An official website of the United States government
Immune systems pose fascinating puzzles for evolutionary biologists. They feature some of the most polymorphic genes and reflect the strongest natural selection known. Evolution of immune systems plays a key role in host–parasite interactions, speciation, and eco-evolutionary dynamics that have community- and ecosystem-wide consequences. Conversely, evolutionary perspectives enrich our understanding of immunology, revealing macroevolutionary origins of key immune traits, their function in wild populations as opposed to sterile lab settings, and trade-offs that constrain immune adaptation. Here, we review key themes in the fast-growing interdisciplinary field of evolutionary immunology, focusing on multicellular animals. We describe macroevolution of immune functions, evidence of contemporary selection on immune genes, and the underlying theory seeking to explain this selection at multiple biological scales. We identify major open questions and opportunities in the field today. Foremost among these is the challenge of accurately and appropriately measuring relevant immune traits in wild and nonmodel organisms, which is necessary to understand their evolution in natural settings. A second challenge is to describe how diverse communities of symbionts impose selection on the highly multivariate and pleiotropic immune system.
more »
« less
This content will become publicly available on August 11, 2026
Introducing undergraduate students to human evolution through eco-immunology
IntroductionThe benefits of actively engaging students is especially relevant for teaching undergraduate students about evolutionary processes and content. Examining eco-immunological data can help students overcome the naïve conception that humans are not evolving or affected by evolutionary pressures. MethodsHere, we used graphical reasoning in two evolution courses (small/honors and large/regular) to teach students about eco-immunology in humans and non-human organisms during a unit on the evolution of life-history traits. The module challenged students to (i) distinguish between immunological and evolutionary fitness, (ii) evaluate graphical data from the primary scientific literature on energy allocation and trade-offs, and (iii) integrate these proximate and ultimate processes into a more wholistic understanding of on-going human evolution. Student performance and perceptions were measured through closed and open response items. Open response items were thematically analyzed to identify salient themes. ResultsStudent performance in the large class increased significantly on items related to fitness, energy trade-offs, and graphical reasoning, while student performance in the small class increased just for items related to energy trade-offs. Student confidence in graphical reasoning, perceptions of the importance of graphical reasoning, and perceptions of the value of interdisciplinary research was high for both classes. Student narrative examples regarding confidence, perceptions of graphical reasoning, and perceptions of interdisciplinary research are presented. DiscussionWe conclude that students can increase their performance and perceptions of eco-immunology and graphical reasoning through an active learning, graph reading module. Furthermore, students can be introduced to the field of immunology through their evolution courses.
more »
« less
- Award ID(s):
- 2316260
- PAR ID:
- 10639579
- Editor(s):
- Hughes, Lee
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 10
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Justement, Louis (Ed.)In most undergraduate programs, immunology is relegated to a few weeks of microbiology or human anatomy courses, or rarely offered as a dedicated topics course. As such, we feel it is essential to consider new approaches to introduce undergraduate students to immunological concepts. Recent work by the ImmunoReach network uncovered gaps in connecting concepts of metabolism and evolution in undergraduate immunology education. With these ideas in mind, we developed a comparative immunology lesson within an upper-division Animal Physiology course, in which students explore how differences in body size change both the metabolic rates and immune cell concentrations. Students who completed this activity improved their scores on scaling questions included in a class exam by more than 29% over students who only received a lecture on the course material. Pre- and post-quizzes demonstrate that the activity increased scores on questions about scaling (>17%) and immune concepts (>100%). By requiring students to apply concepts of scaling, a fundamental concept in biology and physiology, to a system not typically considered in animal physiology courses, this activity enhanced students' understanding of that topic, as well as introducing them to immune cell types. It also introduced pointillist comparative methods, just now being integrated into immune studies, thereby introducing students to leading-edge research in immunology and a new way of thinking about the immune system. We believe this approach can not only fill gaps within undergraduate immunology courses but also incorporate immunology into curricula where immunology is not a viable stand-alone course.more » « less
-
