Theme: Re-Examining Our Relationships With Our Students, Colleagues and Ourselves

Building and maintaining relationships is at the heart of our work as educators. Disruptions in face-to-face classes, labs and everyday life due to the COVID-19 pandemic have forced educators to re-examine how to maintain relationships with everyone around us, including ourselves. Together, we will consider new, evidence-based strategies that aim to improve student learning and academic life that will build and sustain relationships during a time of COVID-19 and the "new normal."

ASMCUE Virtual Schedule

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

ASMCUE Virtual will be a fully live event and selected talks will be recorded for on-demand viewing after the conference. We encourage participants to attend as many live talks as possible to engage and learn from speakers and other participants. ‚ÄčThis schedule is subject to change.

Friday, June 25
11 a.m. - 4 p.m. Pre-conference workshops and asynchronous poster viewings open.
Tuesday, June 29

Welcome and Opening Plenary 

Noon – 1 p.m. 

Nichole Broderick, Ph.D.

Nichole Broderick, Ph.D.

Johns Hopkins University

Antibiotic Discovery as a CURE: Inclusion & STEM Engagement through the Tiny Earth Model

Tiny Earth is a network of instructors and students focused on crowdsourcing antibiotic discovery from soil. Tiny Earth is built on the foundations of Scientific Teaching and AJEDI principles: antiracism, justice, equity, diversity and inclusion. As a course-based undergraduate research experience (CURE) Tiny Earth is designed to engage students in STEM and be accessible to all students regardless of ability, age, size, race or access to technology. Despite the challenges of the past year, Tiny Earth leadership, instructors, and students created new ways to connect and engage. Many felt like temporary adaptations to address the moment, but retrospectively they have expanded the ways we teach and our students learn. This talk will introduce Tiny Earth and its pedagogical and philosophical underpinnings, as well as reflect on the network’s response to the covid pandemic and social unrest.

Sessions

1:10 – 1:40 p.m. 

  • JMBE Spotlight: Re-examining course design during times of crisis (organized by JMBE Editors)
  • Development and Implementation of a digital Scientific Literacy Internship (Boury, Alvarez, Garcia Costas, Knapp)
  • Creating more inclusive online biology learning environments for students with anxiety and depression (Cooper)
  • Bioinformatic teaching resources - for educators, by educators - using KBase, a free, user-friendly, open source platform (Wood-Charlson, Dow, Whitman)

1:45 – 2:15 p.m. 

  • Post-Pandemic Biology Education: Building on Lessons Learned During Emergency Remote Instruction (Mawn, Herzog)
  • Building connections through immunology: a framework to guide interdisciplinary thinking and active learning strategies (Pandey, Mixter, Elliott, Vanniasinkam)
  • Creating more inclusive biology learning environments for LGBTQ+ individuals (Busch)
  • Easy as Pi2: Facilitating Experiential Learning in Faculty Research Laboratories for Early-Career Undergraduates (Orton, Smith, Barnes, Lawver)

Exhibitor Spotlights

2:25 – 2:43 p.m.

Bio-Rad Laboratories, Hercules, Calif.

2:45 – 3:03 p.m. 

McGraw Hill Education, New York, N.Y.

3:05 – 3:23 p.m. 

Labster, Somerville, Mass.

Break and Live Chats With Exhibitors

3:25 – 4 p.m. 

Live Roundtable Chats

4 – 4:30 p.m. 

  • The PULSE Diversity, Equity, and Inclusion (DEI) Rubric (Linden, Brancaccio-Taras, Awong-Taylor)
  • First-time attendee orientation: getting the most out of ASMCUE (ASMCUE Chair and Vice Chair)
  • Turn your teaching scholarship into a JMBE manuscript (JMBE editors)
  • Affinity groups informal networking

Sessions 

4:40 – 5:10 p.m. 

