Forum: Science & Society
Microbiology for the masses: teaching concepts and
skills for a general audience
Narveen Jandu
Department of Cell Biology, Biological and Biomedical Sciences, Harvard Medical School, 240 Longwood Avenue, Boston,
MA 02115, USA
Microbes are extraordinarily talented and diverse: they
can perform a multitude of tasks and live in a variety of
situations. The impact of diverse microbes upon society
and the environment can be used to teach students
critical skills for a variety of careers.
Often when one hears the word microbiology one thinks of
germs, viruses, bugs, and disease. All negative connota-
tions! Microbes have a bad reputation because we often
hear about them in the news in relation to infectious
disease, a source of contamination or an outbreak. For this
reason, microbiology is commonly taught in the context of
an infectious disease course.
Nevertheless, microbiology is a fascinatingly vast disci-
pline: through the world of microbes the fundamentals of
many core disciplines, such as cell biology, molecular
biology, genetics, and biochemistry, can be taught.
Microbes are highly diverse, resilient, adaptable, and so-
cial. In a way, these are also the characteristics of the
university student population of today.
Traditionally, the student population within most uni-
versity courses used to be more homogenous. For instance,
students often enrolled in a particular course for similar
reasons or purposes, they were often within a similar age
range, and came with a similar background education. The
students of today, however, are much more varied in terms
of their age, prior education, and motivations (http://
www.nea.org/home/34815.htm).
Also in the past, for the majority of courses, it was easy
to predict the career trajectory of a science major – these
students were likely to be heading into academic research
and professorship or planning on pursuing professional
programs (e.g., medical, dental, or veterinary). These days,
the possible career options for a science major are endless:
students may choose to enter the biotechnology or the
pharmaceutical industry; others may choose to enter
careers in science education, science writing, or even
graphic design for scientists; still others may choose to
combine their science degree with another professional
degree, such as business or law. These are only a few
possible career options; other career options will surely
emerge and evolve to keep pace with our changing world.
Nowadays, students may also come into the classroom
with different experiences from being on the job market, and
other experiences related to life decisions. These students
Corresponding author: Jandu, N. (narveen_jandu@hms.harvard.edu).
Keywords: microbiology; science; concepts; skills; teaching; education.
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will enroll into university courses for very practical reasons:
they want to acquire skills and knowledge that will be
applicable, and make them competitive, in today’s job mar-
ket. They are consumers and they view their education as
such (http://www.nea.org/home/34815.htm)!
Students are also becoming much more technologically
savvy: they come into the classroom aware of, and expect-
ing, technologies such as PowerPoint1, Smart Boards1
and clickers. They are also heavily reliant on course web-
sites and other online teaching tools, such as WebCT1 and
Blackboard1. Today’s students are also much more in-tune
with social, political, and current affairs – whether via
social media, the internet, or increased and more frequent
media exposure: they are often eager and prepared to
discuss the latest controversial issue from the news or
an article they have read.
When I design and develop a course for university
students, I aim to include current examples, use technolo-
gy in the classroom, and teach critical skills. As a lecturer
of microbiology, I also aim to teach my students the funda-
mentals of microbiology [1], but I also aim to educate them
on the practical applications of this discipline and impart
transferable skills that will be relevant to them as they
enter different career trajectories [2]. As a broader goal, I
aim to generate scientifically literate individuals who can
go on to make informed decisions.
To orient my students, I provide foundational knowl-
edge by presenting core concepts in microbiology and by
relating these to familiar concepts from their other courses.
In this way, microbiology becomes a much more approach-
able discipline. Students can then better appreciate, and
understand, subsequent discussions on the complexities
and diversity of microbes. By presenting the complexity of
microbes as case studies, the practical applications of
microbiology are conveyed, and with this knowledge stu-
dents will acquire tangible skills.
For example, Bacillus anthracis is Gram-positive rod-
shaped pathogenic bacterium that was the premise of
Robert Koch’s early work leading to the Koch’s postulates
[3]. But, unlike most cells, B. anthracis is a spore-forming
bacterium: it is capable of differentiating into dormant
cells or spores when nutrient supplies are low and/or
growth conditions are harsh. Spores can be easily dis-
persed and transported on inanimate objects. Once the
spores encounter favorable growth conditions, such as a
cutaneous surface, or the pulmonary or gastrointestinal
epithelium, the spores will once again differentiate into
vegetative cells. Vegetative cells of B. anthracis produce
459
Forum: Science & Society
the anthrax toxin, allowing this microbe to evade the host
immune system and cause disease.
