Writing Microbiology Resource Announcements (MRA)

<p style="margin-left:8.0pt;">After annotating their phage genomes, students will write a manuscript describing the phage(s) they discovered. The manuscript will be published on the pre-print repository BioRxiv, where it will be indexed and searchable via PubMed and can be readily referenced. Faculty and students can then submit the same manuscript for peer review and consideration for publication in the journal Microbial Resource Announcements (MRA).  The resource includes a validated rubric for meaningful assessment of student learning.  <meta charset="utf-8" /></p> <p dir="ltr"> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Learning objectives  </b><br /> After completing this module, students should be able to:</p> <ul> <li role="presentation">Write drafts of a manuscript describing characteristics of their phage, including isolation parameters, morphological characteristics, and genetic content. </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Collaborate with their peers to write a final draft of the manuscript ready for submission to BioRxiv and/or MRA.</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Understand that scientific writing is an ongoing process from drafting, finalizing, peer review, and final publication.</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Be proficient in locating suitable resources and using appropriate citations for the publication.</p> </li> </ul> <p> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">How is the module structured to promote student development as a scientist?  </b></p> <p dir="ltr">One of the most important aspects of being a scientist is becoming an excellent writer to communicate the results of projects. Quality writing exemplifies the basic skills expected of a trained scientist: organization, attention to detail, and critical analysis. After annotating their phage genomes, students will initially write a manuscript draft before working collaboratively as a class to develop a final draft. This module will promote peer collaboration, encourage engagement and independence, model scientific thinking, and produce scientific output.</p> <p> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Intended Teaching Setting</b></p> <ul> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Course level:  majors, first-year students, upper-level students, honors students</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Instructional Setting:  In-person classroom or online</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Implementation Time Frame:  4-5 hours from writing preliminary draft to final draft ready for submission</p> </li> </ul> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab"> </b></p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Project Documents</b></p> <p dir="ltr"><strong>Facilitator document:</strong><br /> 0 - Genome Announcement Facilitator Guide</p> <p dir="ltr"><br /> <strong>Learning activity document(s): </strong></p> <p dir="ltr">1- Genome Announcement Data Collection Template</p> <p dir="ltr">2- Genome Announcement Template</p> <p dir="ltr">3- Genome Announcement Faculty Checklist</p> <p dir="ltr">4- Writing a Genome Announcement Validated Rubric</p> <p dir="ltr">5- Writing a Genome Announcement Grading Rubric</p> <p dir="ltr"> </p> <p dir="ltr"><b>Acknowledgments:  HHMI</b></p> <p><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab"> </b></p>

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Publication Details

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Published
2026-03-11
DOI
https://doi.org/10.25334/kdfp-6625
Primary Topic
Bacteriophages and microbial interactions
Type
article
Field-Weighted Citation Impact
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article

Writing Microbiology Resource Announcements (MRA)

Jacob D. Kagey, Victoria Frost, Kristen Butela, Amanda C. Freise et al.
QUBES
Bacteriophages and microbial interactions
article

Writing Microbiology Resource Announcements (MRA)

Jacob D. Kagey, Victoria Frost, Kristen Butela, Amanda C. Freise, Richard S. Pollenz, Jon Mitchell, John S. Rombold, Christine A. Byrum, Ellen Wisner, Christine Fleischacker, Dominique Dotson, Denise L. Monti, Jacqueline M. Washington, María Alejandra Mussi, Vassie C. Ware, Charlotte Berkes, Rodney A. King, Mauricio S. Antunes, Kathryn P. Kohl, Joseph Stukey, Sean T. Coleman, Frederick N. Baliraine, Amy B. Sprenkle, Beth M. Wilkes, Melody N. Neely, Quinn Vega, Elizabeth A. Godin, Jared Samuel S, Ruth Plymale, Luis A. Actis, Sharon Gusky, Tejas Bouklas, Gerry P. Zegers, Dane M. Bowder, Viknesh Sivanathan, Sergei A. Markov, James Alexander Shanks, Regina V. Alvarez, Thomas Ndolo, Kara Thoemke, Suparna Bhalla, Mitchell F. Balish, Alison E. Kanak, Rebekah F. Hare, Véronique A. Delesalle, Deborah M. Tobiason, Hari Kotturi, Jessica M. Rocheleau, Eric M. Engstrom, Edwin Vazquez, Christy Fillman, Heather Lindberg, Arturo Diaz, Alyssa M. Gleichsner, Imade Y. Nsa, Elvira R. Eivazova, Claire A. Rinehart, Sally D. Molloy, Brett E Pickett, Adam D. Rudner, Kari Clase, Megan Valentine, Pamela L. Connerly, Randy J DeJong, Matthew R. Fisher, Maria D. Gainey, Sara S. Tolsma, Rebecca L. Bortz, Holly Nance, Carole Twichell, Jennifer Guerrero, Aimee H. Danley, Lisa Bono, Sarah N. Reardon, Melinda Krick, Matthew Mastropaolo, Swati Agrawal, Alexandra Jerby, Karen Klyczek, Tiara Perez, Dustin Edwards, Kissaou Tchedre, Lee Hughes, Daniel Williams, Naomi Rowland, Patricia Waikel, Andrea Beyer, Bridgette Kirkpatrick, Catherine Ward, Mary Ayuk, C. Sunnen, Liz Williams, Steven Caruso, Steven Cresawn, Julie Torruellas Garcia, Daniel Westholm, Jennifer Broderick, Kathryn Dye, Megan Dennis, Emily Savage, Amaya Garcia Costas, Christa Bancroft, Shima Chaudhary, Shallee Page, Tara Stoulig, Julia Lee-Soety, Rocky Ng, Tamarah Adair
article en

