Join this free webinar series, featuring discussions with authors from recently published articles in Journal of Microbiology & Biology Education® (JMBE). Come meet other biologists who do discipline-based education research (DBER), become more familiar with study design and interpretation of data of DBER studies and learn how to improve your teaching in the process. Register for each webinar individually. Free for everyone!

After attending JMBE Live! webinars, participants will be able to do the following:
  • Discuss critical aspects of DBER research study design.
  • Interpret results of DBER studies.
  • Describe how DBER studies can inform classroom or laboratory teaching.
  • Be more motivated to conduct your own DBER study and publish in JMBE.

Upper-Level Interdisciplinary Microbiology CUREs Increase Student’s Scientific Self-Efficacy, Scientific Identity and Self-Assessed Skills—May 3, 2-3 p.m. ET

Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students’ participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the biomedical sciences major. Read the paper.

Read the Paper


  • Grace Borlee, Ph.D., Colorado State University.
  • Carolina Mehaffy, Ph.D., Colorado State University.
  • Moderated by Stanley Maloy, Ph.D., JMBE Editor in Chief, San Diego State University.

Upcoming Webinars

Chatbot Responses Suggest That Hypothetical Biology Questions Are Harder Than Realistic Ones—May 17, 2:30-3:30 p.m. ET

The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students’ true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. Read the paper.


  • Greg Crowther, Ph.D., Everett Community College.
  • Thomas Knight, Ph.D., Whitman College.
  • Moderated by Stanley Maloy, Ph.D., JMBE Editor in Chief, San Diego State University.

Catch up on past events when you watch recordings on the JMBE YouTube playlist.

Contact Information

Dr. Rachel Horak,