Randi Guest (@randna.bsky.social)

Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum | Journal of Microbiology & Biology Education Genetic cloning continues to hold significant relevance in both medical applications and scientific research (1, 2). Therefore, understanding cloning is crucial for STEM college students. Understanding the concept of cloning can be particularly challenging in the laboratory or classroom settings, especially due to the passive learning methods typically employed in lecture-based courses (3). While educational activities and curricula aimed at improving learning outcomes regarding cloning exist, many are tailored for middle and high school students (4) or are confined to laboratory classes at the college level (5). Here, we present an extensive cloning curriculum that has evolved over the past decade, with a special emphasis on a flipped class activity. This curricular evolution was driven by our recognition of students struggling with various cloning concepts, prompting us to implement new interventions over time (Fig. 1a). Our curriculum is thoughtfully structured to scaffold learning experiences, beginning with simpler interventions—such as a flipped classroom 3D-printing activity—that help establish a solid foundation of understanding. Current literature supports the use of flipped classroom strategies as effective tools for engaging students and enhancing learning outcomes. The inclusion of tactile, hands-on components further reinforces these findings (6). As students progress, they gradually tackle more complex tasks and cloning problems. By the time they reach the final exam, they have engaged in sufficient meaningful practice, ensuring they are well-prepared to answer cloning questions (see Fig. 1b). In this study, we present evidence that implementing a more active cloning curriculum with special emphasis on a flipped class activity (Fig. 1b) in a general microbiology course enhances students’ ability to engage, visualize, and better comprehend the molecular cloning process. This improvement was observed consistently across multiple semesters, instructors, and class sections. https://journals.asm.org/doi/full/10.1128/jmbe.00188-24