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Barriers to transfer students include lost credit caused by lack of curricular alignment across institutions of higher learning. This is particularly evident in series courses like introductory biology. We propose to streamline transfer issues using a shared set of course-level learning outcomes (CLOs) developed collaboratively by faculty across multiple institutions. Our biggest challenge was the development of CLOs aligned to Vision and Change and broad enough for large-scale implementation. We present the CLOs generated by the Northwest Biosciences Consortium faculty network along with data on faculty buy-in to using Vision and Change in their curriculum. Additionally, we found an increased familiarity with and use of Vision and Change in curriculum development over time. Finally, we provide information on implementation of CLOs and suggestions of methods for aligning curricula across networks.

Angiomyolipoma, a perivascular epithelioid cell tumour, is easily identifiable as a benign tumour in the kidneys. However, when occurring in extrarenal sites it can mimic malignancy (Cancer Cytopathol. 2017;125:257). Pathologists must be aware of the classical morphological features of this lesion, its pitfalls in extrarenal sites, and the need for immunohistochemistry in order to establish the correct diagnosis (World J Gastroenterol. 2000;6:608). We report a case of angiomyolipoma with extramedullary hematopoiesis presenting as a large hepatic mass, diagnosed by cytology through endoscopic ultrasound guided fine needle aspiration. Our case exemplifies the classic cytological findings that are important in the differentiation between hepatic angiomyolipoma (HAML) and differentials in this organ such as hepatocellular carcinoma (HCC) and focal nodular hyperplasia. A brief literature review and comparison of significant features between HAML and HCC are presented.

Although researchers have done effective work at describing the inequities that plague schools, they have been less successful at making headway in addressing them, largely because their work remains disconnected from the schools that have to try to use the research. Through research-practice partnerships, researchers are able to stay in touch with the educators on the ground, craft research questions with their actual problems in mind, and help them take action in response to the research. Daniel Potter, Erin Baumgartner, and Ruth N. López Turley describe how, through the Houston Education Research Consortium, researchers from Rice University launched an equity project to uncover inequities within Houston-area schools and track their progress in addressing them. And, because of the ongoing relationship, they were able to launch a research project looking into how the COVID-19 pandemic affected students and produce results while schools where they were still relevant.

Summary Multiparametric magnetic resonance imaging (MRI)/ultrasound fusion targeted prostate biopsy has been shown to outperform systematic biopsy in the detection of clinically significant prostate cancer. Aside from tumor grade, tumor biomarkers such as phosphatase and tensin homolog (PTEN) and ETS-related gene (ERG) have prognostic significance in prostate cancer and may help direct management of patients with low-grade tumors. Our objective was to compare the detection of PTEN and ERG expression in MRI-targeted versus systematic prostate biopsies. We compared immunohistochemical expression for PTEN and ERG on prostate biopsy cores from patients with Grade Group (GG) 1 or GG2 prostate cancer who had undergone systematic biopsy with concurrent targeted biopsy. Fifty-three cases had both systematic and MRI-targeted prostate tissue available for staining for PTEN; and 52 cases, for ERG. ERG positivity was seen in 37/52 (71.2%) cases, and PTEN loss was seen in 15/53 (28.3%) cases. The detection of ERG expression was not significantly different between MRI-targeted and systematic biopsy (P = .4). Targeted biopsy was superior to systematic biopsy in the detection of PTEN loss (P = .02). MRI-targeted cores detected 14/15 (93.3%) cases of PTEN loss compared to 7/15 (46.7%) cases detected by systematic cores. Most cases with PTEN loss showed heterogeneous expression in both systematic and targeted cores. In 14/15 (93.3%) cases with PTEN loss, GG was the same between targeted and systematic biopsy. Targeted biopsy is superior to systematic biopsy in the detection of PTEN loss in GG1 and GG2 tumors. Inclusion of targeted cores may be helpful for evaluation of certain prognostic biomarkers.

Parapharyngeal space (PPS) masses are relatively rare lesions of the head and neck, and account for 0.5–1.5% of head and neck lesions. The most common lesion to occur in the PPS is a benign salivary neoplasm, typically pleomorphic adenoma either from the deep parotid or from ectopic parotid tissue rests within the PPS. A calcified or ossified mass in this location is exceedingly rare, but a calcified variant of pleomorphic adenoma has been reported. In this study, we present a patient with a heavily calcified PPS mesenchymal chondrosarcoma with an unusual presentation. We discuss the imaging and pathologic findings followed by a review of the current literature.

