Example of Journal of Microbiology and Biology Education format
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Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format
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Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format Example of Journal of Microbiology and Biology Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Journal of Microbiology and Biology Education — Template for authors

Categories Rank Trend in last 3 yrs
Agricultural and Biological Sciences (all) #112 of 209 down down by None rank
Education #772 of 1319 down down by None rank
Biochemistry, Genetics and Molecular Biology (all) #142 of 204 down down by None rank
Immunology and Microbiology (all) #36 of 45 down down by None rank
journal-quality-icon Journal quality:
Medium
calendar-icon Last 4 years overview: 221 Published Papers | 243 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 03/07/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.1

120% from 2019

CiteRatio for Journal of Microbiology and Biology Education from 2016 - 2020
Year Value
2020 1.1
2019 0.5
graph view Graph view
table view Table view

0.301

SJR for Journal of Microbiology and Biology Education from 2020 - 2020
Year Value
2020 0.301
graph view Graph view
table view Table view

0.517

Year Value
2020 0.517
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 120% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • This journal’s SNIP is in the top 10 percentile category.

Journal of Microbiology and Biology Education

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American Society for Microbiology

Journal of Microbiology and Biology Education

The Journal of Microbiology & Biology Education (JMBE) is sponsored by the American Society for Microbiology (ASM; www.asm.org), the oldest and largest single life science membership organization in the world. JMBE publishes original, previously unpublished, peer-reviewed arti...... Read More

Microbiology education

i
Last updated on
03 Jul 2020
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ISSN
1935-7877
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Open Access
No
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
unsrt asm custom citation
i
Citation Type
Numbered
(25)
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Bibliography Example
Blonder, G. E., Tinkham, M., and Klapwijk, T. M. 1982. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B, 25(7):4515–4532.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1128/JMBE.V12I1.249
Use of Blue Agar CAS Assay for Siderophore Detection.
Brian C. Louden1, Daniel Haarmann1, Aaron M. Lynne1

Abstract:

Schwyn and Neiland developed a universal siderophore assay using chrome azurol S(CAS) and hexadecyltrimethylammonium bromide (HDTMA) as indicators. In Schwyn and Neiland’s original paper, the procedure given for making CAS agar is written in general terms and can be difficult to follow, especially for an individual who has li... Schwyn and Neiland developed a universal siderophore assay using chrome azurol S(CAS) and hexadecyltrimethylammonium bromide (HDTMA) as indicators. In Schwyn and Neiland’s original paper, the procedure given for making CAS agar is written in general terms and can be difficult to follow, especially for an individual who has limited experience making more complex media. Here, we give a step-by-step protocol for making the CAS agar plates, and we discuss how this media can be incorporated in a comprehensive project in a microbiology lab course for biology majors. read more read less

Topics:

Agar plate (51%)51% related to the paper
295 Citations
open accessOpen access Journal Article DOI: 10.1128/JMBE.V16I1.846
Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
Kevin M. Bonney1

Abstract:

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific ... Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. read more read less

Topics:

Active learning (62%)62% related to the paper, Teaching method (57%)57% related to the paper, Problem-based learning (55%)55% related to the paper, Science education (52%)52% related to the paper
169 Citations
open accessOpen access Journal Article DOI: 10.1128/JMBE.V15I1.656
Using Soxhlet Ethanol Extraction to Produce and Test Plant Material (Essential Oils) for Their Antimicrobial Properties
James Redfern1, Malcolm Kinninmonth1, Dariel Burdass, Joanna Verran1

Abstract:

As the issue of antimicrobial resistance continues to grow, there is a renewed interest in deriving antimicrobial products from natural compounds, particularly extracts from plant materials. This paper describes how essential oil can be extracted from the common herb, thyme ( Thymus vulgaris ) in the classroom. Subsequently, ... As the issue of antimicrobial resistance continues to grow, there is a renewed interest in deriving antimicrobial products from natural compounds, particularly extracts from plant materials. This paper describes how essential oil can be extracted from the common herb, thyme ( Thymus vulgaris ) in the classroom. Subsequently, the extract can be tested for its antimicrobial activity. A number of variables are suggested. read more read less

Topics:

Antimicrobial (56%)56% related to the paper, Essential oil (53%)53% related to the paper
View PDF
149 Citations
open accessOpen access Journal Article DOI: 10.1128/JMBE.V13I1.363
The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding
Susan Merkel1

Abstract:

The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still... The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology. read more read less

Topics:

Curriculum (52%)52% related to the paper, Education reform (51%)51% related to the paper, Rote learning (51%)51% related to the paper
91 Citations
open accessOpen access Journal Article DOI: 10.1128/JMBE.V14I1.531
Biosafety Guidelines for Handling Microorganisms in the Teaching Laboratory: Development and Rationale
Elizabeth A. B. Emmert1

Abstract:

The safe handling of microorganisms in the teaching laboratory is a top priority. However, in the absence of a standard set of biosafety guidelines tailored to the teaching laboratory, individual educators and institutions have been left to develop their own plans. This has resulted in a lack of consistency, and differing lev... The safe handling of microorganisms in the teaching laboratory is a top priority. However, in the absence of a standard set of biosafety guidelines tailored to the teaching laboratory, individual educators and institutions have been left to develop their own plans. This has resulted in a lack of consistency, and differing levels of biosafety practices across institutions. Influenced by the lack of clear guidelines and a recent outbreak of Salmonella infections that was traced back to teaching laboratory exposures, the Education Board of the American Society for Microbiology charged a task force to develop a uniform set of biosafety guidelines for working with microorganisms in the teaching laboratory. These guidelines represent best practices for safely handling microbes, based on the safety requirements found in the Centers for Disease Control and Prevention’s (CDC’s) Biosafety in Microbiological and Biomedical Laboratories (BMBL). Guidelines for safely handling microbes at both biosafety level 1 (BSL1) and biosafety level 2 (BSL2) were developed. The guidelines are brief by design for ease of use and are accompanied by an extensive appendix containing explanatory notes, sample documents, and additional resources. These guidelines provide educators with a clear and consistent way to safely work with microorganisms in the teaching laboratory. read more read less

Topics:

Biosafety (67%)67% related to the paper, Biosafety level (66%)66% related to the paper
View PDF
65 Citations
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3. Can I cite my article in multiple styles in Journal of Microbiology and Biology Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Microbiology and Biology Education citation style.

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5. Can I use a manuscript in Journal of Microbiology and Biology Education that I have written in MS Word?

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12. Is Journal of Microbiology and Biology Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Journal of Microbiology and Biology Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Microbiology and Biology Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Microbiology and Biology Education?

The 5 most common citation types in order of usage for Journal of Microbiology and Biology Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Journal of Microbiology and Biology Education?

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16. Can I download Journal of Microbiology and Biology Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Microbiology and Biology Education Endnote style according to Elsevier guidelines.

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