Pedagogy

Innovative teaching is now considered a crucial factor when designing and delivering high quality curricula and includes activities such as games, teamwork workshops and problem-solving sessions. In addition, higher education institutions are now expected to build strong bonds with the public via various outreach activities with schools or other community groups. In order to help modern microbiology educators stand up to these challenges, Access Microbiology provides a collection of pedagogical research in the field of microbiology, offering a handy database with all pedagogical papers published in Access Microbiology since 2019, updated regularly as new articles are published. This collection aims to help microbiology educators improve their teaching by introducing new innovative teaching and outreach ideas to their curricula, often generated by members and friends of the Microbiology Society.
Collection Contents
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Unearthing new learning opportunities: adapting and innovating through the ‘Antibiotics under our feet’ citizen science project in Scotland during COVID-19
Rebecca Mary Cornwell, Kirsty Ross, Caius Gibeily, Isobel Guthrie, Pak Hei Li, Laurence Taylor Seeley, Yaxuan Kong, Ava True, Arun Barnes, Emma Nimmo, Gloriya Len, Ioana Oprea, Boyang Lin, Aswin Sasi, Vicky Chu, Chloe Davidson, Daniil Ulasavets, Grace Renouf-Bilanski, Maria Dmitrieva, Yana Leung, Ziying Ye, Sasha Brown, Meghna Vaidya, Jenna Hynes, Catherine Mullner, Priyansha Agarwal, Paul Johnston, Charlotte Thorley and Clarissa Melo Czekster‘Antibiotics under our feet’ is a Scottish citizen science project that aimed to raise science capital in primary school learners and their teachers through measurement of microbial diversity in urban soil samples in the search for novel antimicrobial compounds. Resistance to antibiotics is rising, posing a global threat to human health. Furthermore, science, technology, engineering and mathematics (STEM) skills are in crisis, jeopardising our capacity to mobilise as a society to fight antimicrobial resistance (AMR). Originally conceived as a response to the AMR and STEM emergencies, our project was hit by the unprecedented challenge of engaging with schools during the COVID-19 pandemic. We describe how we adapted our project to enable remote participation from primary schools and youth groups, utilising COVID-19 response initiatives as opportunities for multi-level co-creation of resources with learners in primary, secondary, and higher education. We produced portable kit boxes for soil sample collection with learning activities and videos linked to the Scottish Curriculum for Excellence. We also addressed glaring project specific content gaps relating to microbiology on English and Simple English Wikipedia. Our hybrid model of working extended our geographical reach and broadened inclusion. We present here the inception, implementation, digital resource outputs, and discussion of pedagogical aspects of ‘Antibiotics under our feet’. Our strategies and insights are applicable post-pandemic for educators to develop STEM skills using soil, microbes, and antibiotics as a theme.
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Using photovoice to engage students in a non-major microbiology course
More LessIn the past decade, it has become increasingly difficult to engage and encourage critical thinking and deeper learning in students who participate in higher education, particularly in non-major subjects. Photovoice is a participatory action research methodology that has been used in community-based research in many different areas including social science, health science and education. In this study, photovoice was used as a pedagogical tool in a third-year BSc Bioscience non-major microbiology module at Dundalk Institute of Technology. In order to ascertain if photovoice was an effective way of engaging these students, a qualitative descriptive methodological approach, in the form of a focus group, was employed. Six of the 13 students who took the module participated in the focus group, reporting a positive experience overall of using photovoice. Further analysis of the focus group data resulted in the overarching theme of choice, with creativity and critical thinking and research skills as sub-themes to emerge. These findings suggest that photovoice is an effective way to engage students in microbiology as a non-major subject. However, as it was a small sample size, future research would need to use a larger cohort of students to provide further evidence of using photovoice as a pedagogical engagement tool for non-major subjects.