  • All-feedback-no-grades: Ungrading in an upper level lab course (van Staveren)
  • BioLab Collective – designing a laboratory skills video library for the biological sciences (Wang)
  • Students' Personal Experiences with Infectious Disease: The Importance of Trauma Informed Teaching (Iverson Cabral)
  • U-Behavior: A Novel Learning and Teaching Method that Transforms Student Learning Behaviors (Suchman, McLean, Popichak, Folkestad)

Exhibitor Spotlights

5:20 – 5:38 p.m. 

W.W. Norton & Company

5:40 – 6 p.m. 

Benchling

Wednesday, June 30

Plenary 2

Noon – 12:30 p.m.

Michael D. L. Johnson, Ph.D.

Michael D. L. Johnson, Ph.D.

University of Arizona

Swipe Right for Research: How I Made a Crowdsourced, Matchmaking, Virtual Summer Research Program Called NSURP

For those who desire a STEM career path, summer research opportunities are vital for successful applications to STEM-based postgraduate programs. COVID-19 eliminated these opportunities, disproportionally affecting historically underrepresented minorities (URMs) in STEM who sought to apply. The National Summer Undergraduate Research Project (NSURP) is an 8-week virtual summer research program for URM undergraduates in the microbial sciences. NSURP matched mentor to mentee in a microbiology, interest-based manner for a mentor-driven project. A major goal of NSURP was to provide research experience for students who were not able to attend their summer program and 76 of our 250 total students fell into this category. This talk will focus on how NSURP was put together and its goal moving forward.

Exhibitor Spotlights

12:35 – 12:53 p.m.

Caltech, Atlas of Bacterial and Archaeal Cell Structure, Pasadena, Calif.

12:55 – 1:13 p.m.

Howard Hughes Medical Institute (HHMI), Chevy Chase, Md.

Sessions

1:25 – 1:55 p.m. 

  • Standards-based grading: An equitable assessment strategy (Mattaini)
  • Teaching Peer Review with COVID19 Preprints (Lijek)
  • Using a CURE Taxonomy for the Biological Sciences to Generate Ideas for Improving Equity (Burmeister, Graham)
  • Documenting Your Teaching for Promotion or Tenure (Professional Development for Instructors) (Mixter, Suchman)

2:00 – 2:30 p.m. 

  • Contextualizing nature of science skills in a competency-based lecture course (Prater, Baumgartner, Littman)
  • Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so (Castelli, Sarvary)
  • Learning through Challenges: Majors Microbiology Lab Redesign (Sletten)
  • Creating Meaningful Professional Development Opportunities for Teaching Assistants Facilitating Course-based Undergraduate Research Experiences (CUREs) (Olimpo, Kern, D'Arcy, McCabe) 

Live Roundtable Chats

2:40 – 3:15 p.m. 

  • Inclusive Teaching Begins with Understanding Bias (Benson, Elliott)
  • Get involved with JMBE by being a reviewer (JMBE editors)
  • Early career speed-networking with educators at different institutions
  • Speed-networking by career position 

Break and Live Chats With Exhibitors

3:15 – 3:45 p.m. 

Live Q&A With Poster Presenters

3:45 – 4:15 p.m. 

