Potential for urban agriculture to support accessible and impactful undergraduate biology education.

Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community-engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology-related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty.

Effects of climate change on coastal ecosystem food webs: Implications for aquaculture.

Coastal ecosystems provide important ecosystem services for millions of people. Climate change is modifying coastal ecosystem food web structure and function and threatens these essential ecosystem services. We used a combination of two new and one existing ecosystem food web models and altered scenarios that are possible with climate change to quantify the impacts of climate change on ecosystem stability in three coastal bays in Maine, United States. We also examined the impact of climate change on bivalve fisheries and aquaculture. Our modeled scenarios explicitly considered the predicted effects of future climatic change and human intervention and included: 1) the influence of increased terrestrial dissolved organic carbon loading on phytoplankton biomass; 2) benthic community change driven by synergisms between climate change, historical overfishing, and increased species invasion; and 3) altered trophic level energy transfer driven by ocean warming and acidification. The effects of climate change strongly negatively influenced ecosystem energy flow and ecosystem stability and negatively affected modeled bivalve carrying capacity in each of our models along the Maine coast of the eastern United States. Our results suggest that the interconnected nature of ecosystem food webs make them extremely vulnerable to synergistic effects of climate change. To better inform fisheries and aquaculture management, the effects of climate change must be explicitly incorporated.

Cytotype regulation by telomeric P elements in Drosophila melanogaster: variation in regulatory strength and maternal effects.

Strains carrying the X-linked telomeric P elements TP5 or TP6 varied in their ability to repress hybrid dysgenesis. The rank ordering of these strains was consistent across different genetic assays and was not related to the type of telomeric P element (TP5 or TP6) present. Strong repression of dysgenesis was associated with weak expression of mRNA from the telomeric P element and also with a reduced amount of mRNA from a transposase-producing P element contained within a transgene inserted on an autosome. A strictly maternal component of repression, transmitted independently of the telomeric P element, was detected in the daughters but not the sons of females from the strongest repressing strains. However, this effect was seen only when dysgenesis was induced by crossing these females to males from a P strain, not when it was induced by crossing them to males homozygous for a single transposase-producing P element contained within a transgene. These findings are consistent with the hypothesis that the P cytotype, the condition that regulates P elements, involves an RNA interference mechanism mediated by piRNAs produced by telomeric P elements such as TP5 and TP6 and amplified by RNAs produced by other P elements.