{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T13:22:29Z","timestamp":1787836949530,"version":"build-2784847793"},"reference-count":20,"publisher":"American Society for Microbiology","issue":"2","license":[{"start":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T00:00:00Z","timestamp":1787788800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T00:00:00Z","timestamp":1787788800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.asm.org\/non-commercial-tdm-license"}],"content-domain":{"domain":["journals.asm.org"],"crossmark-restriction":true},"short-container-title":["J Microbiol Biol Educ."],"published-print":{"date-parts":[[2026,8,27]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title\/>\n                    <jats:p>Getting real-time feedback on pedagogical methods used in the classroom can be a challenge due to a variety of reasons, including the classroom format, instructor lecturing styles, as well as weariness of students to engage instructors. However, a structured semester-long student-faculty partnership can serve as a powerful tool to enhance teaching effectiveness and student engagement. We describe here our version of a student-faculty partnership program (SFPP) model in an upper-level undergraduate Immunology course where a student from a non-science major was embedded in the course to observe classroom dynamics between students and instructor and provide formative feedback to the instructor throughout the semester. This collaboration led to several pedagogical adjustments suggested by the student-partner, including increased use of flipped classroom sessions, integration of lab experiments within lecture sessions, and the use of interactive tools, such as clickers for concept reinforcement and game apps for exam reviews. As a result, the course section implementing the SFPP model had high engagement in lectures and labs, increased performance on lab assignment submitted, and better satisfaction with the revised course format. The end of the semester student surveys and comments indicated student enthusiasm and comfort with the course content as a result of the revised instructional strategies. Thus, the SFPP model offers an adaptable approach for instructors seeking to create a more responsive, real-time, and student-centered learning environment in immunology and biology education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1128\/jmbe.00328-25","type":"journal-article","created":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T22:45:54Z","timestamp":1780094754000},"update-policy":"https:\/\/doi.org\/10.1128\/asmj-crossmark-policy-page","source":"Crossref","is-referenced-by-count":0,"title":["Tailoring pedagogical methods to enhance student engagement through a student-faculty partnership in an undergraduate immunology course"],"prefix":"10.1128","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4635-1079","authenticated-orcid":true,"given":"Mustafa G.","family":"Mujtaba","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05tc5bm31","id-type":"ROR","asserted-by":"publisher"}],"name":"Department of Biological Sciences, Florida Gulf Coast University","place":["Fort Myers, USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dayhana","family":"Justiniano","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05tc5bm31","id-type":"ROR","asserted-by":"publisher"}],"name":"Department of Biological Sciences, Florida Gulf Coast University","place":["Fort Myers, USA"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"235","reference":[{"key":"e_1_3_4_2_2","volume-title":"Engaging students as partners in learning and teaching: a guide for faculty","author":"Cook-Sather A","year":"2014","unstructured":"Cook-Sather A, Bovill C, Felten P. 2014. Engaging students as partners in learning and teaching: a guide for faculty. Jossey-Bass."},{"key":"e_1_3_4_3_2","doi-asserted-by":"publisher","DOI":"10.1128\/jmbe.00268-21"},{"key":"e_1_3_4_4_2","doi-asserted-by":"publisher","DOI":"10.1128\/jmbe.v21i1.2097"},{"key":"e_1_3_4_5_2","doi-asserted-by":"publisher","DOI":"10.30575\/2017\/IJLRES-2018050801"},{"key":"e_1_3_4_6_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10956-022-09962-3"},{"key":"e_1_3_4_7_2","first-page":"176","volume-title":"Improving Student Learning","author":"Bovill C","year":"2011","unstructured":"Bovill C, Bulley CJ. 2011. A model of active student participation in curriculum design: exploring desirability and possibility. Improving Student Learning. p 176\u2013188. Center for Staff and Learning Development."},{"key":"e_1_3_4_8_2","doi-asserted-by":"publisher","DOI":"10.1080\/1360144X.2011.568690"},{"key":"e_1_3_4_9_2","doi-asserted-by":"publisher","DOI":"10.1080\/2372966X.2023.2245360"},{"key":"e_1_3_4_10_2","volume-title":"Teaching in today's inclusive classrooms: a universal design for learning approach","author":"Metcalf D","year":"2015","unstructured":"Metcalf D, Gargiulo RM. 2015. Teaching in today's inclusive classrooms: a universal design for learning approach. 3rd ed. CENGAGE Learning Custom Publishing.","edition":"3"},{"key":"e_1_3_4_11_2","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1651"},{"key":"e_1_3_4_12_2","unstructured":"Florida Gulf Coast University. Lucas center for faculty development: student-faculty partnership program. Available from: https:\/\/www.fgcu.edu\/lucascenter\/. 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Retrieved 02 Oct 2025."},{"key":"e_1_3_4_20_2","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.09-03-0025"},{"key":"e_1_3_4_21_2","doi-asserted-by":"publisher","DOI":"10.1002\/j.2168-9830.2004.tb00809.x"}],"container-title":["Journal of Microbiology &amp; Biology Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.asm.org\/doi\/pdf\/10.1128\/jmbe.00328-25","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.asm.org\/doi\/pdf\/10.1128\/jmbe.00328-25","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T13:02:09Z","timestamp":1787835729000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.asm.org\/doi\/10.1128\/jmbe.00328-25"}},"subtitle":[],"editor":[{"given":"Melinda Tsaoying","family":"Owens","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"editor"}]}],"short-title":[],"issued":{"date-parts":[[2026,8,27]]},"references-count":20,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2026,8,27]]}},"alternative-id":["10.1128\/jmbe.00328-25"],"URL":"https:\/\/doi.org\/10.1128\/jmbe.00328-25","relation":{},"ISSN":["1935-7877","1935-7885"],"issn-type":[{"value":"1935-7877","type":"print"},{"value":"1935-7885","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,27]]},"assertion":[{"value":"2025-12-18","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-05-09","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-05-29","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"e00328-25"}}