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Until very recently, distance education, including digital science labs, served a rather small portion of postsecondary students in the United States and many other countries. This situation has, however, dramatically changed in 2020 in the wake of the COVID-19 pandemic, which forced colleges to rapidly transit from face-to-face instructions to online classes. Here, we report the development of an interactive simulator that is freely available on the web (http://neurosphere.cos.northeastern.edu/) for teaching lab classes in developmental biology. This simulator is based on cellular automata models of neural-stem-cell-driven tissue growth in the neurosphere assay. By modifying model parameters, users can explore the role in tissue growth of several developmental mechanisms, such as regulation of mitosis or apoptotic cell death by contact inhibition. Besides providing an instantaneous animation of the simulated development of neurospheres, the Neurosphere Simulator tool offers also the possibility to download data for detailed analysis. The simulator function is complemented by a tutorial that introduces students to computational modeling of developmental processes., (Copyright © 2020 Elsevier Inc. All rights reserved.)

There is growing demand for learning developmental biology in Latin America and a need for advanced students to interact with world leaders of this discipline. This article summarizes some of the efforts that Latin America is making to satisfy the demand in training young Latin American minds for the developmental biology of the future. I focus on a particular course that has been linked to the origins of the Latin America Society of Developmental Biology (LASDB). I describe the motivations to start organizing this course twenty years ago, its history and setbacks. We tracked back the current situation of former students to find out that more than 90% are still doing developmental biology all across the globe. I describe the state of affairs of the Course in its current location in the CIMARQ campus of the Universidad Andres Bello (UNAB), in a place called Quintay on the Chilean coast and I ask about its future.

Environmental toxicants are chemicals that negatively affect human health. Although there are numerous ways to limit exposure, the ubiquitous nature of certain environmental toxicants makes it impossible to avoid them entirely. Consequently, scientists are continuously working toward developing strategies for combating their harmful effects. Using the nematode Caenorhabditis elegans , a model with many genetic and physiological similarities to humans, researchers in the Colaiácovo laboratory have identified several molecular mechanisms by which the toxic agent bisphenol A (BPA) interferes with reproduction. Here, we address their recent discovery that a widely available compound, Coenzyme Q10 (CoQ10), can rescue BPA-induced damage. This work is significant in that it poses a low-cost method for improving reproductive success in humans. The goal of this primer is to assist educators and students with navigating the paper entitled "Antioxidant CoQ10 Restores Fertility by Rescuing Bisphenol A-Induced Oxidative DNA Damage in the Caenorhabditis elegans Germline." It is ideally suited for integration into an upper-level undergraduate course such as Genetics, Cell and Molecular Biology, Developmental Biology, or Toxicology. The primer provides background information on the history of BPA, the utility of the C. elegans germ line as a model for studying reproductive toxicity, and research methods including assessment of programmed cell death, fluorescent microscopy applications, and assays to quantify gene expression. Questions for deeper exploration in-class or online are provided. Related article in GENETICS : Hornos Carneiro MF, Shin N, Karthikraj R, Barbosa F Jr, Kannan K, Colaiácovo MP. Antioxidant CoQ10 restores fertility by rescuing bisphenol A-induced oxidative DNA damage in the Caenorhabditis elegans Germline. Genetics 214:381-395., (Copyright © 2020 by the Genetics Society of America.)

The formal teaching of developmental biology in India began in the late nineteen-fifties at the Department of Zoology of the University of Poona. This was due to the efforts of Leela Mulherkar, who on her return from C.H. Waddington's laboratory in Edinburgh, took up the teaching of embryology at the Master's level. Mulherkar began using locally available material to teach how animals develop. They included the embryos of chicken, frog, garden lizard and molluscs, as well as organisms such as hydra and sponges. Her teaching was supported by an active research laboratory that used all these systems to address a variety of questions in embryology and teratology. She used chick embryo explants cultured in vitro extensively in her work. Teaching and research in embryology at the master's and doctoral levels at Poona University subsequently led, in 1977, to the establishment of the Indian Society of Developmental Biologists (InSDB), which is among the most active scientific societies in India.

