When the COVID-19 pandemic struck in 2020, many schools made the decision to cancel face-to-face classes and move instruction online. To better understand how the pandemic affected science educators' plans to conduct classroom animal dissection exercises, we conducted a nationwide survey of biology teachers (n = 2131) and asked about their experience as classes transitioned to online. Our survey revealed that 72% of biology educators had planned on having their students participate in classroom animal dissection exercises in the spring of 2020. Of those educators, 29% shifted to the use of dissection alternatives, such as web-based programs, as a result of remote learning. Our survey investigated which alternatives were most used, whether teachers were already familiar with the alternatives, how teachers identified those alternatives, and whether the educators planned to use dissection alternatives again for in-person or online learning. These survey results provide insight into biology educators' use of dissection alternatives during the COVID-19 pandemic as well as their post-pandemic plans and may increase awareness and usage of dissection alternatives within the educational community.

This article discusses a variety of open resources that can be used to teach mycology. Many schools may not routinely teach a mycology class – and if they do, students might not want to invest in a textbook. Options for resale are probably much smaller than with a class in which more students routinely enroll. This article is important in showing both students and faculty how much information about fungi is available online. Some websites are transient, so the reader must carefully check them before use. The sites selected cover most topics that are typically covered in a mycology class. However, depending on faculty emphasis, not all of the information presented in the article may be relevant. These resources should enable faculty to achieve the major teaching objectives in a mycology class, enabling students to gain an appreciation of the diversity of fungi and a basic understanding of their biology, ecology, genetics, morphology, and taxonomy.

This study explored how the use of three different pedagogical frameworks (community science, storytelling, and inquiry-based learning) influenced learners' awareness and appreciation of flagellate plants in an undergraduate online botany course. Students' opinions, attitudes, and perceptions toward science were explored using the Classroom Undergraduate Research Experience survey. Qualitative and quantitative results indicated that although most students appreciated all three activities, the storytelling activity produced the most positive perceptions of learning. Logistic regression analyses demonstrated that gender and attitudes toward science influenced student perceptions of the activities. Positive science attitudes predicted positive perceptions of the activities, and female students were more likely to report positive perceptions. These results suggest that as a pedagogical framework for organizing learning activities, storytelling holds potential for promoting positive attitudes toward science and science learning, particularly with female learners.

In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students' learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats.

Understanding acid-base disorders using weak-acid concepts learned in general chemistry class is challenging for pre-nursing and pre-professional biology students enrolled in anatomy/physiology and biochemistry classes. We utilized a graphic seesaw model of carbonic acid-bicarbonate equilibrium using the Henderson-Hasselbalch (H-H) equation of a weak acid. We then used real-world clinical case studies for students to identify acid-base disorders and the appropriate compensatory responses of the lungs and kidneys. Students developed a working knowledge of how the bicarbonate blood buffer system maintains a physiological pH of 7.4 using a “seesaw” with metabolic [HCO₃ ^–] on one side, and respiratory PCO₂ on the other at a ratio of 20:1 in the H-H equation. When the dysfunction of either the kidneys or lungs causes the seesaw to tip, homeostasis pH is disrupted, causing an acid-base disorder classified as metabolic or respiratory acidosis or alkalosis. The functioning organ can “level the seesaw” by compensating for the dysfunction of the opposite organ to regain homeostasis. Unlike traditional ways of explaining acid-base disorders, this graphic seesaw method is a simple and easy way to achieve understanding.

The goal of this inquiry activity is to evaluate a variety of skin-care products on simulated skin cells using Orbeez, a brand of superabsorbent polymers. These small beads can quickly absorb water but will dry out in the air, thus perfectly representing our own skin cells. This property makes Orbeez an acceptable model for human skin, and test material for evaluating various skin-care products. Students will observe the quantitative changes that happened to the mass of the samples to determine the percent change. They will also observe the qualitative changes that happened throughout the lab investigation and record their observations in a lab notebook. After completing the experiment, students will create a presentation of the quantitative and qualitative results.

Incorporating research experiences into undergraduate education is an effective way to foster interest in science and introduce students to the scientific process. We describe an original research investigation into the effect of arbuscular mycorrhizal (AM) fungi on seed germination. Mycorrhizal fungi form symbiotic relationships with plants roots, and although they have been shown to benefit plant growth, their effect on seed germination is less well understood. In this lab activity, students incubate seeds in the presence and absence of AM fungal inocula and compare the germination rates (% seeds germinated) and germination times (days to germination) between experimental (+AM fungi) and control (–AM fungi) groups. Students present their results through a group-written report, in addition to individually submitted assignments. This lab activity provides students the opportunity to learn about species interactions, sterile technique, plant development, data presentation and interpretation, and scientific communication.

Tools that teach quantitative skills and foster positive student attitudes toward these skills are important in biology curricula. Math and statistics anxiety is common and can interfere with student learning in biology courses. We describe a new framework for alleviating this anxiety. In our module, students watch a cute internet cat video, which inspires them to ask scientific questions about animal behavior and collect, analyze, and interpret data. We developed two freely available interactive tools to implement our module. We successfully implemented these tools with undergraduate students at two institutions. Based on this experience, we provide ideas for extension along with assessment.

The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.