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Gamification as a tool to teach key concepts in microbiology to bachelor-level students in biology: a case study using microbial interactions and soil functioning
Microbiology is a difficult topic to teach given that the objects of study are mostly invisible to the learner. The majority of university students beginning their training in biology are more interested in natural objects that can be seen with the naked eye. Nonetheless, micro-organisms are key components of the biosphere and a good microbiological background is required for a thorough training in natural sciences. Lectures are still a common teaching format in universities. However, it is a passive learning format and no longer considered the most adequate approach in most teaching situations. Instead, alternatives consisting of more active teaching formats have been recognized to better motivate students to acquire and consolidate knowledge. In addition, transferable skills, such as effective communication, critical thinking and time management, are acquired simultaneously. A similar engagement can be obtained using games as part of the teaching experience. In this study, we designed a card game to teach key concepts in basic bacteriology and mycology to bachelor-level students. The first task consists of creating and designing microbial characters based on a list of species. This proved very useful for second-year bachelor students in terms of grasping concepts such as cell morphologies, taxonomy and life cycles. In the second task, third-year students used the characters created in the second-year class to develop a game based on an ecological function, namely forest litter degradation. In addition, they also considered experimental validation of the microbial activities and incorporated knowledge acquired in other fields.
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The longitudinal effect of disseminating handwashing public health education to children in India via co-created, culturally relevant resources
More LessInfectious diseases are a leading cause of death for children from low- and middle-income countries (LMICs), often due to inadequate hand-hygiene. This study evaluates culturally relevant educational resources as a vehicle to disseminate the importance of handwashing amongst children in India. Employing a participatory action research (PAR) model and mixed methods, this follow-up longitudinal study evaluates a set of innovate educational handwashing resources and workshops specifically co-created for use in the State of Gujarat, and how they aid teachers in the teaching of hand-hygiene over a 3 year period. Working alongside local NGOs on-the-ground, teacher questionnaires (n=58) and focus groups including a brief questionnaire with teachers (n=35) were conducted to assess the impact of trainer workshops. In addition, pre- and post-workshop worksheets were conducted with children (n=98). Percentage change was calculated between children’s pre-and post-worksheet scores and a cumulative frequency of responses to each questionnaire criterion was measured. Data from the focus group found that the resources had been used in over 200 schools by more than 5000 children. In addition, 92.28 % of teachers said they would use the resources within their classrooms in India, with 58.16 % of pupils having an increased understanding of germs/handwashing directly after the workshop. Teachers reported that they are able to teach microbiology and handwashing more effectively. Furthermore, following a focus group, 100 % of teachers noted a reduction in childhood vomiting and diarrhoeal illnesses linked with insufficient hand-hygiene across 46 schools in the State of Gujarat since using the Germ’s Journey resources.
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Unigems: plasmids and parts to facilitate teaching on assembly, gene expression control and logic in E. coli
Synthetic biology enables the creative combination of engineering and molecular biology for exploration of fundamental aspects of biological phenomena. However, there are limited resources available for such applications in the educational context, where straightforward setup, easily measurable phenotypes and extensibility are of particular importance. We developed unigems, a set of ten plasmids that enable classroom-based investigation of gene-expression control and biological logic gates to facilitate teaching synthetic biology and genetic engineering. It is built on a high-copy plasmid backbone and is easily extensible thanks to a common primer set that facilitates Gibson assembly of PCR-generated or synthesized DNA parts into the target vector. It includes two reporter genes with either two constitutive (high- or low-level) or two inducible (lactose- or arabinose-) promoters, as well as a single-plasmid implementation of an AND logic gate. The set can readily be employed in undergraduate teaching settings, during outreach events and for training of iGEM teams. All plasmids have been deposited in Addgene.
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University student-led public engagement event: increasing audience diversity and impact in a non-science space
There is a wealth of innovation in microbiology outreach events globally, including in the setting where the public engagement is hosted. Previous data indicate an underrepresentation of marginalized ethnic groups attending UK science-based public engagement events. This project engaged our student cohort, encompassing a diverse range of ethnic groups, to create an integrated art and science event within an existing series of adult education evenings. The study’s objectives were to increase the proportion of visitors from marginalized ethnic groups and to gain a greater understanding of the impact of the event on the visitors’ reported science capital. The participants’ demographics, links to our students and University, and detailed impact on participants’ science capital of the event were determined through analysis of exit questionnaires. There was an increase in the proportion of marginalized ethnic group visitors compared to similar previous events. A higher proportion of visitors from marginalized ethnic groups had links with our students and University compared to white/white British visitors. Elements of the exit questionnaire were mapped to the science capital framework and participants’ science capital was determined. Both ethnically marginalized participants and white/white British visitors showed an increase in science capital, specifically dimensions of science-related social capital and science-related cultural capital, after the event. In conclusion, our study suggests that a student-led blended art and science public engagement can increase the ethnic diversity of those attending and can contribute towards creating more inclusive public engagement events.