As Blackwell (Am Biol Teach 69:135-136, 2007) pointed out, multiple authors have attempted to discredit Haeckel, stating that modern embryological studies have shown that Haeckel's drawings are stylized or embellished. More importantly, though, it has been shown that the discussion within the scientific community concerning Haeckel's drawings and the question of whether embryonic similarities are convergent or conserved have been extrapolated outside the science community in an attempt to discredit Darwin and evolutionary theory in general (Behe in Science 281:347-351, 1998; Blackwell in Am Biol Teach 69:135-136, 2007; Pickett et al. in Am Biol Teach 67:275, 2005; Wells in Am Biol Teach 61:345-349, 1999; Icons of evolution: science or myth? Why much of what we teach about evolution is wrong. Regnery Publishing, Washington, 2002). In this paper, we address the controversy surrounding Haeckel and his work in order to clarify the line between the shortcomings and the benefits of his research and illustrations. Specifically, we show that while his illustrations were not perfect anatomical representations, they were useful educational visualizations and did serve an important role in furthering studies in embryology.

In June 2018, I traveled to India to teach in a Tibetan Buddhist monastery under the auspices of the Emory-Tibet Science Initiative (ETSI), a program that brings aspects of science education to the three major Tibetan monastic universities in exile. My role was to teach developmental biology to the monks over a 9-day period, and I found zebrafish development to be an excellent vehicle for introducing them to both the wonder of embryonic development and to some of the most advanced findings in the field of developmental biology. I describe here my experiences, observations, and thoughts about how the monastic system will need to change if the monks are really to develop the ability to think like scientists.

Biochemistry and molecular techniques are used for the development of the scientific practice of students. To improve both the teaching and learning quality and promote the students' motivation, this article outlines an interactive "Virtual Simulation and Actual Operation Combined" approach by using a tailored virtual practice-learning platform and participated by students and lectures, as well as a curriculum secretary. The implementation of the Virtual Simulation Laboratory provides a series of learning resources, which the students can access in their own time; and the participation of the curriculum secretary also makes the class more interactive and efficient. This method incorporates an experimental platform and a virtual experiment class to utilize fully both the traditional and virtual teaching methods and thereby promote effective student learning. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):585-591, 2018., (© 2018 International Union of Biochemistry and Molecular Biology.)

"The Atlas of Mouse Development" by Kaufman is a classic paper atlas that is the de facto standard for the definition of mouse embryo anatomy in the context of standard histological images. We have redigitized the original haematoxylin and eosin-stained tissue sections used for the book at high resolution and transferred the hand-drawn annotations to digital form. We have augmented the annotations with standard ontological assignments (EMAPA anatomy) and made the data freely available via an online viewer (eHistology) and from the University of Edinburgh DataShare archive. The dataset captures and preserves the definitive anatomical knowledge of the original atlas, provides a core image set for deeper community annotation and teaching, and delivers a unique high-quality set of high-resolution histological images through mammalian development for manual and automated analysis.

Developmental biology (including embryology) is proposed as "the stem cell of biological disciplines." Genetics, cell biology, oncology, immunology, evolutionary mechanisms, neurobiology, and systems biology each has its ancestry in developmental biology. Moreover, developmental biology continues to roll on, budding off more disciplines, while retaining its own identity. While its descendant disciplines differentiate into sciences with a restricted set of paradigms, examples, and techniques, developmental biology remains vigorous, pluripotent, and relatively undifferentiated. In many disciplines, especially in evolutionary biology and oncology, the developmental perspective is being reasserted as an important research program.

