Empowering Undergraduates With Science Literacy

Scientific literacy starts with curiosity and the ability to ask questions and to identify reliable information. It means a person can understand how the scientific community produces scientific information, how that information is packaged and delivered to the public and other scientists, and how to use critical thinking to inform their personal decision making. These skills are more crucial than ever as students navigate the sheer volume of available (mis)information in their everyday lives.

What You Can Expect at ASMCUE

Program Schedule

All Times Are Eastern Daylight Time (UTC—04:00)

All 2022 ASMCUE activities will be presented live, online and recorded for viewing later. In addition to the live program, attendees will be able to view posters, pre-recorded sessions and microbrews in the virtual platform.

This schedule is subject to change.

Monday, July 11

11 a.m. – 4 p.m. | Pre-conference workshops (Choose 1 during conference registration)

Workshop 1: Writing Selected-Response Items for HHMI BioInteractive's Assessment Builder
Workshop 2: Asset-based Theoretical Frames as Foundation for Research Training Program Design and Scholarship
Workshop 3: Microbiology by Design: Bringing Excitement into the Microbiology Curriculum 

Wednesday, July 13

12 p.m. - 12:20 p.m. | Welcome and Meeting Orientation (ASMCUE Planning Committee)

12:20 - 12:50 p.m. | Plenary 1: Teaching Using Socioscientific Issue to Support Students' Science Literacy Skills

Jenny Dauer, Ph.D.

Jenny Dauer, Ph.D.

University of Nebraska-Lincoln

A major goal of STEM education is science literacy, or the ability to access and make sense of science to reach one’s own goals. Putting learning in the context of socioscientific issues (SSIs) can increase STEM relevance to real-world issues and provide practice in evidence evaluation and decision-making. SSIs are complex and open-ended, and feature elements of both science and society (economics, policy, culture, ethics). In the context of microbiology, some SSIs include COVID-19 policies, antibiotic resistance, microbiome-based health treatments and biotechnology (e.g. Bt corn). This session highlights how we used SSIs in a required introductory science literacy course and briefly reviews research that indicates that not all SSIs are equal, because students bring their assumptions, experiences and identities to bear differently on each issue. The session also presents ideas about how best to approach SSIs that are especially controversial and fraught with identity issues (like COVID-19).

Read more about Teaching Science Literacy About Socioscientific Issues

1 - 1:30 p.m. | Concurrent Sessions 

  • Session 1: Developing Undergraduates' Scientific Literacy and Identity Using Preprint Peer Review (Lijek, McDowell).       
  • Session 2: Virtual Versus Hands-On Learning Activities–What Works Best for Today's Students? (Worthington, Hines, Popichak, McLean).    
  • Session 3: Measuring Critical Thinking in Introductory Ecology Courses Using the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC) [Heim].
  • Session 4: Partnerships: Linking Two-Year Colleges and Four-Year Colleges and Universities to Create a Successful STEM Education Project (NSF EHR-DUE Program Officers Davis and Owens).

1:35 - 2:05 p.m. | Concurrent Sessions

  • Session 5:  Highlights from JMBE: Teaching Basic Calculations in an Introductory Biology Lab (Jack Horne).
  • Session 6: Equipping Students' Science Writing Skills (Kelp, Mixter, Cagle, Wessner).
  • Session 7: Two Easy Steps to Improve Student Exam Performance (Paustian).
  • Session 8: The Medical Laboratory Scientist: What They Do and How to be One (Leber, Peterson, Ley).

2:15 - 3:15 p.m. | Exhibitor Spotlights

  • Exhibit 1: Carolina Distance Learning. 
  • Exhibit 2: Interactive Laboratory Microbiology.
  • Exhibit 3: Wooclap.

3:15 - 3:45 p.m. | Break and Exhibitor Networking Time

3:45 - 4:15 p.m. | Live Roundtable Chats and Networking

  • Session 9: The Status of Women and Other Historically Underrepresented Groups–Past, Present, and Future. Who is Missing and Why? Improving the Pipeline and Diversity, Equity and Inclusion in Science Education (Roper) .          
  • Informal Meet & Greet: NSF Program Officers.
  • Informal Meet & Greet: ASMCUE Planning Committee and First-Time Attendees.

