL:http://2026asmcue.sched.com/event/bfebccedbcf0cb1b0c4e93c4ef48f08b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Assessing Students Understanding of a Microbial Mitosis and Meiosis Teaching Tool
DESCRIPTION: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).
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:86237cd61b17f059b9e796d8613098c3
URL:http://2026asmcue.sched.com/event/86237cd61b17f059b9e796d8613098c3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Assessing Students’ Perceptions of Motivational Climate in Microbiology Education
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ad43ad4a1baecfbe13af77f702c54bf7
URL:http://2026asmcue.sched.com/event/ad43ad4a1baecfbe13af77f702c54bf7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Beyond Action Verbs: Specification of Context in Learning Objectives Published by Professional Biology Societies
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:cb79f789c187b0d41ca96f34658f9320
URL:http://2026asmcue.sched.com/event/cb79f789c187b0d41ca96f34658f9320
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Bridging Community College and University STEM Pathways: The Impact of Mentoring\, High-Impact Practices\, and Scholarships on Transfer Success
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:90b48e5946b864af2ebdab7033eb2567
URL:http://2026asmcue.sched.com/event/90b48e5946b864af2ebdab7033eb2567
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Faculty Perceptions of AI in Immunology and Microbiology Courses
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:6fb016c4220590c98372a8f786548b9e
URL:http://2026asmcue.sched.com/event/6fb016c4220590c98372a8f786548b9e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:From Self-Assessment to Improved Learning Strategies: Promoting Student Learning and Success Through Exam Wrappers in an Introductory Biology Course
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7c57b298005dfaea58c2462dc477e6b4
URL:http://2026asmcue.sched.com/event/7c57b298005dfaea58c2462dc477e6b4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:How does Peer Review and Social Annotation affect learning and sense of belonging in the online classroom?
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5fb770dad90a1e0cb11c92fe7122a083
URL:http://2026asmcue.sched.com/event/5fb770dad90a1e0cb11c92fe7122a083
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Improving Undergraduate Student Engagement In STEM Through Bioinformatics Research
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5471333088edf0c39a7425a17a37d7ed
URL:http://2026asmcue.sched.com/event/5471333088edf0c39a7425a17a37d7ed
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Innovating Nursing Education Through Virtual Simulation: Evaluating an Intervention to Strengthen Confidence in Communication Skills with Vaccine-Hesitant Patients
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:73104282192a684d4dbd5d90a0ad4bf3
URL:http://2026asmcue.sched.com/event/73104282192a684d4dbd5d90a0ad4bf3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Instructor implementation of published biology lessons preserve core materials and content while varying in the structure of student activities
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:07d9164ef8ac2ec9f5eea28c0e1bc221
URL:http://2026asmcue.sched.com/event/07d9164ef8ac2ec9f5eea28c0e1bc221
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Integrating Science and Art through Eco-Columns and MudWatt Systems: A Cross-Disciplinary Teaching Model
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ed4641a520d5366e7f596526698cd360
URL:http://2026asmcue.sched.com/event/ed4641a520d5366e7f596526698cd360
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Integration of a Tiny Earth CURE into a Microbiology Course and Student Perceptions of Research
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5ddc2a53b93e951e5df60f36cd12a78b
URL:http://2026asmcue.sched.com/event/5ddc2a53b93e951e5df60f36cd12a78b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Listening to Learn: Professional Microbiology Podcast Annotation Boosts Student Content Mastery and Motivation for Engaging with Primary Literature
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bd8773b06307a3d2bcce04622d829634
URL:http://2026asmcue.sched.com/event/bd8773b06307a3d2bcce04622d829634
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Measuring Student Growth in a Microbiology CURE Using Course Learning Outcomes and Persistence Measures
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:bdaec850b0342fb658fba11cea8241ca
URL:http://2026asmcue.sched.com/event/bdaec850b0342fb658fba11cea8241ca
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Microbe Invader as a Gamification Strategy for Teaching and Applying Biochemical Tests and Diagnostic Algorithms for Bacterial ID in a General Microbiology Course
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f493a32983698d701c5759c9f351b7f3
URL:http://2026asmcue.sched.com/event/f493a32983698d701c5759c9f351b7f3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Neuro-Narrative Pedagogy in Anatomy and Physiology: Preliminary Evidence for Long-Term Retention and Transfer of Learning Among Future Healthcare Professionals
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f315dc591579d7ad04abed6331cdf332
URL:http://2026asmcue.sched.com/event/f315dc591579d7ad04abed6331cdf332
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Passing the Knowledge: Evaluating Undergraduates' Understanding of and Ability to Communicate Applied Microbiology to Non-Scientific Audiences
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:aea40dab697a9d7abc0775aa2098319f
URL:http://2026asmcue.sched.com/event/aea40dab697a9d7abc0775aa2098319f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Reducing Barriers in Large STEM Courses Through Automated\, Inclusive Feedback
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:4330184a6c94897e4e38896afeb5c9e6
URL:http://2026asmcue.sched.com/event/4330184a6c94897e4e38896afeb5c9e6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Reducing the barrier between undergraduate students and academic research using UC Davis Plant Pathology Department research as a model
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:b4cd69d14994cdbc95475733280e4abb
URL:http://2026asmcue.sched.com/event/b4cd69d14994cdbc95475733280e4abb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Reexamining High-Impact Practices: Peer Leadership Assistant Development in a Course-Based Undergraduate Research Experience
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:fc3cc7dc73b9936b24ad1213632c3487
URL:http://2026asmcue.sched.com/event/fc3cc7dc73b9936b24ad1213632c3487
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Safeguarding Food Security Using Plant Pathogen Genomics in a Cohort-based Undergraduate Research Experience
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:853ce41f3a0abbca7546dc7bd142171e
URL:http://2026asmcue.sched.com/event/853ce41f3a0abbca7546dc7bd142171e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Scaffolded Laboratory Instruction Improves Laboratory Competency in an Informal Secondary Microbiology Program
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:a0d7d90598a1bb4e2a39ee0247225c58
URL:http://2026asmcue.sched.com/event/a0d7d90598a1bb4e2a39ee0247225c58
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Scaffolding or Gatekeeping: The relationship between student demographics and prior preparation (biology prerequisite completion) on student performance in a microbiology course
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2079909362ba9a3a573aa1b58b961d9a
URL:http://2026asmcue.sched.com/event/2079909362ba9a3a573aa1b58b961d9a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Schrödinger's Syllabus: How Students Navigate AI Policies in a State of Uncertainty
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e209dad0169c5477aaf7a6058eaefd6d
URL:http://2026asmcue.sched.com/event/e209dad0169c5477aaf7a6058eaefd6d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Seeing the Invisible: Connecting Microbiology\, Public Health\, and Science Communication Through Photovoice
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:caacac6a93d98887c739922275715226
URL:http://2026asmcue.sched.com/event/caacac6a93d98887c739922275715226
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:The effectiveness on student outcomes utilizing time management in a flipped classroom
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:02be83258c3f89991d67174a2a938a1a
URL:http://2026asmcue.sched.com/event/02be83258c3f89991d67174a2a938a1a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:The Importance of Peer-Peer Interaction and Team Dynamics in Managing Spread of Watermelon Meow Meow Disease: A Simulated Outbreak Activity in a Public Health Engineering Course
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:8f2b3cc7d690bea631b477154ac269ec
URL:http://2026asmcue.sched.com/event/8f2b3cc7d690bea631b477154ac269ec
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Timing is Everything: The Varying Effects of Just-in-Time Refreshers in Microbiology
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9fe172bd032769c689cacd6259282a60
URL:http://2026asmcue.sched.com/event/9fe172bd032769c689cacd6259282a60
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:We Took It Twice: Student Insights on Experiencing Both Traditional and CURE Formats of a Biochemistry Lab
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:544a75aa040cf54eb700862cdfbc2f84
URL:http://2026asmcue.sched.com/event/544a75aa040cf54eb700862cdfbc2f84
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T184500Z
DTEND:20261120T200000Z
SUMMARY:Wikipedia\, AI and Science Communication: Student Perceptions Across Three Cohorts
DESCRIPTION: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.
CATEGORIES:BER POSTER
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:fc22b937a1195042b0dfb6592292d5d1
URL:http://2026asmcue.sched.com/event/fc22b937a1195042b0dfb6592292d5d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T191500Z
DTEND:20261120T194500Z
SUMMARY:Carolina Science: Microbiology Beyond the Campus Bench
DESCRIPTION:This is a sponsored Product & Author Corner by Carolina Science\n\nDescription:&nbsp\;Discover how to bring safe\, engaging\, hands-on microbiology to students—wherever they learn. You’ll leave with a practical framework for aligning kits\, access\, safety\, digital resources\, and assessments with your course outcomes.\n&nbsp\;\n\n
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f76190fe1d161aad42e2460752fa1929
URL:http://2026asmcue.sched.com/event/f76190fe1d161aad42e2460752fa1929
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T213000Z
DTEND:20261120T223000Z
SUMMARY:Creating Team Charters for Student Development of Workforce-Relevant Skills
DESCRIPTION:Team projects can deepen learning by promoting engagement and collaboration\, but effective teams do not simply emerge on their own. Successful teams make use of shared goals\, clear communication\, trust\, and shared leadership\; skills that employers seek in new graduates. This workshop will explore practical ways instructors can help students build stronger\, more collaborative teams through the use of team charters. These charters can be applied to a broad range of courses\, using team activities alongside a variety of pedagogical approaches\, including Team-Based Projects (TBP)\, Problem-Based Learning (PBL)\, Courses for Undergraduate Research Experiences (CUREs)\, and Process-Oriented Guided Inquiry Learning (POGIL).
