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Microbiology is a field of science devoted to the study of organisms that are too small to see; therefore, an engaging laboratory experience is often the key to capturing students' interest. It was with this in mind that this book was first conceived and developed. The goal was to provide undergraduate microbiology students with an engaging and meaningful laboratory experience that nurtured a sense of discovery and encouraged greater interest in microbiology as a topic, a field of study, or a career. This lab manual – which has been field-tested by hundreds of microbiology students over several years – builds skills while reinforcing core microbiology concepts introduced in lectures. The curriculum builds from the ground up. It begins with an introduction to biosafety practices and work with biological hazards, basic but essential microscopy skills, and aseptic technique and culture methods, and then it builds to include more advanced methods. The progression includes a semester-long investigation of a bacterial isolate and culminates with a practical evaluation of all of the microbiology skills learned in the course.

Join Utah State University Libraries in a short screening of The Business of Scholarship. Following the screening a moderated panel of USU students and faculty moderated by Robert Heaton, Collection Management Librarian. Panelists will share their thoughts on open access publishing and its impact on their research, scholarship, teaching, and learning. The panel includes Dr. Kerry Jordan, Associate Professor of Psychology; Dr. Jessica Habashi, Senior Lecturer of Biology; Nolan Weil, Associate Professor of Intensive English Language Institute. Zachary Johnson, PhD candidatein Department of Plants, Soils, and Climate; and Erik Bolson, IUSU alumni and student OER advocate. A lunch of pizza and beverages will be provided.

Image use at universities has increased with advances in classroom technology. However, where do the images come from? Image selection by faculty may be content-driven (e.g. STEM), or learning research-driven (e.g., unusual images as memory aids). Either way, faculty must select images that enhance course materials and student learning. However, they may neglect to consider racial/age/gender diversity, and send unintended messages to students about their suitability for a given field of study and/or the degree to which they are valued in the classroom. Jessica will discuss what’s known about the forces that drive faculty image choice and the significance to students.