A set of concepts and example learning outcomes applicable to any undergraduate General Microbiology course.
Guidelines for safely handling microbes at both biosafety level 1 (BSL1) and at biosafety level 2 (BSL2) were developed by the ASM Task Force. The guidelines are brief by design for ease of use and provide educators with a clear and consistent way to safely work with microorganisms in the teaching laboratory.
Journal of Microbiology & Biology Education (JMBE)
Open-access, scholarly publication includes biology education research and science teaching articles, perspectives in education, curriculum resources, practical advice and how to's, reviews, and news.
Clearinghouse of visual and multimedia programs, standard laboratory protocols, and atlases of laboratory results.
Beginning in 2001, poster and microbrew session abstracts from the annual ASM Conference for Undergraduate Educators (ASMCUE) were made available as PDF booklets on the conference website. In 2010, poster session abstracts were also published in the May issue of the Journal of Microbiology & Biology Education.
American Academy of Microbiology FAQ Series
Sponsored by the American Academy of Microbiology, the FAQ program is a series of “mini-colloquia” whose goal is to provide science-based information about topics in the news in which microbes play an important role. The resulting reports are written for a general audience and provide clear answers to topical questions.
K-12 Outreach Activities
The collection of activities is meant to illustrate the incorporation of the microbial world in the K-12 community either through science courses or through community-based events and programs. The activities come from classroom teachers and microbiologists. All activities have been reviewed by the ASM Committee on K-12 Outreach for scientific and educational content, active learning and engagement, alignment with the National Science Education Standards, and clarity of accompanying instructions.
Vision and Change in Undergraduate Biology Education
Published by the AAAS, the report urges substantial changes in how biology is taught in colleges and universities. The report acknowledges ASM's contributions to UG education, (p. 60-61) ASMCUE as a venue that advances the scholarship of teaching and learning in biology, the Biology Scholars for its efforts to support faculty with ongoing peer mentoring and a community that catalyzes and sustains faculty efforts to adopt new practices, and the decision to publish ASMCUE abstracts in JMBE in order to provide authors a citation for their work in the field.
Discipline-Based Education Research
Funded by the National Science Foundation, the DBER report addresses the current status, provides research on, and offers guidance for the future direction of undergraduate teaching and learning in the sciences. Additionally, the report identifies resources for advancing discipline-based education research.
Characteristics of Excellence in Undergraduate Research
Published by the Council on Undergraduate Research, the COEUR report is an instrument intended to help institutions develop, enhance, and qualitatively evaluate their undergraduate research programs. Comments and questions from the educator community, captured during the report's debut, are also available as supplemental resources.
Integrating Undergraduate Research into the Curriculum
Students who participate in scientific research as undergraduates report gaining many benefits from the experience. However, undergraduate research done independently under a faculty member's guidance or as part of an internship, regardless of its individual benefits, is inherently limited in its overall impact. Faculty members and sponsoring companies have limited time and funding to support undergraduate researchers, and most institutions have available (or have allocated) only enough human and financial resources to involve a small fraction of their undergraduates in such experiences.