Teaching Microscopy Remotely: Two Engaging Options

ABSTRACT

The rapid switch to remote teaching with the onset of the COVID-19 pandemic forced educators to become resourceful and creative to meet course learning objectives. This was especially challenging for undergraduate microbiology laboratory exercises. The American Society for Microbiology (ASM) Recommended Curriculum Guidelines for Undergraduate Microbiology Education includes providing students with a microscopy experience. To meet these learning objectives in an at-home setting, we utilized two methods which we present as options for remote teaching of microscopy. One method involves students taking home microscopes equipped with oil immersion objective lenses. The other employs the remote operation of a confocal and/or scanning electron microscope through participation in the University of Toledo’s SCOPE (Scientists Changing Our Pre-College Education) program. These techniques allowed students to develop competency and confidence in the operation of a microscope. The SCOPE program provided experience with types of microscopes not commonly available to undergraduate students even when in person. In addition to these unique experiences, students can gain microscopy expertise utilizing various virtual microscopy simulations. Together these techniques provide an exciting and robust online microscopy experience for undergraduate microbiology students that can be employed for use in regularly taught online microbiology courses.

INTRODUCTION

The COVID-19 pandemic forced many undergraduate microbiology instructors to shift the delivery of both lecture and laboratory material to online environments. The American Society for Microbiology (ASM) Recommended Curriculum Guidelines for Undergraduate Microbiology Education (1) includes having students develop competency and skills with microscopy (part 2 item 32). In-person, students traditionally use microscopes with the instructor overseeing student performance. To meet the learning objectives in an online setting, we identified two options: having students take home microscopes equipped with oil immersion objective lenses and student remote operation of an electron microscope and/or confocal scanning microscope (microscopes students may not normally have access to) through participation in the University of Toledo’s SCOPE (Scientists Changing Our Pre-College Education) program (https://www.utoledo.edu/nsm/ic/instruments/ICenter/S.C.O.P.E._Outreach.html).

Studies have shown that students can learn successfully in online laboratory environments (2, 3). Prior remote teaching of microscopy to undergraduates involved the use of commercially available or DIY kits, some with microscopes that were typically not equipped with oil immersion objective lenses and free or purchased virtual simulations (4, 5). In addition to simulations ((6); Appendix 1), we utilized two options that allowed at-home students to have a more robust microscopy experience. What began as emergency remote instruction may be utilized to enhance regular online offerings. These ideas provide students with engaging and exciting experiences that further student interest and knowledge and increase confidence in microscopy skills and microbiology. In this paper, we described two methods for providing microscopy experiences to students that are learning remotely.

TAKING MICROSCOPES HOME

In the Fall 2021 semester, 32 students enrolled in a 200-level general microbiology course for biology and other science majors at Monmouth University (MU) took home microscopes equipped with oil immersion objective lenses (Appendix 2). Another 32 students took home the same microscopes in Spring 2021. Students were notified before the start of the course that picking up and returning the lab materials was necessary, although, if need be, materials could have been mailed. Included were slides of various microbes and materials necessary for microscopy (Appendix 2). Students were required to sign legal waivers and lab safety rules to ensure the return and proper use and care. Biosafety issues are addressed in Appendix 2.

Using the same microscope students had, the instructor utilized a cell phone/ocular attachment in conjunction with screen mirroring to show slides during synchronous lab sessions (Appendix 2). Images under different objective lenses were shown to students as would have been done using a teaching microscope in person. Students took pictures of their specimens with cell phones. The instructor checked pictures synchronously and asynchronously to guide students. Since cell phone pictures may lose resolution, drawings of submitted micrographs were required to allow the instructor to determine student understanding. Lab exercises included learning the Gram stain procedure through simulations (Appendix 2) followed by distinguishing Gram reactions and cell shape using slides of known and unknown organisms (Appendix 2). Student staining of specimens was performed using methylene blue (Appendix 2). Students viewed baker’s yeast, a pond water sample, stained contents of a probiotic pill, and a stained fermented food specimen of their choosing, or soil (Appendix 2). Taking ownership of the food and water specimen increased student interest and has been carried forward to in-person teaching.

In the absence of the in-person setting, students had to focus without aid from others. Reports via informal surveys indicated that this approach increased student confidence in their microscopy skills; however, a few minor microscope issues arose. Virtual instruction solved all but one, which involved improper cleaning of the microscope. The instructor recorded a “how to use the microscope” video for the Spring semester for student reference should problems arise.

Microscopes of lesser capabilities have been used in the remote teaching of microscopy (foldscopes, https://www.foldscope.com/microscope-kits; scopes without an oil immersion objective lens, etc.) (3). Using microscopes with oil immersion objective lenses provides students with a richer experience viewing bacteria and developing skills that a simulation cannot provide. If this idea was adopted for the ongoing online delivery of undergraduate courses, institutions may be willing to invest in the initial costs.

REMOTE OPERATION OF ELECTRON AND CONFOCAL SCANNING MICROSCOPES VIA THE UNIVERSITY OF TOLEDO SCOPE PROGRAM

In addition to taking home microscopes, or if this is not feasible, students can gain experience with viewing and focusing specimens through the University of Toledo SCOPE program. Community College of Rhode Island (CCRI) students in a 200-level general microbiology course and MU students participated in this free program and were able to remotely control a scanning electron microscope (SEM) or a confocal microscope using viewing software. Instructors have a choice of specimens and topics and University of Toledo instructors tailor the lesson to the age group and interest area of the class. This eliminates the need for instructor training on how to operate the SEM which had been the case in the past (7, 8), and the institution to have the microscope on campus (9). In one session, students used the SEM to examine blood cells, microbial cells, and different types of masks in use for the pandemic. CCRI students used the confocal microscope to view intermicrovillar adhesion complexes (10). Students enrolled in the CCRI asynchronous lab course that were unable to attend the live virtual session were provided access to a recorded session and were required to answer questions. MU students participated in the program during synchronous lab sessions, but the time allowed only one-third of the students to control the SEM. To provide all students with a turn to operate a microscope, and to accommodate timing for asynchronous classes, more live sessions can be scheduled. The SCOPE program can enhance both online and in-person classes.

CONCLUSION

In the absence of in-person laboratory microscopy experience, taking home microscopes and SCOPE program participation allow students to meet the ASM learning outcomes for microscopy. These options also allow for increased inclusivity. The SCOPE program provides students with a unique opportunity to operate expensive microscopes that many undergraduates do not have access to, and no payment is required by the institution. Both opportunities allowed students to share what they were viewing with family members, roommates, etc., thus expanding the audience exposed to the subject matter. No special training or special access was necessary to participate in these activities, thus a wide range of students could be accommodated. In the absence of financial means for taking home microscopes and paying for simulations, the SCOPE program and free simulations will still allow for microscopy learning objectives to be met. Students anecdotally reported increased confidence with microscopy and excitement about microbiology through the utilization of these ideas.