4:20 - 4:50 p.m. | Concurrent Sessions

  • Session 10: Bringing Conversations of Racism, Eugenics and Stereotype Threat Into Science Classrooms (Reese).
  • Session 11: A Cheat Sheet for Academic Integrity: Strategies to Reduce Cheating in Your Class (Markum).
  • Session 12: What Can You Do? Credentialing Skilled Biotechnology Talent (Seitz, Consani).
  • Session 13: Wicked Problems, Wolfpack Solutions: An Innovative Online Experience for Incoming Students (Ramirez, Goller).

5 - 6 p.m. | Exhibitor Spotlights

  • Exhibitor 4: Cal Tech Library. 
  • Exhibitor 5: TBA.
  • Exhibitor 6: TBA.
Thursday, July 14

12 p.m. - 12:30 p.m. | Plenary 2: Getting to Know Yourself and Others

Catherine L. Quinlan, Ed.D.

Catherine L. Quinlan, Ed.D.

Howard University

Even with the best of intentions, approaches to equity and inclusion are as good as one’s awareness of factors that influence one’s own perspectives, identity, and engagements. For example, our own sense of belonging might even influence how we help others to belong.  

The greater the barriers, the more need we have for critical perspectives in order to navigate spaces. Without racial or socio-economic barriers, one might be less reflective about navigating these spaces. As a well-represented majority, one might only need to reflect on these influences if we experience conflict, such as when our perspectives about who we are or about our own ability are challenged, whether through failure or discrepant events. Interdisciplinary and multidisciplinary research and personal experiences as insider-outsider to cultures and races, are used to provide insights into belonging, persistence, and identity as well as misunderstandings that might lead to a lack of empathy.  

12:30 - 12:50 p.m. | Exhibitor Spotlights 

  • Exhibit 7: Pearson.

12:50 - 1:30 p.m. | Live Roundtable Chats and Networking 

  • TBA.

1:40 - 2:15 p.m. | Sessions 

  • Session 14: Agar Art: Hands-on Activities for Your Microbiology Classroom (Hunt, Torruellas-Garcia, Westenberg, Foster-Hartnett, Lopez-Moreno).
  • Session 15: Resilience Equilibrium Leads to Professional Homeostasis (Townsend, Whitehurst, Katz Amburn, Goller).
  • Deep Teaching Residency (Dewsbury, Killpack).

2:15 - 2:45 p.m. | Break and Exhibitor Networking Time 

2:45 - 3:15 p.m. | Live Q&A with Poster Presenters

  1. Online Microbiology Students Perceive Lesser Educational Impacts during the COVID-19 Pandemic (Ardissone).
  2. Analysis of Science Self-Efficacy, Science Identity and Project Ownership in a CURE (Beaty).
  3. Evaluating if a Simple Seating Intervention Can Foster Community Within Large Undergraduate Courses (Bharadwaj, Ghaudhari, Au, Lo).       
  4. Signature Assignment Modality Enhances Student's Learning and Engagement (Jazbi).
  5. Piecing Complement Together: Assessing LEarning and Confidence through Legos (Baty, Bruns).
  6. Learning Gains for All: A Plan to Increase Access and Equity in the Classroom as Inclusive Teaching (Buchner, Tran).
  7. Peer Mentoring and Study Skills Courses Support Sense of Community Among Transfer Students (Teshera-Levye, Vance-Cahlcraft).
  8. Understanding the Effects of Administration Stakes and Setting on Biology Concept Assessment Scores (Uminski, Hubbard, Couch).  
  9. Student-Driven Artistic Assignments for Complex Microbiology Processes (Kenton).
  10. A Simple Intervention to Schedule Unique Weekly Office Hours Increases Student Access (Williams).
  11. Clinical Microbiology Laboratory Simulation for MLS Students-Outcomes Supporting Implementation (Wilson).
  12. Mapping Challenging Concepts in the Developmental Biology Curriculum via a Metacognitive Assignment (Morgan, Aquino).
  13. Responsible and ethical conduct of research (RECR) reasoning by undergraduates: experience matters (Diaz-Martinez, Monthofer).