Background: Finding incidental extraprostatic extension (EPE) or seminal vesicle invasion (SVI) by prostate cancer (PCa) is rare on standard prostate biopsy. We evaluated the clinical-pathologic features associated with EPE and SVI on multiparametric magnetic resonance imaging (MRI)/ultrasound (US) fusion-guided targeted biopsy (TB). Methods: A retrospective review was performed from 2014–2017, selecting patients who had undergone TB. Clinical, pathologic, and radiologic features were evaluated. Results: Five out of 333 (1.5%) patients who had PCa detected on TB had EPE and/or SVI. The average age and prostate-specific antigen (PSA) was 71 years and 17 ng/mL, respectively. The average number of cores taken on TB was 4.2. Two patients had a prior negative SB and two patients had a prior positive SB, one of which underwent radiation therapy. All patients had a PIRADSv2 suspicion score of 4 or 5. Four out of five (80%) patients underwent both SB and concurrent TB, of which 3/4 (75%) had EPE identified only on TB. One out of four (25%) patients also had both EPE and SVI, identified only on TB. One patient underwent only TB for MRI suspicion of SVI, which was pathologically confirmed on TB. On TB, one patient had Grade Group 3, two patients had Grade Group 4, and two patients had Grade Group 5 PCa. Perineural invasion (PNI) was present in 4/5 (80%) patients on TB. Conclusions: Based on our small series, we hypothesize that MRI/US fusion TB outperforms SB in the identification of EPE and SVI. However, given the small sample size and the overall rarity of these pathologic findings on prostate biopsy, further validation is needed.

Protection of places important for aesthetic, ecological, and cultural values has been a goal of conservationists for over 150 years. Cornerstones of place-based conservation include legal designations, international agreements, and purchase by public or non-profit organizations. In the Salmon River catchment, Oregon, protections were initially developed in the 1930s for the freshwater riparian corridor and forestry research in the uplands. Over time, additional protections in the estuary and nearshore marine environments were added, motivated by local desire to protect and restore habitats and fish populations. Removal of three levees in the Salmon River estuary occurred over three consecutive 9-year time-steps, and provided the opportunity for research on tidal marsh recovery in the framework of a space-for-time chrono-series. Elevation, channel morphology, and vegetation all exhibited trajectories toward reference conditions. Fish and macroinvertebrates also served as indicators of tidal marsh recovery, although their recovery patterns were not strictly related to the chrono-series trajectories. The extent of restoration provided a novel opportunity to measure a significant response of biotic indicators at the site and catchment scales. Salt marsh restoration augmented protected freshwater habitats by expanding rearing habitats for juvenile salmonids and increasing expression of life-history diversity for both Chinook and coho salmon. This finding highlights linkages between freshwater and marine habitats and populations, and has the potential to influence important policy advances and changes in management of Pacific salmon. Restoration promoted collaborations among stakeholders, community involvement, and inspiring educational opportunities that enabled more comprehensive research than any single sponsor could have accomplished. Protected status designations have fostered a wealth of opportunities that were not specifically envisioned when the protections were first put in place. In particular, dedicated scientific investigation of landscape-scale change did not occur by design, but was pieced together as funding opportunities arose over time. Copyright © 2016 John Wiley & Sons, Ltd.

Hereditary nonpolyposis colorectal carcinoma (HNPCC) is an autosomal dominant genetic disorder characterized by a predisposition towards colorectal carcinoma and other extracolonic neoplasms. Histiocytic sarcoma (HS) is a very rare hematologic neoplasm characterized by a malignant proliferation of cells with histiocytic differentiation. We present the case of a 62-year-old male with previous diagnosis of MTS who presented with metastatic colorectal adenocarcinoma, bilateral papillary renal cell carcinoma, and a new squamous cell carcinoma of the scalp, treated with resection and adjuvant radiation therapy. After reconstructive surgery for his scalp resection, the patient developed a persistent nonhealing skin defect. A punch biopsy of this nonhealing skin defect and subsequent immunohistochemistry revealed neoplastic histiocytic cells restricted to the epidermis and underlying dermis. The diagnosis of cutaneous histiocytic sarcoma was then rendered. Histiocytic sarcoma is an exceptionally rare malignancy. Consequently, there is no universally agreed upon management protocol for this malignancy. The patient was admitted to hospice and treated with palliative radiation. This case demonstrates the need for awareness of the risk of secondary malignancies in cancer patients in order to facilitate early surgical intervention and optimal treatment.

