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Growth in the use of drones has been exponential in various fields due to their adaptable and cross-disciplinary functions. Incorporating this new technology into K–12 classrooms can be useful in engaging students and expanding their understanding of technology in the scientific workplace; however, beginners may run into challenges in designing meaningful lessons. To tackle the seemingly daunting task of using drones effectively for education, this article walks a novice instructor through various self-reflective questions in order to properly introduce a drone lesson and includes a number of resources to ensure proper safety and legal measures.

Sensory systems function under the influence of multiple, interacting environmental properties. When environments change, so may perception through one or more sensory systems, as alterations in transmission properties may change how organisms obtain and use information. Humic acids, a natural and anthropogenically produced class of chemicals, have attributes that may change chemical and visual environments of aquatic animals, potentially with detrimental consequences on their ability to locate necessary resources. Here, we explore how environmental disturbance affects the way threespine sticklebacks (Gasterosteus aculeatus) use visual and olfactory information during foraging. We compared foraging behavior using visual, olfactory, and bimodal (visual and olfactory) information in the presence and absence of humic acids. We found evidence that humic acids reduced olfactory-based food detection. While visual perception was not substantially impaired by humic acids, the visual sense alone did not compensate for the loss of olfactory perception. These findings suggest that a suite of senses still may not be capable of compensating for the loss of information from individual modalities. Thus, senses may react disparately to rapid environmental change, and thereby push species into altered evolutionary trajectories.

Modeling is an important aspect of scientific problem-solving. However, modeling is a difficult cognitive process for novice learners in part due to the high dimensionality of the parameter search space. This work investigates 50 college students’ parameter search behaviors in the context of ecological modeling. The study revealed important differences in behaviors of successful and unsuccessful students in navigating the parameter space. These differences suggest opportunities for future development of adaptive cognitive scaffolds to support different classes of learners.

