Julie Minbiole Named Editor-in-Chief of “The American Biology Teacher”

PhotoJulie Minbiole, PhD, associate professor in ’s School of Design, has been named the next editor-in-chief of “The American Biology Teacher,” the flagship journal of the National Association of Biology Teachers.
Associate Professor Julie Minbiole, PhD, has been named the next editor-in-chief of “The American Biology Teacher,” bringing her interdisciplinary approach to science education and scientific literacy to a national leadership role.

When Julie Minbiole, PhD, began teaching science, she quickly realized she had found a new passion. Trained as a molecular biologist with a doctorate degree rooted in neuroscience research, Minbiole discovered that helping students connect with science was just as meaningful as making scientific discoveries herself. 

Now, that passion is taking her to a national leadership role. 

Minbiole, associate professor in the School of Design at , has been named the next editor-in-chief of “” (ABT), the award-winning flagship journal of the National Association of Biology Teachers (NABT). She officially assumes the role on October 1, 2026. 

“The American Biology Teacher” has long played an important role in Minbiole’s own teaching journey. 

“ABT is where I got my start in working on the craft of being a better science teacher,” Minbiole says. “I’ve learned so much from this community, I’m truly grateful for the chance to give back, and to help the next generation of educators who are coming into the field and honing their tools to help reach their students.” 

Minbiole currently serves as a reviewing editor and cover editor for the journal. Her appointment comes as biology education continues to evolve amid conversations around scientific literacy, changing educational landscapes, and emerging technologies such as artificial intelligence. 

Making Science Accessible at Columbia 

At Columbia, Minbiole has built her teaching around making science approachable and meaningful for students who may not see themselves as scientists. 

“I love working with our students at Columbia—they’re creative, curious, agile thinkers — – all attributes we find in the best scientists,” Minbiole says. 

She often hears students arrive in class with anxiety about science. 

“Many students tell me some version of the same story: ‘I’m nervous about this class. I’m not good at science,’” she says. “I see it as my job to show our students that they deserve to be part of the scientific discourse, that they belong in the conversation, and that they have exciting insights and perspectives to offer.” 

That philosophy has shaped student outcomes across disciplines. Minbiole has seen students integrate science into capstone projects, pursue graduate studies in genetic counseling, medical illustration, and microbiology, publish in medical humanities journals, and create educational films for institutions including the Field Museum. 

“Based on the amazing synergies I’ve seen my students cultivate, I believe Columbia can be a pipeline to programs and endeavors that sit at the intersection of science and the arts,” she says. 

Leading the Future of Biology Education 

As editor-in-chief, Minbiole hopes to expand mentorship and authorship opportunities within the journal while elevating voices from across educational settings, including K–12 schools and community colleges. 

“One of the beautiful things about ABT is that it brings together K–12 teachers, community college instructors, and faculty at four-year institutions,” Minbiole says. “We have so much in common and so much to learn from each other.” 

Her vision also reflects the importance of scientific literacy beyond STEM fields. 

“Creatives are essential to the science conversation,” Minbiole says. “They have the tools to reach people on a large scale, to inspire people to care, and to help wider audiences find a way in.” 

For Minbiole, that mission aligns naturally with the students she teaches every day at Columbia. 

“Our students are going to be the communicators and change makers of the next generation,” she says. “It’s critical that they have a solid understanding of science because it will touch all aspects of their lives and work.” 

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