Abstract

<p style="margin-left:8.0pt;">After annotating their phage genomes, students will write a manuscript describing the phage(s) they discovered. The manuscript will be published on the pre-print repository BioRxiv, where it will be indexed and searchable via PubMed and can be readily referenced. Faculty and students can then submit the same manuscript for peer review and consideration for publication in the journal Microbial Resource Announcements (MRA).  The resource includes a validated rubric for meaningful assessment of student learning.  <meta charset="utf-8" /></p> <p dir="ltr"> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Learning objectives  </b><br /> After completing this module, students should be able to:</p> <ul> <li role="presentation">Write drafts of a manuscript describing characteristics of their phage, including isolation parameters, morphological characteristics, and genetic content. </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Collaborate with their peers to write a final draft of the manuscript ready for submission to BioRxiv and/or MRA.</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Understand that scientific writing is an ongoing process from drafting, finalizing, peer review, and final publication.</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Be proficient in locating suitable resources and using appropriate citations for the publication.</p> </li> </ul> <p> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">How is the module structured to promote student development as a scientist?  </b></p> <p dir="ltr">One of the most important aspects of being a scientist is becoming an excellent writer to communicate the results of projects. Quality writing exemplifies the basic skills expected of a trained scientist: organization, attention to detail, and critical analysis. After annotating their phage genomes, students will initially write a manuscript draft before working collaboratively as a class to develop a final draft. This module will promote peer collaboration, encourage engagement and independence, model scientific thinking, and produce scientific output.</p> <p> </p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Intended Teaching Setting</b></p> <ul> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Course level:  majors, first-year students, upper-level students, honors students</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Instructional Setting:  In-person classroom or online</p> </li> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation">Implementation Time Frame:  4-5 hours from writing preliminary draft to final draft ready for submission</p> </li> </ul> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab"> </b></p> <p dir="ltr"><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab">Project Documents</b></p> <p dir="ltr"><strong>Facilitator document:</strong><br /> 0 - Genome Announcement Facilitator Guide</p> <p dir="ltr"><br /> <strong>Learning activity document(s): </strong></p> <p dir="ltr">1- Genome Announcement Data Collection Template</p> <p dir="ltr">2- Genome Announcement Template</p> <p dir="ltr">3- Genome Announcement Faculty Checklist</p> <p dir="ltr">4- Writing a Genome Announcement Validated Rubric</p> <p dir="ltr">5- Writing a Genome Announcement Grading Rubric</p> <p dir="ltr"> </p> <p dir="ltr"><b>Acknowledgments:  HHMI</b></p> <p><b id="docs-internal-guid-b0ffdcc1-7fff-638c-c59a-e6fb8d28beab"> </b></p>

QUBES
Brigham Young University (US), University of North Carolina at Charlotte (US), Western Carolina University (US), Thiel College (US), Virginia Western Community College (US), Colorado State University Pueblo (US), University of North Florida (US), LeTourneau University (US), James Madison University (US), Gonzaga University (US), Texas Tech University (US), La Sierra University (US), University of North Texas (US), South Texas College (US), United States Naval Research Laboratory (US), State University of New York (US), Howard Hughes Medical Institute (US), Howard University (US), University of Central Oklahoma (US), University of Wisconsin–River Falls (US), Hope College (US), Wingate University (US), University of Puerto Rico at Cayey (PR), University of Ottawa (CA), Baylor University (US), Monmouth College (US), University of California, Los Angeles (US), Neumann University (US), Montclair State University (US), Winthrop University (US), University of Pittsburgh (US), University of Maine at Machias (US), Carthage College (US), Austin Community College (US), College of St. Scholastica (US), Austin Peay State University (US), University of California, Santa Cruz (US), Lehigh University (US), University of Colorado Boulder (US), Dominican University (US), University of Mary Washington (US), Florida International University (US), University of Lagos (NG), Nova Southeastern University (US), Nyack College (US), Cabrini University (US), College of Charleston (US), Northern State University (US), Purdue University West Lafayette (US), Ouachita Baptist University (US), University of Massachusetts Amherst (US), University of South Florida (US), Durham Technical Community College (US), Oregon Coast Community College (US), Northwest Indian College (US), University of Colorado System (US), Richard Bland College (US), Northwestern Connecticut Community College (US), Santa Fe College (US), Wartburg College (US), Merrimack College (US), National University of Rosario (AR), Indiana University Southeast (US), Doane University (US), NHTI - Concord's Community College (US), Salem State University (US), The University of Texas at San Antonio (US), Coppin State University (US), Collin College (US), Saint Joseph's University (US), SUNY Plattsburgh (US), Northwestern College - Iowa (US), University of Detroit Mercy (US), University of Southern Maine (US), College of Coastal Georgia (US), Tarleton State University (US), University of Maryland, Baltimore County (US), Miami University (US), Columbia State Community College (US), Mount Saint Mary College (US), University of North Georgia (US), Marist University (US), Western Kentucky University (US), Franklin Pierce University (US)
Quality Education
Openalex Percentile: Top 35%
Bacteriophages and microbial interactions
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