IMPORTANT DATES

  • Registration: NOW OPEN
  • Abstract submission: NOW OPEN
  • Microbrew abstract submission: CLOSED
  • Poster abstract submission closes: April 3, 2017, 12:00 a.m. (PST)
  • Travel award application deadline: April 17, 2017, 12:00 a.m. (PST)
  • Early bird exhibitor booth deadline: May 1, 2017
  • Early bird registration deadline: May 15, 2017
  • Hotel reservation deadline: June 25, 2017 

Past Meeting Materials


Program Committee Chair
Amy Siegesmund, PhD

Program Committee Vice-Chair
Jeffrey Olimpo, PhD

Program Committee Members


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"ASMCUE has been instrumental in building my teaching practices toolbox and connecting me with teachers at the cutting–edge of scientific teaching."
Miriam Martin, University of California, Davis

Preliminary Program

The ASMCUE program includes a variety of session formats, including plenary, pre-conference workshops, scientific updates, concurrent sessions, and more.

PLENARY LECTURES

Andrew.HesselWhole Genome Engineering: An Introduction
Andrew Hessel, Autodesk, Inc., San Francisco, CA

Andrew Hessel is a futurist and catalyst in biological technologies, helping industry, academics, and authorities better understand the changes happening in life science. He is a Distinguished Researcher with Autodesk in their Bio/Nano Research Group, based out of San Francisco. He is also the co-founder of the Pink Army Cooperative, the world’s first cooperative biotechnology company, which is aiming to make open source viral therapies for cancer.

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Sylvia Hurtado, UCLA Graduate School of Education & Information Studies

Sylvia Hurtado is Professor, Graduate School of Education and Information Studies at UCLA, in the Division of Higher Education and Organizational Change. She is currently Director of the Higher Education Research Institute, which houses the Cooperative Institutional Research Program (CIRP). CIRP is the longest-running empirical study of higher education involving data collection on students and faculty. Her numerous publications focus on undergraduate education, student development in college, and diversity in higher education. She is past President of the Association for the Study of Higher Education (ASHE), and served on the boards of the Higher Learning Commission and initiatives of the Association of American Colleges and Universities. Recent national projects include research on how colleges are preparing students to participate in a diverse democracy (U.S. Department of Education), the pathways of underrepresented students’ in scientific research and professional careers (National Institutes of Health/National Science Foundation), and student and institutional outcomes of diverse and broad access institutions in higher education (Ford Foundation). She obtained her degrees from UCLA (Ph.D.), Harvard Graduate School of Education (M.Ed.) and Princeton University (A.B.).

P.ShieldsUndergraduate Learning Assistants: It Takes a Village
Patricia Shields, University of Maryland, College Park and recipient of the 2017 ASM Carski Foundation Distinguished Undergraduate Teaching Award

Patricia A. Shields is a Senior Lecturer in the Department of Cell Biology and Molecular Genetics at the University of Maryland (UMD), College Park, Maryland. Dr. Shields has taught a wide variety of classes in the sciences including General Microbiology, Pathogen Microbiology and Epidemiology. She specializes in the use of active learning techniques in large lecture classes with freshmen and sophomore students. She is currently the Active Learning coordinator for Introductory Biology and mentors students through a very dynamic Undergraduate Learning Assistant program. She recently served as a Science Fellow on a Maryland State Department of Education grant funding the design of a certification program in elementary STEM (Science, Technology, Engineering, and Mathematics). She has been teaching undergraduates for over 25 years and has been at UMD since 2001. She is the recipient of several teaching awards including the College’s Outstanding Lecturer Award and The Undergraduate Studies Lecturer Award. Dr. Shields' research has been centered on her freshmen biology class and training former students to serve as peer mentors to support learning in the freshman class through discussion and peer teaching. She is the ASM Microbe Library Protocol Editor and co-chairs the ASMCUE International Educators Program.


PRE-CONFERENCE WORKSHOPS

Thursday, July 27, 10:00 a.m. – 3:00 p.m.

