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JMBE
An insider’s guide to publishing JMBE curriculum articles
Jean A. Cardinale, Alfred University Curriculum Editor, Journal of Microbiology &
Biology Education
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JMBE
Have you previously published teaching-related material or a
curricular activity? If yes, where?
Please type response in chat window
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JMBE
Today’s goals:
At the end of today’s session, you will: • Know the purpose of JMBE curriculum articles,• Know the required components needed for
acceptance,• Be empowered to follow through and get that
resource published!
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JMBE
Outline
• JMBE overview• A walk through of the submission and review
process• The nuts and bolts of good curricular articles• Common problems to keep in mind
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JMBE
Journal of Microbiology and Biology Education
• The journal's mission is to:– Promote good pedagogy and design,– Foster scholarly teaching, and– Advance biology education research.
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JMBE
Unique features of the journal:
• Open source, electronic content• Rigorous peer review• Volunteer driven• Guidance during review process
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JMBE
Journal of Microbiology and Biology Education (2.0) consists of:
• Research• Perspectives• Curriculum• Departments:
– Tips and Tools– Reviews– News– Letters to the Editor
Research (More)
Curriculum
Tips and Tools (Less)
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JMBE
What are Curriculum articles?
• Innovative classroom activities and laboratory exercises for undergraduates– Actively engage students – Have well written learning objectives– Field tested – Include detailed instructions & support materials– Contain modifications and extensions
• Open submission, indexed, peer reviewed
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JMBE
Submitting to JMBE.asm.org
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JMBE
What happens after you press ‘submit’?
• Editor reviews for scope– Assigns section editor (SE)
• SE assigns reviewers, oversees review– Approximately 6 weeks
• SE notifies Editor, Editor makes decision and notifies author
• Accept as is• Revision requested
• Revise and resubmit• Reject
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JMBE
Submission outcomes
TotalFirst submissions 44Published after first submission 8 18%
Second submissions 7Published after second submission 5 71%
Overall 25%
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JMBE
What do good curricular articles have in common?
Type your responses into the chat box
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JMBE
What’s needed in an article? General layout
• Organization– 4 Main sections: Abstract, Introduction,
Procedure, Discussion– References– Supplementary material
• 4000 word maximum• Image formatting instructions and other
“incidentals”
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JMBE
What’s needed in an article? Introduction
• Rational for design• Background information• Includes subsections:
– Intended audience– Learning time– Prerequisite student knowledge– Learning objectives
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JMBE
What’s needed in an article? Procedure
• Includes all information that allows adopting instructors to adapt and run the activity
• Includes subsections:– Materials– Student instructions and faculty instructions– Suggestions for determining student learning– Sample data– Safety issues
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JMBE
What’s needed in an article? Discussion
• Highlight effectiveness and provide evidence of student learning
• Includes subsections:– Field testing– Evidence of student learning– Potential modifications
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JMBE
How do I provide “evidence of student learning”?
• How do you know what your students know?• Previously used evidence:
– Pre-post testing– Average scores on rubric criteria for assignments– Outcomes on exam questions– % completion of activities/components
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JMBE
“My students loved this activity, and when surveyed, they
reported that it really helped them learn about x, y, and z.”
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JMBE
What’s needed in an article? Supplemental material
• Student ready handouts/instructions• Detailed faculty support materials• Powerpoints or other instructional material• Surveys, quizzes• Grading rubrics and keys
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JMBE
Thinking about common problems…
• Remember: review decisions are:– Accept as is– Revision required
• (minor revisions)
– Revise and resubmit • (major revisions)
– Reject
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JMBE
What do you think would result is a review decision of “reject”?
Type your responses in the chat box
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JMBE
What do you think are common revision requests?
Type your responses in the chat box
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JMBE
Common problems:• Learning objectives are poorly written• Evidence of student learning is not provided• Results of field testing are not included• Activity is not novel, or closely duplicates a previously
published activity• Abstract is not concise or comprehensive• Expected outcomes are not provided• Safety issues are not addressed• Activity does not allow active learning (i.e., it is a
‘cookbook’ exercise)• Article needs to be proofread• Article missing key elements (instructions not followed)
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JMBE
Final thoughts:
• Follow instructions for authors• Reviewing is a great way to learn the process• Don’t be discouraged by requests for revision• Advocate for recognition of educational
publications• And…
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JMBE
Be an Author! (Thanks for your attention)
?’s?
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JMBE
Follow-up assignment:
• Identify an activity you could submit to JMBE Curriculum
• Write a short paragraph describing your activity
• Draft the learning objectives for this activity, and identify tools that you could used to provide evidence of student learning across those objectives