18 pages, 5 figures, supplementary data https://doi.org/10.1016/j.biocon.2021.109175.-- The data supporting the findings of this study are available in the Supplementary Materials (Appendix 3–5, Table A3-A5). Raw datasets (where available) and results summary tables for each analysis of human mobility and empirical datasets are deposited in a github repository: https://github.com/rjcommand/PAN-Environment, The global lockdown to mitigate COVID-19 pandemic health risks has altered human interactions with nature. Here, we report immediate impacts of changes in human activities on wildlife and environmental threats during the early lockdown months of 2020, based on 877 qualitative reports and 332 quantitative assessments from 89 different studies. Hundreds of reports of unusual species observations from around the world suggest that animals quickly responded to the reductions in human presence. However, negative effects of lockdown on conservation also emerged, as confinement resulted in some park officials being unable to perform conservation, restoration and enforcement tasks, resulting in local increases in illegal activities such as hunting. Overall, there is a complex mixture of positive and negative effects of the pandemic lockdown on nature, all of which have the potential to lead to cascading responses which in turn impact wildlife and nature conservation. While the net effect of the lockdown will need to be assessed over years as data becomes available and persistent effects emerge, immediate responses were detected across the world. Thus initial qualitative and quantitative data arising from this serendipitous global quasi-experimental perturbation highlights the dual role that humans play in threatening and protecting species and ecosystems. Pathways to favorably tilt this delicate balance include reducing impacts and increasing conservation effectiveness, The Canada Research Chairs program provided funding for the core writing team. Field research funding was provided by A.G. Leventis Foundation; Agence Nationale de la Recherche, [grant number ANR-18-32–0010CE-01 (JCJC PEPPER)]; Agencia Estatal de Investigaci; Agência Regional para o Desenvolvimento da Investigação Tecnologia e Inovação (ARDITI), [grant number M1420-09-5369-FSE-000002]; Alan Peterson; ArcticNet; Arkadaşlar; Army Corp of Engineers; Artificial Reef Program; Australia's Integrated Marine Observing System (IMOS), National Collaborative; Research Infrastructure Strategy (NCRIS), University of Tasmania; Australian Institute of Marine Science; Australian Research Council, [grant number LP140100222]; Bai Xian Asia Institute; Batubay Özkan; BC Hydro Fish and Wildlife Compensation Program; Ben-Gurion University of the Negev; Bertarelli Foundation; Bertarelli Programme in Marine Science; Bilge Bahar; Bill and Melinda Gates Foundation; Biology Society of South Australia; Boston University; Burak Över; California State Assembly member Patrick O'Donnell; California State University Council on Ocean Affairs, Science & Technology; California State University Long Beach; Canada Foundation for Innovation (Major Science Initiative Fund and funding to Oceans Network Canada), [grant number MSI 30199 for ONC]; Cape Eleuthera Foundation; Centre National d'Etudes Spatiales; Centre National de la Recherche Scientifique; Charles Darwin Foundation, [grant number 2398]; Colombian Institute for the Development of Science and Technology (COLCIENCIAS), [grant number 811–2018]; Colombian Ministry of Environment and Sustainable Development, [grant number 0041–2020]; Columbia Basin Trust; Commission for Environmental Cooperation; Cornell Lab of Ornithology; Cultural practices and environmental certification of beaches, Universidad de la Costa, Colombia, [grant number INV.1106–01–002-15, 2020–21]; Department of Conservation New Zealand; Direction de l'Environnement de Polynésie Française; Disney Conservation Fund; DSI-NRF Centre of; Excellence at the FitzPatrick Institute of African Ornithology; Ecology Project International; Emin Özgür; Environment and Climate Change Canada; European Community: RTD programme - Species Support to Policies; European Community's Seventh Framework Programme; European Union; European Union's Horizon 2020 research and innovation programme, Marie Skłodowska-Curie, [grant number 798091, 794938]; Faruk Eczacıbaşı; Faruk Yalçın Zoo; Field research funding was provided by King Abdullah University of Science and Technology; Fish and Wildlife Compensation Program; Fisheries and Oceans Canada; Florida Fish and Wildlife Conservation Commission, [grant numbers FWC-12164, FWC-14026, FWC-19050]; Fondo Europeo de Desarrollo Regional; Fonds québécois de la recherche nature et technologies; Foundation Segré; Fundação para a Ciência e a Tecnologia (FCT Portugal); Galapagos National Park Directorate research, [grant number PC-41-20]; Gordon and Betty Moore Foundation, [grant number GBMF9881 and GBMF 8072]; Government of Tristan da Cunha; Habitat; Conservation Trust Foundation; Holsworth Wildlife Research Endowment; Institute of Biology of the Southern Seas, Sevastopol, Russia; Instituto de Investigación de Recursos Biológicos Alexander von Humboldt; Instituto Nacional de Pesquisas Espaciais (INPE), Brazil; Israeli Academy of Science's Adams Fellowship; King Family Trust; Labex, CORAIL, France; Liber Ero Fellowship; LIFE (European Union), [grant number LIFE16 NAT/BG/000874]; María de Maeztu Program for Units of Excellence in R&D; Ministry of Science and Innovation, FEDER, SPASIMM,; Spain, [grant number FIS2016–80067-P (AEI/FEDER, UE)]; MOE-Korea, [grant number 2020002990006]; Mohamed bin Zayed Species Conservation Fund; Montreal Space for Life; National Aeronautics and Space Administration (NASA) Earth and Space Science Fellowship Program; National Geographic Society, [grant numbers NGS-82515R-20]; National Natural Science Fund of China; National Oceanic and Atmospheric Administration; National Parks Board, Singapore; National Science and Technology Major Project of China; National Science Foundation, [grant number DEB-1832016]; Natural Environment Research Council of the UK; Natural Sciences and Engineering Research Council of Canada (NSERC), Alliance COVID-19 grant program, [grant numbers ALLRP 550721–20, RGPIN-2014-06229 (year: 2014), RGPIN-2016-05772 (year: 2016)]; Neiser Foundation; Nekton Foundation; Network of Centre of Excellence of Canada: ArcticNet; North Family Foundation; Ocean Tracking Network; Ömer Külahçıoğlu; Oregon State University; Parks Canada Agency (Lake Louise, Yoho, and Kootenay Field Unit); Pew Charitable Trusts; Porsim Kanaf partnership; President's International Fellowship Initiative for postdoctoral researchers Chinese Academy of Sciences, [grant number 2019 PB0143]; Red Sea Research Center; Regional Government of the Azores, [grant number M3.1a/F/025/2015]; Regione Toscana; Rotary Club of Rhinebeck; Save our Seas Foundation; Science & Technology (CSU COAST); Science City Davos, Naturforschende Gesellschaft Davos; Seha İşmen; Sentinelle Nord program from the Canada First Research Excellence Fund; Servizio Foreste e Fauna (Provincia Autonoma di Trento); Sigrid Rausing Trust; Simon Fraser University; Sitka Foundation; Sivil Toplum Geliştirme Merkezi Derneği; South African National Parks (SANParks); South Australian Department for Environment and Water; Southern California Tuna Club (SCTC); Spanish Ministry for the Ecological Transition and the Demographic Challenge; Spanish Ministry of Economy and Competitiveness; Spanish Ministry of Science and Innovation; State of California; Sternlicht Family Foundation; Suna Reyent; Sunshine Coast Regional Council; Tarea Vida, CEMZOC, Universidad de Oriente, Cuba, [grant number 10523, 2020]; Teck Coal; The Hamilton Waterfront Trust; The Ian Potter Foundation, Coastwest, Western Australian State NRM; The Red Sea Development Company; The Wanderlust Fund; The Whitley Fund; Trans-Anatolian Natural Gas Pipeline; Tula Foundation (Hakai Institute); University of Arizona; University of Pisa; US Fish and Wildlife Service; US Geological Survey; Valencian Regional Government; Vermont Center for Ecostudies; Victorian Fisheries Authority; VMRC Fishing License Fund; and Wildlife Warriors Worldwide, With funding from the Spanish government through the ‘Severo Ochoa Centre of Excellence’ accreditation (CEX2019-000928-S