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Education-based grant programmes for bottom-up distance learning and project catalysis: antimicrobial resistance in Sub-Saharan Africa
International development and aid are often conducted through the allocation of funding determined by decisions of non-locals, especially in the west for those in the global south. In addition, such funding is often disassociated from local expertise, therefore providing little long-term developmental impact and generating distrust. This is particularly true for conservation, as well as environmental and educational programmes. We hypothesize that by granting local people the educational tools and the necessary funding to develop their own projects through the use of an applicant-driven peer-review approach, it is possible to relocalize the decision-making process to the programme participants, with the potential to generate and select more relevant projects with developmental outcomes of higher quality. Here we created an online curriculum for antimicrobial resistance (AMR) education that was followed by 89 participants across Ghana, Tanzania, Nigeria and Uganda. We then created an open research programme that facilitated the creation of eight de novo projects on AMR. Finally, we organized an applicant-driven grant round to allocate funding to the ‘Neonatal Sepsis in Nigeria’ project to conduct a pilot study and awareness campaign. This work opens perspectives for the design of frugal educational programmes and the funding of context-specific, community-driven projects aimed at empowering local stakeholders in the global South.
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Building blocks of biofilms – an engaging and hands-on microbiology outreach activity for school children and the general public
More LessBiofilms are naturally occurring communities of micro-organisms, attached to a surface and often embedded in a matrix of self-produced polymeric substances. Biofilms are widely implicated in human infections, particularly on prostheses and medical implants. Such biofilms are difficult to eradicate, often leading to replacement of the prosthesis and resulting in a significant burden to healthcare. Here we present a fun and engaging interactive activity targeted toward primary school/early secondary school children, introducing the concept of natural and healthcare-associated biofilms, using dental plaque as an archetypal example. Dental plaque forms as a result of poor oral/dental hygiene, and develops according to a typical series of defined stages: attachment and adherence to the surface, followed by colonization and maturation of the biofilm structure, and eventually, dispersal. This activity uses dental disclosing tablets to visualize real biofilms (plaque) on the participants teeth, and uses interlocking building-blocks to represent microorganisms, where children build three-dimensional ‘biofilms’ of varying shapes and structural integrities. Each of the stages of development are discussed in detail, and after building the biofilms, balls of different shapes, sizes and weights can be used as ‘antimicrobials’ to disrupt the biofilm structure. The outcomes of the activity are to enhance knowledge and general understanding of biofilms; their ubiquitous presence in the natural environment, development, implications in healthcare, and challenges of treatment. The various ‘antimicrobial’ balls also provide a basis to introduce and discuss drug selection for infections, and the importance of using the correct antimicrobial for different infections to avoid development of resistance.
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A guide to pedagogical research for scientists from a biological sciences background
More LessHow we teach science and engage with the public, particularly in fast moving subjects such as microbiology, are constantly being reflected upon, improved and innovated. This has led to a significant increase of pedagogy publications by microbiology educators in higher education that have had a positive impact on teaching quality, student retention, progression and course satisfaction as well as how science is communicated with the public. In this paper we describe the different types of pedagogical manuscripts that biological scientists could write and the benefits that derive from doing so. We provide a glossary of terms often seen in educational literature. Project design and qualitative and quantitative research methodologies are discussed, highlighting ethical and General Data Protection Regulation (GDPR) considerations. Suggestions are made regarding how to network with colleagues who are also keen on writing pedagogical papers as well as examples of good practice. Lastly, a handy how-to-start guide aims to help with first steps. We hope that this paper will be a useful survival manual for colleagues who wish to engage in exciting pedagogical research in the field of microbiology and the broader biological sciences.