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ef3338adae33f480320fb021a0aee075
URL:http://2026asmcue.sched.com/event/ef3338adae33f480320fb021a0aee075
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T213000Z
DTEND:20261120T223000Z
SUMMARY:EduHack: A Collaborative Framework for Rapid Curriculum Development
DESCRIPTION:Keeping undergraduate biology curricula current with rapidly evolving bioinformatics tools\, datasets\, and computational methods can be challenging. This interactive mini-workshop introduces EduHack\, an educator-focused framework that adapts hackathon principles for collaborative curriculum development and will be implemented by the NIH Common Fund Data Ecosystem (CFDE) Training Center to develop project-based learning materials. Participants will explore the EduHack model\, work in small groups to design their own educator hackathon challenge\, and discuss strategies for creating and openly sharing project-based learning materials. Attendees will also provide feedback that will help shape the inaugural CFDE EduHack and future community-driven educational resources.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:086e73939865c8af1aa2a0e58a050ad4
URL:http://2026asmcue.sched.com/event/086e73939865c8af1aa2a0e58a050ad4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T213000Z
DTEND:20261120T223000Z
SUMMARY:Integrating AI/ML Copilot Into Undergraduate Microbiology Education for Machine Learning Data Discovery
DESCRIPTION:This workshop will use dual active learning\, participant execution and examining a deployed student machine learning (ML) use case\, to better understand how to develop and run ML code for course assignments. Using a simulation case assignment of predicted MS phenotype based on IL-17 expression after microbial exposure\, participants will examine the implementation and run ML code. Participants will demonstrate python code extraction and implement a code scheme in a free Jupyter notebook environment.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:36c06e8d451a13da53c2fa3d36514422
URL:http://2026asmcue.sched.com/event/36c06e8d451a13da53c2fa3d36514422
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T213000Z
DTEND:20261120T223000Z
SUMMARY:Why teach TO the test if you can teach THROUGH the test? An introduction to two-stage exams and other (fun!) collaborative assessments
DESCRIPTION:Instructors typically dedicate hours of in-class time to assess student mastery\, sacrificing valuable learning time in the process. Happily\, it’s possible to accomplish both assessment and learning through a two-stage exam format in which students complete an exam form first on their own and then with classmates. In this workshop\, I will describe the two-stage exam structure in more detail and share the benefits of and best practices for this exam format. Participants will leave with the tools to design and implement collaborative assessments in a class of any size or format.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7466dcea6551d95454a825b325b04fbb
URL:http://2026asmcue.sched.com/event/7466dcea6551d95454a825b325b04fbb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T213000Z
DTEND:20261120T223000Z
SUMMARY:Writing Federal Grants in the Current Funding Landscape
DESCRIPTION:The landscape for federal grant-based funding has shifted dramatically over the past 18 months\, and will change even more if the proposed OMB revisions are approved. Educators who are interested in applying for federal funding will need to understand what these changes are and how the changes will impact their future funding applications. It will be critical for educators to be able to design programs that are inclusive and impactful\, but still adhere to the updated guidelines. In this roundtable discussion\, attendees will review and discuss the guidelines for grants from both the National Science Foundation (NSF) and the National Institutes of Health (NIH) before brainstorming programs and wording that align with their interests and fit into the guidelines. Those who attend this session will be expected to share their expertise and their ideas with fellow attendees and should leave the session with ideas for putting together future proposals.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9aed082b0aadc6ccc8221b0577c6a517
URL:http://2026asmcue.sched.com/event/9aed082b0aadc6ccc8221b0577c6a517
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T221500Z
DTEND:20261121T000000Z
SUMMARY:Exhibit & Poster Hall Open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0bd27268267e46a973eb9db308dee33a
URL:http://2026asmcue.sched.com/event/0bd27268267e46a973eb9db308dee33a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261121T000000Z
SUMMARY:LuxArt visualization & photography
DESCRIPTION:Advanced sign-up is required. Use this form&nbsp\;to secure your spot in the LuxArt activity at 2026 ASMCUE in Seattle. LuxArt is a fabulous outreach or in-lab activity for students!\nParticipation is limited to the first 75 individuals who are also registered for the full ASMCUE conference.&nbsp\;Your host is Mark Martin and Jenny Quinn\, University of Puget Sound\, who have graciously volunteered to lead the activity and provide supplies - THANK YOU\, MARK & JENNY!Video of what is possible: https://youtu.be/VLcooW6JidU?si=_Ctop3FruAA5xvJTVideo of some examples: &nbsp\;https://youtu.be/9cr1FKGysz8?si=3J8SomJ8gnk5a8phJenny's instructional "how to" video: &nbsp\;https://youtu.be/AkYUxq7HNbk?si=VPaUPoJc2SRWR1_sStreaking activity: 11/19\, 7-9 PM PT Visualization/photography: 11/20\, 2:30-4:00 PM PT\nQuestions? Rachel Horak\, ASMCUE@asmusa.org
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9cd4016a755af8947056b507623e0a18
URL:http://2026asmcue.sched.com/event/9cd4016a755af8947056b507623e0a18
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Active Experimental Strategies for Teaching Oral Infections and Salivary Antimicrobial Peptides
DESCRIPTION:This interactive mini-workshop demonstrates experimental approaches to teaching oral infections and antimicrobial salivary peptides in undergraduate microbiology courses. Participants will engage in guided activities simulating antimicrobial assays and host–microbe interactions to explore innate immune defenses. The session emphasizes active learning\, inclusive teaching strategies\, and practical implementation of laboratory-inspired exercises in lecture or hybrid settings. Attendees will leave with adaptable tools to enhance student engagement\, conceptual understanding\, and application of microbiological principles related to oral health and infection.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:d9d5767bae393e6beefacb13f459a258
URL:http://2026asmcue.sched.com/event/d9d5767bae393e6beefacb13f459a258
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:BactID.com: A bacterial identification website tool created with AI
DESCRIPTION:Many microbiology labs use series of biochemical testing to obtain a putative identification of a bacterial isolate's identity. The analysis of biochemical testing data becomes increasingly challenging when working with unknown microbial isolates. This is large part due to the fact that many\, if not most\, bacteria are not yet identified. BactID.com is a tool used to help students analyze these results and predict a putative bacterial identity when isolating bacteria from soil. This website was created using AI and serves as a example of how AI can be used to meet teaching challenges. Students enrolled in a Tiny Earth CURE lab used BactID.com in lab and provided feedback through a survey on how it connected to their course learning objective to apply appropriate microbiological methods to differentiate and identify microorganisms.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0b748f5405438c170894bac5056ee3b8
URL:http://2026asmcue.sched.com/event/0b748f5405438c170894bac5056ee3b8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Beyond Lab Safety: Teaching Biosafety and Biosecurity Through Real-World Applications
DESCRIPTION:Biosafety and biosecurity are increasingly important for students entering the biological sciences\, but these topics are often limited to laboratory safety training or briefly discussed within other courses. MICR 202\, “Introduction to Biosafety and Biosecurity\,” was developed to give undergraduate students a broader understanding of biological risks and the responsibilities associated with working in the biological sciences. This course asks students to consider how risks are assessed\, managed\, and communicated in real-world situations. Students explore these topics through workshops\, case studies\, discussions\, and a culminating group presentation. Case studies examine laboratory accidents\, emerging disease outbreaks\, and the deliberate misuse of biological agents. Applied workshops cover personal protective equipment\, biological safety cabinets\, aseptic technique\, risk assessment\, emergency response planning\, and public communication.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:65095bd1f893193dcb0a7cbec709ebc0
URL:http://2026asmcue.sched.com/event/65095bd1f893193dcb0a7cbec709ebc0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Electronic laboratory simulations for microbiology: proven tools\, tradeoffs and AI considerations
DESCRIPTION:Although laboratory benchwork remains the superior way to educate future microbiologists\, some students (e.g. non-microbiologists)\, circumstances (e.g. health or resource constraints) and concepts (such as those that are difficult to visualize) can justify an electronic simulation(s) if they actually enhance student learning. This roundtable is a place to : 1) Identify and compile list(s) of valuable electronic resources (especially those available at no cost and validated by peers) 2) Identify existing gaps where new electronic resource(s) simulations would be valuable. 3) Identify ways to validating that students actually performed the work in question given current and future AI technologies. A written list findings and resources will be available after this roundtable for those with an interest in this topic.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0c90f41e4fe5406d96aef33aff4cdc12
URL:http://2026asmcue.sched.com/event/0c90f41e4fe5406d96aef33aff4cdc12
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Hallmarks: An Educational Simulator of Cancer Evolution
DESCRIPTION:Cancer is a complex disease characterized by several hundred genetic alterations that lead to “hallmark” phenotypes. Understanding how natural selection plays a role in cancer development is challenging for undergraduate students because mutations that are advantageous at the cellular level are deleterious at the organismal level. Students must therefore reason about evolution principles across biological scales. In this microbrew\, we describe a new educational board game and educational intervention designed to simulate the evolution of “hallmarks of cancer” by natural selection. We used an expanded framework for cancer genotypes and phenotypes that includes emergent\, complex properties of cancer - from microbiomes to epigenetics to immune modulation. Designed for up to ten players\, each cell (player) acquires mutations and hallmark phenotypes over time that influence fitness in the face of several rounds of selective agents. Its impact on student learning gains is presently underway.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:4bbd8726eb0429be3c614ae3dbb1aa2d
URL:http://2026asmcue.sched.com/event/4bbd8726eb0429be3c614ae3dbb1aa2d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:How can we prepare introductory interdisciplinary courses for success in STEM?
DESCRIPTION:Our current biology curriculum includes a three-course introductory series where the first course (BIO160) results in a bimodal distribution of grades. The group of students with the lower grades are roughly the same cohort of underprepared students that place into and take the remedial chemistry course. The biology introductory series is transitioning from three to only two courses and BIO160 will no longer be offered. Therefore\, we designed a new course that allows these underprepared students to learn basic chemical and biological concepts in a single course and prime them to take General Chemistry I and General Biology I. Thus\, this new interdisciplinary course becomes an essential experience that prepares students for studying STEM in college\, and reduces barriers to STEM disciplines. To that end\, we have developed a fully integrated introduction to scientific measurements\, aiming to help students understand concepts\, procedures and data analysis through the disciplinary lenses of both biology and chemistry. This course develops problem solving skills for students to be successful in STEM fields while also contributing to the science requirement of the general education curriculum for those students who ultimately decide to pursue a major outside of the sciences. Some of the challenges we encountered in the development of the course include significant alignment of schedules between the two instructors. In addition\, the selection of topics required consultation with both departments\, as well as negotiation of the lecture and lab times across disciplines. Furthermore\, the instructors\, a biologist and chemist\, need to stretch across disciplines\, which require extra preparation and consultation with each other. We seek inclusive pedagogies\, aiming to reduce barriers for entry into STEM majors and ASMCUE serves as a great platform to gather feedback.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:048edd95fbdb7b1c9e40deaaf1efc125
URL:http://2026asmcue.sched.com/event/048edd95fbdb7b1c9e40deaaf1efc125
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Hunting Viruses for Undergraduate Engagement in the Molecular Biology Lab
DESCRIPTION:Viruses are ubiquitous molecular parasites whose productive and rapid infectious cycles make them ideal tools in molecular and evolutionary biology. While viruses have important roles in molecular biology\, exploring environmental viral diversity offers an open-ended opportunity for undergraduate research. Here\, I present a Course-Based Undergraduate Research Experience (CURE) centered in the discovery of new cruciviruses —novel chimeric DNA viruses that encode an RNA virus protein\, representing an extreme case of horizontal gene exchange. During this course\, Biology undergraduate students become active researchers for a semester\, by hunting for cruciviruses in familiar local environments (University campus\, parks or backyard). Students work in groups to apply a series of molecular techniques (e.g. DNA extraction\, PCR\, cloning\, sequencing) tailored at the discovery of viruses\, and use computational tools for the characterization of their new viral genomes.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f75ba287fc28a56693f3af85a6b510fe
URL:http://2026asmcue.sched.com/event/f75ba287fc28a56693f3af85a6b510fe
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Improvement in Retention and Graduation rates in the wake of tightening academic policies and standards in Biomedical Science undergraduate programs
DESCRIPTION:Background and Project Description: The University of Central Florida is a large (70\,000+) metropolitan research institution (R1) that serves a diverse student body with a substantial number of transfer students. The Burnett School offers five undergraduate degree programs in life sciences. In response to a lack of student preparation at both the concept and course level\, the School implemented tighter academic standards (progress policy\; restricted access) to address these concerns. During this same time frame (2018-2026) UCF was held to a performance-based funding model driven by measures such as first year retention and four year first-time-in-college (FTIC) graduation rates. This Microbrew reviews student success data retrospectively across this timeline and evaluates any potential impact of these policies on student success metrics. A variety of data (enrollment\, student academic progress\, etc.) will be mapped over the period to seek to correlate these changes with increases in retention and graduation rates.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f7d841a5007bd0334ca3b951f59ad2d2
URL:http://2026asmcue.sched.com/event/f7d841a5007bd0334ca3b951f59ad2d2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Improving Student Engagement in a Large Microbiology Classroom
DESCRIPTION:Student engagement on a holistic level can be difficult to achieve in large undergraduate STEM classes. Often\, the level of engagement can be contributed to student previous exposure to content and educational background. Student motivation\, specifically self-efficacy\, and sense of belonging in the classroom can also be major contributors to student success. Each year\, we classify 15% of the student cohort as ‘struggling students\; ’ these are defined as students who performed poorly on initial assessments\, accumulated class absences\, or missed homework or classroom assignments. Here\, we discuss strategies employed to initially identify and distinguish between the variety of students who struggle (or perceive themselves to struggle) throughout the entire semester of a large microbiology class. We highlight our success with improving student engagement\, first by installing a simple\, in-class reading check’ and also with the employment of several gamification strategies that were implemented throughout the semester.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:b5cc557411e481e87c90e1ee2529665f
URL:http://2026asmcue.sched.com/event/b5cc557411e481e87c90e1ee2529665f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Integrating Public Health into Microbiology Education: Lessons Learned as a CDC Science Ambassador Fellow
DESCRIPTION:The Centers for Disease Control and Prevention (CDC) Science Ambassador Fellowship is a professional development opportunity that connects science\, technology\, engineering\, and mathematics (STEM) educators with public health professionals to integrate public health concepts\, practices\, and resources into classrooms. As a 2024–2025 CDC Science Ambassador Fellow\, I participated in an orientation at CDC headquarters in Atlanta\, followed by a year-long collaboration with a cohort of educators and CDC scientists to explore how epidemiology\, disease surveillance\, outbreak investigations\, and public health decision-making can enhance STEM education. In this microbrew\, I will share my experiences as a fellow\, including lessons learned from engaging with CDC facilities\, scientists\, and resources\, as well as insights gained from developing and implementing public health-focused curriculum. Attendees will learn about opportunities for integrating CDC resources and public health perspectives into microbiology education\, as well as pathways for pursuing professional development through the Science Ambassador program.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ff66ca5f6b67425369a51c25755ca049
URL:http://2026asmcue.sched.com/event/ff66ca5f6b67425369a51c25755ca049
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Integration of Microbiology Course Learning Outcomes with Agar Art Laboratory Activity.