Over the past 50 years, annual killifishes arose as alternative model organisms for studies of vertebrate biology. The annual fish offers exceptional advantages for studies of genetics, genomics, developmental biology, population dynamics, ecology, biogeography, and evolution. They inhabit extremely variable freshwater environments in Africa and South America, have a short lifespan and a set of unique and fascinating developmental characteristics. Embryos survive within the dry substrate during the dry season, whereas the adult population dies. Thus, the survival of the populations is entirely dependent on the buried embryos that hatch the next rainy season. Although Old and New World species share similarities in their life cycle, they also have different adaptive responses associated with climate-related selective pressures. Therefore, contrasting different species from these areas is essential to understand unique adaptations to heterogeneous environment. A network of laboratories (United States, Czech Republic, Italy, Brazil, Chile, and Uruguay) is working and collaborating on many aspects of the biology of annual fishes. Participating researchers share projects and cross-training undergraduate and graduate students. These efforts resulted in two International Symposia (2010 and 2015) that took place in Montevideo and an international book. Herein, we summarize the progress made by this global community of scientists. Developmental Dynamics 246:807-811, 2017. © 2017 Wiley Periodicals, Inc., (© 2017 Wiley Periodicals, Inc.)

Cell and developmental processes are complex, and profoundly dependent on spatial relationships that change over time. Innovative educational or teaching strategies are always needed to foster deep comprehension of these processes and their dynamic features. However, laboratory exercises in cell and developmental biology at the undergraduate level do not often take into account the time dimension. In this article, we provide a laboratory exercise focused in cell migration, aiming to stimulate thinking in time and space dimensions through a simplification of more complex processes occurring in cell or developmental biology. The use of open-source tools for the analysis, as well as the whole package of raw results (available at http://github.com/danielprieto/keratocyte) make it suitable for its implementation in courses with very diverse budgets. Aiming to facilitate the student's transition from science-students to science-practitioners we propose an exercise of scientific thinking, and an evaluation method. This in turn is communicated here to facilitate the finding of common caveats and weaknesses in the process of producing simple scientific communications describing the results achieved. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):475-482, 2017., (© 2017 The International Union of Biochemistry and Molecular Biology.)

Traditionally, strong scientific communities have been at least partly built around physical proximity - either by members of the same department or institute, or through regular meetings and conferences. The online environment and the rise of social media platforms now make it easier to build virtual communities of geographically dispersed people with a common interest. In this article, we explore how such networks can be nurtured, focussing on the Node - a community blog for and by developmental biologists. We also discuss the value of social media outlets like Twitter in building and maintaining scientific communities online., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

We present our design for a cell biology course to integrate content with scientific practices, specifically data interpretation and model-based reasoning. A 2-yr research project within this course allowed us to understand how students interpret authentic biological data in this setting. Through analysis of written work, we measured the extent to which students' data interpretations were valid and/or generative. By analyzing small-group audio recordings during in-class activities, we demonstrated how students used instructor-provided models to build and refine data interpretations. Often, students used models to broaden the scope of data interpretations, tying conclusions to a biological significance. Coding analysis revealed several strategies and challenges that were common among students in this collaborative setting. Spontaneous argumentation was present in 82% of transcripts, suggesting that data interpretation using models may be a way to elicit this important disciplinary practice. Argumentation dialogue included frequent co-construction of claims backed by evidence from data. Other common strategies included collaborative decoding of data representations and noticing data patterns before making interpretive claims. Focusing on irrelevant data patterns was the most common challenge. Our findings provide evidence to support the feasibility of supporting students' data-interpretation skills within a large lecture course., (© 2016 P. Zagallo et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).)

Evolutionary developmental biology (evo-devo) has undergone dramatic transformations since its emergence as a distinct discipline. This paper aims to highlight the scope, power, and future promise of evo-devo to transform and unify diverse aspects of biology. We articulate key questions at the core of eleven biological disciplines-from Evolution, Development, Paleontology, and Neurobiology to Cellular and Molecular Biology, Quantitative Genetics, Human Diseases, Ecology, Agriculture and Science Education, and lastly, Evolutionary Developmental Biology itself-and discuss why evo-devo is uniquely situated to substantially improve our ability to find meaningful answers to these fundamental questions. We posit that the tools, concepts, and ways of thinking developed by evo-devo have profound potential to advance, integrate, and unify biological sciences as well as inform policy decisions and illuminate science education. We look to the next generation of evolutionary developmental biologists to help shape this process as we confront the scientific challenges of the 21st century., (© 2015 Wiley Periodicals, Inc.)

