Preliminary Program


NextGen MicroEdu:
Engage, Construct, Connect


Pre-Conference Workshops

Analysis of Microbiomes at the rRNA and Whole-Genome Levels: How to Bring it in the Classroom 
Kostas T. Konstantinidis, Georgia Institute of Technology
James Cole, Michigan State University
Luis-Miguel Rodriguez-R, Georgia Institute of Technology
James Tiedje, Michigan State University

Thursday, May 15 at 10:00 am-12:00 pm and 1:00 pm-3:00 pm (Lunch will NOT be provided during the 12:00 pm-1:00 pm meal break.)

The use of culture-independent genomic techniques (aka metagenomics) for the analysis of microbiomes in clinical or environmental settings has increased geometrically during the last five years. However, user-friendly tools to analyze metagenomic data are typically limited to the assembly and gene annotation of the metagenomic sequences. In this workshop, we will offer hands-on, bioinformatics exercises that we have successfully used in the classroom to allow efficient analysis of metagenomes and answer questions such as: who is in the sample; how much of the diversity was sampled; what genes and pathways are differentially abundant between metagenomes. Performing these exercises with available real data can easily engage students and sparkle their interest in research and discovery. (Select this option when you register for ASMCUE. Registration Fee: $100)

link-100Preparing Successful Proposals for the NSF Directorate of Biological Sciences 
Joanne M. Willey, Hofstra University
Gita Bangera, Bellevue College
Michael Ibba, The Ohio State University

Thursday, May 15 at 10:00 am-12:00 pm and 1:00 pm-3:00 pm (Lunch will NOT be provided during the 12:00 pm-1:00 pm meal break.)

This workshop will actively walk participants through the process of writing an NSF grant proposal to be submitted to the Directorate of Biological Sciences. Within the context of the two review criteria, intellectual merit and broader impacts, participants will practice the development of working hypotheses, crafting feasible specific aims, and integrating educational elements into the project design.  The workshop will also help participants develop the ability to address review criteria used by panelists to critically assess proposals. By the completion of the workshop, participants should be able to craft a one-page Summary that describes their proposed program of research. Attendees will have direct access to successful grantees from a variety of institutions, and faculty from community colleges, principally undergraduate and research institutions are invited. While designed for those who have not yet submitted a successful NSF proposal, it is by no means limited to junior faculty. (Select this option when you register for ASMCUE. Registration Fee: $50)
Sponsored by ASM-NSF LINK


Thursday, May 15 at 9:00 am-3:00 pm

Case Study and PBL in STEM Education

Participants in this workshop will engage in strategies for writing cases for their classes, as well as adopting and adapting existing cases available from a variety of sources. Science Case Network SOTL Scholars and New Case Scholars also will present results from their Spring 2014 projects. For more information and to register please visit: http://sciencecasenet.org/asmcue2014(No charge to attend. Applicants must register by April 7th to be considered.) 
Sponsored by Science Case Network 



Plenary Lecturers at the Forefront of Science and Teaching

Picking for Progress: Mining Nostril Microbiota for New Insights into Pathobionts
Katherine P. Lemon, The Forsyth Institute, Boston Children's Hospital, and Harvard Medical School




Bringing Role-Playing Exercises, Interactive Simulations, and Climate Change Science Together for Transformative STEM Education
Juliette N. Rooney-Varga, University of Massachusetts Lowell



Taking a Scientific Approach to Science Education
Carl E. Wieman, Carl Wieman Science Education Initiative and Stanford University



 

NEW! ASMCUE® 2014 and asm2014 Joint NextGen Microbiologist Plenary Session

Joint interactive lecture where the asm2014 education plenary session will be live-streamed to ASMCUE® attendees:

Convener:
Joanne M. Willey, Hofstra University

Facilitating and Disrupting Student Engagement: What Do We Know and How Do We Know That?
Daniel D. Pratt, University of British Columbia and 2012 Imogene Okes Awardee for Outstanding Research in Adult Education

Teaching Your Students to Think Like a Microbiologist: Let Them Practice What You Preach
Erica L. Suchman, Colorado State University and 2013 Carski Foundation Distinguished Undergraduate Teaching Award

Integrating Authentic Research into the Life Sciences Curriculum at Public Research Universities
Erin R. Sanders, University of California, Los Angeles and Center for Educational Innovation in the Life Sciences

Crazy for CREs
David J. Asai, Howard Hughes Medical Institute

Helping Diverse Students Transition from Undergraduate to Graduate Classes - an Intensive, Inquiry-Based Laboratory Course
Alison E. Gammie, Princeton University and 2013 William A. Hinton Research Training Awardee

Plenary Session Abstracts



Scientific Updates

How Microbes Can Help Feed the World
Gwyn A. Beattie, Iowa State University
Linda L. Kinkel, University of Minnesota
Sponsored by the American Academy for Microbiology

