Call for Poster Abstracts

Deadline: March 15, 2022

The 2022 ASMCUE Planning Committee welcomes submissions for poster abstracts. Poster presentations will have a new 2-part format for 2022 ASMCUE Virtual:  
  1. Asynchronous poster viewing.  
  2. Live question & answer (Q&A) forum. 
Note: All presenters are responsible for the conference registration fee. 

ASMCUE posters focus on education research outcomes associated with any of the subdisciplines in the biological sciences. This opportunity provides an excellent venue for faculty to showcase their educational research.

rectangular and circular headshots of men and women participating in a virtual conference



Questions? Please contact Rachel Horak, Senior Specialist for Education.

Overview

The subject of all posters at ASMCUE is the Scholarship of Teaching and Learning, Biology Education Research, and similar fields; ASMCUE does NOT accept poster submissions that discuss scientific research (i.e., bench, laboratory, field, modelling). To submit an abstract with scientific content, please consider ASM Microbe or other ASM conferences.
 
The abstract should describe innovative teaching approaches or the specific activities conducted by students or faculty and indicates with assessment data how those changes affected learning. Work described in the abstract must have been tested on students and assessment of the activity’s outcomes must be described. Analyzed data and conclusions must be included.

Abstracts must be based on results that have not been published in any peer-reviewed journal before July 15, 2022. Pre-print journal publications are exempt. ASMCUE allows submission of posters that are based on results presented at other conferences.

About the Virtual Presentation

Asynchronous Poster Viewing

  • Format: Presenters will be required to upload your poster presentation prior to the conference. The poster presentation can be either a static display in PDF format and/or a pre-recorded 5-minute video in MP4 format.
  • Guidelines: Presenters are expected to follow ASMCUE Virtual Presentation Guidelines when designing the poster. These Guidelines will be distributed after poster acceptance and include features for attendee accessibility.
  • Due date: Posters will be due Friday, July 1, and they will be available for attendees to view July 8 – Dec. 31, 2022.

Live Question & Answer (Q&A) Forum

  • Date: Presenters will be required to participate in one Live 30-minute Poster Q&A Forum, to be held during ASMCUE Virtual (July 13-15). Presenters will be assigned a presentation time for their Live Q&A Forum.
  • Platform & Recording: The Live Q&A Forum will be conducted through the conference platform and NOT be recorded.
  • Attendee experience: The Live Q&A Forum is not intended to be an overview of the research; rather, it will be an open discussion. Attendees will be encouraged to view the poster prior to the Live Q&A Forum.

Key Abstract Components

Deadline: Tuesday, March 15, 2022, at 11:59 p.m. PDT (UTC -07:00).

  • Background.
  • Hypothesis statement.
  • Study design and methods. 
  • Data supporting effectiveness of strategy and conclusion. Descriptive statistics, inferential statistics or exploratory data analysis would fulfill this requirement.
  • Concluding statement. 

Notes 

  • Posters abstracts may have a maximum of 4 authors in the submission system. The order in which you list the authors will be the order they appear in the ASMCUE Final Program. If you have more than 4 authors, contact asmcue@asmusa.org to add additional authors to your submission.
  • “Attendee” refers to the ASMCUE poster attendee, and “student” refers to individuals that attendees teach at their home institutions/organizations. “Strategy” refers to the concept, skill, task, approach, or method of learning or instruction that is being described.
  • Applicants can save progress on their application and return to complete at a later time. Submissions must be completed before the application date in order to be considered.
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Review Criteria and Guidelines 

Abstracts are expected to contain all the required key abstract components at the time of submission. At the discretion of the poster review Chairperson, authors will be allowed an opportunity to revise their submission after the initial review. All submissions are reviewed by the 2022 ASMCUE Poster Review Committee according to the following criteria (see rubric):
  • Overall quality, relevance, scholarship, innovation, and originality
  • Alignment with 2022 ASMCUE meeting theme (encouraged)
  • Promotes inclusive, equitable, and/or anti-racist teaching practices (encouraged)
  • Abstract includes all the necessary components (background, hypothesis statement, study design, methods, data and results, and conclusion(s))
  • Abstract addresses whether the “lessons learned” of the project can be easily adopted by other educators
  • Specific and succinct abstract

Commercial Products/Services  

A proposal must discuss any commercial product or service, name the product and disclose any potential conflicts of interest. Proposals that promote a specific commercial product or service for purchase will be recommended for the ASMCUE Exhibit and Sponsorship Program.  

Dispositions 

The primary contact will receive a disposition by May 2022

Poster Example #1

Examples of previously accepted abstracts may be found in the Journal of Microbiology & Biology Education’s 2018 Spotlight Issue.

The Effects of Online Science Learning Environments on Undergraduates with Depression 

Tasneem Mohammad, Arizona State University
Katelyn Cooper, Arizona State University
Logan Gin, Arizona State University
Nicholas Wiesenthal, Arizona State University

Abstract: Depression is one of the top undergraduate mental health concerns and disproportionately affects students who are underrepresented in science. As such, understanding how different science learning environments, such as online education, affect students with depression is integral to creating a more diverse and inclusive scientific community. However, no studies have examined how the online science courses affect students with depression. In this in-depth interview study, we investigated how the online learning environment affects depressive symptoms in undergraduates, as well as how students’ depression affects their experience learning science online. We conducted semi-structured interviews with 24 undergraduates with depression pursuing a fully online Bachelor of Science degree in Biological Sciences at a large research-intensive institution in the United States. We hypothesized that students’ depression would be affected by factors unique to online learning, such as learning in isolation and attending classes when and where students want. As such, we probed what aspects of online science courses affected students' depressive symptoms and assessed to what extent students’ depression affected cognitive factors related to online learning including attention and memory, language, executive function, and problem solving. Using inductive and deductive coding we found that lack of communication with instructors (reported by 100% of students), difficulty accessing help (reported by 100% of students), and the fast pace of online science courses (reported by 100% of students) exacerbated some symptoms of students' depression. Conversely, being able to easily communicate with the instructor (reported by 100% of students), have questions answered (reported by 96% of students), and develop relationships with students and instructors (reported by 100% of students) helped students manage their depression in online science courses. Over 70% of students acknowledged that depression affected their ability to learn science online because it negatively impacted their effort, focus, and time management, as well as their problem solving, and communication skills. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.

Poster Example #2

Tools and Techniques for an Online Authentic Research Microbiology Lab

Ryan Kenton, University of Portland 

Abstract: Due to the global pandemic many academic courses had to transition to online learning. This change was particularly challenging for laboratory courses, especially microbiology labs were students regularly work with live organisms. In face-to-face labs, a semester long authentic research project identifying antibiotic producing bacteria was conducted. To replicate this experience in an online setting, lab kits were sent to students to learn the hands-on aspects of microbiology while an online research component analyzing novel DNA sequences with subsequent research, allowed the students to still participate in genuine research. It was hypothesized that switching to an online setting would result in lower student grades and lower final course evaluations. In this study, final course grades as well as quantitative and qualitative end of term evaluation data of students enrolled in previous face-to-face sections of this course (n=316) was compared to online only sections (n=83). In both groups, the course was taught by the same instructor using similar curriculum and exam questions. This study found that while course evaluations decreased slightly (4.64 vs 4.80 out of 5) the average course grade increased (91% compared to 88%, p=.00004). In addition, course withdrawal rates stayed consistent between these two groups. Our data suggests that while students perceive this online microbiology laboratory course to be less effective, the overall success rate of these students’ increase.

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