3:25 - 3:40 p.m. | Microbrews

  • Microbrew 1: Addressing Naïve Theories and Misconceptions Using the Nature of Science (Frazier).         
  • Microbrew 2: Microbiomes for All Begins with your Budget (Smyth, Goller).
  • Microbrew 3: Antimicrobial Resistance: Strategies to Stimulate Critical Thinking through Technology-Assisted Pedagogy (Tamayo, Barreto Sanclemente). 
  • Microbrew 4: Make Your Move: An Active Learning Card Game to Teach Microbial Pathogenesis and Host Defense (Taylor-Cornejo).

3:45 - 4 p.m. | Microbrews

  • Microbrew 5: Teaching About Research through a Biology Education Course-based Undergraduate Research Experience (Goodwin).       
  • Microbrew 6: Exploring Gut Microbial Fermentation through Tactile Teaching Tools (French, Shoaf, Ott, McKenney).        
  • Microbrew 7: Incorporating Ethics and the Responsible Conduct of Research into Community College CUREs (Townsend, Madden).      
  • Microbrew 8: GIS as a Teaching Tool in Microbiology (Pavao).      

4:10 - 4:50 p.m. | Exhibitor Spotlights

  • Exhibit 10: TBA.
  • Exhibit 11: TBA.

5 - 5:30 p.m. | Concurrent Sessions

  • Session 16: Can’t We All Be Scientists? Examining Science Identity in Science Majors/Non-majors at a Teaching-Focused Institution (Premo, Wyatt).
  • Session 17: An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology (Kreher, Pavlova).        
  • Session 18: Faculty Mentorship Policy - A Career Development Approach to Effective Teaching Practices (Price Banks).         
  • Scientific Primer: Using Lectin-glycan Interactions to Unlock Biofilm Matrix Code (Kleeschulte).

5:35 – 6:05 p.m. | Concurrent Sessions

  • Session 19: Taking the Bias, and Some of the Pain, Out of Writing Letters of Recommendation (Moberg-Parker, Amorelli).        
  • Session 20: Equipping Students’ Science Literacy/Communication Skills for Career Preparedness (Kelp, Mixter, Mathiason, Coward).
  • Session 21: Faculty Professional Development for the Digital Age – Promoting Student Engagement through Video-Based Learning (Wang).           
  • Session 22: KBase Educators: Bioinformatics Teaching Resources, Community, and Student Impact (Dow, Narayanan).
Friday, July 15

12 p.m. - 12:15 p.m. | Microbrews

  • Microbrew 9: Instructor Perceptions of Race, Racism, and Racial Equity Discussion in Introductory Biology (Idlebird).          
  • Microbrew 10: Immunoreach: An Activity That Investigates Immune System Scaling (Downs, Elliott).       
  • Microbrew 11: Utilizing BioRender in the Classroom for the Visualization of Scientific Concepts (Chamberland).
  • Microbrew 12: Science in the News Activity for Introductory Majors (Bleich).

12:20 - 12:35 p.m. | Microbrews

  • Microbrew 13: Cultivating Conversations: Talking about racial justice & inclusion with faculty and students (Siegesmund).
  • Microbrew 14: ImmunoReach: An interactive approach to understanding T-cell receptor diversity (Davis, Paustian).    
  • Microbrew 15: When Plan B Becomes Plan A; Incorporating Content Created Virtually into In-person Classes (Shoemaker, Townsend).  
  • Microbrew 16: Using Social Media to Enhance Science Literacy (Brown).

12:40 - 12:55 p.m. | Microbrews

  • Microbrew 17: Toward “inclusifying” the term “underrepresented minority” in STEM education research (Bhatti).  
  • Microbrew 18: Using laboratory simulations as pre-lab activity (Tripepi).        
  • Microbrew 19: 3D printing to observe bacterial interactions (Stasulli).           
  • Microbrew 20: Teaching microbiology with poetry: Connecting lower and higher order cognitive skills (Chatterjee).