  • Research Communities for Life Science Transfer Students: Improving Retention and Student Outcomes (Biazzo, Fedorka, Schneider, Teter)
  • Enhancing a Virtual Microbiology Course With 3 In-person Labs Improves Student Learning Outcomes (Dvorak, Bofenkamp, Foster-Hartnett)
  • Assessing health equity knowledge and capacity of health professional students: A validation study (Ganjoo, Ward, Yoho, Thoma)
  • Student Perceptions of Personalized Emails With Their Names in an Upper-Level Online Biology Course (Nadile, Okuagu, Cooper, Brownell)
  • Integrating Ethics and RCR Education into CUREs: Early Outcomes of the ENCOUR Fellowship Program (Hernandez, Diaz-Martinez, D'Arcy, Olimpo)
  • Creating an Interdisciplinary Curriculum within the Undergraduate Arts and Sciences Through Agar Art (Torruellas Garcia, Lopez-Moreno, Cote, Crump)
  • Fostering collaboration in the classroom (Albee, Woltz)
  • Effectiveness of Role-Playing in Increasing Understanding of Bacterial Gene Regulation (Sampath)
  • The Effect of Research and Teaching on Depression in Life Sciences Ph.D. Students (Wiesenthal, Gin, Ferreira, Cooper)
  • Knowledge and Perceptions of Antibiotic Resistance Among Prehealth and Agriculture Students (Da Silva Carvalho)
  • Lessons Learned from an S-STEM Program: Promoting Success in a Diverse Population of Science Majors (Dye, Bolen)
  • Multiple Illustrated SARS-COV-2 Documents: How Students Integrate Information (Cromley, Kunze, Whang)
  • Use of the Microbiology Concept Inventory to Identify Student Misconceptions and Improve Curriculum (Rennpferd, Schroeder, Nguyen, Condry)
  • Assessing Basic Needs Insecurities Among College Biology Students (Williams, Slominski, Momsen)
  • Interviews as the CURE: Students Characterize Learning Assistant programs by Interviewing Faculty (Alcantara, Reyes, Martin)
  • Perceptions of the classroom community influence student-reported learning gains (Richard)

Microbrews 

4:25 – 4:40 p.m.

  • Writing Case Studies: A Replacement for the Standard Research Paper (Gazdik Stofer)
  • Tips and Tools for Co-Mentoring Undergraduate Researchers at a Teaching Institution (Wyatt, Premo)
  • Learning in 3D: Adjusting an Introductory Biology Biomolecule 3D Printing Project for Virtual Format (Nowicki, Fry)
  • Adapting and Teaching a Course about Outbreaks during the COVID-19 Pandemic (Klockow)

4:45 – 5 p.m.

  • Combining SOI Model Activities into a Creative High Stakes Science Journal (Wiggins)
  • Examining student perception and engagement in non-majors Microbiology labs (Walker, Ivester)
  • Using Shiny Apps to Build Quantitative Reasoning in Biology Education Contexts (Ko) 
  • Using Bioinformatics activities to understand the past and present of SARS-CoV2 (Arora)

5:05 – 5:20 p.m.

  • The DNA Landscape: A tool for communicating processes and concepts related to DNA (Wright, Newman)
  • Leveraging TA Training to Establish an Inclusive Learning Environment in a Lab (Sobers, Santos Mendoza)
  • Using Virtual Escape Rooms as an Engagement Tool in an Undergraduate Microbiology Course (Berkes) 
  • Online Vaccine Science Resources For Covid-19 Education (Smyth, Seiser)

Exhibitor Spotlights

5:30 – 5:48 p.m.

ASM | Wiley, Hoboken, NJ

5:50 – 6:08 p.m.

bluedoor + Top Hat, Minneapolis, MN

Live Q&A With Filmmakers of "Jim Allison: Breakthrough" 

7 – 8 p.m.

Thursday, July 1

Microbrews

12:00 – 12:15 p.m.

  • Quantifying and Modeling the Role of Microbes in Biogeochemical Cycles with HHMI Biointeractive. (Westenberg)
  • Research boxes for representation (Baumgartner, Prater)
  • Student Engagement for the Online Microbiology Course; Hello…..? Are you there? (Townsend, Swithers)
  • Incorporating 5E Instructional Design in Undergraduate Biology Courses (Frazier)

12:20 – 12:35 p.m.

  • Empowering Undergraduates to Combat Climate Change with Soil Microbes (Taylor-Cornejo)
  • Understanding ethical problems and racialized frameworks in blood services (Brossard Stoos, Avera)
  • Doing a Double Flip: Using the Guided Practice in Online and Flipped Face-to-Face Classrooms (Cottrell-Yongye) 
  • Teaching Scientific Thinking in a 'Micro' Course on Primary Literature Meta-analysis (Kormuth)

12:40 – 12:55 p.m.

