Search

Inaccurate sex and gender narratives have saturated the political landscape, resulting in legal restrictions for people with queer genders. Biology educators can correct these false narratives by teaching scientifically accurate and queer gender and intersex inclusive sex and gender curriculum. Here, we interviewed four undergraduate biology instructors who were working to reform their sex and gender curriculum. Using their reformed curriculum to promote conversation in the interviews, we asked participants about their curriculum, their reform process, and the obstacles they faced in implementing their reformed curriculum. We noticed the instructors' journeys to reforming involved intense personal work and education, both at the beginning and iteratively throughout implementation. We found instructors focused on changing language and using a variety of inclusive activities in their undergraduate biology classroom, ranging from highlighting scientists with queer genders to assigning students to research the experiences of people with queer genders with adolescent hormone therapy. Instructors mentioned obstacles to implementing reformed curriculum, including fear of potentially isolating students and concern about the instructor's own positionality. Removing obstacles and supporting the process of unlearning exclusive ways of teaching sex and gender topics may bolster instructor efforts to provide more accurate and inclusive biology education., Competing Interests: Conflicts of interest: The authors declare no conflicts of interest.

The Open Science (OS) movement is rapidly gaining traction among policy-makers, research funders, scientific journals and individual scientists. Despite these tendencies, the pace of implementing OS throughout the scientific process and across the scientific community remains slow. Thus, a better understanding of the conditions that affect OS engagement, and in particular, of how practitioners learn, use, conduct and share research openly can guide those seeking to implement OS more broadly. We surveyed participants at an OS workshop hosted by the Living Norway Ecological Data Network in 2020 to learn how they perceived OS and its importance in their research, supervision and teaching. Further, we wanted to know what OS practices they had encountered in their education and what they saw as hindering or helping their engagement with OS. The survey contained scaled-response and open-ended questions, allowing for a mixed-methods approach. We obtained survey responses from 60 out of 128 workshop participants (47%). Responses indicated that usage and sharing of open data and code, as well as open access publication, were the most frequent OS practices. Only a minority of respondents reported having encountered OS in their formal education. A majority also viewed OS as less important in their teaching than in their research and supervisory roles. The respondents' suggestions for what would facilitate greater OS engagement in the future included knowledge, guidelines, and resources, but also social and structural support. These are aspects that could be strengthened by promoting explicit implementation of OS practices in higher education and by nurturing a more inclusive and equitable OS culture. We argue that incorporating OS in teaching and learning of science can yield substantial benefits to the research community, student learning, and ultimately, to the wider societal objectives of science and higher education., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2022 Stromme et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Interest in biology education research (BER) has been growing over the last two decades, yet few BER publications focus on community colleges, which serve a large percentage of the undergraduate student population and a majority of those students who identify with historically underserved groups. In this paper, we define community college biology education research (CC BER) as publications with a community college faculty member as an author, publications with a community college study context or a focus on community college biology teaching and learning, and publications that use community college students as a source of data. We conducted a literature review to quantify how CC BER has progressed since initial calls for broadening participation by recording the number of CC BER publications in seven prominent journals between 2016 and 2020. Our formal analysis of peer-reviewed BER literature indicates that there has been a statistically significant increase in CC BER publications from 3.2% to 5.9% of total BER publications since the last analysis in 2017. We conclude with a discussion of strategies for further broadening of participation in CC BER.

Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.

The spring 2020 campus closures due to the COVID-19 pandemic may have posed particular challenges related to the mentorship of science graduate students. In this study, science faculty mentors from one U.S. university report on potential delays to degree completion and their expectations of their mentees during this time. Nearly half of the faculty advisors surveyed expected their graduate student mentees to experience delayed time to graduation. Respondents also described making an effort to support their mentees through providing encouragement and identifying research-related goals students could complete remotely. One-fourth of respondents stated that they were not altering their expectations for their mentees. The respondents who did report having altered expectations varied between altering their immediate expectations and changing their overall expectations for degree completion. These findings relate not only to the immediate impact on graduate mentees, but also to the long-term impacts of COVID-19 on graduate education in the United States., (©2021 Author(s). Published by the American Society for Microbiology.)