1:05 - 1:45 p.m. | Exhibitor Spotlights 

  • Exhibit 12: TBA.
  • Exhibit 13: TBA.
  • Exhibit 14: McGraw Hill Education.

1:50 - 2:20 p.m. | Live Q&A with Poster Presenters

  1. Increasing Interest And Value Of Microbiology In Nursing Students (Calawa).                             
  2. Exploring Engagement in High-Impact Educational Practices for Students with Disabilities (Goodwin).                                 
  3. Scientific communication skills development and assessment in undergraduate STEM classes (Hartmann, Laslo).                              
  4. Hybrid Inquiry Based Lab Highlights Scientific Method Using Bacterial Conjugation as a Model (Hotze, Klages, Baid, Giri).                                 
  5. Medical Experiences' Influence on Science Motivation (Bischoff, Lewis, Premo, Wyatt).                        
  6. The Effect of Covid-19 Pandemic on Students Views on Fair Distribution of Healthcare Resources (Moore, Deaton).                                
  7. A CURE for the COVID-19 Era: A Vaccine-Focused Online Immunology Laboratory (Baird, Hefty, Morgan).                             
  8. Assessment of Laboratory Kits in a Remote Course-Based Undergraduate Experience on Soil Microbiomes (Tsai, Gruber, Mel, Lo, Reuther).                          
  9. COVID-19 Remote Instruction Prepares STEM Students for the Return to Face-to-Face Learning (Olimpo, Esparza).                        
  10. A Guided Learning and Tactile Teaching Tool Activity to Learn About Membrane Potentials of a Neuron (Hughes, Ott).                               
  11. Barriers to Online Formative Assessments in Introductory Biology Courses (Upchurch, Kirkwood-Watts, Spier, Johnson, Wheeler, Couch).
  12. Instructional and retention strategies for STEM students using co-curricular science courses (Mastropaolo, Whitelaw, Savitz, Burke).

2:20 - 3 p.m. | Break and Exhibitor Networking Time

  • Meditation and chair yoga session (Horak).

3 - 3:15 p.m. | Microbrews

  • Microbrew 21: Measures Taken to Increase Belonging and Retention in a First Semester Majors Biology Course (Coleman).        
  • Microbrew 22: Undergraduates as Science Communicators: How to Engage Students in SciComm (Madden).      
  • Microbrew 23: Peer Troubleshooting: Crowdsourcing KBase to Reinforce Bioinformatics Learning (Goller, Gordy). 
  • Microbrew 24: Too long for a CURE: Building a Semester of Short-term Research Experiences (SREs) for Microbiology (Smith).

3:20 - 3:35 p.m. | Microbrews

  • Microbrew 25: Major-Specific Tracks Equalize and Engage Diverse Students in a Semester-Long Disease Project (Reynolds).    
  • Microbrew 26: Enhancing communication skills through discussion of primary literature and phenotypic variation (Stover).
  • Microbrew 27: Alpha, Delta, Omicron- Oh My! A SARSCoV2 Genome Alignment Activity to Understand Mutations and COVID (Steel).
  • Microbrew 28: Implementing team science training in course-based undergraduate research experiences (CUREs) (Ward, Vance-Chalcraft).

3:40 - 3:55 p.m. | Microbrews

  • Microbrew 29: Empathetically Engaging With Our Community Through A Service Learning Project (Chandrangsu, Mills). 
  • Microbrew 30: Exploring the anti-vax movement - assignment design to promote scientific literacy and communication (Ashok).  
  • Microbrew 31: Blogging about biotechnology: Replacing the term paper with an accessible writing style assignment (Tremaglio, Kraczkowski). 
  • Microbrew 32: MicroCURE – A Hybrid, Team Approach to Course-based Research Experiences (LaMontagne, Kmiecik).

4 - 4:30 p.m. | Live Roundtable Chats

  • Session 23: Inspiring Evidence-Based Teaching Innovations in Biology Classrooms with the Journal CourseSource (Knight).
  • Informal Networking: TBA.

4:40 - 5:20 p.m. | Exhibitor Spotlights

  • Exhibit 15: TBA.
  • Exhibit 16: TBA.