Procedural memory allows animals to solve previously encountered tasks over weeks, months, or years efficiently. Although thoroughly documented in vertebrate clades such as mammals and birds, studies of procedural memory in squamate reptiles are lacking. Filling the gap in knowledge regarding procedural memory in squamates is important to understanding the degree to which procedural memory is unique to birds and mammals, as it is related to their unique cognitive abilities. We tested for memory of a problem-solving task in two species of monitor lizard (Varanus spp.) and a beaded lizard (Heloderma sp.) after a 20-mo hiatus in exposure, representing approximately 25% of their ages at the time of testing. All the monitor lizards had lower initial latencies to solve the task upon re-exposure posthiatus than they had as naive individuals during the prehiatus trials and reached minimum latencies in fewer trials than when previously tested. Our results indicate procedural memory of puzzle-solving behaviors on the time scales of years. Our results add to an emerging literature suggesting that squamate and other nonavian reptiles share a number of cognitive traits with birds and mammals, suggesting that such traits are far more widespread across taxa than previously recognized. We also discuss a framework for studying cognition in squamates that would allow tests of cognition across a great diversity of body forms and ecologies.

The intelligent research assistant, VERA, supports inquiry-based modeling by supplying contextualized large-scale domain knowledge in the Encyclopedia of Life. Learners can use VERA to construct conceptual models of ecological phenomena, run them as simulations, and review their predictions. A study on the use of VERA by college-level students indicates that providing access to large scale but contextualized knowledge helped students build more complex models and generate more hypotheses in problem-solving.

Genetics and evolution are interconnected topics — evolutionary change requires inheritance and correspondingly, genetic variation is required for selection to have any impact on a population. However, misconceptions and naive ideas of both genetic and evolutionary concepts can fundamentally impact a student’s understanding of biology. It is therefore important to understand what information students obtain in various courses at the undergraduate level, and how knowledge of concepts in one course might impact learning in another course. This is particularly important with respect to genetics concepts, as Genetics courses are often a prerequisite to Evolution courses and serve frequently as students’ introduction to the basic concepts that underlie evolution. This study compared student performance related to key genetics concepts after taking both Fundamental Genetics and Evolution courses to taking Fundamental Genetics alone and tracked student performance as they progressed through the Genetics-Evolution course sequence. We created a 16-question assessment, developed from published literature on these topics, and administered the survey at three timepoints: the end of Fundamental Genetics, the beginning of Evolution and again at the end of the Evolution course. Our data suggest students do complete Fundamental Genetics with a few misconceptions related to genetic information pertinent to evolution, and that these concepts are varyingly corrected by taking Evolution. This research highlights the advantages of both tracking and comparing students as they progress through a Genetics-to-Evolution course sequence, particularly with respect to how faculty can leverage course sequencing to improve student performance.

Class discussion can be a valuable way to meet educational standards and make student ideas visible. Tools like Twitter can be used to encourage discussion both in and outside of class. In this article, we provide (1) a concise explanation of Twitter and its use (including a comparison to similar digital communication tools); (2) a brief overview of educational gains and experiences in using Twitter; and (3) a step-by-step introduction to conducting Twitter discussions using hashtags. We conclude with an introduction to #scistuchat, a monthly Twitter discussion between scientists and students that addresses many of the core ideas in the biological sciences. We invite instructors to join this ongoing discussion series or use the ideas within this paper to begin their own discussion groups on social media.