  • Connecting Microbes and the UN Sustainable Development Goals to Enhance Student Engagement (Sun, McFarland)
  • Seeing is Believing: Using Mainstream News Articles to Increase Student Engagement and Perception in Introductory Microbiology Courses (Mestrovic, Rholl, Lal)
  • Case Study Driven Immunology Labs, Develop & Perform Diagnostic ELISAs to Detect West Nile Virus! (Williams)
  • Online tools for learning a modified CREATE method of reading primary literature (Moberg-Parker)

Exhibitor Spotlights

1:05 – 1:23 p.m.

Carolina Distance Learning, Burlington, N.C.

1:25 – 1:43 p.m.

miniPCR bio, Cambridge, Mass.

1:45 – 2:03 p.m.

SimBio, Missoula, Mont.

Live Q&A With Poster Presenters

2:15 – 2:45 p.m. 

  • FUTIs: A Graphing and Bioinformatics Exercise Investigating AMR and Food-Borne Uri (Foster-Hartnett, Mwukalundwa, Henry, Johnson)
  • Assessment of Nursing Student Learning Outcomes in Traditional vs Online Microbiology Laboratory (Hodge, Davidson)
  • Tools and Techniques for an Online Authentic Research Microbiology Lab (Kenton)
  • The pedagogical benefits of gene synthesis technology can be realized at diverse institutional types (Scheifele, Cooper, Newman, Jones)
  • Improving Student Academic Self-Efficacy in Online Course Partnerships Using Mindset (Srougi, Dums)
  • Exploring student beliefs of what makes a research-based course feel authentic (Goodwin, Shortlidge)
  • The Effects of Online Science Learning Environments on Undergraduates with Depression (Mohammed, Cooper, Gin, Wiesenthal)
  • Improving rational therapeutic decision making for patients with antibiotic resistant infections (Gentry, Ulrich, Kaplin, Wall)
  • A descriptive study to unpack the vision and change movement for undergraduate immunology education (Pandey, Mixter, Elliott)
  • Tracking an Outbreak: A Historic Biography & Contact Tracing Training to Study Infectious Disease (Dugan)
  • Student engagement and learning experience online during emergency remote teaching (ERT) (Yeong, Lee, Lee)
  • Thinking Broadly About Broader Relevance: Integrating Museum Education into CUREs (Donegan, Zachariah, Olimpo)
  • A Short-term Module CURE Lowers Barriers to Adoption and Yields Significant Learning Gains (Kleinschmit, Genne-Bacon, Bascom-Slack)
  • Collaborative Poster Presentation Before and During COVID-19 Pandemic in Forensic Biology Classroom (Patel, Vermitsky)
  • MICROBE-OPOLY: Exploring the Microbial World through Associations (Soule)
  • Redesigning Curricula to Create an Improved Learning Environment (Snyman, Tholen)
  • Longitudinal Assessment of Students Progress in a Sophomore Level Microbiology Course Using Gamification (Wiggins)

Break and Live Chats With Exhibitors 

2:45 – 3:15 p.m. 

Informal Networking

3:15 – 4:00 p.m.

  • Inspiring Evidence-Based Teaching Innovations in Biology Classrooms with the Journal CourseSource (Vinson, Goller)
  • Speed-networking: Education career paths that don't involve classroom teaching
  • Retaining diverse students in STEM with mentoring, programs, and research opportunities
  • Find your next scholarly project

Microbrews

4:10 – 4:25 p.m.

  • Using an Environmental Justice Case Study to Teach the Role of Science in Policy-making in a Science (Haswell)
  • Building Radical Listening and Empathy Through an Implementation Lab on Vaccine Hesitancy (Chandrangsu, Mills) 
  • Virtual Viral Plaque Assay Simulation (Graesser, Sung)
  • Investigating The Efficacy of Disinfectants: A Guided-Inquiry Project For The Microbiology Lab (Colina)

4:30 – 4:45 p.m.

