Teaching at the intersection of science and society: An activity on healthcare disparities.

Understanding the relationship between science and society is an objective of science education and is included as a core competency in the AAAS Vision and Change guidelines for biology education. However, traditional undergraduate biology instruction emphasizes scientific practice and generally avoids potentially controversial issues at the intersection of biology and society. By including these topics in biology coursework, instructors can challenge damaging ideologies and systemic inequalities that have influenced science, such as biological essentialism and health disparities. Specifically, an ideologically aware curriculum highlights how ideologies and paradigms shape our biological knowledge base and the application of that knowledge. Ideologically aware lessons emphasize the relationship between science and society with an aim to create more transparent, scientifically accurate, and inclusive postsecondary biology classrooms. Here we expand upon our ideologically aware curriculum with a new activity that challenges undergraduate biology students to consider the impacts of healthcare disparities. This lesson allows instructors to directly address systemic inequalities and allows students to connect biomedical sciences to real-world issues. Implementing an ideologically aware curriculum enables students to challenge prevailing worldviews and better address societal problems that lead to exclusion and oppression.

Suicide risk communication and intervention preferences for veterans and service members.

Despite the investment of public resources to fight staggering suicide rates among veterans, we know little about how veterans and service members in crisis communicate suicidal ideations, and what interventions they are willing to receive. We aim to identify communication and suicide intervention preferences of veterans and service members in times of crisis. Descriptive statistics were used to explore veterans communication of suicidal ideations. While 89.9% of participants indicated they were willing to speak to someone when having thoughts of suicide, less than 26% of participants indicated they were willing to bring up their thoughts with a crisis line or veterans organization. Rather, they indicate that family members (62.2%) and military friends (51.1%) would be their primary outreach. Logistic regression was used to determine whether or not preferred interventions varied by participant demographic characteristics. While the majority of participants indicated they were willing to allow intervention (88.6%), no one method was accepted by the majority of the population. The most accepted means of communication was to proactively contact a friend or family member about general life struggles (32.6%) or suicide-specific concerns (27.5%). Many participants were open to receiving resources (42.0%), suicide-specific mental health treatment (36.3%), and some sort of lethal means safety intervention (19.1%-26.4%). The age, marital status, and veterans status of participants significantly impacted what interventions they were willing to allow. We discuss the implications of these findings and the need for evidence-based, multimodal interventions in order to assist veterans in need.

Biology Instructors See Value in Discussing Controversial Topics but Fear Personal and Professional Consequences.

Traditional biology curricula depict science as an objective field, overlooking the important influence that human values and biases have on what is studied and who can be a scientist. We can work to address this shortcoming by incorporating ideological awareness into the curriculum, which is an understanding of biases, stereotypes, and assumptions that shape contemporary and historical science. We surveyed a national sample of lower-level biology instructors to determine 1) why it is important for students to learn science, 2) the perceived educational value of ideological awareness in the classroom, and 3) hesitancies associated with ideological awareness implementation. We found that most instructors reported "understanding the world" as the main goal of science education. Despite the perceived value of ideological awareness, such as increasing student engagement and dispelling misconceptions, instructors were hesitant to implement ideological awareness modules due to potential personal and professional consequences.

Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class.

Although closed-note exams have traditionally been used to evaluate students in undergraduate biology classes, open-note exams are becoming increasingly common, though little is known about how students prepare for these types of exams. We investigated student perceptions of and their preparation habits for online open-note exams in an undergraduate biology class, as compared to their previous experiences with closed-note exams in other classes. Specifically, we explored the following research questions: (1a) How do students perceive open-note exams impact their exam scores, their anxiety, the amount they studied, and the amount their peers studied? (1b) How do these perceptions impact performance outcomes? (2a) How do students prepare for open-note exams? (2b) How do these preparation methods impact performance outcomes? Results demonstrate students perceived increased exam scores, decreased exam-anxiety, decreased study time spent personally, and decreased study time spent by their peers for open-note exams, as compared to past experiences with closed-note exams. Open-ended survey responses analyzed through first- and second-cycle analyses showed students adapted their study habits by focusing on note preparation and broad conceptual understanding rather than rote memorization. Using linear mixed effects models to assess student performance, we found students who focused on understanding, note preparation and using external resources outperformed students who did not report those study habits. As institutions shift towards flexible and scalable assessments that can be used in face-to-face or online environments, the use of open-note exams can promote effective study habits and reward higher-order thinking with intentional guidance from the instructor.

Why Students Struggle in Undergraduate Biology: Sources and Solutions.

