Samantha L. Elliott

Catalytic Azide Reduction in Biological Environments

In the quest for the identification of catalytic transformations to be used in chemical biology and medicinal chemistry, we identified iron(III) meso‐tetraarylporphines as efficient catalysts for the reduction of aromatic azides to their amines. The reaction uses thiols as reducing agents and tolerates water, air, and other biological components. A caged fluorophore was employed to demonstrate that the reduction can be performed even in living mammalian cells. However, in vivo experiments in nematodes (Caenorhabditis elegans) and zebrafish (Danio rerio) revealed a limitation to this method: the metabolic reduction of aromatic azides.

Broadening participation in biology education research: Engaging community college students and faculty

Though nearly half of all undergraduates are enrolled at community colleges (CCs), only 3% of papers from a sample of biology education research (BER) journals related to CC contexts. This paper reports the results of a meeting convened to identify affordances and constraints associated with CC BER and describes support strategies for advancing CC BER going forward.

Efficacy of Role Play in Concert with Lecture to Enhance Student Learning of Immunology

Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

Simulating Biomagnification to Illustrate Trophic Pyramids in the Middle School Classroom

Abstract Biomagnification influences the movement of environmental contaminants and relates to food chains and the transfer of matter in ecosystems, concepts that are found in the Next Generation Science Standards. Consequently, we developed a hands-on, discussion-based activity for the middle school science classroom to demonstrate biomagnification and connect it to food webs and trophic pyramids. Each student represents an aquatic organism, and together students simulate the consumption and excretion processes in an aquatic food chain. This simulation demonstrates how certain environmental contaminants accumulate within organisms and ultimately become concentrated in predators at the top of the food chain.

Ensuring the Future of JMBE

In my last editorial, I described the growing success of JMBE and the need for the publication to innovate and evolve. For example, in the past year, we have expanded our editorial board, moved to a continuous publication model, and continued to broaden our audience through themed issues. Since JMBE was established in 2000, the publication has grown exponentially from five articles that first year to over 100 published in 2016. The journal was the American Society for Microbiology’s (ASM) first open-access publication and, throughout these 17 years, the Society has supported the quality of this biological and microbiological sciences teaching practitioner journal and subsidized all production costs.

From the Editor-in-Chief: Questions of Gender Equity in the Undergraduate Biology Classroom

This editorial describes recent research about the perception of peer achievement in the undergraduate biology classroom. The research, along with statistical data about female retention, provides insight into gender disparities and provides opportunities to address gender bias in the classroom.

Introducing the JMBE Themed Issue on Scientific Citizenship

In this Editorial, the three Guest Editors for JMBEs first standalone themed issue introduce the topic of scientific citizenship and provide an overview of the current ideas and best practices contained within the issue.

From the Editor-in-Chief: Make Some Time to Share Your Creative Ideas and Best Practices!

JMBE Editor-in-Chief, Dr. Samantha Elliott, welcomes new Editors to the journal and discusses the ongoing initiatives for 2015, including a new section, Editorial Board changes, and plans for a new themed issue.

From the Editor-in-Chief: The Next Phase of Discipline-Based Education Research Is Here!

A look at the current state of discipline-based education research (DBER) and how JMBE is adapting to new breakthroughs in the field of biology education.

From the Editor-in-Chief: A Look at 2014

This letter from the Editor-in-Chief details the changes JMBE has made in 2014 and looks forward to upcoming journal initiatives.