  • Scientists for Social Justice Podcast: A Collaborative Project between a Professor and Student (MacDonald, King)
  • Engaging students with a STD Public Service Announcement Project (Lee)
  • I Can Learn to See Proteins in 3D (iCn3d), but it Takes Practice! (Gollery)
  • Time travel: An exciting way to discover new antimicrobials (Davis)

4:50 – 5:05 p.m.

  • Humans and Science: A Discussion Series to Promote Diversity, Science Identity, and Metacognition (Freise)
  • Cataloging CRISPRs in microbes we consume: An expandable CURE that makes students the scientists (Petrie)
  • Teaching Microscopy in a Virtual Environment (Lionetti, Townsend)
  • Tell Me A Story: Integrating Narratives into Learning RT-PCR and ELISA (Garcia, Hammett, Davis)

5:10 – 5:25 p.m.

  • Inverting the Genetics Curriculum: Making Genetics More Accessible and Inclusive (Glaser, Newman)
  • MicrobiOlympiad - an Innovative contest of microbiology for undergraduate students (Patil)
  • Parallel Lab Experiences for Synchronous Face-to-Face and Distance Lab Students: An Experiment (Rholl, Bahena)
  • Using FIJI software as spectrophotometer to evaluate pipetting and dilutions (Oli)

Closing Plenary

5:30 – 6 p.m.

Mays Imad, Ph.D.

Mays Imad, Ph.D.

Pima Community College

Cultivating the Moral Imagination in STEM Education

Desmond Tutu reminds us that our “humanity is caught up and is inextricably bound up in” others. In this seminar, we will consider a relational epistemological framework and reflect on why we must strive to move beyond ally-ship and statements of solidarity toward truth, reconciliation, and liberating mutuality in STEM education. Elevating and sustaining the work of equity and inclusion in STEM will necessitate that we take an axiomatic approach to justice and begin to imagine, articulate, and enact values based on our interconnectedness and interdependence.

 

Pre-Recorded Talks (Available On Demand)

Pre-Recorded Sessions (30 min.)

  • Two Semesters of Pandemic Teaching: What Worked, What Didn't (Buchner)
  • Science at Home: Multiple Approaches to Teaching Lab Skills Remotely (Chen, Lee)
  • A Team-Based Approach to Entirely Rebuilding a Microbiology Curriculum (Chaput)
  • Poetry and Plagues (Culumber, Shigley)
  • The Career Educator: Getting Your Dream Job! (Goller, Whitehurst, Katz Amburn, Townsend)

Pre-Recorded Microbrews (10 min.)