Abstract Life history theory predicts that organisms allocate resources across physiological processes to maximize fitness. Under this framework, early life adversity (ELA)—which often limits energetic capital—could shape investment in growth and reproduction, as well as trade-offs between them, ultimately contributing to variation in evolutionary fitness. Using long-term demographic, behavioral, and physiological data for 2,100 females from a non-human primate population, we tested whether naturally-occurring ELA influences investment in the competing physiological demands of growth and reproduction. By analyzing ELA, growth, and reproduction in the same individuals, we also assessed whether adversity intensifies trade-offs between life history domains. We found that ELA influenced life history patterns, and was associated with modified growth, delayed reproductive maturity, and small adult body size. Different types of ELA sometimes had distinct reproductive outcomes—e.g., large group size was linked to faster reproductive rates, while low maternal rank predicted slower ones. Adversity also amplified trade-offs between growth and reproduction: small body size was a stronger predictor of delayed and reduced reproductive output in females exposed to ELA, compared to those not exposed. Finally, we examined how traits modified by ELA related to lifetime reproductive success. Across the population, starting reproduction earlier and maintaining a moderate reproductive rate conferred the greatest number of offspring surviving to reproductive maturity. These findings suggest that ELA impacts key life history traits as well as relationships between them, and can constrain individuals from adopting the most optimal reproductive strategy. Significance StatementEarly life adversity (ELA) can have lasting effects on evolutionary fitness (e.g., the number of surviving offspring an animal produces); however, the paths connecting ELA to fitness—for example by influencing growth, reproductive timing or rate, or trade-offs between these processes—remain unclear. Leveraging long-term behavioral, physiological, and demographic data from 2,100 female rhesus macaques, we found that ELA-exposed females exhibited growth and reproductive schedules associated with less-optimal lifetime fitness outcomes. Further, ELA intensified trade-offs between growth and reproduction, suggesting that affected individuals face steeper energetic constraints. Our findings highlight the long-lasting impacts of ELA on traits of evolutionary and biomedical importance in a non-human primate model with relevance to humans.more » « less
-
Abstract Simulation models are increasingly used by ecologists to study complex, ecosystem‐scale phenomena, but integrating ecosystem simulation modeling into ecology undergraduate and graduate curricula remains rare. Engaging ecology students with ecosystem simulation models may enable students to conduct hypothesis‐driven scientific inquiry while also promoting their use of systems thinking, but it remains unknown how using hands‐on modeling activities in the classroom affects student learning. Here, we developed short (3‐hr) teaching modules as part of the Macrosystems EDDIE (Environmental Data‐Driven Inquiry & Exploration) program that engage students with hands‐on ecosystem modeling in the R statistical environment. We embedded the modules into in‐person ecology courses at 17 colleges and universities and assessed student perceptions of their proficiency and confidence before and after working with models. Across all 277 undergraduate and graduate students who participated in our study, completing one Macrosystems EDDIE teaching module significantly increased students' self‐reported proficiency, confidence, and likely future use of simulation models, as well as their perceived knowledge of ecosystem simulation models. Further, students were significantly more likely to describe that an important benefit of ecosystem models was their “ease of use” after completing a module. Interestingly, students were significantly more likely to provide evidence of systems thinking in their assessment responses about the benefits of ecosystem models after completing a module, suggesting that these hands‐on ecosystem modeling activities may increase students’ awareness of how individual components interact to affect system‐level dynamics. Overall, Macrosystems EDDIE modules help students gain confidence in their ability to use ecosystem models and provide a useful method for ecology educators to introduce undergraduate and graduate students to ecosystem simulation modeling using in‐person, hybrid, or virtual modes of instruction.more » « less
-
Abstract Introductory STEM courses represent entry points into a major, and student experiences in these courses can affect both their persistence and success in STEM disciplines. Identifying course-based student concerns may help instructors detect negative perceptions, areas of struggle, and potential barriers to success. Using an open-response survey question, we identified 13 common concerns expressed by students in introductory STEM courses. We converted these student-generated concerns into closed-ended items that were administered at the beginning and middle of the semester to students in 22 introductory STEM course sections across three different institutions. Students were asked to reflect on each item on a scale from very concerned to not concerned. A subset of these concerns was used to create a summary score of course-based concern for each student. Overall levels of student concern decreased from the first week to the middle of the semester; however, this pattern varied across different demographic groups. In particular, when controlling for initial concern and course grades, female students held higher levels of concern than their peers. Since student perceptions can impact their experiences, addressing concerns through communication and instructional practices may improve students’ overall experiences and facilitate their success.more » « less
