Microbial nanowires are appendages that Bacteria and Archaea use to transfer electrons to external surfaces, such as minerals, electrodes, or other microbes. While initial studies suggested that nanowires were modified pili, recent advancements in cryo-EM revealed that microbial nanowires are composed of multi-heme c-type cytochromes. In this review, we discuss the discovery of microbial nanowires, advancements that allowed elucidation of their near-atomic resolution cryo-EM structures, and the impact of heme arrangement on electron transfer. We also discuss how new structural information can be used to identify filaments in images from published literature. The structural insights gained from these studies provide a deeper understanding of the mechanisms underlying long-range electron transport in microbial nanowires and their potential applications in bioelectronics and energy-generating microbial fuel cells.
The COVID-19 pandemic caused a rapid transition from face-to-face to mostly online learning in higher education. As staff became more familiar with teaching technology, their perception of online learning became more positive, and many expected substantial changes towards blended learning after the pandemic. This study aimed to investigate staff perceptions about lecture capture before and after the pandemic. A mixed-method survey of staff teaching biosciences was used to explore staff perceptions about the impact of lecture capture on student learning and on themselves. We found no significant difference in relation to the number of staff believing lecture capture to be beneficial for students in 2023 compared with 2019, although there was a trend towards a slight post-pandemic increase. In both years, the main concern of those who thought that recordings are detrimental to students was the negative impact on lecture attendance. When asked how staff feel about being recorded, the percentage of negative responses dropped significantly from 35% in 2019 to 14% in 2023. There was a four-fold decrease in the percentage of those who found lecture capture stressful. At the same time, more staff were concerned about where the recordings may end up and what they could be used for. The results indicate that staff have got used to lecture recordings and see some positive sides. On the other hand, even after the pandemic, many staff remain concerned about its impact on student learning.
Field trips are widely recognised for their pedagogical value in natural sciences, yet their role in Biosciences and Chemistry undergraduate education remains underexplored. This case study investigates the perceived impact of field trips on students’ subject knowledge, employability skills and sense of community within the School of Biosciences and Chemistry at Sheffield Hallam University. Using questionnaire data from students and academic staff across five undergraduate programmes, the study reveals that field trips are highly valued for linking theory to practice, strengthening practical and employability skills, and fostering peer relationships. Biology students expressed the strongest desire for field trips, while Biochemistry students showed the least interest. Academic staff, and the majority of undergraduates, supported field trip inclusion across all courses. Thematic analysis of questionnaire open-text responses identified key benefits, including deepened subject knowledge, career insights and increased course belonging. However, barriers to participation – primarily financial constraints, health concerns and work commitments – were reported by both students and staff. Recommendations to improve accessibility included offering free or low-cost trips, scheduling within teaching hours and early communication. The findings underscore the importance of inclusive, well-structured field trip opportunities to enhance student engagement and learning outcomes. This research informs the development of a cost-effective and accessible field trip programme across Biosciences and Chemistry courses, aligning with institutional goals and student needs.
The proliferation of generative artificial intelligence (AI) tools has fundamentally challenged traditional written assessments across higher education, with particular implications for laboratory-based disciplines where written work may substitute for demonstration of practical competence, necessitating approaches that prioritise direct performance. This study presents the adaptation of objective structured clinical examination (OSCE) methodology from medical education to laboratory biosciences, demonstrating a practical framework for authentic assessment in the AI era. We describe and evaluate the transformation of a microscopy assessment in FHEQ Level 4 Biomedical Sciences from a traditional laboratory report to a 20-minute OSCE-style practical evaluation. The redesigned assessment maintained grade distributions while eliminating AI vulnerability through real-time performance demonstration and conversational examination. The implementation achieved close alignment between learning outcomes and assessment methods while providing inherent resistance to generative AI exploitation through direct performance requirements. Equity implications are complex and context-dependent, with potential barriers for students with communication differences alongside potential benefits for others, such as those with written communication difficulties, emphasising the importance of balanced assessment portfolios and appropriate reasonable adjustments. The cross-disciplinary adaptation demonstrates that OSCE methodology offers a scalable solution to AI-era assessment challenges, with performance-focused design maintaining academic integrity more effectively than restrictive policies while enhancing authenticity and equity outcomes.
The degree awarding gap (DAG), disparities in degree outcomes across student demographics, remains a persistent challenge in UK higher education. At Sheffield Hallam University (SHU), the School of Biosciences and Chemistry has implemented a series of inclusive initiatives to address this issue across the student journey.Drawing on culturally responsive pedagogies, the work targets belonging, representation and the hidden curriculum through outreach, peer-led networks, visible role models, inclusive seminars and embedded equality, diversity and inclusion (EDI). Mini case studies highlight collaborative efforts to diversify curricula, co-create assessment rubrics, support identity-affirming student groups and integrate EDI into school operations.These initiatives have enhanced student engagement, staff confidence and the visibility of underrepresented voices. This article calls for sustained, school/institution-wide commitment to equity, recognising that closing the DAG requires long-term structural change, shared responsibility and a culture where all students feel they belong and can succeed.