  • Use of Learning Games to Increase Student Engagement in General Microbiology Courses (Boury)
  • “Fact-checking” Popular Science Books to Help Students Engage with Primary Literature (Bowder)
  • Guided Research: Using a Common Methodology to Accommodate Large Numbers of Students in Research (Brooks)
  • Coupling Inquiry-Based Data Analysis and Microbiological Testing to Enhance Student Research Skills (Brosnahan, Taylor)
  • Generating Simulated Data From Student ID Numbers (Buchner)
  • How to Use Creative Writing to Improve Student Engagement (Carpenter)
  • Bio-Cementation: An Introduction to Exploitable Microbial Metabolism (Caslake)
  • Welcome to the CELL (Concept Enhancement Learning Lounge) Where Micro and Nursing Meet (Cecil, Gobbett)
  • Online Medical Microbiology Lab Unknowns to Enhance Student Learning (Donner, Imhoff)
  • Double Spacing - In Person Teaching Labs During the COVID-19 Pandemic (Edgerton, Mwakalundwa)
  • The Surprising Impact of Microbes - An Introductory Activity (Gasper)
  • Isolating Oomycetes From the Soil to Learn More About Swamp Cancer and Sudden Oak Death Syndrome (Glick)
  • Digging Earthworms for Soil Characterization Through Microbiome Identification (Good)
  • Urgently Needed Online Microbiology Laboratory Course (Graves)
  • Be Creative – Tips for Making Your Own Videos (Hughes)
  • Expanding Student Exposure to the How of Science Using an Online Video Journal (Kittrell)
  • A Hands-on Activity for V(D)J Recombination in an Undergraduate Immunology Class (Knapp, Hallstrom)
  • Online Molecular Biology Labs: Bridging the Gap Between Theory and Practice (Leftwich)
  • Use of Popular Non-Fiction Books to Increase Student Engagement in Upper Division Courses (Lettini)
  • Activities for Student-Led Discussion Facilitation Online and in-Person (Linden)
  • Re-examining the Role of a Canine Metagenomics CURE (McDevitt, Romero)
  • Marching Into the 'Virtual' Unknown: Pathogen Identification Scenarios (Melendrez-Vallard)
  • Microbiomes for All! Zooming in on Data Analysis During the COVID-19 Pandemic (Muth, Smyth)
  • A Card Sorting Task That Gives Insight Into Student Thinking About DNA (Newman, Wright)
  • Perceptions of Community-Engaged Learning Across Undergraduate Disciplines (Nguyen, Parsons, Wissman, Condry)
  • Increasing Engagement During Online Learning Through the Use of Interactive Slides (Pakpour)
  • An Undergraduate Laboratory Module That Uses the Crispr/cas9 System to Generate Frameshift Mutations (Peterson)
  • Superheroes of the Immune System (Potter)
  • Cultivating New Connections and Re-examining Existing Connections Using Connections Activity (Pradhan)
  • Interactive Online Lab Simulation on Obtaining Pure Cultures via Quadrant Streaking  (Raytcheva, Frank)
  • How to Write Laboratory Protocols and Scientific Reports in Microbiology? (Reinoso, Dieser, Moliva)
  • The Isolation and Identification of Microorganisms From Facial Masks (Rollins)
  • Integrating Current Research in Microbial Diversity Online and in the Classroom Using FlipGrid (Schrementi, Brooke)
  • Exploring Fermentation Science Through Cultural and Commercial Practices (Seiser)
  • Microbiology Puppet Shows (Shoemaker)
  • Surviving the Cure: Antibiotic Discovery With Tiny Earth During COVID - Challenges & Successes (Smith)
  • Foundational Relationships Supported Learning Amidst the COVID-19 Chaos and Transition to Distance Learning (Steel, Little, Bates)
  • How to Develop a High Quality Online Learning Resource That Maximizes Learning (Torda)
  • A Remote Imaging Protocol for Socially-Distanced Students Studying Wildlife (Tripepi)
  • Critical Concepts in Vaccines (Trujillo)

Special Event: View "Jim Allison: Breakthrough" On Demand June 24-July 7

Join Live Q&A June 30, 7-8 p.m.

"Jim Allison: Breakthrough" is the astounding, true story of one warm-hearted, stubborn man’s visionary quest to find a cure for cancer. View the documentary via the conference app and join the informal discussion with filmmakers June 30, 7-8 p.m. ET. The following items will all be available in the ASMCUE conference app (web and mobile):  
  • Free, 24-hour access June 24-July 7 to the award-winning documentary "Jim Allison: Breakthrough" via the ASMCUE mobile app. Run time: 90 min.
  • Educator toolkit and teaching resources related to the documentary that would be appropriate in introductory undergraduate biology, microbiology and immunology courses. 
  • Live question and answer session June 30, 7-8 p.m. ET with the film’s director and scientists from the film. Find out how to use the film as a teaching resource.
Today, Jim Allison is a name to be reckoned with throughout the scientific world—a 2018 winner of the Nobel Prize in Physiology or Medicine for discovering the immune system’s role in defeating cancer—but for decades he waged a lonely struggle against the skepticism of the medical establishment and the resistance of big pharma.

"Jim Allison: Breakthrough" takes us into the inspiring and dramatic world of cutting-edge medicine and into the heart of a true American pioneer, in a film that is both emotionally compelling and deeply entertaining.