In order to effectively teach evolution to all students, even those resistant to learning evolution, science teachers may question the extent to which religion can legally be discussed in the public high school science classroom. Evolution is taught from a variety of approaches, each of which has legal implications. Four approaches to teaching socioscientific issues like evolution are provided, along with the legal implications of enacting each approach.

In recent years the need for ecological literacy and problem solving has increased, but there is no evidence that this need is reflected by increased ecology coverage at institutions of higher education (IHE) across the United States. Because introductory biology courses may serve to direct student interest toward particular biological categories such as ecology, time devoted to topics in these categories within introductory biology courses may be crucial for captivating student interest. In a 2009 survey, members of the National Association of Biology Teachers (NABT) College and University Sections identified 20 topics they considered essential for inclusion in introductory biology courses. The NABT members, acknowledging the importance of ecological concepts, considered two ecological topics essential. The present study evaluated the actual coverage of ecology and other topic categories compared to recommendations and according to location. For this purpose, lecture and lab syllabi were collected from 26 rural, suburban, and urban IHEs from the Mid-Atlantic region. Course content was divided into eight categories, including ecology, and percentages of total lecture and lab time per category were calculated. This actual coverage was compared to the NABT recommendations. Actual coverage of ecology was not significantly different from coverage recommended by the NABT members, whereas cell/molecular/biochemistry and evolution were lower and genetics, development, and taxonomy were higher than recommended. Course content was also compared by location, with no significant effect of institutional location on ecology coverage. We conclude that although students taking introductory biology courses in Mid-Atlantic IHEs are likely to receive the NABT's recommended coverage of ecology instruction regardless of institutional location, actual ecology coverage has not increased, regardless of the increased need for ecological literacy.

We outline protocols for producing slant-minis (SLINIs) and mini-deeps (MEEPs) and examples of their use in simple microbiology experiments suitable for high school students. The principal benefits of these protocols are decreased cost associated with significantly reduced media use; easier, less expensive disposal of waste; and increased safety by switching from glass tubes to nonbreakable plastic. Additionally, these protocols can be utilized as hands-on reinforcement of concepts of pH, metabolism, and digestion.

We developed an interactive laboratory that allows students to identify and grade tissue samples from human breast biopsies, using techniques similar to those used by actual pathologists. This unique lab develops a practical and intellectual understanding of basic tissue structures that make up living systems, utilizing technology to bring together pathology, cancer biology, genetics, and bioethics in a relevant and engaging way that leaves a lasting impression on students. The activities described are appropriate for students at all levels of high school and college, especially those with an interest in health care careers.

The transport of water in plants is among the most difficult and challenging concepts to explain to students. It is even more difficult for students enrolled in an introductory general biology course. An easy approach is needed to demonstrate this complex concept. I describe visual and pedagogical examples that can be performed quickly and easily during class to assist students in their understanding of transport in plants.

Next-generation sequencing technologies have greatly reduced the cost of sequencing genomes. With the current sequencing technology, a genome is broken into fragments and sequenced, producing millions of “reads.” A computer algorithm pieces these reads together in the genome assembly process. PHAST is a set of online modules ( http://gcat.davidson.edu/phast) designed to teach advanced high school and college students the genome assembly process. PHAST allows users to assemble phage genomes in real time and includes tutorials detailing the complexities of genome assembly. With PHAST, students learn concepts behind genome assembly and understand how mathematics solves biological problems such as genome assembly.

Microscopy and precise observation are essential skills that are challenging to teach effectively to large numbers of undergraduate biology students. We implemented student-driven digital imaging assignments for microscopy in a large-enrollment laboratory for organismal biology. We detail how we promoted student engagement with the material and how we assessed student learning in both formative and summative formats using digital images. Students worked in pairs to collect over 60 digital images of their microscopic observations over the semester and then individually created electronic portfolios, which were submitted for a grade.

Students need practice in proposing hypotheses, developing experiments that will test these hypotheses, and generating data that they will analyze to support or refute them. I describe a guided-inquiry activity based on the “tongue map” concept, appropriate for middle school and high school students.