The Human Microbiome
Curtis Huttenhower, Harvard University
Sponsored by the American Academy for Microbiology


This Week in Virology
Vincent Racaniello, Columbia University

The Challenge of Antibiotic Resistance: A Microbial Perspective
Margaret A. Riley, University of Massachusetts Amherst

Modeling and Forecast of Network-Driven Contagion Processes
Alessandro Vespignani, Northeastern University

Vibrio cholerae Biofilms: Where, Why, and How?
Paula I. Watnick, Boston Children’s Hospital and Harvard Medical School

Scientific Updates Session Abstracts



Assessment Tools and Techniques044

Measurement Theory to Classroom Practice
Jennifer E. LeBeau, Washington State University

Session #1: Quantitative Data – The What
Session #2: Quantitative Data – The How
Christine M. Pribbenow, Wisconsin Center for Education Research

Session #1: Qualitative Data – Intro
Session #2: Qualitative Data – Advanced
Stanley Lo, Northwestern University

Building Understanding with the Backwards Design Approach to Course Planning
Michelle Scribner-MacLean, University of Massachusetts Lowell

Assessment Tools and Techniques Session Abstracts



Broadening Participation

Advancing Undergraduate Research at a Primarily Undergraduate Institution
Jennifer A. Bennett, Otterbein College

How to Create Community Outreach Programs in Biology and Microbiology Education
Barbara D. Davis, Mary Flannery, Marty Lowe, and Jeannie Payne, Bergen Community College

link-100Innovative Models for Staying Current in Research and Education
Beronda L. Montgomery, Michigan State University
Marcel Agüeros, Columbia University
Sponsored by ASM-NSF LINK


Should I Stay, or Should I Go: An Examination of Factors Influencing Student Persistence in the Biology Major
Jeffrey T. Olimpo, Sue Ellen DeChenne, and Biscah Munyaka, University of Northern Colorado

BioSOLVE Brings Undergraduate Research to a Non-research Program through Courses, Collaboration, and Application-Based Service Learning
Gail E. Rowe, La Roche College

That’s Edu-tainment
Dave Westenberg, Missouri University of Science and Technology
Ruth Gyure, Western Connecticut State University
Mark Martin, University of Puget Sound
Phil Mixter, Washington State University


Broadening Participation Session Abstracts



Course-Integrated Undergraduate Research

026link-100Implementing Vision and Change in the Classroom and in the Institution
Gita Bangera, Bellevue College
Sponsored by ASM-NSF LINK

Don’t Tell Me! I’ll Do It Myself!! (Inquiry-Based Learning and Undergraduate Research in the Community College Classroom)
Ashley A. Hagler, Gaston College

Hands-On Bioinformatics Exercises for the Analysis of Complex Microbiomes in the Classroom
Kostas T. Konstantinidis, Georgia Institute of Technology

Microbial Genome Sequencing and Analysis with GCAT-SEEK
Jeffrey D. Newman, Lycoming College

The Small World Initiative: The Challenges and Successes of Integrating an Authentic Research Course into Introductory Curriculum
Tiffany M. Tsang, Yale University

Embedding Undergraduate Research throughout Microbiology Majors
Jack T.H. Wang, The University of Queensland


Course-Integrated Undergraduate Research Session Abstracts



Distance Learning

Incorporating Digital Resources into your Student-Centered Classroom 
Sarah Goodwin, American Society for Cell Biology

Authentic AND Online: Designing Scientific Laboratory Experiences for Distance Learning Students
Mary Mawn, SUNY Empire State College 

Engaging Online Learners With Web 2.0 Assessment Tools
Michelle Scribner-MacLean, University of Massachusetts Lowell

Distance Learning Session Abstracts



Facilitating Active Learning

040
The Miniflip: A Minor Change with a Big Impact
Denise G. Anderson, University of Washington

Reading Beyond the Abstract: Students' Intensive Analysis of Primary Literature Via the CREATE Strategy Leads to Deep Understanding of Research Process, Gains in Critical Thinking Ability and Insight into "Who does Science, and Why"
Sally G. Hoskins, The City College of New York

The Science Case Network: Resources for Case-Based Learning in Microbiology
Karen K. Klyczek, University of Wisconsin-River Falls
Drew Kohlhorst, Emory University

BioBuilder: Ready-to-use Classroom and Lab Curricula that Integrates Engineering into Biology
Natalie H. Kuldell, Massachusetts Institute of Technology, BioBuilder Educational Foundation

Attracting Student Attention with Magnets and Flipping
Jennifer L. McLean, Colorado State University

The Good, the Bad, and the Ugly: Recognizing, Leveraging and Addressing Students’ Prior Knowledge
Cigdem Talgar, Northeastern University

Facilitating Active Learning Session Abstracts



Professional Development

Preparing Undergraduates for Research Careers in Industry
Kimberly L. Carey, Excelimmune

