Alien Intelligence Research Institute: a Perspective-Taking Activity for a Nuanced View on Traits and a Growth Mindset.

Instructors can foster equitable learning environments when they communicate that they value growth and diversity and by providing opportunities for students to reflect and to engage in cross-group interactions with diverse others. Additionally, perspective-taking activities engage empathy and have been used to reduce racial bias. An activity was introduced at the start of the semester to promote a more scientifically informed view of traits and intelligence, while also encouraging creativity, evidence-based thinking, and teamwork in an introductory biology course that was taught in an online synchronous format due to the COVID pandemic. Student groups worked in breakout rooms to create a slide in a shared file describing a research plan to test for human intelligence from the perspective of an alien life form. Students had the freedom to choose their alien to have whatever abilities and intelligence they wanted. The activity was highly student-centered, with students showing through their work that an understanding of intelligence is closely linked to the methods used to measure it. In this way, the activity promoted a more nuanced understanding of traits. This COVID-era invention resulted in a successful strategy that can be used in a variety of course delivery formats to support the teaching of content, as well as to promote a growth learning mindset and inclusive education.

An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes.

As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.

An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology.

Scientific education provides a set of tools to make sense of a complex world by teasing out complicated cause-and-effect relationships, such as the elimination of effects of confounding factors in controlled experiments. There is evidence that depth of understanding of controlled experiments is lacking among undergraduate science students despite exposure to controlled experiments in courses. To examine the understanding of controlled experiments, we developed a two-tiered assessment that includes closed-ended and open-ended questions, with three types of questions, i.e., (i) a scientific scenario about a flawed drug study, (ii) an everyday-life scenario about flawed thinking regarding product effectiveness, and (iii) a direct question about explaining controlled experiments. Consistent with previous findings, we demonstrated that large percentages of students in introductory biology courses at both a research-intensive institution and a primarily undergraduate, minority-serving institution failed to recognize the need to account for confounds. Based on these findings, we tested the hypothesis that scientific literacy could be improved through a course-based intervention using an active learning framework focused on science as a process of evaluating alternative hypotheses. We found start-to-end-of-semester improvement in students' identification of unaccounted confounds with a scientific scenario in an intervention course but not in the control course. Interestingly, students in both the control and intervention courses showed improvement when tested with a scenario based on everyday life. The study findings suggest that a concerning number of college students may not account sufficiently for uncontrolled variables in real-life situations, and we present a widely applicable instructional strategy that improves on this broadly relevant scientific reasoning skill.

Disruption of gammaherpesvirus 68 gene 50 demonstrates that Rta is essential for virus replication.

Gammaherpesvirus pathogenesis is dependent on the ability of these viruses to establish a lifelong latent infection and the ability to reactivate from latency. Immediate-early genes of theses viruses are thought to be critical regulators of lytic replication and reactivation from latency. The gene 50-encoded Rta is the only immediate-early gene product that appears to be conserved among all characterized gammaherpesviruses. Previous studies have demonstrated that, in Epstein-Barr virus (EBV), Kaposi's sarcoma-associated virus, and gammaherpesvirus 68 (gamma HV68, also referred to as murine gammaherpesvirus 68), ectopic expression of Rta in latently infected cell lines can lead to induction of the viral cycle. Recently, studies employing null mutants of EBV have provided a formal demonstration that both Rta and the BZLF1 gene product, Zta, the two EBV immediate-early gene products, are essential for EBV replication. Here we generate and characterize a gene 50-null mutant gamma HV68 and demonstrate that the gene 50 product Rta is essential for virus replication. Providing gamma HV68 Rta in trans was sufficient to restore replication of the gene 50-null virus. Notably, Rta expressed from the spliced form of the gene 50 transcript was sufficient to complement growth of the gene 50-null virus. In addition, we provide evidence that loss of Rta expression leads to a complete defect in viral DNA replication and a significant defect in late antigen expression. This work lays the foundation for characterizing the role of Rta in gamma HV68 chronic infection of mice.