Abstract This study systematically analyses pedagogical approaches to teaching microorganisms, drawing on scientific publications from 2014 to 2026. The review was conducted in accordance with the preferred reporting items for systematic reviews and meta‐analyses methodology. A search of the Scopus and Web of Science databases initially identified 1925 publications, of which 50 articles were included after screening and eligibility assessment. Deductive analysis examined publication years, geographical distribution, and educational levels, while inductive analysis identified the main pedagogical approaches in microbiology education. The findings show that most studies were conducted in North America, Europe, and Asia. Most research is conducted in higher education, whereas studies at the school level remain relatively limited. Six main pedagogical approaches were identified: laboratory/practical teaching, project‐based learning, inquiry/problem‐based learning, technology‐enhanced learning, community‐based active learning, and structured/competency‐based models. These approaches extend microbiology education beyond theoretical content, emphasizing practical engagement, scientific reasoning, and social context. The analysis also reveals that the effectiveness of pedagogical models is often measured through short‐term outcomes or internal course assessments. The use of control groups, long‐term impact evaluation, and rigorous experimental designs remains limited. Although the field demonstrates considerable diversity in pedagogical models, there is a clear need to strengthen its empirical evidence base. Future research should focus on developing continuity between school and higher education and on evaluating the long‐term impact of teaching approaches.
Abstract Society generally presents sex inaccurately as a binary variable based on one or few trait(s), causing myriad issues, including the pursuit of reductionist biology experiments, the creation of laws that limit the rights of women, people with queer genders, and intersex folks, and greater student endorsement of gender stereotypes in undergraduate biology courses. Accurate undergraduate biology education can work to mitigate these issues; however, preliminary literature suggests that biology instructors hold variable views on sex and gender and are hesitant to teach topics that are politicized. We conducted a preliminary study to understand how college biology instructors are defining sex and gender, both personally and in their classrooms. We created and distributed an online survey in Qualtrics to capture instructor definitions. Overall, instructors provided variable personal and in‐class definitions of sex, ranging from mentions that sex is a binary based on gametes (i.e., eggs or sperm) to sex is multivariate and continuous based on a combination of genotypic and phenotypic traits. While all instructors defined sex in their courses, not all instructors defined gender in their courses, explaining they simply do not believe the topic of gender belongs in a science class. For instructors who did define gender in their course(s), their definitions included mentions of identity, expression, social norms, and comparisons to sex. These variable sex and gender definitions demonstrate that students receive inconsistent sex and gender education in undergraduate biology courses, resulting in real, variable outcomes for medical patients, research participants, and society overall.
Abstract Individual worldviews provide a lens through which people interpret and operationalize their perspectives about the natural world. The goal of this research was to better understand student experiences in a university course that examined worldviews using film. This study explored three factors, including optimal experience, resilience, and fear, in an undergraduate film course. An event‐contingent survey sampling approach provided students an opportunity to amplify if they (a) have perceived levels of skill and associated challenges to a particular activity; (b) developed ways to cope with learning experiences; and (c) have experiences that quantify fear associated with worldview‐specific content. The purpose of this research was to determine if there were relationships between the three factors of worldviews of films, the United Nations Sustainable Development Goals, and the course modality of undergraduate learners. Students did indicate high frequencies of optimal experience during online anthropocentric films (30.3%). Levels of fear for ecocentric modality online students were higher ( M = 7.7, SD = 3.24) than those for in‐person students in the course ( M = 7.3, SD = 3.40). This positive statistical correlation may reinforce human perceptions associated with an inability to solve challenges of the world that are beyond human control (e.g., climate‐related catastrophes). The authors recommend further research in other courses that support innovative instructional practices and differing worldview film narratives. This research amplified further opportunities where measuring optimal experience, resilience, and fear can help instructors gain insights into student learning.
Abstract Experiential learning opportunities within higher education have become increasingly important in preparing students for professional careers. Intensive campus agricultural project (CAP) internships provide students with hands‐on experiences that integrate classroom knowledge with real‐world application, leadership development, and community engagement. This study explores the lasting impacts of participation in intensive CAP internships on former student participants. Using qualitative research methods, data were collected through interviews with former student interns who participated in an immersive internship program at one particular CAP. The findings indicate four major themes that describe how former interns continue to draw on their internship experiences post‐college: a relationship with the local food system, a development of transferable skills, an experience with community that lasts, and a value of service that propels them to engage civically. These findings revealed that participation in intensive CAP internships fostered enduring benefits that extended well beyond graduation. Participants consistently identified increased confidence, communication skills, teamwork, problem‐solving abilities, well‐being, and leadership capacity as significant outcomes of their experiences. Many participants also described how the internships shaped their career trajectories, strengthened professional networks, and cultivated a lasting commitment to service, mentorship, and community‐building within both personal and professional settings. Additionally, the immersive nature of the internship promoted a strong sense of belonging and experiential learning that participants perceived as distinct from traditional classroom instruction. The findings suggest that intensive CAP internships serve as valuable high‐impact educational practices that contribute meaningfully to student development and workforce preparation beyond the agricultural and horticultural skills taught. Hence, CAPs and internships should be sustained and expanded.
