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ABSTRACT Microbiology courses are often designed as either a lecture class with a laboratory component or a seminar-style class. Each type of course provides students with unique learning opportunities. Lab courses allow students to perform simple experiments that relate to fundamental concepts taught in the corresponding lectures, while seminar courses challenge students to read and discuss primary literature. Microbiology courses offering a combination of seminar-style discussions and laboratory procedures are rare. Our goal in the “Microbial Diversity and Pathogenesis” undergraduate course is to integrate experiences of a seminar class with those of a discovery-driven lab course, thereby strengthening students’ learning experiences through diversified didactic approaches. In the first half of the course, students read and discuss published peer-reviewed articles that cover major topics in both basic and applied microbiology, including antibiotic resistance, pathogenesis, and biotechnology applications. Complementing this primary literature, students perform microbiology experiments related to the topics covered in the readings. The assigned readings, discussions, and experiments provide a foundation in the second half of the course for inquiry-based exploratory research using student-designed transposon screens and selections. The course culminates in each student drafting a hypothesis-driven research proposal based on their literature review, their learned experimental techniques, and the preliminary data generated as a class. Through such first-hand experimental experience, students gain fundamental lab skills that are applicable beyond the realm of microbiology, such as sterile technique and learning how to support conclusions with scientific evidence. We observed a tremendous synergy between the seminar and lab aspects of our course. This unique didactic experience allows students to understand and connect primary literature to their experiments, while the discovery-driven aspect of this approach fosters active engagement of students with scientific research. 

While much research focused on making emphasizes digital and tangible media, few studies have explored making with biology, or biomaking, where people use cells as fabrication units to grow or “make” desired materials for designing real world applications. This lack is especially glaring considering how biomaking and related industries are often aligned with a growing push toward sustainable production as a way of addressing the pressing environmental issues of the day. In order address how maker frameworks could be used as a productive way of bringing biomaking into K-12 contexts, we report on the design and implementation of a biomaking workshop where teams of high school students both assembled a physical biosensor and imagined applications for this technology to address real world issues. Using classroom observations, analysis of classroom projects, and focus group interviews, we examined student experiences and perceptions of these activities in order to ask: What the affordances and challenges of biomaking in supporting maker learning, especially with regard to the less common practices of assembly and imagining? In the discussion, we review what we learned about facilitating biomaking in K-12 setting, as well how our analysis led us to a revaluation of the often crucial but neglected role assembly plays in more ‘typical’ maker activities, and the possibilities for enriching maker activities by including design prototyping and imagination.