Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching.

During the Spring of 2020, instructors across the nation scrambled to transition their face-to-face courses to remote/online modalities. Necessarily, teaching practices adapted. This study investigated how the usage of evidence-based practices as defined by scientific teaching (ST) was impacted during this rapid transition. More than 130 science faculty teaching courses in biology, mostly from primarily undergraduate institutions in the U.S. Midwest, completed the Measurement Instrument of Scientific Teaching (MIST) for one course of their choosing (lecture portion only for laboratory-based courses). Participants compared how they taught the course in the face-to-face versus the remote setting. MIST scores declined in every category of ST. An instructor's face-to-face MIST score was the largest predictor for the remote MIST score. Fourteen representative participants completed a follow-up interview to discuss how and why they made the changes they did within each ST category. Interviews uncovered variation in how individual practices were emphasized, scheduled, and implemented in normal teaching environments, how access to resources changed in the Spring of 2020, and how all of these things impacted the way ST practices were adopted in emergency remote teaching. Recommendations for mitigating declines in the use of evidence-based teaching in response to future unexpected events are discussed.

Finding Some Good in an Invasive Species: Introduction and Assessment of a Novel CURE to Improve Experimental Design in Undergraduate Biology Classrooms.

Reports such as Vision and Change in Undergraduate Biology Education call for integration of course-based undergraduate research experiences (CUREs) into biology curricula and less emphasis on "cookbook" laboratories. CUREs, often characterized by a single open-ended research question, allow students to develop hypotheses, design experiments, and collaborate with peers. Conversely, "cookbook" labs incentivize task completion and have pre-determined experimental outcomes. While research comparing CUREs and "cookbook" labs is growing, there are fewer comparisons among CUREs. Here, we present a novel CURE built around an invasive grass, Bromus inermis. We evaluated this CURE's effectiveness in improving students' understanding of the Vision and Change competency relating to the application of the scientific process through development and testing of hypotheses. We did so by comparing changes in pre- and posttest scores on the Experimental Design Ability Test (EDAT) between Brome CURE students and students in a concurrent CURE, SEA-PHAGES. While students in both CUREs showed improvements at the end of the semester, Brome CURE students showed a greater increase in EDAT scores than did SEA-PHAGES CURE students. Additionally, Brome CURE students had significantly higher gains in 6 of the 10 EDAT criteria. We conclude that the Brome CURE is an effective ecological parallel to the SEA-PHAGES CURE and can help students gain a meaningful understanding of Vision and Change competencies. Journal of Microbiology & Biology Education.

Quantitative and Qualitative Assessment Methods for Biofilm Growth: A Mini-review.

Biofilms are microbial communities attached to a surface and embedded in an extracellular polymeric substance which provides for the protection, stability and nutrients of the various bacterial species indwelling. These communities can build up in a variety of different environments from industrial equipment to medical devices resulting in damage, loss of productivity and disease. They also have great potential for economic and societal benefits as bioremediation agents and renewable energy sources. The great potential benefits and threats of biofilms has encouraged researchers across disciplines to study biofilm characteristics and antibiofilm strategies resulting in chemists, physicists, material scientists, and engineers, to develop beneficial biofilm applications and prevention methods. The ultimate outcome is a wealth of knowledge and innovative technology. However, without extensive formal training in microbes and biofilm research, these scientists find a daunting array of established techniques for growing, quantifying and characterizing biofilms while trying to design experiments and develop innovative laboratory protocols. This mini-review focuses on enriching interdisciplinary efforts and understanding by overviewing a variety of quantitative and qualitative biofilm characterization methods to assist the novice researcher in assay selection. This review consists of four parts. Part 1 is a brief overview of biofilms and the unique properties that demand a highly interdisciplinary approach. Part 2 describes the classical quantification techniques including colony forming unit (CFU) counting and crystal violet staining, but also introduces some modern methods including ATP bioluminescence and quartz crystal microbalance. Part 3 focuses on the characterization of biofilm morphology and chemistry including scanning electron microscopy and spectroscopic methods. Finally, Part 4 illustrates the use of software, including ImageJ and predictive modeling platforms, for biofilm analysis. Each section highlights the most common methods, including literature references, to help novice biofilm researchers make choices which commensurate with their study goals, budget and available equipment.