Student impressions formed during the first day of class can impact course satisfaction and performance. Despite its potential importance, little is known about how instructors format the first day of class. Here, we report on observations of the first day of class in 23 introductory science, technology, engineering, and math (STEM) courses. We first described how introductory STEM instructors structure their class time by characterizing topics covered on the first day through inductive coding of class videos. We found that all instructors discussed policies and basic information. However, a cluster analysis revealed two groups of instructors who differed primarily in their level of STEM content coverage. We then coded the videos with the noncontent Instructor Talk framework, which organizes the statements instructors make unrelated to disciplinary content into several categories and subcategories. Instructors generally focused on building the instructor-student relationship and establishing classroom culture. Qualitative analysis indicated that instructors varied in the specificity of their noncontent statements and may have sent mixed messages by making negatively phrased statements with seemingly positive intentions. These results uncovered variation in instructor actions on the first day of class and can help instructors more effectively plan this day by providing messages that set students up for success.

Background: The first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom social dynamics and can affect subsequent learning in a course. Prior work established the non-content Instructor Talk Framework to describe the language that instructors use to create learning environments, but little is known about the extent to which students detect those messages. In this study, we paired first day classroom observation data with results from student surveys to measure how readily students in introductory STEM courses detect non-content Instructor Talk., Results: To learn more about the instructor and student first day experiences, we studied 11 introductory STEM courses at two different institutions. The classroom observation data were used to characterize course structure and use of non-content Instructor Talk. The data revealed that all instructors spent time discussing their instructional practices, building instructor/student relationships, and sharing strategies for success with their students. After class, we surveyed students about the messages their instructors shared during the first day of class and determined that the majority of students from within each course detected messaging that occurred at a higher frequency. For lower frequency messaging, we identified nuances in what students detected that may help instructors as they plan their first day of class., Conclusions: For instructors who dedicate the first day of class to establishing positive learning environments, these findings provide support that students are detecting the messages. Additionally, this study highlights the importance of instructors prioritizing the messages they deem most important and giving them adequate attention to more effectively reach students. Setting a positive classroom environment on the first day may lead to long-term impacts on student motivation and course retention. These outcomes are relevant for all students, but in particular for students in introductory STEM courses which are often critical prerequisites for being in a major., Supplementary Information: The online version contains supplementary material available at 10.1186/s40594-021-00306-y., Competing Interests: Competing interestsThe authors declare that they have no competing interests., (© The Author(s) 2021.)

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly., Competing Interests: The authors declare no competing interest., (Copyright © 2020 the Author(s). Published by PNAS.)

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course work, we investigated the extent to which incoming expectations of course activities differ based on student demographic characteristics, as well as how these expectations align with what students will experience. We surveyed more than 1500 undergraduate students in large introductory STEM courses at three research-intensive institutions during the first week of classes about their expectations regarding how class time would be spent in their courses. We found that first-generation and first-semester students predict less lecture than their peers and that class size had the largest effect on student predictions. We also collected classroom observation data from the courses and found that students generally underpredicted the amount of lecture observed in class. This misalignment between student predictions and experiences, especially for first-generation and first-semester college students and students enrolled in large- and medium-size classes, has implications for instructors and universities as they design curricula for introductory STEM courses with explicit retention goals.

Background: Orb-web weaving spiders and their relatives use multiple types of task-specific silks. The majority of spider silk studies have focused on the ultra-tough dragline silk synthesized in major ampullate glands, but other silk types have impressive material properties. For instance, minor ampullate silks of orb-web weaving spiders are as tough as draglines, due to their higher extensibility despite lower strength. Differences in material properties between silk types result from differences in their component proteins, particularly members of the spidroin (spider fibroin) gene family. However, the extent to which variation in material properties within a single silk type can be explained by variation in spidroin sequences is unknown. Here, we compare the minor ampullate spidroins (MiSp) of orb-weavers and cobweb weavers. Orb-web weavers use minor ampullate silk to form the auxiliary spiral of the orb-web while cobweb weavers use it to wrap prey, suggesting that selection pressures on minor ampullate spidroins (MiSp) may differ between the two groups., Results: We report complete or nearly complete MiSp sequences from five cobweb weaving spider species and measure material properties of minor ampullate silks in a subset of these species. We also compare MiSp sequences and silk properties of our cobweb weavers to published data for orb-web weavers. We demonstrate that all our cobweb weavers possess multiple MiSp loci and that one locus is more highly expressed in at least two species. We also find that the proportion of β-spiral-forming amino acid motifs in MiSp positively correlates with minor ampullate silk extensibility across orb-web and cobweb weavers., Conclusions: MiSp sequences vary dramatically within and among spider species, and have likely been subject to multiple rounds of gene duplication and concerted evolution, which have contributed to the diverse material properties of minor ampullate silks. Our sequences also provide templates for recombinant silk proteins with tailored properties.