Development, Implementation, and Assessment: Designing Course-based Undergraduate Research Experiences that Effectively Maximize Learning for All Students
Jeffrey T. Olimpo, The University of Texas at El Paso, El Paso, TX
Christina E. D'Arcy, The University of Texas at El Paso, El Paso TX
William B. Davis, School of Molecular Biosciences, Washington State University, Pullman, WA
Sue Ellen DeChenne-Peters, University of Northern Colorado, Greeley, CO
David Esparaza, University of Texas, El Paso, TX
Ginger R. Fisher, University of Northern Colorado, Greeley, CO
Thomas M. McCabe, University of Northern Colorado, Greeley, CO

Flipped Case Studies in the Micro Classroom
Annie Prud'homme-Genereux, Quest University Canada, British Columbia
Melissa Csikari, Howard Hughes Medical Institute, Bethesda, MD

Using Evidenced-Based Teaching Methods in the Classroom: A Primer For Early Career Educators
Sue Merkel, Cornell University, Ithaca, NY
Heather Seitz, Johnson County Community College, Overland Park, KS

How to Integrate Quantitative Skills into a Microbiology Laboratory
Brian Michael Forster, Saint Joseph's University, Philadelphia, PA

View all Pre-conference Workshop Abstracts


SCIENTIFIC UPDATES

Carol Blair, Colorado State University, Ft. Collins, CO

My research interests are in arthropod-borne viruses and their interactions with both mosquito vectors and vertebrate hosts. I have many years of experience in virology, particularly in using genetic and molecular biological methods in a variety of cell cultures and animal models, both arthropod and vertebrate. My currently active projects involve use of novel molecular biological techniques for development of humanized monoclonal antibodies as therapeutic agents for arbovirus infections, a collaboration between CSU, CDC, University of Wyoming, and German scientists; and use of liquid chromatography-mass spectrometry for discovery of small molecule biomarkers for dengue diagnosis and prognosis, a collaboration with CSU and University of California scientists. Recent research projects have been on the mechanisms of mosquito RNA-based antiviral immunity and on structures of arbovirus glycoproteins and their influence on host cell entry, antibody binding and virus host range.

Noah Fierer, University of Colorado, Boulder, CO

The Fierer Lab explores the distribution and roles of microscopic organisms in diverse environments and the relevance of microbes to the health and function of ecosystems, plants, and animals (including humans). Our current work focuses on the ecology of bacteria, fungi, viruses, and archaea in both natural and engineered systems including soil, buildings, insects, plants, and the atmosphere. Noah Fierer is an associate professor in the Ecology & Evolutionary Biology (EBIO) department and a fellow in the Cooperative Institute for Research in Environmental Sciences (CIRES) at the University of Colorado.

Brian Foy, Colorado State University

I work with vectors and vector-borne pathogens and try to span my research across both basic and applied biology. I like to think this reflects my diverse interests and training: my undergrad training at Notre Dame was in medical entomology, anthropology and ecology and my graduate school training at Tulane was in molecular and cellular biology, immunology and tropical medicine research. My current interests lie in defining concepts that govern blood meal acquisition and digestion by vectors, and parasite and arbovirus transmission from vertebrates to vectors and vice versa. I’m very keen on using this knowledge, combined with the epidemiological concepts that define vector-borne diseases, to practically control their transmission.

Calvin Henard, National Renewable Energy Laboratory (NREL), Golden, CO

Dr. Calvin A. Henard joined NREL in the spring of 2014 as a postdoctoral researcher, and is currently a Staff Scientist in the applied biology group. Calvin utilizes his expertise in molecular biology and microbial genetics to develop algal, yeast, and bacterial biocatalyst for conversion of renewable substrates to biofuels and bioproducts. Before joining NREL, Calvin performed two years of postdoctoral training at the University of Texas Medical Branch in Galveston, Texas, evaluating virulence mechanisms of the intracellular protozoan parasite Leishmania. His graduate work at the University of Colorado delineated the role of the nutrient starvation response in Salmonella's ability to co-opt and subvert host immune responses.

Andrés Vázquez-Torres, University of Colorado School of Medicine

Dr. Vázquez-Torres received his DVM from the University of Córdoba, Spain, and his Ph.D. from the University of Wisconsin-Madison. He is a Professor of Immunology and Microbiology at the University of Colorado School of Medicine, and is Director of a T32 pre-doctoral training program. He has served on multiple study sections and editorial boards, and has been honored for Teaching Excellence. He has received awards from the Spanish Ministry of Education, NRSA, Schweppe Foundation, Burroughs Wellcome Fund, and ASM Merck Irving S. Sigal Memorial. His laboratory studies redox active thiol-based sensors in bacterial resistance to the antimicrobial actions of host NADPH phagocyte oxidase and inducible nitric oxide synthase hemoproteins. This research is uncovering novel bacterial mechanisms of redox sensing, antioxidant and antinitrosative defense, antibiotic tolerance, metabolic adaptation, and virulence. VA, and F, K, R and T NIH grants to him or his trainees fund the Vazquez-Torres' lab.

