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Addressing the challenges facing society and the world will require an understanding of the biases and limitations of science. To combat these challenges, here, we advocate for the incorporation of ideologically aware (IA) material into postsecondary biology curricula. IA materials communicate to students how biases, assumptions, and stereotypes inform approaches to and outcomes of science. By engaging with IA materials, student awareness of the impact of science on social problems is expected to increase. In this paper, we situate this IA approach with two other pedagogical approaches that incorporate societally relevant content: culturally relevant pedagogy and socioscientific issues. We then call for research to test ways of supporting instructor implementation of IA material, to evaluate the impact of IA topics on student academic and sociopsychological outcomes, and to explore how to implement IA material in different cultural and social settings. Throughout, we focus on IA topics in the context of postsecondary biology classrooms but encourage the incorporation of IA materials across scientific disciplines and educational settings. Our hope is that greater inclusion of IA materials will create more transparent, scientifically accurate, and inclusive classrooms. 

Maternal nesting behavior in oviparous species strongly influences the environmental conditions their embryos experience during development. In turn, these early-life conditions have consequences for offspring phenotypes and many fitness components across an individual’s lifespan. Thus, identifying the evolutionary and ecological causes and effects of nesting behavior is a key goal of behavioral ecology. Studies of reptiles have contributed greatly to our understanding of how nesting behavior shapes offspring phenotypes. While some taxonomic groups have been used extensively to provide insights into this important area of biology, many groups remain poorly studied. For example, the squamate genus Anolis has served as a model to study behavior, ecology, and evolution, but research focused on Anolis nesting behavior and developmental plasticity is comparatively scarce. This dearth of empirical research may be attributed to logistical challenges (e.g., difficulty locating nests), biological factors (e.g., their single-egg clutches may hinder some experimental designs), and a historical focus on males in Anolis research. Although there is a gap in the literature concerning Anolis nesting behavior, interest in nesting ecology and developmental plasticity in this group has grown in recent years. In this paper, we (1) review existing studies of anole nesting ecology and developmental plasticity; (2) highlight areas of anole nesting ecology that are currently understudied and discuss how research in these areas can contribute to broader topics (e.g., maternal effects and global change biology); and (3) provide guidelines for studying anole nesting in the field. Overall, this review provides a foundation for establishing anoles as models to study nesting ecology and developmental plasticity. 

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. 

Phenotypic variation within populations is influenced by the environment via plasticity and natural selection. How phenotypes respond to the environment can vary among traits, populations and life stages in ways that can influence fitness.

Plastic responses during early development are particularly important because they can affect components of fitness throughout an individual's life. Consequently, how natural selection shapes developmental plasticity could be influenced by fitness consequences across different life stages. Moreover, spatial variation in selection pressures could generate differences in plastic responses among populations.

To gain insight into sources of variation in phenotypes and survival, we used a laboratory egg incubation experiment using brown anole lizardsAnolis sagreifrom mainland (ancestral) and island (descendent) populations, combined with a mark–release–recapture experiment in the field. Our study was designed to (a) quantify the effects developmental temperature on embryo development and offspring morphology, (b) assess how developmental temperature influences offspring survival across different life stages and (c) quantify how thermal reaction norms vary among ancestral and descendant populations.

Developmental temperature influenced offspring morphology, but thermal reaction norms of embryos showed little variation among populations. Developmental temperature influenced offspring survival, but the patterns differed between embryo and hatchling stages; the optimal temperature for embryos was about 5℃ lower than that for hatchlings. High temperatures were thermally stressful to embryos, but they reduced incubation duration and led to early hatching. In turn, earlier hatching increased the probability of survival to adulthood. Moreover, the effect of developmental temperature on hatchling survival was most pronounced for offspring that hatched late in the season.

The difference in optimal developmental temperatures between life stages may be driven by physiological tolerance for embryos and by ecological factors for hatchlings. Moreover, the fitness consequences of the developmental environment depend on the phenology of hatching. Overall, these results highlight how the developmental environment can differentially affect fitness across life stages and show that temporal thermal heterogeneity can influence survival of embryos, but the consequences on post‐hatching stages may vary at different times of the season.

A freePlain Language Summarycan be found within the Supporting Information of this article.

 

Communal nesting is a behaviour that involves multiple females laying eggs in the same nest or nesting site. This behaviour may be a consequence of a shortage of preferable nest sites (constraint hypothesis) or an adaptation generated by fitness benefits associated with egg aggregation (adaptive hypothesis). Experimental tests of these hypotheses require information about maternal nest site choice and its fitness consequences. To address these, we studied a lizard (brown anole;Anolis sagrei) that produces single‐egg clutches, but often aggregates eggs in nest sites. In a lab study, females were given the option of nesting in (a) soil previously used as nest substrate vs. fresh soil and (b) soil with eggshells vs. without eggshells. We also experimentally examined the effects of egg aggregation by incubating eggs singly, in groups of four, and in groups of nine. We recorded egg surface temperature, water uptake, and hatchling morphology. Females were more likely to nest in pots with used soil and with eggshells than in pots with fresh soil or without eggshells. We observed no effects of egg aggregation on egg survival, egg temperature, or most measures of hatchling morphology. However, singly‐incubated eggs absorbed more water than eggs incubated in the four and nine egg aggregations and this resulted in offspring with greater body condition (i.e. heavier for their length) at hatching. The behavioural experiment demonstrates that females actively choose nest sites that have been used previously (as expected under the adaptive hypothesis), but the egg‐aggregation experiment shows no benefits to offspring based on the variables measured. Thus, results of the behaviour study support the adaptive hypothesis; however, results from our egg‐incubation study do not. Likely, the adaptive and constraint hypotheses are not mutually exclusive, and a diversity of factors influence the evolution of communal nesting behaviour.