DESCRIPTION:Agar art is a fun way to engage allied health students in microbiology. Students “paint” with microbes on agar plates. The goal of this study was to explore the success of integrating semester-long microbiology concepts into an agar art laboratory experience. Students completed standard laboratory experiments throughout the semester\, including growth condition variations and differential media. They were required to keep a lab notebook\, in which they recorded results and characteristics about various microbes. At the end of the semester\, students completed an agar art lab experiment. They were given a “palate” of microbes\, that were used throughout the semester\, and a prompt that aligns with ASM agar art\, such as “What brings you joy.” They then drew\, with microbes\, on agar. Students were given the option of using different agar plates and were allowed to grow their microbes at different temperatures. Making these decisions relied on a good lab notebook. For example\, their red Serratia would be white if grown at the incorrect temperature. Their reports for this laboratory exercise required discussion of why they chose a particular temperature and medium. They were also required to consider how the microbes grew when placed next to each other. After submission of the lab report\, students were given a survey about the agar art learning experience. 76 students were surveyed. 97% enjoyed the lab experience\, 93% said they felt this was a fun way to incorporate some of the things they learned during the semester into an enjoyable lab experience and 93% also said that the agar art improved practical laboratory skills (e.g.\, aseptic technique\, microscopy\, culturing). Finally\, 92% stated that agar art was a valuable experience to learning microbiology. In sum\, agar art is not only fun\, but it can also be used as an important learning tool for microbiology.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e34bc717a4fd9c351673a3f6f01d9a63
URL:http://2026asmcue.sched.com/event/e34bc717a4fd9c351673a3f6f01d9a63
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Interactive Approaches to Teaching Microbiome Research Concepts in Informal Learning Environments
DESCRIPTION:Microbiome science has broad applications in agriculture\, human health\, and environmental sustainability\, yet educational opportunities often depend on laboratory-intensive experiences that can be difficult to implement in resource-limited settings. The Agricultural Microbiome Program (AMP) developed a series of art-\, game-\, and analogy-based activities that modeled key stages of the microbiome research pipeline\, including microbial isolation\, DNA amplification\, and sequence analysis. Integrated into an informal learning environment\, these activities transformed abstract concepts into interactive learning experiences. Participants in the 2026 cohort demonstrated significantly greater gains in microbiome knowledge and identification workflows than the 2025 cohort\, highlighting the effectiveness of these approaches.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ee52231de49183be8a3740dda9c9fd5e
URL:http://2026asmcue.sched.com/event/ee52231de49183be8a3740dda9c9fd5e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Learning from Peers: Exploring the Benefits of Structured Peer Feedback in Higher Education
DESCRIPTION:Research on peer feedback in higher education shows that it can significantly improve student success. Studies suggest that peer feedback exposes students to diverse perspectives and encourages them to reconsider assignment criteria\, strengthening their revisions and future writing performance (Huisman et al.\, 2019\; Jin et al.\, 2024). Effective peer-feedback processes focus on specific writing challenges\, provide multiple comments on key issues\, and use clear guidelines/rubrics (Gao et al.\, 2019). Recent research also highlights the importance of considering student characteristics\, learning environments\, and instructional design when implementing peer-feedback activities (Kerman et al.\, 2024). This study examined students’ perceptions of structured peer feedback in undergraduate microbiology and graduate education courses. Students participated in two feedback sessions and revised their work before final submission. Preliminary findings indicate that peer feedback promoted reflection\, enhanced understanding\, and exposed students to diverse perspectives. Challenges included vague comments\, delayed responses\, and lacking specific suggestions for improvement.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9b8ff2bd715123ffc6b00c1cf8b7244e
URL:http://2026asmcue.sched.com/event/9b8ff2bd715123ffc6b00c1cf8b7244e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Microbe Memory Cards: A Game‑Based Outreach Tool for Microbiology Awareness and Recruitment
DESCRIPTION:Early exposure to microbiology is often limited in many K-12 settings\, which contributes to low awareness of microbes and microbiology-related career pathways. To support microbiology outreach and recruitment to our undergraduate Microbiology and Immunology program\, we developed Microbe Memory Cards\, a fun\, interactive\, and scalable educational game designed for community engagement and classroom use. The first card set that we developed focuses on commonly recognized bacterial pathogens that are familiar to most microbiologists\, serving as an accessible entry point for younger students through visual recognition and name association rather than detailed mechanistic content. We selected a memory-matching game format since it encourages participation\, collaboration\, and curiosity in a low-pressure environment\, making it particularly effective for informal science outreach events. While the initial card deck is intentionally simple and targeted toward younger learners\, the project was designed to be modular and expandable to other microbiology topics to engage older or more advanced students. Microbe Memory Cards will be used in community outreach and educational settings as both a learning activity and a conversation starter\, helping to normalize microbiology terminology and spark interest in the field. Preliminary outreach implementation demonstrated strong participant engagement and generated positive anecdotal feedback from learners and facilitators. Formal assessment using pre- and post-activity surveys is currently underway to evaluate changes in microbiology knowledge\, interest\, and perceptions of the activity. These findings will be presented at the conference. Overall\, this project aims to use a game-based\, adaptable educational tool to increase engagement\, raise awareness of microbiology\, and support recruitment efforts across a wide range of educational levels.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:557c6308577c15ef0cfc64be9216cf3e
URL:http://2026asmcue.sched.com/event/557c6308577c15ef0cfc64be9216cf3e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:MicrobéMon - A semester-long\, gamified research project emphasizing information literacy and ethical AI use while exploring microbial structure and function.
DESCRIPTION:MicrobéMon is like Pokémon with microbes! This innovative project asks students to choose a microbe relevant to their interests and to research its structure and properties. The goal? To create a microbial trading card for use in a final showdown\, where students demonstrate their understanding of their “villain” (pathogen) or “hero” (beneficial microbe) by predicting how it will survive or be defeated when exposed to various environmental insults. With the goal of teaching students how to use Artificial Intelligence (AI) ethically and to fact-check scientific information against peer-reviewed sources\, the project is run in carefully guided phases and includes explicit requirements for transparent use of AI and for documenting specifically where each piece of information was found in a book or journal article. The process and outcomes of a preliminary run of this project will be presented\, and advice is sought on improvements and useful measurement metrics for its effectiveness.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0f7a8554150504a42099de9bf913536e
URL:http://2026asmcue.sched.com/event/0f7a8554150504a42099de9bf913536e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Microbiology in STEM education: strengthening interdisciplinary connections
DESCRIPTION:Microbiology is a core course in many STEM programs of study where student success significantly depends on their understanding of the underlying concepts of mathematics\, physics\, and chemistry. Yet the incoming students of microbiology often have insufficient background knowledge of these fields. Furthermore\, they do not necessarily see the connections between these disciplines and Microbiology which further exacerbates the problem. To remedy this\, we focused on the integrative approach to teaching undergraduate course of Microbiology that incorporated the concepts of other disciplines that were essential for the comprehensive understanding of course material. Based on the course outcomes\, physics and math learning tools that we created and integrated into the course proved to be a significant factor in improving student performance in Microbiology\, enhancing their learning experience\, and deepening connections between the STEM fields. This microbrew will focus on the development of tools and strategies for teaching integrative course of Microbiology.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:296c672c11fa62c054d48155ddfe4dd8
URL:http://2026asmcue.sched.com/event/296c672c11fa62c054d48155ddfe4dd8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Program Growth of Skills-Based Academia: Case Study in Biotechnology
DESCRIPTION:Community colleges provide skilled workers for local industry and prepare students to further their academic careers. Thus\, to optimize student success\, institutions need to provide high-quality education that trains the workforce at all levels. Herein\, I discuss program growth of a skills-based curriculum at a community college for university transfer. Northwest Arkansas Community College offers a certificate of proficiency in Pre-Biotech\, technical certificate in Biotech\, and a General Technology AAS. These degrees offer intensive skills-based academia coursework\, focused on skills that local biotechnology industry partners require. Within the coursework\, students can earn microcredentials in topics such as Cell Culture\, CURE Research Presentation\, and Safety and SOP. To further enhance student opportunities\, NorthWest Arkansas Community College is currently developing 2+2 degree pathways with other four-year institutions\, specifically in biotechnology. For example\, Arkansas State University has a B.S in Biotechnology\, allowing students to transfer to continue their education.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e19e863728dc674543289654e76242d9
URL:http://2026asmcue.sched.com/event/e19e863728dc674543289654e76242d9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Prompting a Conversation: Exploring the use of AI to Develop Better Assessments and Activities for Medical Microbiology
DESCRIPTION:Upper-level microbiology courses like medical microbiology are historically best taught using realistic case studies\, in-class activities\, and laboratory-centered content. However\, students struggle on assessments due to the content depth and breadth. This project’s goal is to investigate the usefulness of artificial intelligence (AI) in improving learning outcomes and the student experience in medical microbiology. This will initially be accomplished by developing prompts that result in innovative methods to assess student knowledge and encourage learning in the classroom. Different AI models will be tested to understand the effect of the model on AI output. The results of this initial exploration of AI-enhanced learning will be tested in a medical microbiology course and compared to historical non-AI assessments and activities.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:04e6b072156f7b83b41860d8b505fbc2
URL:http://2026asmcue.sched.com/event/04e6b072156f7b83b41860d8b505fbc2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Round table discussion-worksheet: the new written lab report
DESCRIPTION:When I had to adapt a microbiology lab class for a condensed summer course\, The schedule did not allow time to write the last report. Since I knew at this point that my students could write lab reports\, I came up with an alternative assessment modality. My students read reviews on the project followed by a round-table discussion about how to frame the data and report. It became evident to the students that the data\, discussion and the design of additional experiments depended on how the introduction and hypothesis were framed (and there were three very different ways to frame this report). The students got to collaborate and give feedback for the first time. I will now adapt this to a larger class (5 vs 80 students) and have designed a worksheet that will facilitate discussion between small groups where they will create different potential outlines for a lab report.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7e73c044749b48bb7ed6240b6c5f54c0
URL:http://2026asmcue.sched.com/event/7e73c044749b48bb7ed6240b6c5f54c0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Science Literacy - A Semester Long Project
DESCRIPTION:Learn about a full-term project focused on science research\, science literacy\, and science communication\, which also incorporates the use of an AI platform. Students begin by selecting their own topic which relates to course content\, and they then run their topic through the AI platform to generate research questions. One of the AI generated questions is selected and one of the linked references is read and analyzed. A journal analysis assignment is completed\, and then the student decides how to communicate the science to an audience of their choice. Their completed communication project is shared with the class. Finally\, at the end of the term the student must relate their project to the content learned during the course. Completion of the project allows students to better understand the process of science and the challenges of communicating science concepts.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f30006344d0ab6e4e77ab1ca4e81304e
URL:http://2026asmcue.sched.com/event/f30006344d0ab6e4e77ab1ca4e81304e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Shifting from a Performance Orientation to a Mastery Orientation: Helping Students Foster Intrinsic Motivation
