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Trade-offs during reproduction have long been a central focus within biology and much of the foundational work within life history evolution has focused on females, as the fitness of females is more easily quantified for use in theoretical models. However, in many regards, the field of organismal biology has deviated from this early focus on females, particularly as it relates to the nuances and dynamic nature of female reproduction. Regardless, at the organismal level, reproduction is thought to trade-off with other simultaneously occurring processes. Recent papers have sought to outline the issues with our current understanding of whole-organism trade-offs, though the field as a whole has not come to a consensus on what trade-offs mean to a reproducing female. To rectify this important gap in how trade-offs are discussed in organismal biology as well as confusion about what constitutes a trade-off, our overarching goal of this symposium was to discuss trade-offs from an integrative perspective that places female reproduction at the center. By answering what trade-offs are and what they mean to reproducing females, what has been neglected in the context of whole-organism physiology, and how maternal effects fit within this framework, our group of speakers and their associated papers will crystalize nuances of measuring and determining presence (if any) of trade-offs in reproducing females in a range of taxa and subfields., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology.)

There is much current debate in the US regarding how sex and gender are approached in science and medical classrooms. There does not seem to be sufficient consensus around why it must be taught and how it should be implemented. State-enacted restrictions to both education and healthcare in recent years demonstrate the relevance and importance of sex and gender in the college classroom, not only including but especially in the biology classroom. Given the areas comprising the Society for Integrative and Comparative Biology (SICB), these topics of sex and gender in biology instruction are incredibly salient to our members. Thus, this survey aimed to determine instructors' views of and experiences with sex-diverse gender-inclusive biology. College-level biology instructors who are members of SICB were surveyed about their views of science, views of sex and gender, teaching philosophy, and their experiences with inclusive teaching and with sex-diverse gender-inclusive teaching. The resulting data lead us to implore academic biology to provide more sex-diverse and gender-inclusive teaching tools and resources to educators, while minimizing potential fear of retaliation and backlash to instructors who utilize these teaching methods., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology.)

Trade-offs resulting from the high demand of offspring production are a central focus of many subdisciplines within the field of biology. Yet, despite the historical and current interest on this topic, large gaps in our understanding of whole-organism trade-offs that occur in reproducing individuals remain, particularly as it relates to the nuances associated with female reproduction. This volume of Integrative and Comparative Biology (ICB) contains a series of papers that focus on reviewing trade-offs from the female-centered perspective of biology (i.e., a perspective that places female reproductive biology at the center of the topic being investigated or discussed). These papers represent some of the work showcased during our symposium held at the 2024 meeting of the Society for Integrative and Comparative Biology (SICB) in Seattle, Washington. In this roundtable discussion, we use a question-and-answer format to capture the diverse perspectives and voices involved in our symposium. We hope that the dialogue featured in this discussion will be used to motivate researchers interested in understanding trade-offs in reproducing females and provide guidance on future research endeavors., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology.)

Inclusive teaching is teaching in a way that reaches all students in the classroom; this is beneficial for everyone and particularly for those with minoritized identities. Instructors play a critical role in scaffolding how students are exposed to and learn science content in the classroom. In this manuscript we discuss how biology instructors can make their classrooms more inclusive with regard to sex and gender diversity content. Many topics in biology are based on androcentric, heteronormative, and oppressive framing, even though those lenses are more reflective of our own history and culture than they are of the diversity we see in nature. Here, we summarize information presented in the SICB 2024 workshop titled "Incorporating sex diversity and gender inclusivity in biology undergraduate classrooms" and provide instructors with a) rationale for why inclusive teaching matters, b) guidance on how to challenge unscientific views and make their curricula more sex-diverse and gender inclusive, and c) practical and easy-to-implement strategies for discussing "contentious" topics in the classroom. Incorporation of this material will be beneficial for students, for science and medicine, and for accurately representing the diversity found across the tree of life., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology.)

The ability to provision offspring with milk is a significant adaptive feature of mammals that allows for considerable maternal regulation of offspring beyond gestation, as milk provides complete nutrition for developing neonates. For mothers, lactation is a period of marked increases in energetic and nutritive demands to support milk synthesis; because of this considerable increase in demand imposed on multiple physiological systems, lactation is particularly susceptible to the effects of chronic stress. Here, we present work that explores the impact of chronic stress during lactation on maternal lactation performance (i.e., milk quality and quantity) and the expression of key milk synthesis genes in mammary tissue using a Sprague-Dawley rat model. We induced chronic stress using a well-established, ethologically relevant novel male intruder paradigm for 10 consecutive days during the postpartum period. We hypothesized that the increased energetic burden of mounting a chronic stress response during lactation would decrease lactation performance. Specifically, we predicted that chronic exposure to this social stressor would decrease either milk quality (i.e., composition of proximate components and energy density) or quantity. We also predicted that changes in proximate composition (i.e., lipid, lactose, and protein concentrations) would be associated with changes in gene expression levels of milk synthesis genes. Our results supported our hypothesis that chronic stress impairs lactation performance. Relative to the controls, chronically stressed rats had lower milk yields. We also found that milk quality was decreased; milk from chronically stressed mothers had lower lipid concentration and lower energy density, though protein and lactose concentrations were not different between treatment groups. Although there was a change in proximate composition, chronic stress did not impact mammary gland expression of key milk synthesis genes. Together, this work demonstrates that exposure to a chronic stressor impacts lactation performance, which in turn has the potential to impact offspring development via maternal effects., (© The Author(s) 2023. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology.)

Like many scientific disciplines, the field of reproductive biology is subject to biases in terminology and research foci. For example, females are often described as coy and passive players in reproductive behaviors and are termed "promiscuous" if they engage in extra-pair copulations. Males on the other hand are viewed as actively holding territories and fighting with other males. Males are termed "multiply mating" if they mate with multiple females. Similarly, textbooks often illustrate meiosis as it occurs in males but not females. This edition of Integrative and Comparative Biology (ICB) includes a series of papers that focus on reproduction from the female perspective. These papers represent a subset of the work presented in our symposium and complementary sessions on female reproductive biology. In this round table discussion, we use a question and answer format to leverage the diverse perspectives and voices involved with the symposium in an exploration of theoretical, cultural, pedagogical, and scientific issues related to the study of female biology. We hope this dialog will provide a stepping-stone toward moving reproductive science and teaching to a more inclusive and objective framework., (© The Author(s) 2020. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.)

One of the key foci of ecoimmunology is understanding the physiological interactions between reproduction and immune defense. To assess an immune challenge, investigators typically measure an immune response at a predetermined time point that was selected to represent a peak response. These time points often are based on the immunological responses of nonreproductive males. Problematically, these peaks have been applied to studies quantifying immune responses of females during reproduction, despite the fact that nonreproductive males and reproductive females display fundamentally different patterns of energy expenditure. Previous work within pharmacological research has reported that the response to the commonly-used antigen keyhole limpet hemocyanin (KLH) varies among individuals and between females and males. In this heuristic analysis, we characterize antibody responses to KLH in females with varying reproductive demands (nonreproductive, lactating, concurrently lactating, and pregnant). Serum was taken from one animal per day per group and assessed for general and specific Immunoglobulins (Igs) G and M. We then used regression analysis to characterize the antibody response curves across groups. Our results demonstrate that the antibody response curve is asynchronous among females with varying maternal demands and temporally differs from the anticipated peak responses reflected in standardized protocols. These findings highlight the importance of multiple sampling points across treatment groups for a more integrative assessment of how reproductive demand alters antibody responses in females beyond a single measurement., (© The Author(s) 2020. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.)