Nowadays, in the Internet databases era, certain knowledge is being progressively lost. This knowledge, which we feel is essential and should be acquired through education, is the understanding of how the pioneer researchers faced major questions in their field and made their discoveries., (© 2014 The Authors. Bioessays published by WILEY Periodicals, Inc.)

Just having finished medical school in the Netherlands, without basically any serious research experience, Lawrence Longo, Gordon Power and Ray Gilbert received this 25 year young man with open arms at the end of July 1977. The Center for Perinatal Biology of Loma Linda University (CPB) would become for the next 3 years not the just the center of my postdoctoral activities, it would also lay the foundation for the following decades. The next paragraphs will describe three key success factors that can be traced back to these formative years that have contributed so much to my professional career.

The American Association for the Advancement of Science 2011 report Vision and Change in Undergraduate Biology Education encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge needed to understand evolutionary developmental biology, or "evo-devo." To assist in efforts to improve evo-devo instruction among undergraduate biology majors, we designed a concept inventory (CI) for evolutionary developmental biology, the EvoDevoCI. The CI measures student understanding of six core evo-devo concepts using four scenarios and 11 multiple-choice items, all inspired by authentic scientific examples. Distracters were designed to represent the common conceptual difficulties students have with each evo-devo concept. The tool was validated by experts and administered at four institutions to 1191 students during preliminary (n = 652) and final (n = 539) field trials. We used student responses to evaluate the readability, difficulty, discriminability, validity, and reliability of the EvoDevoCI, which included items ranging in difficulty from 0.22-0.55 and in discriminability from 0.19-0.38. Such measures suggest the EvoDevoCI is an effective tool for assessing student understanding of evo-devo concepts and the prevalence of associated common conceptual difficulties among both novice and advanced undergraduate biology majors.

To examine how well biology majors have achieved the necessary foundation in evolution, numerous studies have examined how students learn natural selection. However, no studies to date have examined how students learn developmental aspects of evolution (evo-devo). Although evo-devo plays an increasing role in undergraduate biology curricula, we find that instruction often addresses development cursorily, with most of the treatment embedded within instruction on evolution. Based on results of surveys and interviews with students, we suggest that teaching core concepts (CCs) within a framework that integrates supporting concepts (SCs) from both evolutionary and developmental biology can improve evo-devo instruction. We articulate CCs, SCs, and foundational concepts (FCs) that provide an integrative framework to help students master evo-devo concepts and to help educators address specific conceptual difficulties their students have with evo-devo. We then identify the difficulties that undergraduates have with these concepts. Most of these difficulties are of two types: those that are ubiquitous among students in all areas of biology and those that stem from an inadequate understanding of FCs from developmental, cell, and molecular biology.

Zebrafish provide researchers and students alike with an excellent model of vertebrate nervous system development due to a high degree of conserved developmental mechanisms and transparent embryos that develop in synchrony. In these laboratory exercises, undergraduate students explore cell biological concepts while performing hypothesis-driven novel research utilizing methodologies such as immunofluorescence, confocal microscopy, image analysis, pharmacology, and basic statistics. In the first block of exercises, students perform anti-acetylated tubulin (anti-AT) immunofluorescence, identify spinal tracts and neuronal subtypes, and perform conventional and confocal microscopy. Building on knowledge acquired in the first block of exercises, during the second block, students subsequently perform pharmacological activation of Wnt signaling through lithium chloride treatments, and assess nervous system integrity through anti-AT immunofluorescence. Students perform various quantitative methods and apply statistics to determine outcomes of Wnt activation. In their final laboratory report, students contextualize their results with foundations of molecular mechanisms of nervous system development. In sum, these exercises offer undergraduate students a model of independent research at the graduate level.