DESCRIPTION:A question that I often get as a microbiology instructor for an undergraduate medical laboratory science (MLS) program is "What do I need to know for the exam?". Students often seem to focus more "getting an A" rather than striving to master course content that they will need to know to become entry-level competent as an MLS. As an educator\, I am interested implementing activities that encourage students to adopt a mastery orientation vs a performance orientation. One activity I have recently implemented in an effort to promote mastery orientation and intrinsic motivation is the Exam Wrapper. After taking each exam\, students reflect on ways they prepared for the exam (amount of time spent preparing\, type of resources used\, etc.) and how they could better prepare for future exams. I'm hoping this intentional reflection will help to foster intrinsic motivation and reinforce a mastery mindset by way of increasing students' metacognition.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5f6a4c20197b07f8c91e091075cee5da
URL:http://2026asmcue.sched.com/event/5f6a4c20197b07f8c91e091075cee5da
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Student as Partner (SAP) - an innovative approach to teach an upper level Immunology Class
DESCRIPTION:In advanced fields including immunology\, it is challenging for educators to balance the influx of terminology and techniques with developing engaging curriculum. Educators\, particularly in microbiology and immunology classes are faced with integrating and transmitting information from the arena into the classroom in a way that is simply understandable by the students. We have developed a student-as partners program (SAP) model in an upper-level Immunology class where a former student from the immunology was involved in the course to observe faculty teaching. The classroom observation was followed by weekly one-to -one meeting between student partner and the instructor. As a result of this collaboration\, student partner and faculty co-create meaningful and effective teaching and learning experiences. The student partner regularly provided a formative and summative feedback throughout the semester which allowed the faculty to make changes in the classroom teaching including flipped classroom environments and use of active learning strategies such as small group discussions and concept maps. Student partner was actively involved in creating focus groups and understanding student issues in the class rooms. This resulted in enhanced student success and student-centered teaching. Additionally\, it inspired students to make a difference in the classroom and do well in the class tests and overall performance in the classroom. Furthermore\, SAP allowed us to develop a strong understanding of our student’s learning needs and vision. Mid-term surveys and end of semester surveys and student evaluations indicated that SAP is indeed an important and innovative approach to learn upper-level immunology course.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:3a3fea53676f4391a74899b12075de99
URL:http://2026asmcue.sched.com/event/3a3fea53676f4391a74899b12075de99
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Students as teachers in undergraduate biotechnology studies
DESCRIPTION:Within elective study course “Technologies for Bioenergy and Biomolecule Production” each semester at least one student is encouraged to take lead and act as a lecturer by preparing a lecture on topic related to individual Thesis work but fitting within the boundaries of the course thematics. In study year 2024/2025 a student developing Thesis on synthesis and study of the properties of chitosan-cyanoguanidine derivatives produced a 1.5 h long lecture on valuable molecules from chitosan. The theoretical lecture was supplemented with groupwork and attendee presentations. In 2025/2026 a student working with biomaterial production from biomass fibers prepared a lecture on sustainable packaging. The 40 min lecture was supplemented with a practical tour in a scientific institute where the student worked. Students acting as teachers received additional credits. The key challenges included the extra time investment required for student-teachers but was awarded as practical experience in work with auditorium.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:5d7fd6b7864d2c1f6101059f34fcff1c
URL:http://2026asmcue.sched.com/event/5d7fd6b7864d2c1f6101059f34fcff1c
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Students teaching peers about molecular and systemic drug function using a video-based assessment strategy
DESCRIPTION:Non-traditional project-based assessments can make learning more memorable and engaging because students can explore topics of interest and apply their knowledge in creative ways. This Microbrew will describe a unique assessment strategy being used in a biochemistry and molecular biology course where students work in groups to create a drug education video. Students conduct research about a drug therapeutic and explain how it works at molecular\, cellular\, and systemic levels to treat a specific medical condition. The video assessment format encourages creativity but also ensures students gain a deeper summative understanding of the subject matter by applying course content to their own personalized project\, while also developing science communication skills. This evaluation approach has the potential to be adapted to diverse learning environments where students are exploring molecular\, cell and systems processes and would be of interest for instructors who wish to embed multimedia or non-traditional assessment in their course.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:b631a62ff126282d1594ca13865dcd78
URL:http://2026asmcue.sched.com/event/b631a62ff126282d1594ca13865dcd78
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Supporting Learning and Engagement through a Classroom-Based Peer Matching Tool for STEM Students
DESCRIPTION:Students entering college\, especially first-year students\, often struggle to adapt to the pace and volume of STEM coursework. Besides mastering course content\, many need support developing effective study strategies. While academic success centers\, tutoring\, and time-management resources are useful\, research shows that peer-to-peer learning opportunities significantly enhance student success. Collaborative studying and informal study groups can improve academic performance\, strengthen understanding of concepts\, and provide critical support for students facing academic challenges. However\, in diverse populations that include both commuter and residential students\, forming study groups outside of class can be difficult\, particularly for freshmen who are still building social and academic networks. To address this\, we are testing an in-class “study buddy” tool that helps students connect with peers based on course enrollment\, topics\, and availability. The tool will be implemented in introductory biology courses during Fall 2026\, and will use feedback to assess its impact on student engagement.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2e49a21cfe1daf1a1bd26d46c2dc6a62
URL:http://2026asmcue.sched.com/event/2e49a21cfe1daf1a1bd26d46c2dc6a62
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Teach Together: A Cross-Course Collaboration to Connect Microbiology and Nursing Practice
DESCRIPTION:Teach Together is a collaborative teaching model at Nightingale College in which a general education instructor and a nursing instructor align their courses' learning objectives and topics to bridge foundational knowledge and clinical nursing practice. The approach emphasizes meaningful intersections that embrace intentionality over totality\, which makes learning authentic and professionally relevant. Here\, we paired Microbiology with Concepts of Nursing III\, using coordinated instruction\, cross-disciplinary guest teaching\, and explicit discussion of how microbiology concepts inform patient care. Rather than operating in parallel silos\, the two instructors work in tandem: the microbiology instructor previews how content connects to learners' professional futures\, while the nursing instructor reinforces it from a clinical perspective. Science instructors teaching learners outside their discipline often struggle to make content feel relevant to those learners' goals. This session provides a practical strategy for increasing learner engagement\, strengthening career relevance\, and fostering partnerships across academic programs.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:240ace6d93148537c15b26ab93802ace
URL:http://2026asmcue.sched.com/event/240ace6d93148537c15b26ab93802ace
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Teaching microbial morphology\, growth and metabolism through specific microbial pathogenesis examples.
DESCRIPTION:Microbial morphology\, growth\, and metabolism are foundational topics in both introductory and advanced microbiology courses. Yet these concepts are often taught in isolation\, leaving students with limited understanding of their role in pathogenesis and disease outcomes. This workshop will explore how clinically relevant pathogens can be used to connect microbial traits with mechanisms of infection\, helping students move beyond memorization toward meaningful application of core microbiological principles.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:50c9680fde33798be74b8488ab436eee
URL:http://2026asmcue.sched.com/event/50c9680fde33798be74b8488ab436eee
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Teaching with AI\, not against it: Redesigning a Microbiology writing assignment for the AI era
DESCRIPTION:Traditional writing assignments are vulnerable to circumvention through generative AI. To address this in our online Microbiology lab\, we redesigned a writing assignment to intentionally integrate AI while emphasizing the writing process and final product. Students collaborate with AI to develop a script for a 5-minute video comparing Staphylococcus aureus and methicillin-resistant S. aureus\, then create illustrations and record the presentation. The drafting process encourages students to reflect on their knowledge\, critically evaluate AI outputs\, develop AI literacy\, and engage in self-reflection. Creating the final video further reinforces learning through verbal and visual communication. Survey results suggest the assignment strengthened content understanding\, highlighted the importance of responsible AI use\, and increased student confidence in prompt engineering. However\, the mutable AI landscape requires continual adaptation of our reimagined writing assignment. Ongoing refinement focuses on preserving pedagogical value\, fostering critical thinking and self-reflection\, and adapting to emerging AI capabilities and student needs.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:02c80c861a52abeac4c578f4aa9496d6
URL:http://2026asmcue.sched.com/event/02c80c861a52abeac4c578f4aa9496d6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:The Benefit of Faculty Externships in the Local Biotech Ecosystem
DESCRIPTION:Community college faculty serve as a valuable link between students and their opportunities in employment and continued education. Yet\, we would benefit from improved insight into new research and innovation\, technical skillsets\, and workforce expectations. Collaborations between academia and external partners are a terrific source of enrichment for faculty that translate to relevant classroom and lab experiences for students. Through an externship supported by grant funding from the NSF EPIIC (Enabling Partnerships to Increase Innovation Capacity) program\, I had the opportunity to interact with regional partners through facility tours\, observation\, and hands-on research. The experience provided a deeper understanding of the broad applications of biotechnology and spawned ideas for the classroom and curriculum to build relevant skills\, provide avenues for undergraduate research\, and\, more importantly\, capture student interest in the positive impact they can have in their community.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:456a8439172c495135e7b9e422513ac2
URL:http://2026asmcue.sched.com/event/456a8439172c495135e7b9e422513ac2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:The BioQUEST Curriculum Consortium: A Community of Educators Supporting Evolution and Revolution in STEM Education
DESCRIPTION:BioQUEST is a long-standing (over 35 years) 501(c) (3) nonprofit organization that serves as a support community for STEM educators interested in reforming their teaching and learning practices. BioQUEST’s mission is to build a transformative\, collaborative community that empowers teachers to drive innovation in STEM education for all students. In support of this mission\, BioQUEST provides diverse services to the reform community\, including project support\, professional development\, open educational resources publishing\, and the QUBES platform - an online space for collaboration around teaching and learning scholarship. This poster will provide an overview of these services through a series of examples\, highlighting opportunities for faculty to connect with the community and participate in reform activities.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:a22dce7494da2770b617dbb175835b1b
URL:http://2026asmcue.sched.com/event/a22dce7494da2770b617dbb175835b1b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:The Lab Notebook Quiz: a quick measure of student recordkeeping in a large\, non-majors microbiology lab course
DESCRIPTION:Maintaining a laboratory notebook helps students hone their record-keeping and meet the ASM curriculum guidelines for scientific thinking and laboratory skills 1d\, “Document and communicate the methods\, results\, and conclusions.” However\, grading a laboratory notebook is time-consuming for the instructor and\, for hand-written lab notebooks\, there is an additional challenge of reading student handwriting. The lab notebook quiz provides a quick\, easy-to-grade solution. A laboratory notebook quiz has been previously described as one part of the lab notebook assessment for an upper-division microbiology course (Fleming\, 2023). Here\, we describe its use as the sole means of assessment of the lab notebook in a non-majors lab with 8 sections of up to 24 students each. We discuss specific learning objectives that can be assessed using the quiz\, as well as considerations for working with Teaching Assistants and reducing the possibility of cheating between sections held at different times of day.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:f0978f76eea979adc0899e24a86c4a8d