5:20 - 5:50 p.m. | Plenary 3: Communicating Science: Building Bridges, Not Barriers   

Nancy Boury, Ph.D.

Nancy Boury, Ph.D.

Iowa State University

As we teach our students about the nature of science and scientific information, we often use specific terminology to describe specific structures, phenomena or processes. While this jargon has value in framing how we think about research questions in the sciences, it is often a barrier to clear communication. We need to consider our use of scientific language when communicating with both introductory students and the lay public. Excessive jargon often excludes many students, particularly those from disadvantaged backgrounds. Poor communication of scientific concepts opens the door to the spread of misinformation. As science educators, we need to welcome fledgling scientists to our disciplines, acting as guides and teaching students the culture and language of our scientific endeavors. In this session, we will discuss and demonstrate several activities aimed at bridging this jargon-gap.

5:50 - 6 p.m. | Closing Comments: ASMCUE Planning Committee

Pre-recorded Talks
  • A storytelling approach to microbial metabolism: improving attitudes and functional knowledge (McKinlay).
  • A Structured Inquiry Activity for Teaching Membrane Potentials (Smith).
  • A versatile video assignment shows the power of metacognition and inclusive teaching practices to improve learning and confidence (Hefferon).
  • Actively Engaging Microbiology Students from the first day of class (Korir).
  • Adapting Course-based Undergraduate Research Experiences to the Virtual World (Spratford, Shapiro, Clark, Sherwood).
  • An Active Learning Pedagogy That Enhances Medical Students' Learning and Engagement (Elshabrawy, Ashour).
  • An Powerful Interactive Online Database For Unknown Pathogen Identification And Much More (Oli).
  • Antibiotic Sensitivity and Metabolism: A Course-Based Undergraduate Research Experience Module (Bru, Barry).
  • BIOTECH Pathways Workshops: Engaging High School Students and Their Families in Biotechnology (Martin, Madden, Walker).
  • Brainstorming Activity for Clinical Microbiology (Bano, Nadeem).
  • Bringing virtual laboratory experience through short films (Naganathan). 
  • Capturing Student Attention by Escaping Traditional Pedagogy (Mele).
  • Chasing 'Zebras'?...Infectious Diseases Made Fun (Moorthy).
  • Clinical Microbiology Laboratory Simulations Using QR-codes are Met with High Engagement (Parillon).
  • Cultivating meaningful student interaction in a large, asynchronous course by collaborative mind-map (Hill).
  • Current status and implementation of science practices in Course-Based Undergraduate Research Experiences (CUREs): A systematic literature review (Buchanan, Fisher).
  • Curricular resources to support students’ writing and statistical reasoning through the process of science (Batzli, Harris).
  • Developing Mini-Games and Playful Activities to Implement ASM Curriculum Guidelines in Undergraduate Microbiology Courses (Axler-DiPerte).
  • Developing Scientific Communication Skills through Analysis of the Primary Literature (Desmet Ledgerwood, Mattiacio).
  • Developing STEM Literacy through Scaffolded Pedagogy in Microbiology Courses (Joyner, Parks).
  • Digging in the Dirt: A Novel CURE in the Race Against Antibiotic Resistance (Multerer, Boyle).
  • DNA sequencing in the classroom - use of Oxford Nanopore MinION in a microbial ecology CURE course (Twing). 