Abstract In this article, we describe an inquiry‐based teaching activity developed in a public high school in Brazil. The objectives were to (a) develop an experimental activity grounded on the students’ autonomy for formulating and testing hypotheses, (b) address Biology topics from a historical and multidisciplinary perspective, (c) stimulate skills of scientific writing and oral presentation, (d) discuss medico‐legal importance of necrophagous insects, and (e) apply biological information to job careers. Students performed an experiment that mimicked the theoretical and methodological framework devised by Francesco Redi's experiments on flies and decomposing meat. Baits (bovine spleen) were exposed in the field under different levels of access to necrophagous flies. The students proposed treatments and hypotheses and learned about the importance of replications. The students collected the larvae and reared them until adult emergence. After counting and identification of the emerged insects, we explored the biological meaning of the data and the implications for future careers (e.g., forensic entomology). The students produced scientific reports and presented seminars on the diversity and abundance of necrophagous flies. They considered the experience as successful and related the results to solving practical problems and the work of scientists. Competencies recommended in the high school curriculum in Brazil, such as teamwork, autonomy, scientific accuracy, and knowledge on science‐related jobs, were encouraged. We conclude that a historical view of how biological concepts are constructed can be successfully applied to teaching Natural Sciences.
Abstract The growing number of multilingual learners (MLs) in science, technology, engineering, and mathematics (STEM) classrooms in the United States has compelled teachers to innovate their instructional and assessment practices to better meet the diverse and evolving needs of students. By centering teachers’ own interpretations and reflections, this study explores how K‐12 STEM teachers, already engaged in a long‐term professional development program, apply culturally and linguistically responsive formative assessment strategies in their classrooms. Using a qualitative descriptive design, we analyzed the reflections of 25 STEM teachers during a dedicated phase of the program focused on classroom assessment. This research offers a real‐world snapshot of how K‐12 STEM teachers implement and reflect on formative assessment practices in culturally and linguistically diverse classrooms. Our findings highlight six key themes: assessment adaptations, multimodality, space for multilingualism, perceived evidence of learning, perceived challenges, and the stance of teachers, which reveal how educators adapt and personalize assessment practices in nuanced ways. This study contributes to the literature by providing a detailed, authentic, practice‐based, real‐world snapshot of understanding of how teachers integrate culturally responsive assessment into their everyday teaching, offering insights that extend beyond theoretical frameworks to the realities of classroom practice.
Abstract It is important for youth to develop an appreciation for the environments in which they live. Environmental education has long sought to realize this goal. However, we do not fully understand the methods environmental educators use in their programs to achieve this goal. The purpose of this article is to document the teaching techniques and goals of environmental educators who teach youth in nonformal settings in the United States. Our findings indicate the most common teaching techniques focused on (1) asking questions to get youth to think about environmental issues or (2) relating environmental issues to youth's other experiences. Hands‐on experiences were the primary type of learning experiences provided to youth. The goals of environmental educators were to affect (1) impacts on education, (2) students’ learning methods or skills, (3) awareness of nature, (4) environmental literacy, (5) human–nature connection, and (6) social or personal growth.
Abstract Motivated by the increasing demand for data‐driven pest management approaches, the economic entomology modeling activity (EEMA), an Excel‐based interactive teaching tool, aims to introduce students to the complexities of modeling ecological factors in applied systems. The objective was to introduce students to economic entomology concepts through a user‐friendly ecological modeling tool simulating various cropping systems. The tool features a user interface with manipulable parameters allowing temperature, pest type, and management decisions to be customized. When intervention parameters are set by the user, the EEMA outputs a graphical representation of changes in the pest population. Initial use of the EEMA in a Principles of Economic Entomology course facilitated discussions on pest management strategies, intervention timing, and the limitations of models. This Excel‐based ecosystem modeling activity emerges as a promising resource for students in agricultural research and pest management.