URL:http://2026asmcue.sched.com/event/f0978f76eea979adc0899e24a86c4a8d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:The Science Behind Every Bite: A Science-Enriched Recipe Book to Promote Scientific Literacy and Cultural Connections
DESCRIPTION:Fermented food products are an accessible and familiar entry point to first introduce students to microbiology. By connecting microbial processes to food\, students can connect how ingredients\, microorganisms\, environmental conditions\, and scientific innovation interact to produce fermented products. This Microbrew will present a science-enriched fermented recipe book assignment for a 100-level undergraduate microbiology course. Students will select a product with personal or cultural significance\, and investigate the microorganisms\, biochemical processes\, and environmental conditions involved in fermentation using peer-reviewed scientific literature. They explain how microbial metabolism influences product characteristics and food safety while exploring the product's historical and cultural importance. Each student will contribute to an illustrated cookbook entry\, where the recipe will be enriched by the scientific explanations and cultural context and history of the product. Students will strengthen their scientific literacy\, information evaluation and science communication skills through an authentic and culturally relevant learning experience.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1cf41c01ae22806139b504a97adc21d7
URL:http://2026asmcue.sched.com/event/1cf41c01ae22806139b504a97adc21d7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Three Hands-on Activities to Teach the Genetics of B- and T-cell Receptor Diversity\, MHC Diversity\, and Positive and Negative Selection of T cells in an Undergraduate Immunology Course
DESCRIPTION:Undergraduate Immunology courses are of high interest but particularly challenging for students due to the involvement of myriad cells and soluble factors involved in an immune response\, as well as several unusual genetic mechanisms key to aspects of adaptive immunity. This presentation will describe three hands-on activities for teaching fundamental genetic and developmental mechanisms of the immune system: V-D-J recombination that creates B- and T- cell receptor diversity\, the polygeny and polymorphism that results in individual and population diversity of MHC I antigen-presenting molecules\, and how MHC molecules shape the development of a repertoire of mature\, naïve T cells in an individual. The activities utilize simple craft and toy items (beads\, stickers\, and blocks) that are easily sourced and can be completed in small or large lecture-based courses in as little as 15 minutes each\, making them adaptable for teaching in a variety of contexts.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:96fb29f591f54dd7d00cf8d8c857e7c4
URL:http://2026asmcue.sched.com/event/96fb29f591f54dd7d00cf8d8c857e7c4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Transforming quantitative biology-first education for undergraduates: attitudes\, barriers\, and future opportunities
DESCRIPTION:Quantitative methods\, a term covering computational\, mathematical and statistical approaches in biology\, are a major component of modern microbiology. However\, undergraduate education on these techniques is typically housed in non-biology departments and developed from a mathematics-first perspective. This separation is compounded by historical adversarial relationships between mathematicians and biologists. Prior work on teaching quantitative methods to biologists aimed to integrate biological examples within introductory mathematics courses. However\, we posit that this approach is inadequate\, arguing instead that to prepare biology students to integrate quantitative methods into their future careers\, we must develop a biology-first approach to teaching quantitative methods. We propose a two-pronged approach: (1) bolster educators' confidence in quantitative methods and (2) develop curricula with a biology-first perspective to expose students to quantitative methods. In doing so\, we hope to transform quantitative biology education and empower students to confidently integrate quantitative methods into their studies.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2f18ff6e74a86b5ed04d6c9651fdde02
URL:http://2026asmcue.sched.com/event/2f18ff6e74a86b5ed04d6c9651fdde02
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Updating our education on chromatin structure-functional diversity within and outside of prokaryotes
DESCRIPTION:The American educational system hosts an asymmetry between the standards for initial adoption of curricular content versus its critical reworking. I argue that this dichotomy is especially present in our teaching of chromatin – the organized structure of DNA and its associated proteins – across the different domains of life. Prokaryotes\, and in particular bacteria\, have been continually misrepresented in their chromatin complexity primarily due to overgeneralizations made from early studies in a few model species. Even recently published educational materials contain inaccuracies such as claiming that bacteria have a single\, circular chromosome – a claim for which we have had documented counterexamples for more than a half-century. Furthermore\, there is growing evidence challenging the characterization of prokaryotic chromatin as “simple.” To keep our curricula current\, educators and textbook authors should critically evaluate and advocate for updating these areas where our educational materials have not incorporated well-established findings.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:41991dacb99ff304a0167193ef1023e6
URL:http://2026asmcue.sched.com/event/41991dacb99ff304a0167193ef1023e6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Using Heat Maps to Promote Interactive Engagement in Large Lecture Halls
DESCRIPTION:In recent years\, the addition of heatmaps have become available to instructors as in-class engagement opportunities whereby students click a location on a provided image in response to a prompt. Here\, I describe an additional implementation that incorporates interactive lecture hall activities with over 100 students. Using an image of distinct sections of a lecture hall\, I have students simulate spread of a disease by clicking their location to represent a disease case. A few individuals start with a disease and subsequent transmission events spread the disease throughout the lecture hall – all while remaining seated. Variation in individual student composition (e.g.\, personal belongings in lecture)\, or clustering of students add to the stochasticity of the model which facilitates discussion in the simulated data. The visualization of the heatmaps provides permanence to the student generated data and an added layer of graphical interpretation in this digital medium.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9371973fcc3a753b5b8a0be9c93cd0d9
URL:http://2026asmcue.sched.com/event/9371973fcc3a753b5b8a0be9c93cd0d9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Using Narrative-Based Learning to Enhance Engagement and Conceptual Understanding in an Undergraduate Immunology Course
DESCRIPTION:Upper division immunology courses often emphasize complex cellular and molecular mechanisms while offering limited insight into the human stories behind scientific discovery. To address this gap and to boost student engagement and understanding of textbook content and challenging immunological concepts\, students first read a nonfiction biographical science narrative in full before beginning the course textbook. Early exposure to the personal and professional journeys of scientists\, clinicians\, and patients provided historical context and humanized the development of the field. Structured assignments\, including reflective summaries\, in-class discussions\, and student generated oral presentations on the people discussed in the narrative that contributed to immunological discovery\, reinforced the nonlinear nature of science and strengthened students’ sense of connection and belonging. Integrating storytelling with scientific inquiry increased motivation\, engagement\, and conceptual understanding\, supporting science identity development and deep learning in advanced biology courses.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:a659e57967ac1bd01e46254d2b15a79a
URL:http://2026asmcue.sched.com/event/a659e57967ac1bd01e46254d2b15a79a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Using Primary Literature to Teach GenAI Literacy and Science Communication Skills in Microbiology
DESCRIPTION:Reading primary scientific literature (PSL) in the biology classroom has been associated with various positive outcomes. Therefore\, it is crucial to integrate reading PSL into science courses. Similarly\, there has been an increased need for science communication (SciComm) skills and generative AI (GenAI) literacy in the workforce. This microbrew details the creation of a 3-module curriculum that integrates PSL\, SciComm\, and GenAI in a microbiology course. Each module is composed of a 15-minute mini-lecture and a corresponding assignment. First\, students are assigned an annotated bibliography of an article of their choosing. In the next module\, students prepare a “3-Minute Thesis”-style presentation of the same article. Finally\, students use a Generative AI model of their choosing to prepare an annotated bibliography of their article\, comparing their bibliography to the AI-generated one. This curriculum aims to prepare biology undergraduates for a modern workforce through development of these crucial skills.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:4d36a0e56576bb7fcb5423a7660d4606
URL:http://2026asmcue.sched.com/event/4d36a0e56576bb7fcb5423a7660d4606
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Using the Cell Collective platform to model and manipulate an immunological signaling pathway in an introductory mixed-major Microbiology course
DESCRIPTION:Many biological systems are exceptionally complex\, often including a variety of cellular and molecular interactions. This complexity can make it extremely difficult for undergraduate students to visualize and understand these processes. Immunology is a discipline known for its complex signaling pathways and cellular interactions. One way to improve students' learning of multi-step immunological biomolecular networks is by having students build and manipulate dynamic computer models. The Cell Collective platform allows faculty to implement pre-built or build their own biological network models that their students can access. The student builds the model and then can manipulate parameters and see a graphical representation of the outcome. Furthermore\, the models can incorporate assessment questions to ascertain student learning. I will introduce the attendees to Cell Collective\, outline the lesson I built and assessed in my 300-level introductory Microbiology course on TLR4 signaling\, and invite them to try the Cell Collective training module.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9792b5f447bf2b998e4c302287bf60dc
URL:http://2026asmcue.sched.com/event/9792b5f447bf2b998e4c302287bf60dc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:Visualizing Cell Signaling: Engineering Bioluminescent Bacteria for the Classroom
DESCRIPTION:Background Bacteria coordinate behavior with hormone-like chemicals called autoinducers. As a population grows\, autoinducer concentration rises in step\; past a threshold the cells sense the crowd and change behavior via quorum sensing. It underlies biofilms\, bioreactor performance\, and anti-virulence drug targets. Why Vibrio campbellii? Aliivibrio fischeri is a widely used model organism\, which accommodates diffusion mediated signaling\; however\, signaling bypasses receptor mediated signaling. V. campbellii has the light (lux) operon controlled by membrane histidine-kinase receptors converging on one phosphorylation cascade\, an ideal model for teaching signal transduction. Research Question: Can we turn an invisible protein cell signaling pathway into something students can see? Can we give students the agency to perturb this pathway\, see the visible effect\, and extrapolate why? Most importantly\, can we do it safely? Problems: V. campbellii is not a human pathogen\, but it is a marine pathogen. Vibriosis is a concern in aquaculture systems with high mortality rates (possible loss of an entire population). There are three major histidine kinase receptors complicating the ability to effectively interrogate the phosphorylation cascade. In line with our high standards for environmental stewardship\, we created attenuated\, highly bio contained the Vibrio strains. Design choices: - Focus on one stable\, well-behaved receptor\, LuxN\, and its autoinducer HAI-1. This deleted the noisier LuxPQ and less influential CqsS receptors\, so strains respond cleanly to a single ligand. - Attenuate and biocontain through auxotrophy + weakened DNA repair: ΔglmS\, ΔthyA\, ΔbioABFCD\, ΔrecA. - Prophage element removal to remove risk of intact phage activation. - Kit-activity strains\, ΔluxM\, luxN-H471A\, ΔluxB. With this and an upcoming related product\, students can visualize and differentiate the signaling phases of reception\, transduction\, and response. Students understand the Lux pathway using a model. They culture bacteria\, rescue luminescence\, test inhibitors\, and even design their own experiments.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1bc6972f727d58e4b5330176cf5ac5b9
URL:http://2026asmcue.sched.com/event/1bc6972f727d58e4b5330176cf5ac5b9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T223000Z
DTEND:20261120T234500Z
SUMMARY:We all belong in biology!
DESCRIPTION:In introductory or first-year courses\, many students struggle with their sense of belonging. Sense of belonging\, along with psychological safety and trust\, is directly related to a student's engagement and persistence in their coursework. This microbrew is designed to introduce the Encouragement-as Instruction Toolkit which was designed bring encouragement into everyday interactions in the biology classroom. These tools are meant to be implemented in the classroom right away without any need for restructuring the course. They are meant to encourage students\, create a welcoming learning environment\, and maintain rigorous academic standards.