Muir-Torre Syndrome (MTS) is a rare hereditary autosomal dominant cancer syndrome and is linked to hereditary non-polyposis colorectal carcinoma (Lynch Syndrome). Individuals develop various skin neoplasms in addition to colorectal, endometrial and upper gastrointestinal malignancies. Therapy-associated myelodysplastic syndrome (T-MDS) is an aggressive hematologic malignancy and is considered a pre-leukemic phase. T-MDS is associated with prior exposure to chemo- and radiotherapy that potentially results in DNA damage. The current case report presents a 74-year-old male MTS patient with prior history of solid tumors and radiation therapy with new onset cytopenia. A subsequent bone marrow biopsy revealed multilineage dysplasia with a high blast count and a diagnosis of high grade T-MDS was rendered. FISH and G-banded karyotype analyses revealed 5q deletion and monosomy 7. This is a unique case of T-MDS arising in the setting of MTS. Secondary malignancies including MDS and acute leukemia may occur in cancer survivors and are often associated with an unfavorable prognosis. This case demonstrates the need to be aware of the risk of secondary hematologic malignancies in cancer patients and a thorough clinical and lab work-up are warranted in patients with persistent or transfusion requiring cytopenia(s).

Quantitative literacy is essential to biological literacy (and is one of the core concepts in Vision and Change in Undergraduate Biology Education: A Call to Action;AAAS 2009). Building quantitative literacy is a challenging endeavor for biology instructors. Integrating mathematical skills into biological investigations can help build quantitative literacy. In our plankton population laboratory sequence, students test hypotheses about the influence of abiotic factors on phytoplankton populations by sampling experimental and control flasks over multiple weeks. Students track and predict changes in planktonic populations by incorporating weekly sample estimates into population growth equations. We have refined the laboratory protocols on the basis of student commentary and instructor observations. Students have reviewed the lab positively, and approximately one-quarter of them reported building their math skills by participating in the lab.

Muir-Torre Syndrome (MTS) is a rare hereditary autosomal dominant cancer syndrome and is linked to hereditary non-polyposis colorectal carcinoma (Lynch Syndrome). Individuals develop various skin neoplasms in addition to colorectal, endometrial and upper gastrointestinal malignancies. Therapy-associated myelodysplastic syndrome (T-MDS) is an aggressive hematologic malignancy and is considered a pre-leukemic phase. T-MDS is associated with prior exposure to chemo- and radiotherapy that potentially results in DNA damage. The current case report presents a 74-year-old male MTS patient with prior history of solid tumors and radiation therapy with new onset cytopenia. A subsequent bone marrow biopsy revealed multilineage dysplasia with a high blast count and a diagnosis of high grade T-MDS was rendered. FISH and G-banded karyotype analyses revealed 5q deletion and monosomy 7. This is a unique case of T-MDS arising in the setting of MTS. Secondary malignancies including MDS and acute leukemia may occur in cancer survivors and are often associated with an unfavorable prognosis. This case demonstrates the need to be aware of the risk of secondary hematologic malignancies in cancer patients and a thorough clinical and lab work-up are warranted in patients with persistent or transfusion requiring cytopenia(s).

Animal-human interactions have been found to have positive influences on children across the world. In particular, research supports the benefits of animal-assisted activities in addressing students' social and behavioral problems within the classroom environment. The general information about animal-assisted activities provided in this article can help teachers identify key steps in effectively using such activities to teach socially important behaviors to children with learning disabilities, emotional and behavioral disorders, and autism. The author explains that the effectiveness of animals in classrooms is dependent on strong administrative, parental, and collegial support; clear and measurable goals; well-developed instructional plans; an appropriate animal choice; well-developed health and safety procedures; and systematic plans for monitoring progress in student performance.

