Scaffolding STEM Literacy Assignments To Build Greater Competence in Microbiology Courses.

Different approaches can be used to impart science, technology, engineering, and math (STEM) literacy among undergraduates and thus can be modified to support various scientific concepts and course objectives. In comparable microbiology-related courses, scaffolded assignments to improve STEM literacy through data, information, and communication analysis skills were developed using the ASM Curriculum Guidelines and the Microbiology Course Inventory (MCI) to structure the course and assignments. Examples of such assignments included a meta-analysis using literature and bioinformatics, as well as a public data presentation and an epidemiological model based on current events.

Making It Matter: Increasing Student-Perceived Value of Microbiology through Reflective and Critical News Story Analysis.

Even before coverage and updates on COVID-19 became a daily event in mainstream news, mass media was already full of science-focused current events stories. While relevant to our everyday lives, many popular press science articles overstate conclusions, misstate details or, at worst, purposefully spread disinformation. This iterative news analysis and writing intervention was designed to increase the visibility of real-world applications of microbiology in current events (including and beyond the 2019 coronavirus disease [COVID-19] pandemic), thereby engaging students and cultivating motivation through a positive perception of course content in accordance with expectancy-value theory.

Development of a Remote, Course-Based Undergraduate Experience to Facilitate Study of Microbial Metabolic Pathways.

Course-based undergraduate research experiences (CUREs) often occur in a physical lab space, but they can also be offered remotely while maintaining course expectations and providing opportunity for authentic student engagement in research. Using a novel framework, remote Microbial Ecology CURE students used microbes isolated via antimicrobial-challenged Winogradsky columns to investigate phylogeny and metabolism through a hypothesis-driven meta-analysis (MA). Students used 16S rRNA and key metabolic enzymes to compare phylogeny; enzymes were modeled and evaluated for putative conserved domains, culminating in primer design and analysis.