CATEGORIES:MICROBREW
LOCATION:ASMCUE Exhibit & Poster Hall\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1c9892b422f0e64731af8cf5c17b49c5
URL:http://2026asmcue.sched.com/event/1c9892b422f0e64731af8cf5c17b49c5
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261120T224500Z
DTEND:20261120T231500Z
SUMMARY:McGraw Hill: Product & Author Corner
DESCRIPTION:TBA
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:a8b23a7aec1c4d8a19671e69c109f288
URL:http://2026asmcue.sched.com/event/a8b23a7aec1c4d8a19671e69c109f288
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T000000Z
DTEND:20261121T030000Z
SUMMARY:Break from ASMCUE and opportunity to sample Seattle
DESCRIPTION:There are lots of restaurants on-site and off-site to enjoy! Several local attractions\, such as Pike Place Market\, are in walking distance from our venue!
CATEGORIES:ALL ATTENDEES
LOCATION:off-site\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e8bf3269ef204e362b05d550526e2182
URL:http://2026asmcue.sched.com/event/e8bf3269ef204e362b05d550526e2182
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T031500Z
DTEND:20261121T050000Z
SUMMARY:ASMCUE/ABRCMS Joint Faculty Reception\, TBA
DESCRIPTION:More to be announced at a later date. Event is TBA.
CATEGORIES:ALL ATTENDEES
LOCATION:tba\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:9dc7ca013d5f38e4ba69f84da6f3de22
URL:http://2026asmcue.sched.com/event/9dc7ca013d5f38e4ba69f84da6f3de22
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T153000Z
DTEND:20261122T020000Z
SUMMARY:ASMCUE Registration & Information desk is open
DESCRIPTION:\n
CATEGORIES:ALL ATTENDEES
LOCATION:ASMCUE registration desk\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:25c62021fc1a74d1517c0f55657a4524
URL:http://2026asmcue.sched.com/event/25c62021fc1a74d1517c0f55657a4524
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T163000Z
DTEND:20261121T180000Z
SUMMARY:Do your students have difficulty solving novel problems? Teaching them how to reason mechanistically can be the answer!
DESCRIPTION:As biology instructors\, one of our goals is to help students learn to explain and predict how and why phenomena occur i.e. use mechanistic reasoning. The goal of this workshop is for participants to (1) develop a robust understanding of mechanistic reasoning as a tool for making sense of novel biological phenomena\, (2) learn guiding principles for developing effective in-class activities that support students' mechanistic reasoning\, and (3) apply these principles to create a scaffolded in-class activity they can use in their classroom and (4) gain confidence in developing additional activities that support student use of mechanistic reasoning in their courses.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:d649601314a5af37aa01d95f7f8da631
URL:http://2026asmcue.sched.com/event/d649601314a5af37aa01d95f7f8da631
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T163000Z
DTEND:20261121T180000Z
SUMMARY:Integrating quantitative image analysis into undergraduate courses
DESCRIPTION:Curious about integrating quantitative image analysis in your undergraduate courses? In this interactive session\, we will explore the mindset of an image analyst\, learn about user-friendly\, free image analysis software that require little to no coding experience\, and discuss resources appropriate for classroom use. Panelists will present case studies and share tips for incorporating open-source plug-and-play resources for teaching quantitative image analysis in undergraduate courses. Participants will work in teams to begin designing activities that introduce the principles of image analysis to undergraduates using the introduced resources\, gaining insights into the theory and practice of teaching quantitative image analysis.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:35a4a801e1ffa6a317d080adbbe5917a
URL:http://2026asmcue.sched.com/event/35a4a801e1ffa6a317d080adbbe5917a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T163000Z
DTEND:20261121T180000Z
SUMMARY:Integrating STEM Professional Development Workshops into the Curriculum to Promote STEM Identity Development\, Retention\, and Success in Early Post-Secondary Students
DESCRIPTION:The Microbiology Achievement through Research and Valuable Experiential Learning (MARVEL) program was developed as an early post-secondary curriculum intervention to promote academic success\, persistence and retention in STEM by focusing professional development activities. MARVEL workshops focusing on STEM communication\, networking\, teamwork\, and relational skills are incorporated directly into their majors first-semester seminar course within the broader Microbiology community to promote belonging and STEM identity development. Workshop participants will become familiar with the MARVEL curriculum\, practice learning activities used in the workshop "Embracing the Mentor-Mentee Relationship\," and discuss strategies of how to implement the MARVEL curriculum effectively at their home institutions.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:4f74ad403728a9d79baf7c813576ac20
URL:http://2026asmcue.sched.com/event/4f74ad403728a9d79baf7c813576ac20
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T163000Z
DTEND:20261121T180000Z
SUMMARY:Writing Teachng Case Studies - Case Study Writing Sprint
DESCRIPTION:This mini-workshop is designed for biology and microbiology faculty who are interested in creating engaging\, student-centered teaching case studies. Whether you're new to case-based instruction or looking to enhance your current approach\, this mini-workshop will provide practical tools and guidance to help you design a case study that fits your course goals and teaching style. You will leave with an idea for a teaching case study (TCS) and knowledge of steps to take to move from idea to tested (and published) teaching case study.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:25aad6ed801a1a9cc664f36eba1e84f4
URL:http://2026asmcue.sched.com/event/25aad6ed801a1a9cc664f36eba1e84f4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T163000Z
DTEND:20261121T180000Z
SUMMARY:Using GenAI to Restore Time-Intensive Teaching Practices and Assess Process Over Product Regardless of Class Size
DESCRIPTION:Oftentimes\, large enrollments constrain certain high-impact practices that develop or assess critical thinking\, because of their time-intensive nature. These include in-class discussion\, individualized feedback on student writing\, oral and essay exams\, or large projects or presentations. Now that AI is requiring faculty to shift from assessing final products to assessing the student reasoning that goes into developing a final product\, we ask whether GenAI can also restore some critical thinking practices and assessments traditionally relegated only to small classrooms. In this roundtable\, three biology professors first share their successes and failures with piloting AI-enabled practices to tackle these challenges. Then we open a pertinent roundtable discussion: how to assess process vs product and where AI might enable some of the “small-class” practices and assessments in our largest classes. Attendees will leave with new perspectives about using GenAI to facilitate high-impact\, process-orientated\, and time-intensive practices and assessments in large classrooms.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:89bcd65916326753b18e8a5752c11a14
URL:http://2026asmcue.sched.com/event/89bcd65916326753b18e8a5752c11a14
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T180500Z
DTEND:20261121T190500Z
SUMMARY:Bringing Genomics Into the Classroom: A Hands-On Workshop Using Web-Based Tools for Genome Assembly and Annotation
DESCRIPTION:This hands-on workshop will introduce educators to teaching genome assembly and annotation using the free\, web-based platform Galaxy. Participants will assemble a bacterial genome using SPAdes\, evaluate assembly quality with QUAST\, annotate genomes with Prokka\, and explore how these tools can be integrated into short modules or course-based undergraduate research experiences (CUREs). The session emphasizes accessibility\, requiring no command-line experience or specialized computing resources beyond a standard laptop. Participants are welcome to bring their own sequenced genomes if desired. Attendees will leave with strategies and techniques for implementing genome analysis in their own courses.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:6d69cbe6bb2de7e493709b8d543db870
URL:http://2026asmcue.sched.com/event/6d69cbe6bb2de7e493709b8d543db870
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T180500Z
DTEND:20261121T190500Z
SUMMARY:Incorporating effective science communication principles in undergraduate STEM courses
DESCRIPTION:Despite its relevance for the advancement of science\, the incorporation of effective science communication (SciComm) strategies into undergraduate courses remains limited. Expectations for SciComm in laboratory and Course-Based Undergraduate Research Experiences (CUREs) are also not well defined. This workshop will introduce attendees to evidence supporting the integration of formal SciComm training into STEM courses. We will share examples of SciComm curricula focused on effective\, evidence-based strategies that support the development of students’ skills\, mindsets\, and behaviors in SciComm. Attendees will also create a plan for integrating evidence-based SciComm into their didactic\, laboratory\, or CURE curriculum.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:823f586fa35a0923b5e5f6d823dc6abd
URL:http://2026asmcue.sched.com/event/823f586fa35a0923b5e5f6d823dc6abd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T180500Z
DTEND:20261121T190500Z
SUMMARY:AI as a Mindtool: Shifting Student Use from Generating Content to Fostering Critical Thinking
DESCRIPTION:Artificial intelligence (AI) is transforming education\, yet guidance on using it to foster critical thinking in STEM education is limited. This interactive roundtable session explores how AI can support active knowledge construction rather than passive information retrieval. Examples of AI-infused learning activities will be shared\, including what-if modeling\, concept mapping\, and error analysis\, that may promote higher-order thinking skills such as analysis\, evaluation\, and synthesis. Through hands-on activities and discussions\, attendees will identify strategies for integrating AI as a mindtool into STEM instruction and leave with adaptable approaches that may encourage deeper learning and critical thinking.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:40a615a3e52dbd3c57889d63e7a78b03
URL:http://2026asmcue.sched.com/event/40a615a3e52dbd3c57889d63e7a78b03
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T180500Z
DTEND:20261121T190500Z
SUMMARY:Cognitive Isn’t Enough: Strategizing the Support of Affective Learning in Science to Achieve Full “Bloom” Learning
DESCRIPTION:Since 1954\, Bloom’s Taxonomy has become a popular framework to structure learning\, but the focus has been on the cognitive domain (remember\, understand\, etc.). In this roundtable\, we will consider the affective domain\, one of the other domains in Bloom’s Taxonomy. The affective domain focuses on emotional components of learning\, such as willingness to receive and respond to information\, assign value and organize viewpoints\, and ultimately incorporate values into personal decisions\, and is integral in supporting cognitive learning. Affective learning supports reasoning skills for ethical use of AI and decision-making in our science-skeptical society\, but affective learning outcomes are underrepresented in science course or program learning outcomes. As a group\, we will uncover challenges that have prevented the articulation and systematic teaching of affective learning in science. We also will explore strategies the community has or could use to support affective learning in students and how to research their effectiveness.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:c4fb1721ccd0380bef911d979670b467
URL:http://2026asmcue.sched.com/event/c4fb1721ccd0380bef911d979670b467
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T180500Z
DTEND:20261121T190500Z
SUMMARY:Fostering student belonging\, professional identity\, and career readiness with revitalized co-curricular programming.