The intertidal zone of tropical islands is particularly poorly known. In contrast, temperate locations such as California's Monterey Bay are fairly well studied. However, even in these locations, studies have tended to focus on a few species or locations. Here we present the results of the first broadscale surveys of invertebrate, fish and algal species richness from a tropical island, Oahu, Hawaii, and a temperate mainland coast, Central California. Data were gathered through surveys of 10 sites in the early 1970s and again in the mid-1990s in San Mateo and Santa Cruz counties, California, and of nine sites in 2001–2005 on Oahu. Surveys were conducted in a similar manner allowing for a comparison between Oahu and Central California and, for California, a comparison between time periods 24 years apart. We report a previously undocumented richness of intertidal species in both locations: 516 for Oahu and 801 for Central California. Surprisingly, when differences in search efforts are controlled, overall (alpha) diversity appears to be similar between locations, although site level (beta) diversity is much higher in California. Species richness in California generally increased along a wave exposure gradient and distance from an urban area. Much higher numbers of both invasive and endemic species were found on Oahu. In California, more invertebrate species were found in the 1990s, likely due to an improvement in taxonomic resources since the 1970s, and species composition was different in the two surveys due to the high incidence of rare species. Although some southern species increased in number between the two time periods and some northern species decreased, we detected little evidence of change favoring southern or northern species. These results are in line with recent findings that water temperatures in the Monterey Bay have been in a cooling trend since the 1980s, in contrast to many locations elsewhere in the world.

Citizen scientist programs are a means to efficiently conduct large-scale surveys of ecosystems or managed species, provided that concerns over the quality and use of data generated by nonexperts can be addressed. This study presents actions taken in a citizen science program to assure data quality and demonstrates the validity of citizen-generated data. In this case the accuracy of data collected by secondary school students as citizens in a program that quantitatively sampled benthic rocky intertidal communities at 13 sites on Maui, Molokai, Oahu, and Hawai'i island during the years 2004-2007 was evaluated. In 2007, two independent research teams collected data simultaneously with students at five sites on eight sampling dates. Comparisons of Shannon diversity and Bray-Curtis similarity values computed and simulated from student and researcher collected data revealed that nonexpert students accurately collect community-level data within the range of the variation that occurs between researchers. Students were, however, likely to misidentify cryptic and rare species. These findings have direct implications for the conservation goals of the monitoring program as the assessment reveals that students are likely to misidentify early alien introductions but are able to monitor the abundances of native and introduced species once they become established. The validity assessment designed for this investigation is unique in that it directly compares consistent errors made by citizens in data collection to expert variability to identify usage limitations and can be a guide for future studies that involve the efforts of trained volunteers.

The microtides, wave regimes, and relative isolation of the Hawaiian archipelago may provide unique environmental and biogeographic effects that shape the structure of tidepool fishes. We sampled fishes across a narrow gradient at low tide from 6 sites on the island of O`ahu. We tested predictions of the hypotheses that environmental conditions (pool depth, volume, macroalgal cover, temperature, and salinity) would result in a vertically structured tidepool fish assemblage unique to basalt or limestone rocky shores. 343 fish were recorded from 40 pools, and 19 species from 10 families were identified. Tidepool fish diversity (H’: O`ahu = 2.4; Sites Average = 0.0–0.9) was typical for tropical islands, with members from Gobiidae (5 species), Blenniidae (4 species), Pomacentridae (3 species), Acanthuridae (2 species) and Kuhliidae (2 species) among the most common. Endemism (32%) was higher than other well studied assemblages yet similar to Hawaiian reef fishes (25%). Assemblage abundance varied among shores with basalt or limestone substrate, among sites, and vertically among high, mid, and low pools. In general, blenniids occurred at higher proportions on limestone shores and gobiids were more common on basalt shores. High pools were characterized by an abundance of a small sized (29.0 mm median standard length) blenniid Istiblennius zebra, while the blenniid Entomacrodus marmoratus and wrasses Thalassoma spp. were more common in low pools. Temperature was the best environmental predictor of assemblages and this relationship warrants further investigation. Our findings indicate that assemblages can vary across a narrow geographical range and intertidal shore.

