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Abstract Host populations often vary in the magnitude of coinfection they experience across environmental gradients. Furthermore, coinfection often occurs sequentially, with a second parasite infecting the host after the first has established a primary infection. Because the local environment and interactions between coinfecting parasites can both drive patterns of coinfection, it is important to disentangle the relative contributions of environmental factors and within‐host interactions to patterns of coinfection.Here, we develop a conceptual framework and present an empirical case study to disentangle these facets of coinfection. Across multiple lakes, we surveyed populations of five damselfly (host) species and quantified primary parasitism by aquatic, ectoparasitic water mites and secondary parasitism by terrestrial, endoparasitic gregarines. We first asked if coinfection is predicted by abiotic and biotic factors within the local environment, finding that the probability of coinfection decreased for all host species as pH increased. We then asked if primary infection by aquatic water mites mediated the relationship between pH and secondary infection by terrestrial gregarines.Contrary to our expectations, we found no evidence for a water mite‐mediated relationship between pH and gregarines. Instead, the intensity of gregarine infection correlated solely with the local environment, with the magnitude and direction of these relationships varying among environmental predictors.Our findings emphasize the role of the local environment in shaping infection dynamics that set the stage for coinfection. Although we did not detect within‐host interactions, the approach herein can be applied to other systems to elucidate the nature of interactions between hosts and coinfecting parasites within complex ecological communities. 

Undergraduate science students who volunteer within a research laboratory group, or participate in funded research opportunities, in general are those who have the opportunity to engage in authentic research. In this article, we report the findings from two different iterations of a semester-long collaboration between a biology faculty member and a science education faculty member at a major research institution in the Southeastern United States. Specifically, the faculty members designed an ecology laboratory course for upper-level undergraduate students (primarily biology majors) where they would engage in an original and highly authentic ecological research project. The goal of this course was to have students explicitly learn about the nature of science (NOS), and authentic scientific practices such as inquiry and experimentation in the context of their own research. In the second year of the course, the global COVID-19 pandemic forced us to modify our approach to accomplish the same goals, but now in a remote and online format. Using questionnaires, concept inventories, and semi-structured interviews, the impact of the course on students’ understandings of NOS, inquiry, and experimentation, in addition to their perspectives on the experience within the course compared to prior laboratory coursework, was investigated. We found that students showed modest gains in each of the aforementioned desirable outcomes. These gains were generally comparable in both face-to-face and remote course settings. Additionally, students shared with us their preference for authentic laboratory work as compared with the typical laboratory work with its given research question and step-by-step instructions. Our research demonstrates what is possible in both face-to-face and remote undergraduate laboratory courses in biology and the positive impact that was observed in our students. We hope it serves as a model for other scientists and science educators as they collaborate to design authentic research-based coursework for undergraduate biology students.