  • Doing Central Dogma: Active Learning Activity for Molecular Biology of Gene Expression (Shoemaker).
  • Emphasizing the Scientific Process Behind the Rise of 16S rRNA Sequencing in Microbiology (Grosser).
  • Ethics for STEM Education Researchers (Kullas, Maloy).
  • E-waste and E/RCR: Guidance and Flexibility to Promote Ethical Reasoning for Global Challenges (Goller, Sjogren).
  • Exploring DNA Delivery to Plants using a Virus-induced Gene Silencing Vector (Dums).
  • Exploring Effective Testing Strategies for the Upper-Level Biology Course (Kufryk).
  • Factors that Influence Science Motivation at an Open-Enrollment Teaching Inst (Wilson-Ashworth, Premo, Bischoff).
  • Finding the Beauty in Viruses and Assessment (Chen).
  • Fostering Scientific Literacy through the Identification of Credible Sources (Townsend).
  • How Can We Be Assured Our Water is Safe? A Lab Exercise to Teach the Scientific Method (Singleton).
  • IMMUNOLOGY! A Board Game to Learn the Immune Response (Cecil, Gobbett).
  • ImmunoReach: An Interdisciplinary Active Learning Approach to Cell Staining (Lal, Vanniasinkam).
  • ImmunoReach: At the Intersection of Biochemistry & Immunology (Bruns, Love-Rutledge).
  • ImmunoReach: Bacteria to Brains in Backyard Coyotes Interdisciplinary Pedagogical Case Study (Kleinschmit, Bixler).
  • Improving student performance using significant examples to explain concepts. (Rotich, Thomas).
  • Increased Confidence and Scientific Literacy using a Semester-Long Case Study and Research Project (McAllister).
  • Integrated approaches to teaching improve overall student learning and engagement in large classes. (Lungu).
  • Online unknowns: a supplement for the microbiology lab (Brooks).
  • Paired and Compared Lessons for the Microbiology Flipped and Hybrid Classroom (Reed).
  • Promoting Innovative Thinking in Biotechnology (Orchard).
  • Reading of Original Microbiology and Virology Literature Using the Online Platform Perusall (Knapp).
  • Showerhead Microbiome and Antibiotic Resistance Case Studies for 200-level Microbiology Courses (Mathews).
  • Student-Led, Instructor-Supported Investigations into Diauxic Growth (Crook, Domek).
  • Teaching Metabolic Pathways Using Hands-on, Interactive Stations in Introductory Biology (Nowicki).
  • Teaching Molecular Biology with Digital Manipulatives in Seesaw (Nelson, Gordy).
  • Tetanus Module: Helping First-year Students Connect Molecular Concepts with the Biology of Vaccines (Pearson, Mixter).
  • The use of 3D printed cell models to improve understanding of bacterial cell size and physiology (Correa, Buckley, Wollmuth, Angert, Hefferon, Alvarado Obando).
  • TikTok Biology: Changes in students' views about the importance of science communication (Ott).
  • Use of an Online Discussion Board in Improving Student Confidence in PCR Primer Design (Magill).
  • Using a Capstone Case to Drive Home Knowledge in Immunology (Pierce, Oakley).
  • Using an At-Home Food Fermentation Project to Reinforce Microbiology Laboratory Skills and Concepts (Funke).
  • Using Dry lab effectively to counter minimalistic to none research laboratory facilities (Nawaz).
  • Using Interactive Discussions to Foster Scientific Literacy Skills (Mosser).
  • Virtual Culture Reading Exercises for MLS Students (Rumpke).
  • Visualizing Diversity at the Junctions – a V(D)J Recombination Activity (Schwingel).
  • What makes a good question? Examining Assessment Practices in Undergraduate Biology (Seitz).