DESCRIPTION:Co-curricular activities help students to build and sustain their sense of belonging\, professional identity\, and career readiness. In response to declines in participation in co-curricular science clubs resulting from repeated shifts in student leadership\, faculty at our institution developed a sustainable\, faculty-led STEM Society to provide equitable and regular programming that students can depend upon. By intentionally embedding opportunities for connection across science disciplines\, faculty are showcased as an approachable source of support. This has resulted in students feeling empowered to inform faculty of resources needed for success. In response our STEM Society now offers an MCAT study group\, peer study group facilitators\, career panels\, internship fairs\, and student achievement celebrations. During this interactive presentation we will introduce our faculty-led model\, share the programming framework\, and engage participants in discussions about opportunities and challenges of developing sustainable co-curricular programming aimed at promoting belonging\, persistence\, and career readiness at their institutions.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:14f7a97f637445594fd68bd96c80ebf9
URL:http://2026asmcue.sched.com/event/14f7a97f637445594fd68bd96c80ebf9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T191000Z
DTEND:20261121T201500Z
SUMMARY:Co-Designing Course AI Policies with Our Students to Ensure Flexibility\, Transparency\, and Precision
DESCRIPTION:AI touches so many facets of education that AI policies have a lot to balance: far more than any other policy in our syllabi. From brainstorming and correcting grammar\, to using AI as electronic lab notebooks and formatting data tables\, it’s still an open question of what uses of AI are appropriate in Microbiology teaching\, research\, and learning. Come learn a simple approach for co-designing policies with students to increase buy-in\, promote openness about AI use\, discover what AI uses students care about\, and promote the best practices of only those specific uses—instead of policing AI and education writ large.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:1e5cbd7fa065817b4777074656abe3a0
URL:http://2026asmcue.sched.com/event/1e5cbd7fa065817b4777074656abe3a0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T191000Z
DTEND:20261121T194000Z
SUMMARY:Opportunities\, outcomes\, and best practices for teaching with authentic data & open science
DESCRIPTION:Attendees will learn principles of designing inquiry-based teaching activities with large authentic datasets\, especially open datasets. Working with open resources helps students understand and participate in the full process of discovery\, including experimental design\, data analysis\, data visualization\, and reporting. This facilitates experiences on a massive scale that are not otherwise possible in undergraduate classes or even most research labs\, especially for students who lack access to research experiences. Participants will experience a field-tested\, inquiry-based activity using Allen Institute open science\, learn best practices of teaching with open science\, and then brainstorm other authentic data sources\, activities\, and classroom applications.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0b8b8289de382f2e4ee70dad1749a9d1
URL:http://2026asmcue.sched.com/event/0b8b8289de382f2e4ee70dad1749a9d1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T191000Z
DTEND:20261121T201500Z
SUMMARY:The Right Answer Is Not Enough: Teaching Students to Build and Defend Biological Explanations
DESCRIPTION:A correct answer does not necessarily demonstrate strong biological reasoning. Students may identify the right organism\, pathway\, or outcome yet struggle to explain the mechanism or justify why one interpretation fits the evidence better than another. In this interactive mini-workshop\, participants will explore a transferable framework that pairs low-cost manipulatives with structured argumentation. Examples involving multidrug-resistant Klebsiella pneumoniae and whether viruses belong on the tree of life show how students construct and revise models\, apply them to competing claims\, and defend evidence-based explanations. Participants will complete a brief activity and leave with a practical sequence adaptable to their own courses.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:88b7d4f97f2693b746e2b58e814ab077
URL:http://2026asmcue.sched.com/event/88b7d4f97f2693b746e2b58e814ab077
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T191000Z
DTEND:20261121T194000Z
SUMMARY:Your Body’s SuperHero Immune Cell Team – Visual learning teaching activity using Plush toy microbes and cells – How Vaccines and Your Immune System Cells Keep You Healthy and Attack Germs!
DESCRIPTION:SuperHero Immune Cell Team is an engaging in-class visual learning activity. Students are provided with five different crocheted or plush toy immune cells\, animation videos\, and immune cell questions to recreate immune cell function necessary to clear infections in your body. The students will visualize and develop questions about each immune cell’s role in The 3 Rs of Immunology (Recognition\, Response\, & Remember) in clearing pathogens\, pathogen escape tactics\, and response to vaccines. This activity is relevant for students that learn Immune cell basics in Biology\, Microbiology\, Anatomy & Physiology\, and Immunology courses at the college and high school level.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0b459f46c7cc0200d74b40d9c5fe0e38
URL:http://2026asmcue.sched.com/event/0b459f46c7cc0200d74b40d9c5fe0e38
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T191000Z
DTEND:20261121T201500Z
SUMMARY:Health Disparities as a Framework for Connecting Basic Science\, Community Engagement\, and Student Success
DESCRIPTION:STEM careers in healthcare and biomedical sciences continue to be stable and growing professions. However\, learners often struggle to connect foundational science disciplines to real-world applications. The Rural Appalachian Health Disparities minor at WVU provides a curricular framework that integrates basic science\, community engagement\, and public health policy to address health challenges in rural Appalachia. This roundtable will explore strategies for leveraging existing curricula to demonstrate how disciplines such as microbiology\, immunology\, and molecular biology inform public health initiatives and community partnerships. Participants will discuss strategies for fostering interdisciplinary collaborations across their institutions and explore how integrating community-relevant health challenges into foundational science curricula can better prepare and retain students from diverse backgrounds for careers in healthcare\, biomedical research\, and public health while reinforcing the societal relevance of basic science.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2a4a00d9b5ffb6c4a7cb56db4e74bd4d
URL:http://2026asmcue.sched.com/event/2a4a00d9b5ffb6c4a7cb56db4e74bd4d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T194500Z
DTEND:20261121T201500Z
SUMMARY:Symbiotic Scholars: Merging GenAI and Wikipedia for Knowledge Navigation Skills
DESCRIPTION:There have been disruptors to traditional educational practices with Wikipedia being a long-avoided source of information due to the lack of evidence-based information. Now\, generative AI brings another wave of uncertainty in the authenticity of information. Students continue to need tools to navigate web-based platforms. A course project was created with the guidance of Wiki Education and use of a generative AI platforms to provide a training framework for students in how to interface with resources to identify and verify information that could be scientifically supported\, and in turn communicate accurate information on a Wikipedia page.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:c2049535ffbc4e19436fa4379a796612
URL:http://2026asmcue.sched.com/event/c2049535ffbc4e19436fa4379a796612
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T194500Z
DTEND:20261121T201500Z
SUMMARY:The Microbe-Neuron Connection: Integrating Microbiology and A&P for Deeper Learning
DESCRIPTION:Pre‑health students often separate Anatomy & Physiology (A&P) and Microbiology rather than viewing them as interconnected. This workshop will focus on a project that bridges that gap through a Bloom’s‑aligned\, co‑developed case study. Students analyze a 22‑year‑old patient with trismus\, rigidity\, and hyperreflexia\, diagnosing tetanus and tracing how tetanospasmin blocks inhibitory neurotransmitters to produce spastic paralysis. The activity requires integrating microbial pathogenesis with nervous system physiology. Assessments span all Bloom’s levels\, including evaluating clinical claims and constructing mechanistic explanations. An AI‑literacy component models transparent\, faculty‑guided AI use. Early feedback shows improved understanding of concept integration across the pre‑health curriculum.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:462ce258770703d3651df7b2f8f573d8
URL:http://2026asmcue.sched.com/event/462ce258770703d3651df7b2f8f573d8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T201500Z
DTEND:20261121T213000Z
SUMMARY:Lunch (on your own)
DESCRIPTION:There are lots of restaurants on-site and off-site to enjoy!
CATEGORIES:ALL ATTENDEES
LOCATION:off-site\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:cf3a1b1c29d24b0f047c071148c513f6
URL:http://2026asmcue.sched.com/event/cf3a1b1c29d24b0f047c071148c513f6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T213000Z
DTEND:20261121T223500Z
SUMMARY:Beyond the Biology: Why We Should Consider An Expanded Interdisciplinary Approach to Teaching Undergraduates about Vaccines and an Example of How that Might Look
DESCRIPTION:Typical vaccine education focuses on the biology and science of vaccines\, while the conversations our students will face after college are often shaped by emotion\, lived-experience\, and trust. In this mini-workshop\, participants will first become the students as they experience first-hand a discussion that involves historical\, cultural\, and social aspects of vaccine hesitancy. Participants will then evaluate the pedagogy of this teaching approach and consider ways to implement interdisciplinary discussion into their courses. Finally\, an example of a broadened vaccine curriculum will be presented along with evidence from biology education research of its effectiveness in building understanding that fosters empathy.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:64de14c5aa9704abcdd039678b614a04
URL:http://2026asmcue.sched.com/event/64de14c5aa9704abcdd039678b614a04
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T213000Z
DTEND:20261121T223500Z
SUMMARY:Publish your Education Study: Turning Classroom Research into Scholarly Impact
DESCRIPTION:Education research studies and the translation of their results into evidence-based teaching have resulted in increased learning outcomes for learners in diverse contexts. However\, the dissemination of education research through publication in peer-reviewed journals can be daunting to newcomers to the field. This workshop is for practitioners and trainees interested in learning how to write up and publish their education studies in a peer-reviewed journal. Using structured materials and practical guidance\, this interactive workshop will walk participants through the phases of planning and writing a manuscript in science education research and will explore different venues for publishing education research manuscripts.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:41f202c51078e8df0a254ade3b044606
URL:http://2026asmcue.sched.com/event/41f202c51078e8df0a254ade3b044606
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T213000Z
DTEND:20261121T220000Z
SUMMARY:AI is here – how do educators plan to integrate AI tools for research into coursework (while still teaching core science skills)?
DESCRIPTION:Science is rapidly moving into an AI-driven space with new tools and applications becoming increasingly available. As the US Department of Energy Systems Biology Knowledgebase (KBase) updates to a modernized\, AI-integrated platform\, how can KBase continue to support key workforce development skills in science? The KBase Educators community needs your input! We are a very active network (https://www.kbase.us/engage/educators/) that develops resources for using KBase in undergraduate courses. What are educators considering\, exploring\, and concerned about teaching alongside advances in AI technology for research and analysis? Possible topics to explore include: developing students’ critical thinking skills while using AI\; ensuring scientific integrity\, transparency\, and reproducibility. This session encourages a candid discussion where educators can share their thoughts on using data analysis platforms with AI-integration (e.g.\, research / co-scientist agent). Join this open conversation to share concerns and what excites you about adopting AI tools with students!
