Edging into the future: education in microbiology and beyond

Fahnert, Beatrix 2016. Edging into the future: education in microbiology and beyond. FEMS Microbiology Letters 363 (7) , fnw048. 10.1093/femsle/fnw048

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Abstract

State-of-the-art papers from around the globe addressing current topics in education were published in the FEMS Microbiology Letters virtual Thematic Issue ‘Education’ in November 2015 (http://femsle.oxfordjournals.org/content/thematic-issue-education), which was innovative and well received by microbiologists and other educators. Its unique content is reviewed here to facilitate broader access and further discussions in the professional community. Best practice in supporting school teaching and exposing students to concepts from other disciplines is presented in context of inspiring the next generations, where also historical microbiology can be drawn upon. Technology-enhanced education is discussed including its applications (e.g. lecture podcasts for flipped learning, learning from experts via videoconference). Authentic learning is covered with examples of research-led teaching, water and showerhead biofilm analyses and participation in the International Genetically Engineered Machines competition. Enhancing employability is focussed on, including supporting personal development and work-readiness in general and for the changing nature of the microbiology profession. International mobility develops international awareness but challenges teachers. Teaching training, teaching excellence and dissemination of best practice are reviewed. Times of challenge and change in the Higher Education landscape motivate us to improve educational approaches and frameworks, so that we are prepared for new topics to emerge as current topics in education.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Biosciences
Subjects:	L Education > L Education (General) Q Science > QR Microbiology
Publisher:	Oxford University Press
ISSN:	1574-6968
Date of Acceptance:	22 February 2016
Last Modified:	12 Jun 2019 02:25
URI:	https://orca.cardiff.ac.uk/id/eprint/90876

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