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It is important that undergraduates understand multifactorial genetics concepts, as most traits result from interactions between genes and the environment. However, undergraduate courses have been slow to incorporate these concepts. As such, students may have a limited understanding of the roles genes and the environment have on complex traits, including those in humans that can affect beliefs in genetic determinism. Here we explored the extent to which pre-medical students consider multifactorial genetics when presented with Medical College Admission Test (MCAT) genetics-section practice prompts with and without information about the role of the environment. Our findings suggest that students are more likely to consider environmental factors when question prompts explicitly ask about it. We recommend including language about the environment when asking students about the inheritance of complex phenotypes such as human diseases. 

IntroductionOpen educational resources (OERs) provide instructors access to no-cost lesson materials they can incorporate into their courses. OER lessons can promote the use of innovative and evidence-based educational practices in biology education. Prior research suggests that teaching strategies are often implemented in different ways which can impact student learning. However, few studies have explored how OER lessons are modified to fit their local context. MethodsWe used the teacher-curriculum framework to understand how and why instructors modify these materials. Additionally, we explored how these materials supported instructors in enacting national priorities from Vision and Change. We surveyed 139 instructors who implemented lessons published inCourseSource, a peer-reviewed journal specifically designed to share OERs. ResultsWe found that the majority of instructors who used the lesson materials (e.g., slides, worksheets, assessments, protocols) did so without making substantial modifications, in contrast with prior research. Furthermore, we found that these materials were particularly helpful in incorporating student-centered teaching practices, like group work or discussions, sometimes for the first time. DiscussionThese insights into what instructors value in lesson materials can inform OER publishing guidelines so that these materials best meet instructional needs. 

BackgroundOpen Educational Resources (OERs) help instructors create innovative lessons and foster cost-effective and equitable access to educational materials. As more instructors turn to OERs to enhance their courses, there is a growing demand for the creation of more lesson plans. MethodsTo increase the number of high-quality OERs in undergraduate biology and physics, the journalCourseSourceintroduced Writing Studios to assist educators in writing and publishing OERs. Over a period of 5 years, 188 attendees participated in one of 11 different Writing Studios in which they followed a scaffolded worksheet to help draft their OER and engaged in peer review with partners. Attendees completed surveys before and after participation, and we tracked whether or not they published their manuscripts. ResultsWe found that 38.8% of attendees shared their OERs through aCourseSourcepublication. Several characteristics predicted OER sharing through publication such as format of the workshop and attendee’s type of institution. Participants also described a variety of supports and barriers that impacted their ability to publish as well as possible long-term supports that would help bring resources to publication. DiscussionThis study highlights the importance of ongoing support and tailored strategies to facilitate the sharing of OERs. The findings can benefit instructors and professional development leaders who are committed to increasing the number of high-quality resources that are available. 

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners’ needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in CourseSource, which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students. 

ABSTRACT In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors’ awareness and use of OERs. 

Abstract Cartilaginous fishes (chondrichthyans: chimeras and elasmobranchs -sharks, skates, and rays) hold a key phylogenetic position to explore the origin and diversifications of jawed vertebrates. Here, we report and integrate reference genomic, transcriptomic, and morphological data in the small-spotted catshark Scyliorhinus canicula to shed light on the evolution of sensory organs. We first characterize general aspects of the catshark genome, confirming the high conservation of genome organization across cartilaginous fishes, and investigate population genomic signatures. Taking advantage of a dense sampling of transcriptomic data, we also identify gene signatures for all major organs, including chondrichthyan specializations, and evaluate expression diversifications between paralogs within major gene families involved in sensory functions. Finally, we combine these data with 3D synchrotron imaging and in situ gene expression analyses to explore chondrichthyan-specific traits and more general evolutionary trends of sensory systems. This approach brings to light, among others, novel markers of the ampullae of Lorenzini electrosensory cells, a duplication hotspot for crystallin genes conserved in jawed vertebrates, and a new metazoan clade of the transient-receptor potential (TRP) family. These resources and results, obtained in an experimentally tractable chondrichthyan model, open new avenues to integrate multiomics analyses for the study of elasmobranchs and jawed vertebrates. 

Critical thinking is the process by which people make decisions about what to trust and what to do. Many undergraduate courses, such as those in biology and physics, include critical thinking as an important learning goal. Assessing critical thinking, however, is non-trivial, with mixed recommendations for how to assess critical thinking as part of instruction. Here we evaluate the efficacy of assessment questions to probe students’ critical thinking skills in the context of biology and physics. We use two research-based standardized critical thinking instruments known as the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC) and Physics Lab Inventory of Critical Thinking (PLIC). These instruments provide experimental scenarios and pose questions asking students to evaluate what to trust and what to do regarding the quality of experimental designs and data. Using more than 3000 student responses from over 20 institutions, we sought to understand what features of the assessment questions elicit student critical thinking. Specifically, we investigated (a) how students critically evaluate aspects of research studies in biology and physics when they are individually evaluating one study at a time versus comparing and contrasting two and (b) whether individual evaluation questions are needed to encourage students to engage in critical thinking when comparing and contrasting. We found that students are more critical when making comparisons between two studies than when evaluating each study individually. Also, compare-and-contrast questions are sufficient for eliciting critical thinking, with students providing similar answers regardless of if the individual evaluation questions are included. This research offers new insight on the types of assessment questions that elicit critical thinking at the introductory undergraduate level; specifically, we recommend instructors incorporate more compare-and-contrast questions related to experimental design in their courses and assessments.