Abstract This study examines students’ preferences and perceptions of tutorial formats in a blended learning environment, focusing on those enrolled in an Agrotechnology program. Thirty‐five students from two academic years participated in a descriptive exploratory survey with open‐ended qualitative responses that combined survey data with thematic analysis of open‐ended responses. The study aimed to understand how students experienced individual and group tutorials and how these formats supported their perceived learning needs. The findings show that kinesthetic and visual preferences were most commonly reported, while most students rated tutorial effectiveness, lecturer support, and satisfaction within moderate‐to‐positive categories. The qualitative findings explain this pattern by showing that students valued individual tutorials for focus, independence, and self‐paced thinking but also found them limited in peer discussion and immediate clarification. Group tutorials were valued for idea sharing, peer learning, and collaboration but were also affected by unequal participation and free‐rider issues. These findings extend existing knowledge by showing that students’ responses to blended tutorials are not simply a matter of format preference but are shaped by design tensions between autonomy, peer interaction, structure, and lecturer guidance. In the Agrotechnology context, these findings are relevant because students need both independent technical judgement and collaborative problem‐solving skills for field‐based and applied agricultural tasks. The study suggests that blended tutorials can support learning more effectively when they combine clear instructions, structured group roles, lecturer feedback, and practical problem‐solving activities linked to agricultural technology education.
Abstract A sufficient number of highly qualified professionals in the agricultural seed industry are needed to address the challenges of food security and sustainable agriculture. This study explores the motivations that drive professionals to pursue graduate education in a Seed Technology and Business (STB) curriculum at Iowa State University at Ames, IA. The STB program addresses industry demands for experts in both seed science and management, combining technical knowledge with business acumen. This study surveyed a census of students and graduates to analyze the influence of intrinsic and extrinsic motivators as well as the impact of demographic factors on enrollment decisions. The results indicate that the typical STB respondent balances career and family responsibilities and is a mid‐career professional who prioritizes professional development and personal growth. Respondents reported being motivated by both intrinsic factors, such as self‐actualization, and extrinsic factors, including career advancement. Students with international, domestic, male, and female characteristics reported similar levels of intrinsic and extrinsic motivations, particularly in the desire for personal growth, self‐actualization, and meaningful contribution to the seed industry. Provision of financial support, particularly in the form of employer tuition reimbursement, was reported as a substantial motivator.
Abstract Training students to effectively evaluate complex information is crucial for achieving multidimensional goals in agricultural and natural resource management. The People in Ecosystems Watershed Integration (PEWI) digital learning tool was developed to facilitate student exploration and learning toward this end. Previous research documented PEWI's alignment with the Agriculture, Food, and Natural Resources Standards and Next Generation Science Standards. However, its effect on learning outcomes, such as intrinsic motivation, critical thinking, comprehension, and knowledge self‐efficacy, had not yet been assessed. We addressed this gap by examining PEWI's impact on the learning of 58 volunteer students enrolled in an undergraduate natural resource economics class at Iowa State University. Learning outcomes were assessed through a post‐training evaluation survey instrument. Students' evaluation of PEWI was positive across all measures: K‐mode statistical classification only produced clusters of students with “agree” or “strongly agree” responses and no neutral or negative clusters. Structural equation modeling indicated that PEWI's impact on critical thinking and comprehension contributed to a high sense of knowledge self‐efficacy for designing watersheds to meet multiple agricultural and ecosystem service outcomes. Overall, this case study supports PEWI's ability to help students holistically assess complex information and implement changes in management practices and land use that minimize agroecosystem tradeoffs and maximize synergies in a virtual space. The next step is to assess whether students can apply their learning to the real world, leading to positive outcomes for people, soil, water, and wildlife.
Abstract Rupture resistance is a physical property of soil aggregates that describes how much force the soil can withstand before rupturing. This property is particularly difficult to teach because it requires calibration of fingers and hands to Newtons of pinching or crushing force. A new, low‐cost method for teaching soil rupture resistance utilizes pre‐packaged food items as standard examples. Out of a pool of over 200 food items, 62 food items were selected and evaluated for their rupture resistance using a pinch gauge. Most items had friable, firm, or very firm moist rupture resistance classes. Items with distinct points of failure and high uniformity are reported. Items near thresholds, such as Milky Way bars, are specifically recommended as clear reference points for calibration. In an evaluation of student learning, most students reported that the method increased their confidence in evaluating rupture resistance and that they had developed a mental reference between food items and rupture resistance classes. This method gives teachers another option for teaching rupture resistance that is engaging and memorable.