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:64a43c9a68899198f79aec7cffcedc19
URL:http://2026asmcue.sched.com/event/64a43c9a68899198f79aec7cffcedc19
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T213000Z
DTEND:20261121T220000Z
SUMMARY:Credentialing\, Curriculum\, and Career Readiness: A Roundtable Discussion
DESCRIPTION:As undergraduate programs increasingly seek to incorporate industry-recognized credentials (IRCs)\, faculty and educators face an important question: how well do bioscience industry standards align with academic preparation and existing coursework? IRCs provide a tangible connection between the classroom and the workplace by validating competencies valued by employers\, but what does meaningful integration look like in practice? This interactive roundtable invites participants to complete\, at no cost\, the Biotechnology Aptitude and Competency Exam (BACE) and/or the Aseptic Processing Technician Exam (APTE) prior to the session. By experiencing the exams firsthand\, participants will gain insight into their rigor\, content\, and workforce relevance. Guided discussion will focus on strategies for aligning curricula with industry-defined competencies\, adapting existing courses\, developing credential-forward learning experiences\, and examining the role of IRCs in enhancing student opportunity\, employability\, and career readiness. Participants will leave with practical ideas for bridging academic and workforce expectations.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:88e4bd02bf9bfbd515f2e1bf51b5458a
URL:http://2026asmcue.sched.com/event/88e4bd02bf9bfbd515f2e1bf51b5458a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T213000Z
DTEND:20261121T220000Z
SUMMARY:The Microbiology Educator Exchange: Building New ASM Teaching and Learning Communities Through Peer Support and Networking
DESCRIPTION:The Educator Exchange is a new ASM program that brings colleagues together in small\, facilitated groups to develop or adapt ideas\, resources\, or implementation strategies to improve student learning. During each semester-long session\, small groups meet biweekly and workshop ideas that add to a teaching toolbox. All participants in an Educator Exchange session address one broad educational topic\, with the facilitator guiding the group to collaboratively identify specific sub-topics to explore and workshop. This round-table session will begin with a description of the Educator Exchange program (EExP) and what has been learned from the Fall 2026 pilot implementation on the topic of classroom assessment. Session leaders will then prompt attendees to participate in roundtable discussions intended to strengthen further implementations of the Educator Exchange by providing broader community feedback.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:2d421134d1b4c6d1beea4930f4cdb26b
URL:http://2026asmcue.sched.com/event/2d421134d1b4c6d1beea4930f4cdb26b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T220500Z
DTEND:20261121T223500Z
SUMMARY:An online community of practice provides effective professional development in inclusive evidence-based teaching practices
DESCRIPTION:Long-term professional development (PD) programs can improve student learning\, but they are not easy to build or run. This session highlights practical PD frameworks that create lasting change by detailing the Biologists and Graph Interpretation (BioGraphI) Project\, an NSF-funded network that promotes evidence-based teaching. BioGraphI is an online community of practice (CoP) that has trained over 100 faculty across multiple institutions. We will describe the structure\, curriculum\, facilitator tools\, evaluation\, and faculty outcomes of BioGraphI. Using BioGraphI’s materials as a guide\, participants will draft a plan to build their own CoP and connect with others to explore potential collaborations.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:22d1d22090923a5fe9f8e49631d0e14b
URL:http://2026asmcue.sched.com/event/22d1d22090923a5fe9f8e49631d0e14b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T220500Z
DTEND:20261121T223500Z
SUMMARY:Bridging Student Skill Gaps with AI for Public Health Communication
DESCRIPTION:Attendees will be introduced to a Project Lab model with collaborative research\, science communication\, and generative AI to support student learning. AI can bridge student skill gaps in project-based experiences while maintaining authentic learning and student ownership. Students used museum-curated resources to investigate the history and science of influenza while developing resources for public health communication. AI was a tool throughout the project\, script development\, revision\, and animation. Students remained responsible for providing peer feedback\, maintaining scientific accuracy\, and making editorial decisions. Attendees will leave with a framework for using AI to bridge student skill gaps while developing community-engaged projects.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:dea8a16320594f34728e33fc5da9ec78
URL:http://2026asmcue.sched.com/event/dea8a16320594f34728e33fc5da9ec78
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T220500Z
DTEND:20261121T223500Z
SUMMARY:Advancing Excellence in Microbiology Education: ASM’s Course Endorsement Program
DESCRIPTION:The American Society for Microbiology (ASM) is developing a process to recognize exemplary general microbiology courses in various institutions. This initiative highlights courses that align with the 2024 ASM Curriculum Guidelines and demonstrate student centered active learning\, varied engagement strategies\, and multiple forms of assessment. We have draft rubrics and an initial review workflow and seeks input from microbiology educators to refine and strengthen the endorsement process. Beginning in the spring\, course applications will be evaluated across four categories: • Course Architecture — alignment with ASM curriculum guidelines and backwards design principles • Instructional Practices —student-centered\, active learning\, accessibility\, and inclusive teaching strategies • Course Infrastructure — institutional support\, resources\, and sustainability • Reflective Essay — documentation of intentional course design and plans for continuous improvement We invite participants to review the proposed criteria\, share perspectives on feasibility and impact\, and help shape a process that elevates exemplary courses.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:0861295cfb9c08b6a79825036f182f9a
URL:http://2026asmcue.sched.com/event/0861295cfb9c08b6a79825036f182f9a
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T224000Z
DTEND:20261121T235000Z
SUMMARY:Authors Wanted: Learn How To Publish Your Work in the Journal of Microbiology & Biology Education (JMBE)
DESCRIPTION:The Journal of Microbiology and Biology Education (JMBE) welcomes scholarship across science education\, yet many educators are uncertain about which article types fit their work\, what peer review involves\, and publication best-practices. This interactive 90-minute workshop\, led by JMBE editors\, demystifies the entire publishing journey and provides insights for newcomers and frequent JMBE authors alike. Participants will learn JMBE's scope and article sections\, publishing ethics (including AI use and text recycling)\, how peer review works from both sides of the process\, and strategies that distinguish successful submissions. Structured activities at each transition ensure attendees leave with practical skills and confidence.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:8bc84b16274f634ef07f47f3bea8749f
URL:http://2026asmcue.sched.com/event/8bc84b16274f634ef07f47f3bea8749f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T224000Z
DTEND:20261121T231000Z
SUMMARY:Beyond Memorization: Integrating Critical Thinking and Inquiry with HHMI BioInteractive Resources
DESCRIPTION:How can we develop students' critical thinking skills in analyzing information\, evaluating evidence\, and constructing well-reasoned arguments? Highlighting the use of real-world phenomena and authentic data\, this session features free HHMI BioInteractive resources that engage students in scientific inquiry and deepen their understanding of core concepts. Grounding student learning in authentic contexts encourages them to ask questions\, interpret data\, and draw meaningful conclusions. Participants will discuss evidence-based teaching practices and practical approaches to support students’ critical thinking development in their classrooms.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:7cc6c0e179cdcb130cc4ca7d0d13b816
URL:http://2026asmcue.sched.com/event/7cc6c0e179cdcb130cc4ca7d0d13b816
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T224000Z
DTEND:20261121T235000Z
SUMMARY:From Memorize to Mesmerize: Authentic Assessment That's Engaging\, Meaningful\, and (mostly) AI-Resistant
DESCRIPTION:Traditional exams focus on lower-level Bloom's taxonomy (recall and understand)\, while authentic assessments tie learning to real-world contexts\, invite student choice\, and reveal how students think. These assessments are also more engaging\, meaningful\, and (mostly) resistant to answer-sharing and generative AI. This mini-workshop introduces portfolio-based authentic assessment as a practical alternative. This approach was implemented over three semesters in a large pre-health microbiology lecture course\, and qualitative data from student feedback will be shared\, along with strategies for scaffolding and managing student AI use. Attendees should bring a current assessment they want to reimagine as an authentic task or portfolio.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:94e22f32d20fb9092c082dfcf272b80e
URL:http://2026asmcue.sched.com/event/94e22f32d20fb9092c082dfcf272b80e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T224000Z
DTEND:20261121T235000Z
SUMMARY:Think Like an Educator\, Lead Like a Microbiologist
DESCRIPTION:Today's microbiology educators are increasingly called upon to lead change across classrooms\, departments\, and institutions. Yet few professional development experiences prepare faculty for the complexity of this work. Drawing on Project Kaleidoscope’s STEM leadership development\, this interactive session will introduce an evidence-informed professional development model grounded in systems thinking\, organizational change\, and reflective practice. Through a facilitated case study presentation and discussion\, attendees will learn how to diagnose complex challenges before acting\, recognize the visible and invisible forces shaping institutional change\, navigate competing perspectives\, and lead with greater consciousness\, ownership\, and resonance.
CATEGORIES:MINI-WORKSHOP
LOCATION:Room 335\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:e7df29a28748c21457f4d105391b1973
URL:http://2026asmcue.sched.com/event/e7df29a28748c21457f4d105391b1973
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T224000Z
DTEND:20261121T231000Z
SUMMARY:Updating the 2018 Microbiology in Nursing and Allied Health (MINAH) Undergraduate Curriculum Guidelines
DESCRIPTION:The 2024 release of the updated ASM Recommended Curriculum Guidelines for Undergraduate Microbiology Education provides a timely opportunity to re-examine and update the 2018 Microbiology in Nursing and Allied Health (MINAH) Undergraduate Curriculum Guidelines. Historically mapped to the 2012 ASM framework and cross referenced with the 2016 National Council Licensure Examination for Registered Nurses (NCLEX) framework\, the MINAH guidelines focus on clinical relevance\, infection control\, and frontline patient care. Considering there are now updated ASM general undergraduate microbiology curriculum guidelines as well as a 2023 update to the NCLEX framework\, it is important to review the MINAH guidelines to ensure alignment of core concepts\, and scientific skills. This session will build momentum for the ongoing collaboration of the update effort. We are interested in identifying co-facilitators and volunteers to help advance this work for 2027.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 336\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:42f40838e0f5b3c72e4eab553608991b
URL:http://2026asmcue.sched.com/event/42f40838e0f5b3c72e4eab553608991b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T231500Z
DTEND:20261121T235000Z
SUMMARY:Expanding Undergraduate Research: Developing a SEA-PHAGES Genomics Course at Hudson Valley Community College
DESCRIPTION:Undergraduate research experiences significantly impact student success and readiness in STEM. However\, community colleges have limited opportunities for authentic research. We discuss the implementation of CURE at Hudson Valley Community College. This course allows students to participate in real scientific discovery through the SEA Phages Genomics program. Students who successfully participate in this course contribute to a national database of bacteriophage biology\, learn bioinformatics tools\, collaborate with peers to write a manuscript for publication in a peer reviewed journal and present at an international poster session. This presentation will share the motivation behind developing the course\, its design\, and implementation.
CATEGORIES:MINI-WORKSHOP
LOCATION:Rooms 338 & 339\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:79ec5c96f2e47944757e1229a922c899
URL:http://2026asmcue.sched.com/event/79ec5c96f2e47944757e1229a922c899
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261121T231500Z
DTEND:20261121T235000Z
SUMMARY:Beyond BlackInMicro Week: Building Classroom Activities that Emphasize Science Identity and Stories from Everyday Scientists
DESCRIPTION:BlackInMicro (BiM) Week is a free conference open to everyone. Occurring every 2 years\, it attracts online attendees from 76+ countries to celebrate personal journeys in STEMM. BiM emphasizes career development and connecting everyday scientists to the public. Recordings and published articles are available year-round\, with potential to use for undergraduate learning. Session participants will meet #BlackInMicro scientists and brainstorm ways to connect their classrooms to STEMM community members. The roundtable discussion will accomplish two goals. Facilitators will solicit ideas to increase ease of transforming BiM’s open-access materials into classroom tools. Small groups will also work together drafting a classroom activity that encourages students to: 1) view themselves as scientists (increase science identity)\, 2) explore impacts of science on the wider community\, or 3) consider the value of microbiology in their lives. Approaches learned can also be applied to other groups (i.e. 500 women scientists\, LatinxInSTEM) for future course design.
CATEGORIES:ROUNDTABLE DISCUSSIONS & AFFINITY GROUPS
LOCATION:Room 337\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:8fad75ffc4680f3d4c4c6c52f040ed24
URL:http://2026asmcue.sched.com/event/8fad75ffc4680f3d4c4c6c52f040ed24
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261122T000000Z
DTEND:20261122T011500Z
SUMMARY:Plenary with Ann Stevens\, raffle\, and Closing Comments
DESCRIPTION:Schedule:\n4:00 - 4:40 pm Plenary talk by Ann Stevens\n4:40 - 4:55 pm Raffle prizes!\n4:55 - 5:15 pm Closing Comments by the Planning Committee\, led by Kelly Collins\n\nPlenary talk by Ann Stevens\nTitle: Caring about Teaching in the Classroom and Research Lab\nDescription:&nbsp\;\n\nAnn Stevens is the 2026 ASM Carski Awardee.&nbsp\;There are some common themes that exist between teaching students in a course and in an experimental research lab. Both require an effort to foster good communication skills related to the presentation of findings and scientific discovery. &nbsp\;Teaching and mentoring skills evolve in both environments through a willingness to change\, whether that change come from a self-desire to improve\, a roadblock that must be overcome or an unexpected opportunity that presents itself. &nbsp\;Both types of teaching are strengthened by building connections between related pieces of information and through establishing cooperative and collaborative professional relationships. Balancing a career between teaching and research is a challenging\, but important and rewarding endeavor. Demonstrating to your students that you care&nbsp\;is vital for successful outcomes.
CATEGORIES:ALL ATTENDEES
LOCATION:Rooms 333 & 334\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:09ed8a414cb15c43db11dfa21f94aed3
URL:http://2026asmcue.sched.com/event/09ed8a414cb15c43db11dfa21f94aed3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260904T211417Z
DTSTART:20261122T011500Z
DTEND:20261122T030000Z
SUMMARY:Affinity dinners (on your own). Advanced sign-up required.
DESCRIPTION:Advanced sign-up is required. Sign-up sheet will be available around Nov. 1. If you want to host an affinity dinner\, email ASMCUE@asmusa.org with your proposed topic.
CATEGORIES:ALL ATTENDEES
LOCATION:off-site\, 900 Pine St Seattle\, Washington 98101 USA
SEQUENCE:0
UID:ee4afb321be7762df7756ba26e865ab7
URL:http://2026asmcue.sched.com/event/ee4afb321be7762df7756ba26e865ab7
END:VEVENT
END:VCALENDAR