Students' perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices.

Sprint training interacts with body mass to affect hepatic insulin-like growth factor expression in female green anoles (Anolis carolinensis).

Locomotor performance is a key predictor of fitness in many animal species. As such, locomotion integrates the output of a number of morphological, physiological, and molecular levels of organization, yet relatively little is known regarding the major molecular pathways that bolster locomotor performance. One potentially relevant pathway is the insulin and insulin-like signaling (IIS) network, a significant regulator of physiological processes such as reproduction, growth, and metabolism. Two primary hormones of this network, insulin-like growth factor 1 (IGF1) and insulin-like growth factor 2 (IGF2) are important mediators of these processes and, consequently, of life-history strategies. We sprint-trained green anole (Anolis carolinensis) females to test the responsiveness of IGF1 and IGF2 hepatic gene expression to exercise training. We also tested how sprint training would affect glyceraldehyde-3-phosphate dehydrogenase (GAPDH) and eukaryotic elongation factor 2 (EEF2). The former is a crucial enzyme for glycolytic function in a cell, and the latter is necessary for protein synthesis. Resistance exercise forces animals to increase investment of resources towards skeletal muscle growth. Because IGF1 and IGF2 are important hormones for growth, and GAPDH and EEF2 are crucial for proper cellular function, we hypothesized that these four genes would be affected by sprint training. We found that sprint training affects IGF and EEF2 expression, such that larger sprint-trained lizards express hepatic IGF1, IGF2, and EEF2 to a lesser extent than similarly sized untrained lizards. These results demonstrate that the IIS, and pathways connected to it, can react in a size-dependent manner and are implicated in the exercise response in reptiles.

Teaching the Tough Topics: Fostering Ideological Awareness through the Inclusion of Societally Impactful Topics in Introductory Biology.

While science has profound social impacts, we often teach biology as removed from societally debated issues. Here, we address this gap in biology education through the implementation of novel materials that promote ideological awareness (IA). Using mixed-method analyses, we explore students' perceptions of the relationship between science and society, as well as their attitudes toward and knowledge of IA in biology. We found students that received the IA curriculum reported relationships between science and society that aligned with the IA activities, such as providing solutions to societal problems and combating misinformation. Additionally, we discovered a preference for IA materials over a traditional curriculum, with persons excluded because of their ethnicity and race (PEERs) reporting greater approval than non-PEERs. Although we found that the IA curriculum did not result in significant gains in science identity, engagement in biology, or science community values, we did find that students gained awareness of IA topics through a task in which they named as many scientists as possible. Specifically, IA students displayed a 300% increase in the frequency of named scientists from minoritized backgrounds compared with the traditionally taught students. We encourage instructors to incorporate IA materials into their curricula as we move toward more diverse, equitable, and inclusive teaching practices.

Expression of insulin-like growth factors depends on both mass and resource availability in female green anoles (Anolis carolinensis).

The insulin and insulin-like signaling (IIS) network is an important mediator of cellular growth and metabolism in animals, and is sensitive to environmental conditions such as temperature and resource availability. The two main hormones of the IIS network, insulin-like growth factor 1 (IGF1) and insulin-like growth factor 2 (IGF2), are present in all vertebrates, yet little is known regarding the responsiveness of IGF2 in particular to external stimuli in non-mammalian animals. We manipulated diet (low or high quantity of food: low and high diet group, respectively) in adult green anole (Anolis carolinensis) females to test the effect of energetic state on hepatic gene expression of IGF1 and IGF2. The absolute expression of IGF2 in female green anoles was 100 times higher than that of IGF1 regardless of diet treatment, and IGF1 and IGF2 expression interacted with post-treatment body mass and treatment, as did the expression of the purported housekeeping genes glyceraldehyde 3-phosphate dehydrogenase (GAPDH) and eukaryotic elongation factor 2 (EEF2). The low diet group showed a negative relationship between body mass and gene expression for all genes, whereas the relationships between body mass and gene expression in the high diet group were either absent (in the case of IGF1) or positive (for all other genes). After accounting for total change in mass, the low diet group expressed IGF2, GAPDH and EEF2 at higher levels compared with individuals in the high diet group of a similar change in mass. These results illustrate that expression of IGF1 and IGF2, and of the housekeeping genes is affected by energe-tic status in reptiles.

Tails of reproduction: Regeneration leads to increased reproductive investment.