Abstract Soil judging is an experiential learning activity that involves describing and interpreting soil profiles in the field. At the college level, coaches and teams of undergraduate students practice in the classroom and field before traveling to multi‐day contests. To understand the current landscape of US soil judging, we surveyed 50 current soil judging coaches about their team funding mechanisms, challenges, and the sustainability of their program. We discuss the following potential barriers: coach time commitment and compensation, student recruitment and retention, cost of attending contests, difficulty of finding funding, and perceived valuation of soil judging by department and university administration. Coaches spend an average of 3–6 hours per week on soil judging‐related activities, but the majority receive no compensation for their efforts. Assistant coaches are even less likely to be compensated. Recruiting and retaining students likely contributes to coach time burdens, though some coaches reported more difficulties than others. A quarter of programs reported restricting their team size due to finances, and more than half of schools asked students to pay some amount of their own expenses when traveling to contests. Most teams cannot attend two contests per year unless the contest is nearby geographically, or if they spend significant time and effort fundraising. Financial support predominantly comes from grants and scholarships, followed by academic departments. Although soil judging does appear to be valued by administrators, these other barriers still exist. Addressing these obstacles is essential to support coaches and train the next generation of soil scientists.
Abstract Water security is a global concern, as water is vital for our survival on Earth. Our role as individuals in water governance and preservation should be emphasized further. Water literacy levels can assess an individual's knowledge about water and his or her potential to contribute to water sustainability efforts. This study explored water literacy levels of the youth in Lebanon represented by university students; it covered the cognitive, behavioral, and affective domains. A quantitative approach was adopted using a questionnaire, which was completed by 290 students. Results showed that gender and academic standing have no impact on the water literacy level, while familiarity with the 2030 Agenda positively influenced their water knowledge. Major knowledge gaps appeared as 86.9% of the students did not know the amount of water needed to produce food for one person per day, and 63.8% overestimated how much of the Earth's water is available for human use. Also, only half of the students knew their personal hydration needs. In addition, about 44.5% of students considered misleading criteria in defining drinking water quality. Ultimately, results showed that students still retain water‐related scientific concepts acquired during their K‐12 education. Hence, this reinforces the role of formal education in shaping sustainability‐oriented mindsets.
Abstract Although conducting fieldwork is common for environmental scientists, not everyone feels welcomed or valued in field settings. This can result from a range of social and interpersonal challenges, including implicit bias, power dynamics, communication barriers, and mismatched expectations within research teams. Sometimes, team members may directly or indirectly express their negative preconceptions, or assumptions and beliefs, of others based on what they have experienced, learned, or observed. However, we contend that when teams foreground the strengths each person brings, it can help team members work cohesively and productively, as well as foster a sense of belonging in the field. Professional development, such as training workshops, may help field teams identify their individual and collective assumptions about who a successful fieldworker is, a necessary step for setting collaborative norms of engagement. Here, we describe a heuristic (ICR‐P: Identify, Classify, and Reframe Preconceptions) designed for environmental scientists to reframe their deficit‐based preconceptions of others (working in the field) as assets. Our pilot implementations of the workshop and the evaluative feedback we received from our participants have been positive. Although there is a need to test and validate our model, we present ICR‐P as a tool that may support training efforts to build inclusivity in fieldwork for environmental scientists.
Abstract Asynchronous video lectures are regularly used in higher education, and students are commonly able to manipulate playback of these videos by adjusting playback speed and turning on closed captioning. The impact of these types of adjustments on student learning has been studied in a few fields, but additional study of the topic is needed, and the combination of the use of captions with video speed adjustments has only been minimally evaluated. In this study, we used a survey with embedded short lecture videos at controlled playback speeds (1x, 1.25x, 1.5x, and 2x), with or without auto‐generated captions, followed by short quizzes to evaluate the impact of video speed on short‐term retention. The assessment was completed by 468 students in an introductory soil science course, with videos focused on soil science concepts at an upper‐division undergraduate level. Most students reported that they habitually turn on captions and increase playback speed for lecture videos, with 1.25x being the most commonly reported speed. We found that in some, but not all cases, increasing playback to 2x speed had small but significant negative impacts on student performance on post‐video quizzes relative to 1.5x speed, but there were no negative impacts up to 1.5x speed. The addition of auto‐generated captions did not impact learning outcomes, and there were no differences as a function of gender, year in school, or video playback habits. We conclude that increasing playback speed for video lectures is unlikely to have major negative impacts on student learning.
