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Importantly, students expressed that the experience of publication increased their confidence and interest in STEM.The development of critical thinking skills is one of the core values of higher education. As an important aspect of visual literacy in the core competencies of undergraduate biology teaching, diagram learning activities have been shown to facilitate students' gains in understanding biology concepts and improving critical thinking skills. To address a need to scaffold students' learning processes of the higher-order cognitive skills in Bloom's Taxonomy via diagram, we have developed an instructional tool using diagrams for online and in-person classes. This teaching and learning tool utilizes a digital canvas created in Microsoft Whiteboard. A diagram of a certain complexity is designed and created by the instructor to model the critical thinking linked to the taught content. Students can work simultaneously to fill in the blanks of the diagram using provided terms and phrases that are derived from lecture slides and aligned with course learning objectives. A moderator, either a peer leader or the instructor, can use this online whiteboard to observe and advise students for their study activities and engage students in discussions in real-time. This customized teaching tool may be particularly useful for introductory biology courses to train first-year students and sophomores to learn biological concepts and mechanisms. More importantly, it helps students comprehend and learn the critical thinking skills embedded in the provided diagrams to prepare them to conduct more complex diagram activities and generate their own diagrams.Professional STEM societies have been identified as an important lever to address STEM diversity, equity, and inclusion. In this Perspectives article, we chronicle the highlights of the first Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) convening held in September 2021. Here, we introduce the three-part ACCESS+ approach using a model that entails (i) completion of a DEI self-assessment known as the equity environmental scanning tool, (ii) guided action plan development and iteration, and (iii) sustained participation in a community of practice.The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Côte d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Cefodizime datasheet Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.In discipline-based education research (DBER), early career scholars, such as graduate students and postdoctoral researchers, observe a slew of possible career pathways. Yet, there is a lack of opportunities to learn about such pathways, particularly when transitioning from traditional science, technology, engineering, or math (STEM) disciplinary training into a DBER position. Thus, the DBER Scholars-in-Training Professional Development subcommittee was created within the Society for the Advancement of Biology Education Research (SABER) community to develop a collection of workshops that would serve the greatest professional development needs of early career scholars entering DBER. Through a series of surveys disseminated over multiple years, early career scholars expressed interest in better navigating their career options, which led to the development of the career panel workshop, held during the 2019 and 2020 SABER Annual National Conferences. In this report, we explore the development, implementation, and results of two career panel workshops and compare and contrast the 2019 in-person workshop with the 2020 virtual workshop. We also offer our insights on the value of the career workshop, discuss the next steps, and explore valuable resources for those planning on organizing similar events.Course-based undergraduate research experiences (CUREs) often occur in a physical lab space, but they can also be offered remotely while maintaining course expectations and providing opportunity for authentic student engagement in research. Using a novel framework, remote Microbial Ecology CURE students used microbes isolated via antimicrobial-challenged Winogradsky columns to investigate phylogeny and metabolism through a hypothesis-driven meta-analysis (MA). Students used 16S rRNA and key metabolic enzymes to compare phylogeny; enzymes were modeled and evaluated for putative conserved domains, culminating in primer design and analysis. Using in silico tools facilitated student development of bioinformatics skills. The MA was subdivided into discrete sections in order to (i) provide a timeline for students to remain on schedule throughout a remote-learning lab experience, (ii) encourage feedback throughout the project, and (iii) facilitate student understanding of the experimental design. MA deliverables were designed to be specific figures with individual titles, legends, and analyses to enable their feedback for subsequent presentations. The six key formative deliverables included a word cloud (used to develop the works cited list and hypothesis), a 16S rRNA phylogenetic tree, an annotated metabolic pathway and three-dimensional model of the key metabolic enzyme, a phylogenetic tree based on the key metabolic enzyme, design and analysis of a primer set for the key metabolic enzyme, and a summative poster and graphical abstract. The MA project yielded poster presentations at virtual conferences, lab presentations, and written reports. Using the hypothesis-based MA model encouraged an authentic research experience, enabling students to develop, discuss, and progress in meaningful experiments.Successful mentoring relationships allow mentees to gain the confidence and knowledge they need to reach their goals, but students from populations generally underrepresented in science and health fields have been shown to receive less mentorship than their well-represented peers. In highly competitive processes, like medical school admissions, mentoring may be particularly valuable. We investigated the prior mentoring experiences of medical students and whether their perceptions of mentoring differed based on their mentoring goals or demographics (race/ethnicity, gender identity, household income, or parental highest level of education) through surveys and interviews of medical students from three different institutions. These medical students had widely participated in mentoring, though student race and household income impacted their access to medical professionals to serve as informal mentors. Medical students shared the same gender identity as their mentor more often than would be expected under the null hypothesis. Students reported having both career and psychosocial goals for mentoring, and there was a positive association between the strength of the mentees' goals for mentoring and the number of formal mentors the mentees had. These respondents viewed mentoring as having provided them with both career and psychosocial benefits. Mentoring programs for aspiring medical students may benefit from focusing on both career and psychosocial functions to maximize the benefits of mentoring for students from diverse backgrounds.Archaea, once thought to only live in extreme environments, are present in many ecosystems, including the human microbiome, and they play important roles ranging from nutrient cycling to bioremediation. Yet this domain is often overlooked in microbiology classes and rarely included in laboratory exercises. Excluding archaea from high school and undergraduate curricula prevents students from learning the uniqueness and importance of this domain. Here, we have modified a familiar and popular microbiology experiment-the Kirby-Bauer disk diffusion antibiotic susceptibility test-to include, together with the model bacterium Escherichia coli, the model archaeon Haloferax volcanii. Students will learn the differences and similarities between archaea and bacteria by using antibiotics that target, for example, the bacterial peptidoglycan cell wall or the ribosome. Furthermore, the experiment provides a platform to reiterate basic cellular biology concepts that students may have previously discussed. We have developed two versions of this experiment, one designed for an undergraduate laboratory curriculum and the second, limited to H. volcanii, that high school students can perform in their classrooms. This nonpathogenic halophile can be cultured aerobically at ambient temperature in high-salt media, preventing contamination, making the experiment low-cost and safe for use in the high school setting.Vulnerable populations in developing countries need new protein sources, such as protein concentrates from accessible sources at low economic costs. The main objective of this study was at evaluating the nutritional quality of the protein concentrate of the legume mesquite (Prosopis juliflora), compared with the protein values of other legumes described in literature. For this purpose, flour and protein concentrates from mesquite were obtained, along with their chemical composition. Amino acid profiling was performed by high-performance liquid chromatography (HPLC). Protein quality index evaluation tests were also performed on preschool children and adults. The protein content of mesquite was found to be 68%. However, mesquite covers the requirements of essential amino acids, surpassing 31% of the protein required in adults, except for cysteine sulfur amino acids and aromatic amino acids. In other age groups such as children, mesquite had a high content of histidine, which is necessary and considered essential during infant development. According to the above, mesquite could be used as an alternative protein to produce food with high nutritional content.