Trade-offs between life-history traits are due to limited resources or constraints in the regulation of genetic and physiological networks. Tail autotomy, with subsequent regeneration, is a common anti-predation mechanism in lizards and is predicted to trade-off with life-history traits, such as reproduction. We utilize the brown anole lizard with its unusual reproductive pattern of single-egg clutches every 7-10 days to test for a trade-off in reproductive investment over 8 weeks of tail regeneration on a limited diet. In contrast to predictions, we found that investing in tissue regeneration had a positive effect on reproduction in terms of egg size (11.7% relative to controls) and hatchling size (11.5% relative to controls), and no effect on egg number or survival, with the increase in reproduction starting at peak regeneration. We discuss mechanistic hypotheses that the process of regeneration may cause increased energetic efficiency or utilized shared physiological pathways with reproductive investment.

Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building.

Early exposure to course-based undergraduate research experiences (CUREs) in introductory biology courses can promote positive student outcomes such as increased confidence, critical thinking, and views of applicability in lower-level courses, but it is unknown if these same impacts are achieved by upper-level courses. Upper-level courses differ from introductory courses in several ways, and one difference that could impact these positive student outcomes is the importance of balancing structure with independence in upper-level CUREs where students typically have more autonomy and greater complexity in their research projects. Here we compare and discuss two formats of upper-level biology CUREs (Guided and Autonomous) that vary along a continuum between structure and independence. We share our experiences teaching an upper-level CURE in two different formats and contrast those formats through student reported perceptions of confidence, professional applicability, and CURE format. Results indicate that the Guided Format (i.e., a more even balance between structure and independence) led to more positive impacts on student outcomes than the Autonomous Format (less structure and increased independence). We review the benefits and drawbacks of each approach while considering the unique elements of upper-level courses relative to lower-level courses. We conclude with a discussion of how implementing structured skill-building can assist instructors in adapting CUREs to their courses.

Teaching between the Lines: Representation in Science Textbooks.

Science textbooks communicate fundamental discoveries and serve as platforms showcasing role models for students. However, the scientists represented across undergraduate textbooks do not reflect the demographic makeup of the student population reading those materials. We recommend a series of changes within curricula to challenge the stereotypical identity of science.

Gene expression of the IGF hormones and IGF binding proteins across time and tissues in a model reptile.

The insulin and insulin-like signaling (IIS) network regulates cellular processes including pre- and postnatal growth, cellular development, wound healing, reproduction, and longevity. Despite their importance in the physiology of vertebrates, the study of the specific functions of the top regulators of the IIS network, insulin-like growth factors (IGFs) and IGF binding proteins (IGFBPs), has been mostly limited to a few model organisms. To expand our understanding of this network, we performed quantitative gene expression of IGF hormones in liver and qualitative expression of IGFBPs across tissues and developmental stages in a model reptile, the brown anole lizard (Anolis sagrei). We found that lizards express IGF2 across all life stages (preoviposition embryos to adulthood) and at a higher level than IGF1, which is opposite to patterns seen in laboratory rodents but similar to those seen in humans and other vertebrate models. IGFBP expression was ubiquitous across tissues (brain, gonad, heart, liver, skeletal muscle, tail, and regenerating tail) in adults, apart from IGFBP5, which was variable. These findings provide an essential foundation for further developing the anole lizard as a physiological and biomedical reptile model, as well as expanding our understanding of the function of the IIS network across species.

Prior reproduction alters how mitochondria respond to an oxidative event.

An animal's pace of life is mediated by the physiological demands and stressors it experiences (e.g. reproduction) and one likely mechanism that underlies these effects is oxidative stress. Reproduction has been shown to increase or reduce oxidative stress under different conditions and to modify mitochondrial performance. We hypothesized that the changes associated with reproduction can alter how animals respond to future oxidative stressors. We tested this theory by comparing the organ-specific mitochondrial response in wild-derived female house mice. Specifically, we examined the effect of an oxidant (X-irradiation) on virgin mice and on mice that had reproduced. We measured liver and skeletal muscle mitochondrial density, respiratory performance, enzyme activity and oxidant production, as well as markers of oxidative damage to tissues. In the liver, prior reproduction prevented a radiation-induced reduction in mitochondrial density and increased mitochondrial respiratory performance. In skeletal muscle, prior reproduction resulted in a radiation-induced decline in mitochondrial density which could reduce the bioenergetic capacity of skeletal muscle mitochondria. Yet, electron transport chain complex I activity in skeletal muscle, which dropped after reproduction, returned to control levels following oxidant exposure. The results of this investigation indicate that prior reproduction alters the response of mitochondria to an oxidative challenge in an organ-specific manner. Such changes could have differential effects on future reproductive performance and risk of death.