Dr. Vazquez-Torres is a Professor of Immunology and Microbiology at the University of Colorado School of Medicine. Using the bacterial pathogen Salmonella as model microorganism, he studies sensing of and adaptation to oxidative and nitrosative stress.


CONCURRENT EDUCATION SESSIONS

Preliminary ASM Guidelines for Microbiology in the Nursing Curriculum
Bethany Adamec, American Society for Microbiology, Washington, DC

Gateway Drug Resistance: Creating Opportunities to Infuse Authentic Research into a Traditional Lab Course
Carol Bascom-Slack, Tufts University School of Medicine, Boston, MA

Virus Hunters: Fostering Critical Thinking through Quantification and Data Interpretation
Holly Basta, Rocky Mountain College, Billings, MT

Considering Students’ Spatial Reasoning when Deciding the Types of Models (2D vs. 3D) to teach Molecular-Level Processes
Lacy M. Cleveland, MAST Institute, University of Northern Colorado, Greeley, CO
Thomas M. McCabe, University of Northern Colorado, Greeley, CO

Using Scientific Teaching Methods to Improve Learning and Your Own Life
Kelly Cowan, Miami University, Middletown, OH

The Anatomy of a Case Study: Assessing and Incorporating Prior Knowledge, Situational Interest, and Learning through Case Study Pedagogy
Ally Hunter, University of Massachusetts, Amherst
Melissa Zwick, Stockton University, Galloway, NJ

Mentoring the Mentors: The Impacts of a Mentoring Web on STEM Student Success
Ally Hunter, University of Massachusetts, Amherst

Flipping a Microbiology Lecture Course: Lessons Learned
Jennifer Koehl, Saint Vincent College, Latrobe, PA

Using Quantitative Literacy to Prepare Students for 21st Century Careers in Biology
Jodie Krontiris-Litowitz, Youngstown State University, Youngstown, OH
Alicia Prieto-Langarica, Youngstown State University, Youngstown, OH

Helping Students Succeed: FYE Across the STEM Curriculum
Jaclyn Madden, Harford Community College, Bel Air, MD

Characterization of Undergraduate Teaching and Learning Assistant Instructional Practices in the Context of an Introductory Cell and Molecular Biology Course
Jeffrey Olimpo, The University of Texas at El Paso, El Paso, TX
Thomas M. McCabe, University of Northern Colorado, Greeley CO
Patricia A. Shields, University of Maryland, College Park, MD

Implementation of an Interactive Statistics Workshop within the Context of an Introductory Biology Course-Based Undergraduate Research Experience: Impacts on Novices’ Quantitative Reasoning and Literacy Skills
Ryan S. Pevey, University of Northern Colorado, Greeley CO
Thomas M. McCabe, University of Northern Colorado, Greeley CO
Jeffrey Olimpo, The University of Texas at El Paso, El Paso, TX

Natural Selection in the Ebola Outbreak: Integrating Multimedia and Primary Literature into Undergraduate Biology Education
Mark Randa, Cumberland County College, Vineland, NJ

Student Centered Approaches to Scientific and Quantitative Writing
Tracy Ruscetti, Santa Clara University, Santa Clara, CA
Katie Krueger, Santa Clara University, Santa Clara, CA
Christelle Sabatier, Santa Clara University, Santa Clara, CA

Incorporating the ASM Concept Inventories into your Course Design
Heather Seitz, Johnson County Community College, Overland Park, KS
Tim Paustian, University of Wisconsin-Madison, Madison, WI
Andrea Rediske, University of Central Florida, Orlando, FL
Nancy Boury, Iowa State University, Ames, IA
Sue Katz-Amburn, Rogers State University, Claremore OK
Ann McDonald, Concordia University Wisconsin, Mequon, WI

Pairing Multimedia with Primary Literature for Active Learning
Dave Westenberg, Missouri University of Science and Technology

Interactive Video Vignettes: Out-of-Class Priming Tools to Improve Student Learning of Biology Core Concepts
L. Kate Wright, Rochester Institute of Technology, Rochester, NY
Dina L. Newman, Rochester Institute of Technology
Jean A. Cardinale, Alfred University

Designing and Implementing a Project-Based Biology Course
Melissa Zwick, Stockton University, Galloway, NJ

Scaffolding the Levels of Inquiry-Based Learning Throughout a Biology Lab Course
Kerri Younkin, Towson University 

View all Concurrent Session Abstracts

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