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Embedding 21st century employability into assessment and feedback practice through a student–staff partnership
More LessIn-course assessments are an essential part of any coursework because they represent both a physical output of the skills and knowledge acquired at university, but also have the role of supporting student transitions into prospective careers. Therefore, assessments could be used as a conduit to encourage student awareness of the skills needed for the workplace and verify their attainment of these skills, particularly at foundation levels within a degree. Within a second-year Microbiology and Immunology course, students struggled to engage with standalone timetabled careers-related sessions, yet they showed enthusiasm when employability was embedded into assessments. A staff–student partnership project explored these issues, with the overall aim of understanding how to effectively embed employability skills into assessment and feedback and support students positioning themselves for the future. Through a focus group, this project investigated the reasons for low student engagement with timetabled employability sessions and used student views to develop digital initiatives and 21st-century competencies that could be applied more widely within assessment and feedback practice. These initiatives were then implemented as pre-session self-directed activities, with the objective of helping students to link course feedback with employment skills and future career planning, followed by a newly developed in-class reflective feedback session that allowed students time to consider what skills they have developed and make links with future careers. Project evaluation was conducted using a quantitative survey of the students involved.
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Catching the virus – a peer-to-peer game that encourages active participation in microbiology lectures
More LessAn important part of learning within lectures and classrooms is active participation, but this is sometimes difficult in larger lecture rooms. Questioning students is also not very fruitful in larger rooms for many reasons and invariably results in a wall of silence. Playing active-learning games changes the student–teacher dynamic and energizes the lecture room, making the lecture more memorable and worthwhile for the students. In our microbiological lectures, particularly lectures on virology and immunology, students play the ‘catch-the-virus’ game. As all students are in the game together, there is a competitive edge, and students forget about the anxiety of the the lecture theatre. Importantly, because of the nature of the game, the entire lecture room is involved, including students in the back rows. Interestingly, the recent coronavirus disease 2019 (COVID-19) pandemic, and its impact on student lives, makes the catch-a-virus game even more poignant.
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Nights at the museum: integrated arts and microbiology public engagement events enhance understanding of science whilst increasing community diversity and inclusion
This study uses integrated art and science events to explore a blended approach in improving public understanding of current scientific topics and widening participation within the local community. The events were a Halloween-inspired microbiology-themed series of interactive exhibitions hosted within a national museum as part of an existing series of adult education evenings. A representative sample of 102 mixed methods exit questionnaires, based on determining (i) audience diversity and (ii) understanding of scientific topics, were analysed by qualitative and quantitative approaches, and a post-attendance focus group was carried out to determine longer term impact of the event. Participants were grouped as 'Science', 'Arts', 'Both' or 'Neither', according to their past experience and engagement. These events welcomed more participants from the Arts and Neither subsections hence engaging a group of people who would not usually visit science public engagement events or comparative events hosted in traditional academic settings, highlighting the importance of venue choice in reaching new audiences and widening participation. An increase in perceived understanding of science was observed by all groups of participants with reported enjoyment focused around the science talks, presentations and blended art-science activities. A putative impact in science capital is observed with participants reporting an increased likelihood of attending science events in the future. Furthermore, increased discussion and awareness of science in society is evidenced by participants. Blended art and microbiology exhibitions enhance the accessibly of science public engagement events and is likely to increase science capital; the impact of this on cognitive polyphasia is also discussed.
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Microbes Against Humanity, a workshop game for horrible students: using a creative card game in higher education microbiology teaching
More LessIntroducing creative workshops in higher education curricula, in addition to formal lectures, is an excellent way of reinforcing knowledge and encouraging creative thinking. In particular, the use of card games as a tool for inducing student engagement and enthusiasm has been reported to be a very effective approach. Here, we report an innovative card game-based workshop for use at the intermediate undergraduate level. The name of the game is Microbes Against Humanity and has been adapted from the widely known party game Cards Against Humanity, which is freely available under a creative commons licence. Overall, 64 students and two academics participated in this 2 h workshop. Our students found the workshop to be very enjoyable, considered it to be helpful for their learning and suggested interesting ideas for further improvement. In conclusion, it was shown that such exciting workshops can trigger students’ enthusiasm for microbiology and enhance their learning potential.
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