Today's rapidly changing world calls for sustainability-minded scientists who are prepared to solve complex, interconnected problems. Service learning is a pedagogical approach that allows students to engage with the needs of the community by integrating academic work with complex civic issues. Student learning was examined during a short-term service-learning experience focused on water-quality monitoring in an urban watershed to determine whether community-engaged fieldwork in an upper-level ecology lab course enhances sustainability knowledge for future biologists. We used concept map scoring methods and reflection assessments to evaluate and understand changes in the structure and content of student knowledge as a result of the experience. Students showed increases in sustainability knowledge breadth, depth, and complexity, particularly in demonstrating biological-sociological connections. Student reflections indicated most students identified at least one community-engaged serving-learning objective as a result of this experience. These results suggest that community-engaged fieldwork can illustrate ecological and sociological sustainability concepts for students and that engagement works best when we make explicit our objective of engaging communities in the learning process. Short service-learning experiences are effective, can be quickly assessed using concept maps, and can be readily incorporated in other classrooms to enhance sustainability education.

Many husbandry routines in zoo herpetology are based on tradition, authoritarianism, anecdote, or speculation. However, relatively few empirical studies underlie many very common practices. We compared growth rates among littermates of Boa constrictor raised under two feeding regimes that were identical in terms of the mass of food ingested, but differed in weekly versus bi-weekly schedules. The growth rate of the group fed weekly was greater than the rate for the biweekly group. Snakes fed 10% of their body mass on a weekly regimen grew to a larger size, and at a faster rate, than did snakes fed 20% of their body mass on a biweekly regimen.

This lesson is designed to teach students that behavior is a trait shaped by both genes and the environment. Students will read a scientific paper, discuss and generate predictions based on the ideas and data therein, and model the relationships between genes, the environment, and behavior. The lesson is targeted to meet the educational goals of undergraduate introductory biology, evolution, and animal behavior courses, but it is also suitable for advanced high school biology students. This lesson meets the criteria for the Next Generation Science Standard HS-LS4, Biological Evolution: Unity and Diversity (NGSS Lead States, 2013).

Female mate choice is much more dynamic than we once thought. Mating decisions depend on both intrinsic and extrinsic factors, and these two may interact with one another. In this study, we investigate how responses to the social mating environment (extrinsic) change as individuals age (intrinsic). We first conducted a field survey to examine the extent of natural variation in mate availability in a population of threespine sticklebacks. We then manipulated the sex ratio in the laboratory to determine the impact of variation in mate availability on sexual signaling, competition, and mating decisions that are made throughout life. Field surveys revealed within season heterogeneity in mate availability across breeding sites, providing evidence for the variation necessary for the evolution of plastic preferences. In our laboratory study, males from both female-biased and male-biased treatments invested most in sexual signaling late in life, although they competed most early in life. Females became more responsive to courtship over time, and those experiencing female-biased, but not male-biased sex ratios, relaxed their mating decisions late in life. Our results suggest that social experience and age interact to affect sexual signaling and female mating decisions. Flexible behavior could mediate the potentially negative effects of environmental change on population viability, allowing reproductive success even when preferred mates are rare.

Using treatments that mimic high and low availability of reproductive males, it was found that female three-spined sticklebacks Gasterosteus aculeatus, previously shown to adjust their mate choices when male mates were rare, did not alter their reproductive investment strategies. These results suggest that plasticity in investment is perhaps limited by physiological requirements or dependent on relatively extreme mate availability regimes. The probability of becoming reproductive, number of clutches per season (per female), initial clutch size and mass and the timing of reproduction were all independent of the experience a female had with mate availability. This suggests that pre-copulatory plasticity in reproductive strategies may contribute more to variation in the strength and direction of sexual selection than reproductive investment in offspring.

This article serves as a short 'best practices' aimed at graduate students for advising undergraduates, specifically within the disciplines of ecology and evolution. It offers documented research on undergraduate research experiences, and the most effective mentoring strategies for success across Science, Technology, Engineering, and Mathematics (STEM) disciplines, as well as practical methods for how to enact these strategies. Most importantly, this work serves particularly to highlight issues undergraduates may encounter in conducting research specifically in ecology and evolution, and what graduate student mentors can do to help students overcome these challenges.