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

As part of an upper level undergraduate developmental biology course at the University of Minnesota Duluth, we developed a unit in which students carried out original research as part of a cooperative class project. Students had the opportunity to gain experience in the scientific method from experimental design all of the way through to the preparation of publication on their research that included text, figures, and tables. This kind of inquiry-based learning has been shown to have many benefits for students, including increased long-term learning and a better understanding of the process of scientific discovery. In our project, students designed experiments to explore why zebrafish typically spawn in the first few hours after the lights come on in the morning. The results of our experiments suggest that spawning still occurs when the dark-to-light transition is altered or absent. This is consistent with the work of others that demonstrates that rhythmic spawning behavior is regulated by an endogenous circadian clock. Our successes and failures carrying out original research as part of an undergraduate course should contribute to the growing approaches for using zebrafish to bring the excitement of experimental science to the classroom.

Since about 1880, the eggs and sperm of sea urchins have been used for the study of fertilization, the metabolic activation of development and gene regulatory mechanisms governing embryogenesis. Sea urchin gametes are a favorite material for observations of the process of fertilization in advanced high school, community college, and university biology laboratory courses. This article is a laboratory handout, designed for the student to follow in learning about fertilization. In addition to observations of sperm-egg interaction, simple experiments are described that demonstrate some mechanisms involved in the process. The hope is that by making simple observations of fertilization, the student will gain an appreciation for the fact that successive generations of higher organisms are bridged by the fusion of egg and sperm, two very different single cells., (Copyright © 2011 Wiley-Liss, Inc.)

Establishment of integrated course system in human development and genetics is an important part of course reformation, and the improvement of this system is achieved by integrating the content of course, stabilizing teaching force, building teaching materials and applying problem-based learning. Integrity-PBL teaching model is founded and proved to be feasible and effective by teaching practice. Therefore, it maybe play an important role in improving teaching effect and cultivating ability of students to analyse and solve problems.

Modern developmental biology is changing everyday at a fast pace, and it also possesses the most application potential. As an important selected course for undergraduates, its most up-to-date knowledge challenges the traditional teaching method. We discussed the current situation in developmental biology teaching, introduced in detail our method of using original papers in each research area, especially the classical papers that won the Nobel Prizes, and summarized the advantages of combining students' presentation in the classroom and their discussion on the web. We proposed some practical strategies to improve developmental biology teaching.

Charles Wesley Hargitt was born near Lawrenceburg, Indiana, USA, and died at Syracuse, New York. After a brief career as a Methodist Episcopal Minister, he carried out graduate studies in biology at Illinois Wesleyan University and Ohio University. He served briefly on the faculty at Moores Hill College and later at Miami University of Ohio before receiving an appointment at Syracuse University. Hargitt spent 36 years at Syracuse, and for 21 years was a trustee of the Marine Biological Laboratory, Woods Hole, Massachusetts. His research encompassed animal behaviour, cell biology, development, ecology, natural history, and taxonomy, as well as education, eugenics, and theology, and he wrote or contributed to more than 100 publications in science. Approximately half of these were on Cnidaria, with 41 of them on Hydrozoa. His most important works in hydrozoan taxonomy were on species of the Woods Hole region, the Philippines, and south China. Hargitt was author of three genera and 48 species and subspecies ascribed to Hydrozoa, seven species of Anthozoa, and one species of Cubozoa. Four species of hydroids are named in his honour.

We have taken advantage of the strengths of the zebrafish model system to introduce developmental biology and genetics to undergraduates in their second semester of the Introductory Biology course at Emory. We designed a 6-week laboratory module based on research being undertaken by faculty in the department, and incorporated experiments that used current research methods including bioinformatics. Students undertook a range of experiments including direct observation of live wild-type zebrafish at different stages of embryogenesis, whole-mount in situ hybridization of mutant and wild-type embryos, vital dye staining of mutant and wild-type embryos, and pharmacological treatments to perturb normal development. These laboratories engaged the students by providing a hands-on, research-centered experience, while also enhancing their written (worksheets and laboratory reports) and oral (group presentation) communication skills. We describe the proceedings of each lab and the logistics of preparing and running these labs for 400-500 students (120 students taking lab each day), and provide a preliminary assessment of the success of the laboratories data based on student evaluations.

Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course.

Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.

Inquiry-based labs have been shown to greatly increase student participation and learning within the biological sciences. One challenge is to develop effective lab exercises within the constraints of large introductory labs. We have designed a lab for first-year biology majors to address two primary goals: to provide effective learning of the unique aspects of the plant life cycle and to gain a practical knowledge of experimental design. An additional goal was to engage students regardless of their biology background. In our experience, plant biology, and the plant life cycle in particular, present a pedagogical challenge because of negative student attitudes and lack of experience with this topic. This lab uses the fern Ceratopteris richardii (C-Fern), a model system for teaching and research that is particularly useful for illustrating alternation of generations. This lab does not simply present the stages of the life cycle; it also uses knowledge of alternation of generations as a starting point for characterizing the her1 mutation that affects gametophyte sexual development. Students develop hypotheses, arrive at an appropriate experimental design, and carry out a guided inquiry on the mechanism underlying the her1 mutation. Quantitative assessment of student learning and attitudes demonstrate that this lab achieves the desired goals.

Prerequisites for the Developmental Biology course at Augustana College are introductory courses in zoology and cell biology. After introductory courses students appreciate the fact that proteins have three-dimensional structures; however, they often fail to recognize how protein interactions with other cellular components can lead to specific cellular responses. One of the first topics covered in Augustana's Developmental Biology course is anterior-posterior axis determination in Drosophila. In the past, the subject was taught with a series of graphs demonstrating mRNA and protein concentrations along the anterior-posterior axis. However, this pedagogy was too conceptual for the majority of students enrolled in the course. To aid their understanding, a kinesthetic model of the molecular interactions involving bicoid, nanos, hunchback, and caudal transcripts and proteins utilizing colored pipe cleaners and beads was created. Students model molecular interactions between proteins (beads) and transcripts (pipe cleaners) by placing the appropriate bead on the appropriate pipe cleaner. After working with the model, the concept of molecular interactions became more concrete to students, and they were able to conceptualize anterior-posterior axis determination in Drosophila more clearly. Throughout the rest of the course, students were able to understand molecular interactions without the aid of additional models.

One of the greatest challenges instructors face is getting students to connect with the subject in a manner that encourages them to learn. In this essay, we describe the redesign of our Developmental Biology course to foster a deeper connection between students and the field of developmental biology. In our approach, we created a community of scientific practice focused on the investigation of environmental impacts on embryonic development and informed by popular and scientific media, the students' own questions, and the instructor. Our goals were to engage students in meaningful ways with the material, to develop students' science process skills, and to enhance students' understanding of broad principles of developmental biology. Though significant challenges arose during implementation, assessments indicate using this approach to teach undergraduate developmental biology was successful.

This study was undertaken to gain insights into undergraduate students' understanding of early embryonic development, specifically, how well they comprehend the concepts of volume constancy, cell lineages, body plan axes, and temporal and spatial dimensionality in development. To study student learning, a curriculum was developed incorporating resources from the Caenorhabditis elegans research community. Students engaged in a preactivity assessment, followed by instructional materials (IMs) emphasizing inquiry-based learning and a postinstruction assessment to gauge their learning. This study, conducted at two research sites with eight and nine students, respectively, shows that before instruction, most students confused embryonic cell cleavage, where total volume is constant, with regular cell division, in which total cell volume doubles. Despite their ability to construct a cell lineage tree, most of the study participants were not aware of its biological significance. All students correctly identified cells of anterior and posterior axis, but not cells of the dorsal and ventral axis. Although the students had no difficulty with the time dimensional aspect of development, most viewed an embryo as spatially two-dimensional rather than three-dimensional. Furthermore, this study indicates that combining authentic research resources with inquiry-based learning benefits student learning of key concepts in embryology.