Abstract Artificial intelligence (AI) is increasingly integrated into higher education, yet students have diverse perceptions regarding its role in education. Our study aimed to explore how students view AI as an educational tool. Using a phenomenological approach, we employed an online open‐ended questionnaire with students from Texas A&M University College of Agriculture and Life Sciences, specifically in the Department of Agricultural Leadership, Education, and Communications. The technology acceptance model guided the study in which we sought to answer three research questions: (1) How do students in agricultural education perceive the ethical and cognitive implications of using AI in their academic work? (2) In what ways do students in agricultural education perceive AI tools, such as ChatGPT, as useful for enhancing their academic performance and creativity? and (3) What are students’ experiences and expectations regarding the integration of AI technologies in college‐level agricultural education classrooms? The findings revealed a range of student perceptions and experiences that provide valuable insights into how to establish ethical guidelines for AI use and to better understand students' educational values and AI preferences. These insights suggest AI's integration in education must be carefully considered. As AI becomes more prevalent in daily life, it is crucial to prepare students for a workforce where AI tools will likely be encountered to ensure they can use these tools responsibly and effectively.
Abstract Understanding study habits and test anxiety is important for providing a well‐rounded education. Authorized crib cards have been utilized in classrooms for decades, yet their specific influence on horticulture student performance and test anxiety remains under‐researched. This 2‐year study (Spring 2023–2024) evaluated the impact of authorized, handwritten crib cards in an introductory turfgrass science course ( n = 29). Utilizing a design with four traditional and four crib‐card‐allowed assessments annually, the objectives of the study were to gain a better understanding of student study habits, crib card use, testing performance, and the influence of the crib card on test anxiety. For most students, there was a <2% change in their average test scores with traditional testing (i.e., no crib card) compared with crib‐card‐allowed tests (i.e., quizzes and exams); however, students did report that the crib cards “help[ed] motivate me to study” and assisted in helping them create a “plan for what I didn't know” while studying for the test. The crib cards were most helpful for lower performing students, including those with a grade point average ≤2.65. Regression analysis revealed a positive correlation between crib card completeness and test performance ( R 2 = 0.13, p < 0.0001), and survey data confirmed that card creation significantly reduced test anxiety and improved study organization. These findings suggest crib cards are a valuable pedagogical tool for anxiety mitigation and study support, particularly for at‐risk students in horticulture curricula.
Abstract This paper was written for a writing‐intensive course at Oregon State University. The goal of the paper is to identify the sustainability concerns surrounding mountaintop removal mining (MTR), specifically those concerning soils. It is estimated that over 500 mountains and ∼1 million acres of hardwood forest have been affected by this practice in central Appalachia, mostly in West Virginia. MTR takes place through a series of steps starting with clearing vegetation, then removing overburden through the use of ballistics and heavy equipment. The most well‐developed soils are often pushed into adjacent valleys, along with rock, in a practice known as valley fill (VF). VF buries headwaters and leaches mine tailings into waterways harming aquatic animal populations and poisoning groundwater. After the coal has been extracted, the mine site undergoes reclamation as outlined by the Surface Mining Control and Reclamation Act. In this process unweathered and inadequate rock is often used as a soil replacement. The rock is compacted to increase slope stability and allow the land to be further developed. Replaced soils are undeveloped, lacking organic material and made of rubble as opposed to the native fine‐grained soils. I propose that the only sustainable solution is the total abolition of MTR as a practice. If it is to continue, strict enforcement and a reduction in the issuing of point‐source pollution permits need to take place. Topsoil needs to be saved along with large organic material, like tree roots, for reclamation.
Abstract Soil and water conservation challenges require graduates who can apply classroom knowledge to real‐world situations, yet many academic programs remain heavily theory‐driven and offer limited exposure to professional practice. To address this gap, we developed an intensive soil and water conservation course that fully integrates practicing professionals as mentors, teachers, guest speakers, and evaluators. The incorporation of professionals into the course design is intended to bridge the gap between theoretical knowledge and applied skills through four elements: (i) online foundation building, (ii) classroom sessions led by professionals, (iii) field demonstrations with real‐time coaching, and (iv) project development assessed against industry standards. Within these four elements, professionals served as co‐educators to model disciplinary thinking, coach students directly in applied settings, and evaluate student work using industry benchmarks. Grounded in learning‐by‐doing principles, the course makes expert knowledge accessible through structured mentorship. This article details how professionals are engaged in each component and outlines the foundational requirements for integrating practitioners into an intensive conservation curriculum. Supplemental materials, including course syllabus, quiz and exam questions, and conservation plan implementation examples, are provided to support adoption elsewhere. Overall, this professionally integrated model offers a promising framework for preparing future conservation practitioners, with evaluation needed to assess long‐term career impacts and institutional adaptability.