Concurrent Pre-Conference Workshops

Monday, July 11 | 11 a.m.- 4 p.m. ET (UTC -04:00)

Workshop 1: Writing Selected-Response Items for HHMI BioInteractive's Assessment Builder 


Rebecca Orr, Ph.D., Collin College
Peggy Brickman, Ph.D., University of Georgia 

There have been several national calls to increase the levels of critical thinking in college classrooms, particularly in science classrooms. Use of well written assessment questions can promote critical thinking and help students gauge their progress toward mastery of course learning objectives. They can also help educators measure the effectiveness of their teaching practices and engage in more reflective teaching.

To promote the use of assessment questions that foster critical thinking, HHMI BioInteractive is launching Assessment Builder, a crowdsourced repository of high-quality questions intended to improve learning in undergraduate introductory biology and AP Biology classrooms. This database of learning-objective-aligned questions will launch in 2022. To encourage participation in this crowd-sourced effort, HHMI will compensate you up to $50 per submitted question (for a total of $500 for ten questions), provided they meet a minimum set of criteria and adhere to the terms outlined. To aid in your question writing effort, this workshop, led by Rebecca Orr and Peggy Brickman, will provide instruction in best practices for constructing and peer reviewing selected-response items.

Attendee Learning Outcomes

At the end of this workshop, participants will be able to: 
  1. Align learning objectives with assessment items.
  2. Describe best practices in designing course assessments.
  3. Apply an item-writing checklist to improve assessment items.
  4. Revise assessment items and provide peer feedback.
  5. Revise open response items into a selected response format.
  6. Analyze test data to apply best practices for test construction and evaluation methods. 
  7. Reflect on how assessment results can inform continuous course improvement and revision.

Additional Information

BioInteractive anchors a variety of classroom resources into stories based on peer-reviewed science. From data-rich activities and case studies to high-quality videos and interactive media, the resources are designed to connect students to big ideas in biology, promote engagement with science practices and instill awe and wonder about the living world. 

In addition, the BioInteractive website provides educators with planning tools to build resource playlists and storylines and professional learning materials and opportunities to deepen their scientific and pedagogical expertise. 

The resources and tools reflect current knowledge of how students learn and evidence-based strategies for supporting engagement and inclusion.

Cost: Free with conference registration.
Audience: Educators at any career stage and any institution. 

Workshop 2: Asset-based Theoretical Frames as Foundation for Research Training Program Design and Scholarship - SOLD OUT!

*Preconference Workshop #2 is Sold Out
We have reached capacity for pre-conference workshop #2 registrations. Unfortunately, we are unable to accept waitlist registrations. Please consider registering for one of our other available workshops.


Anthony DePass, Ph.D., Director, Understanding Interventions that Broden Participation in Science
Cheryl Talley, Ph.D., Virginia State University 

Leaders of STEM research training programs are often drawn from basic sciences, while scholarship undergirding the understanding of effective interventions is often of behavioral and social sciences. Consequently, there are missed opportunities to leverage and test innovative approaches to yield empirical support that is suitable for scholarship and dissemination. This workshop will provide the non-expert with information of 3 theoretical frames: Social Cognitive Career Theory; Phenomenological Variant of the Ecological Systems Theory; and Community Cultural Wealth.

Participants will gain appreciation of the impact of these frames in informing program design, assessment and dissemination. Workshop participants will learn foundational principles of each theoretical frame, understand their use and implementation in hypothesis-based interventions for student engagement and learn strategies for generating scholarship from such activities. Participants will engage various activities and discussion breakouts that explore the need, development and strategies for transformation of STEM learning environments that rely less on models of deficiency and more on student empowerment.

Attendee Learning Outcomes

At the end of this workshop, participants will be able to: 
  1. Identify structural, environmental challenges with facilitating minoritized students’ success, retention and matriculation in STEM.
  2. Learn about identified theoretical frames and their various components.
  3. Learn how to leverage theoretical frames as methods to conceptualize teaching and mentoring pedagogies and practices that cultivate and empower minoritized students in STEM.

Additional Information

Cost: Free with conference registration.
Audience: Educators at any career stage and any instution. 

Workshop 3: Microbiology by Design: Bringing Excitement into the Microbiology Curriculum - SOLD OUT!
*Preconference Workshop #3 is Sold Out
We have reached capacity for pre-conference workshop #3 registrations. Unfortunately, we are unable to accept waitlist registrations. Please consider registering for one of our other available workshops.


Dave Westenberg, Ph.D., Missouri University of Science and Technology
Stanley Maloy, Ph.D., San Diego State University 

Participants will collaborate in the design of engaging laboratory courses that will prepare students for the ever-changing career landscape. Participants will work in teams that use design thinking to generate new tools for microbiology teaching labs that encourage students to think about why, and not just how. We will work together to prepare to develop courses that excite students about their future opportunities and encourage them to think beyond the cookbook collection of standard techniques.

Attendee Learning Outcomes

At the end of this workshop, participants will be able to: 
  1. Evaluate their laboratory courses for the level of student activity and engagement.
  2. Design laboratory activities that are student-centered.
  3. Connect learning activities to skills necessary for career preparation.

Cost: Free with conference registration.
Audience: Educators at any career stage who teach microbiology. 


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