This unique ability to differentiate from a dividing
vegetative cell into a dormant spore and then back into
an actively dividing vegetative cell is the exact property of
B. anthracis that has been exploited as a weapon for
bioterrorism [4]. This case can be used to teach bioethics
and policy management. For example, when potentially
hazardous microbial properties are discovered should this
information, and these microbes, be widely and publicly
accessible? This has most recently been exemplified by the
recent debate regarding research on the H5N1 influenza
virus [5]. Engaging students in a debate teaches them the
skills necessary to critically analyze the information pro-
vided to form an argument and develop skills in finding
scientific evidence to defend their argument.
Another intriguing case is seen with the plant pathogen,
Pseudomonas syringae, which can cause crop damage by
promoting frost formation. This effect is elicited by the
production of specific cell-surface proteins called ice-nucle-
ation active proteins (Inps). However, P. syringae can be
genetically modified to no longer produce Inps. When ice-
nucleating negative strains of P. syringae are sprayed onto
crops they outcompete with and prevent the growth of wild-
type (Inp positive) strains of P. syringae, thus preventing
crop damage [6,7]. This case outlines how genetic engi-
neering of microbes can be used to generate a beneficial
outcome of crop protection. All too often, genetic engineer-
ing in the food industry can have a bad reputation. Using
this case, students can be encouraged to think about a
problem in the world and how they could apply biotechnol-
ogy to address the problem. This allows them to explore
their creativity and learn how to design an experiment [8].
Microbes can also be used to remove toxic or harmful
substances in the environment. For example, during the
BP oil spill in 2010, microbes capable of biodegradation and
bioremediation contributed to the breakdown of the re-
leased crude oil in the Gulf of Mexico [9]. This case prompts
students to think about the impact of our modern world on
the environment and how microbes can be incorporated to
reduce negative impacts. This new knowledge can then be
applied to their choice of consumer products; for instance,
some commercial products are biodegradable, whereas
others are not. In essay form, students can evaluate a
consumer product, its impact on the environment, and
describe the implementation of a biodegradable or bio-
produced alternative.
Microbes are not only able to degrade particular chemi-
cal compounds, they are also able to metabolize and fer-
ment a multitude of substances: this is the principle behind
food microbiology. However, the most recent application of
microbes in food microbiology is the inclusion of probiotics
into dairy products. Probiotics are defined as live suspen-
sions of microorganisms that confer health benefits when
consumed – they can be used as a preventative measure or
for treatment. When ingested, probiotics become transient
inhabitants of the gastrointestinal tract where they confer
460
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Trends in Microbiology October 2012, Vol. 20, No. 10
health benefits through various mechanisms: they promote
appropriate host–microbe interactions and pathogen exclu-
sion, maintain intestinal epithelial barrier function, in-
crease the production of antibacterial factors such as
bacteriocins, increase mucin production, and induce immu-
nomodulatory effects [10]. Using this case, students can
apply translational skills from their foundation of gastroin-
testinal anatomy and physiology to critically evaluate the
impact of probiotics on particular diseases (such as irritable
bowel syndrome (IBS), inflammatory bowel disease (IBD),
and Crohn’s and Colitis). By providing experimental results,
students can develop skills to analyze and interpret experi-
mental data to form a scientifically literate conclusion.
By using case studies, the uniquely fascinating world of
microbes can be explored in the context of bioterrorism,
agriculture, biotechnology, as well as in industrial, envi-
ronmental, and food microbiology. Meanwhile, core con-
cepts in microbiology can be taught by tapping into the
foundational knowledge of students from a broad range of
complementary disciplines including cell biology, molecu-
lar biology, genetics, biochemistry, and even anatomy and
physiology. Overall, essential knowledge and critical skills
can be imparted onto students by engaging them in the
discipline of microbiology in non-traditional ways, which is
beneficial for students who will enter a wide variety of
careers. Independent of their career end-point, the skills
they learn in critical thinking and writing, analysis and
evaluation, creativity and design are life-long skills – and
this is what I aim for my students to take away from the
courses that I teach.
References
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0966-842X/$ – see front matter ß 2012 Elsevier Ltd. All rights reserved.
http://dx.doi.org/10.1016/j.tim.2012.07.006 Trends in Microbiology, October 2012,
Vol. 20, No. 10