Implementing Vision and Change Recommendations at the Departmental Level: An Introduction to the Partnership for Life Science Undergraduate Education (PULSE) Framework and Resources
Sharon B. Gusky, Northwestern Connecticut Community College 
Loretta Brancaccio-Taras, Kingsborough Community College
Nitya Jacobs, Oxford College of Emory University
Karen K. Klyczek, University of Wisconsin-River Falls

Laboratory Safety
Diane M. Hartman, Baylor University
Jeffrey J. Byrd, St. Mary's College of Maryland

Bridging the Boundary Between Science and Industry
Fred D. Ledley, Bentley University

Career Opportunities in Health Care for Microbiologists and Immunologists
John L. Schmitz, University of North Carolina Chapel Hill

Opportunities at the National Science Foundation
Susanne von Bodman, National Science Foundation

Professional Development Session Abstracts



Teaching Resources

Updated Tools for Genomics, Functional Genomics, & Metagenomics Analysis
Brad W. Goodner, Hiram College

Bringing Climate Change Science Alive Through Student-Produced Media
Juliette N. Rooney-Varga, University of Massachusetts Lowell

Adventures in Flipping my Freshman Biology Course
Brian T. White, University of Massachusetts Boston

Teaching Resources Session Abstracts


 

Working Lunch Session

ASM Curriculum Guidelines—Moving Forward
Sue Merkel, Cornell University
Gary Kaiser, Community College of Baltimore County, Catonsville 
Ann Stevens, Virginia Tech

Friday, May 16 at 12:30 pm-2:00 pm

Two years ago, the ASM Task Force on Curriculum Guidelines published new concept-based guidelines for introductory microbiology courses (https://www.asm.org/index.php/guidelines/curriculum-guidelines).  The guidelines are based on the “Backward Design” model which emphasizes a deep understanding of fundamental concepts.

Last year at ASMCUE, we asked the community to help us write learning objectives for the fundamental statements in the Guidelines.   These were vetted and edited by a new Curriculum Guidelines Task Force (Ann Stevens, Chair, Billy Hung, Min-Ken Liao, Sue Merkel).  The learning objectives were shared with the community on the ASMCUE website as examples of both lower- and higher-order thinking goals for students.

Moving forward, we are now at the point of developing assessments for these (and other) learning objectives.  This year at ASMCUE, the Curriculum Guidelines Task Force is joining forces with the ASM MicrobeLibrary Student Learning Assessments in Microbiology Database (SLAMD) to develop peer-reviewed multiple choice questions that will help microbiology educators to assess the learning objectives linked to the new Curriculum Guidelines. And we need your help!


We are asking ASMCUE participants to join us in focus breakout groups to review the example learning objectives and to share your own. We will then work in groups to develop new multiple choice assessment questions that directly link back to the Curriculum Guidelines.  This will provide a valuable resource as microbiology educators across the world begin to adapt the new Curriculum Guidelines.



Networking Sessions


Sharing Issues, Finding Local Support, and More


One of the top reasons attendees give for attending ASMCUE is the opportunity to network with fellow educators. Meals at the Conference are intentionally served as a group to allow a time and place for this important networking to occur. This year, the three breakfast meals have been organized to maximize attendee interaction.

Friday - Breakfast by Topical Areas
Several issues have been identified by the Steering Committee such as implementing the lab safety guidelines, community colleges issues, online teaching, Meet the JMBE Board, LINK Program, iTeach, and more.  If you have a topic for an interest group, please email us at This email address is being protected from spambots. You need JavaScript enabled to view it.

Saturday - Breakfast by Location
ASM's supports thirty-five Branches organized by geographical territories that are defined by one or more states and/or zip code areas. On site, attendees will receive information about their branch and region and be encouraged to meet others in the same vicinity. International attendees will have an opportunity to meet as well.

Sunday - Free for All!
You are on your own! Take a chance. Sit at a table where you recognize no one. Experienced faculty, introduce yourself to a first-timer. First-timers, hobnob with a speaker or ASM leader. Go outside your comfort zone! You never know, you may meet a collaborator or a friend for life. Many close friendships were born and nurtured at an ASMCUE meeting. 



Microbrew Session: Mixing Ideas for Successful Teaching Strategies in Microbiology

These sessions provide a forum for attendees to share ideas and thoughts on best practices in microbiology and biology education. Oral presenters are selected from attendees submitting abstracts for consideration in the Microbrew categories and give 15 minutes "chalk-talks" in which they share their activity.


  

Poster Presentation Session

The poster abstracts are organized by both content and pedagogy. The content themes are evolution, cell structure and function, metabolic pathways, information flow and genetics, microbial systems, and impact of microorganisms. For the purposes of ASMCUE, a seventh concept, advancing STEM education and research has been added to the abstract in order to identify authors working in this broader-scoped area. The pedagogy themes are organized into five categories: course design, hands-on projects, student learning, teaching approaches, and teaching tools.

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