Welcome to ASMCUE in Seattle, Washington! Registered attendees are able to download the mobile app onto their phone, create a log-in, and make a personalized schedule and chat with attendees. Questions? Email [email protected]
Log in to add sessions to your schedule and sync them to your phone or calendar.
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.