ENCODE projects exist for many eukaryotes, including humans, but as of yet no defined project exists for plants. A plant ENCODE would be invaluable to the research community and could be more readily produced than its metazoan equivalents by capitalizing on the preexisting infrastructure provided from similar projects. Collecting and normalizing plant epigenomic data for a range of species will facilitate hypothesis generation, cross-species comparisons, annotation of genomes, and an understanding of epigenomic functions throughout plant evolution. Here, we discuss the need for such a project, outline the challenges it faces, and suggest ways forward to build a plant ENCODE.

Background: Orb-web and cob-web weaving spiders spin dragline silk fibers that are among the strongest materials known. Draglines are primarily composed of MaSp1 and MaSp2, two spidroins (spider fibrous proteins) expressed in the major ampullate (MA) silk glands. Prior genetic studies of dragline silk have focused mostly on determining the sequence of these spidroins, leaving other genetic aspects of silk synthesis largely uncharacterized., Results: Here, we used deep sequencing to profile gene expression patterns in the Western black widow, Latrodectus hesperus. We sequenced millions of 3'-anchored "tags" of cDNAs derived either from MA glands or control tissue (cephalothorax) mRNAs, then associated the tags with genes by compiling a reference database from our newly constructed normalized L. hesperus cDNA library and published L. hesperus sequences. We were able to determine transcript abundance and alternative polyadenylation of each of three loci encoding MaSp1. The ratio of MaSp1:MaSp2 transcripts varied between individuals, but on average was similar to the estimated ratio of MaSp1:MaSp2 in dragline fibers. We also identified transcription of TuSp1 in MA glands, another spidroin family member that encodes the primary component of egg-sac silk, synthesized in tubuliform glands. In addition to the spidroin paralogs, we identified 30 genes that are more abundantly represented in MA glands than cephalothoraxes and represent new candidates for involvement in spider silk synthesis., Conclusions: Modulating expression rates of MaSp1 variants as well as MaSp2 and TuSp1 could lead to differences in mechanical properties of dragline fibers. Many of the newly identified candidate genes likely encode secreted proteins, suggesting they could be incorporated into dragline fibers or assist in protein processing and fiber assembly. Our results demonstrate previously unrecognized transcript complexity in spider silk glands.

Individuals with brain injury often present with cognitive, physical and emotional impairments which impact their ability to resume independence in activities of daily living. Of those activities, the resumption of driving privileges is cited as one of the greatest concerns by survivors of brain injury. The integration of driving fundamentals within the hierarchical model proposed by Keskinen represents the complexity of skills and behaviors necessary for driving. This paper provides a brief review of specific considerations concerning the driver with TBI and highlights current vehicle technology which has been developed by the automotive industry and by manufacturers of adaptive driving equipment that may facilitate the driving task. Adaptive equipment technology allows for compensation of a variety of operational deficits, whereas technological advances within the automotive industry provide drivers with improved safety and information systems. However, research has not yet supported the use of such intelligent transportation systems or advanced driving systems for drivers with brain injury. Although technologies are intended to improve the safety of drivers within the general population, the potential of negative consequences for drivers with brain injury must be considered. Ultimately, a comprehensive driving evaluation and training by a driving rehabilitation specialist is recommended for individuals with brain injury. An understanding of the potential impact of TBI on driving-related skills and knowledge of current adaptive equipment and technology is imperative to determine whether return-to-driving is a realistic and achievable goal for the individual with TBI.