JMBE

An insider’s guide to publishing JMBE curriculum articles

Jean A. Cardinale, Alfred University Curriculum Editor, Journal of Microbiology &

Biology Education

JMBE

Have you previously published teaching-related material or a

curricular activity? If yes, where?

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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!

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

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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Unique features of the journal:

• Open source, electronic content• Rigorous peer review• Volunteer driven• Guidance during review process

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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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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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Submitting to JMBE.asm.org

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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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Submission outcomes

TotalFirst submissions 44Published after first submission 8 18%

Second submissions 7Published after second submission 5 71%

Overall 25%

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What do good curricular articles have in common?

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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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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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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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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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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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“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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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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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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What do you think would result is a review decision of “reject”?

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What do you think are common revision requests?

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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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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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Be an Author! (Thanks for your attention)

?’s?

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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