The concept of biological evolution within populations, or genetic change over time to populations, is a central principle of biological science; "Nothing in biology makes sense except in the light of evolution" (Dobzhansky, 1973). However, national polls show that over 45% of Americans do not accept the theory of evolution by natural selection (Quammen, 2004). Moreover, in the debate about whether or not evolution should be taught in schools, we have lost sight of what students really understand about the process of natural selection and its role in evolution. Educating students about the process of evolution through natural selection is vitally important because not only is it the unifying theory of biological science, it is also widely regarded as difficult for students to fully comprehend (Sandoval, 2003). Anderson and colleagues (2002) describe alternative ideas and misconceptions about natural selection as highly resistant to change. Catley (2006) suggests that the educational emphasis on microevolutionary processes has left both teachers and students with a poor understanding of macroevolution and speciation. To truly understand evolution, students need to understand other basic biological processes. Educational literature confirms that comprehension of evolution is made possible through the understanding of the individual concepts that comprise the theory (Passmore & Stewart, 2000). Even when students do grasp the basic idea of natural selection, the underlying concepts may be unclear (Kadury-Slezak, 2001). Many students also tend to view individual organisms as representative of entire populations and fail to recognize population variation as necessary for evolutionary change; thus students do not distinguish between individuals and species when describing selection (Greene, 1990; Hallden, 1988). Such typological thinking can lead to a belief that organisms have the power to change their traits in response to the environment, particularly when students fail to understand mechanisms of inheritance (Helm, 2002; Sandoval, 2003; Wood-Robinson, 1995). Compounding the problem is that in many courses of study, students' experience with science is merely a survey of information without any meaningful exposure to the process that produced the information (Clough & Olson, 2004). This missing component of science education is evident in the public's lack of understanding about what constitutes a scientific theory (McComas, 2004). In science, a theory is an explanation based upon extensive testing that is well-supported by the accumulation of evidence. When students are not exposed to studies in the nature of science, they are not able to distinguish between a scientific theory and the vernacular usage of theory to mean a guess or an unsupported explanation (Backhus, 2004). This discrepancy between a scientific theory and a personal theory is of particular relevance to evolution education because one of the common misconceptions about evolution is that it is "just a theory." Instruction that highlights the nature of scientific thought is the key to students' understanding about natural selection. Instruction in evolution must therefore focus also on the epistemic thinking that has led to the development of evolution theory as the best scientific explanation we have for the diversity of life on Earth. According to Sandoval (2003) such instruction should include scientific epistemological components like causal explanations, parsimony in developing conclusions, accounting for observations in explanations, and reliance on creativity. If students have a basic knowledge of the nature of science, their development of explanatory models can actually reconstruct the concept of natural selection (Passmore & Stewart, 2000). Conceptualization of the scientific process also helps students understand why scientists consider natural selection to be a strongly-supported theory and the best explanation for life's diversity (Backhus, 2004). …

In this descriptive case study, project‐based learning is presented as a teaching model that combines elements from other learning strategies. High school students participating in an intertidal monitoring project built around this model increased their content knowledge related to the ecology of the intertidal zone and improved their scientific investigation skills. Several aspects of project‐based instruction are considered critical to success. Projects grounded in authentic scientific research develop scientific investigation skills through real world application. Alignment of scientific and educational goals enhances learning when the project is conducted in a sound pedagogical manner while maintaining scientific authenticity. Student teamwork builds a scientific community and makes the work more manageable. One of the most critical elements for success is a long‐term commitment to project activities with connections between the project and related curricular topics. Flexibility of the school curricul...

This study describes three biology research projects conducted by University of Hawaii graduate students participating in the NSF-funded GK-12 program that employed the assistance of middle or high school students. Two studies focused on sample collection: middle-schoolers collected sand-diving fish (Crystallodytes cookei) to support a histologic study of sex change and high schoolers helped catch hammerhead shark pups (Sphyraena lewini) to support a population genetics study. In a third study, high schoolers collected behavioral data involving habitat choice by a small, cryptic fish (Omobranchus rotundiceps). We have examined these studies to assess not only the usefulness of student help in data or sample collection, but also the educational benefit to the students providing the help. Researchers can benefit by collecting large amounts of samples or data in a relatively short time. At the same time, these partnerships can also improve the scientific literacy of student helpers if they are embedded into ongoing science instruction, as in two of the projects described here. By engaging students in authentic research projects, we have found that excitement and engagement are increased and that students, having a chance to experience science as science is practiced, can increase their content and skills knowledge. When educational and scientific goals are carefully aligned, the student-scientist partnerships described are mutually beneficial.