Increasingly, students training in the biological sciences depend on a proper grounding in biological statistics, data science and experimental design. As biological datasets increase in size and complexity, transparent data management and analytical methods are essential skills for undergraduate biologists. We propose that using the software R and RStudio are effective tools to train first- and second-year undergraduate students in data visualization and foundational statistical analyses. Here, we present the redesigned laboratory curriculum for our Experimental Design and Statistics course, a required course for all first- or second-year biology majors at Lawrence University, a small liberal arts institution in northeast Wisconsin. We include an example 10-week syllabus and eight laboratory exercises (as supplementary materials) for undergraduate institutions that aim to introduce and guide students through acquiring a basic understanding of biostatistical analyses and skills using R and RStudio. We also provide a flexible framework and examples that are easily modifiable and cover the essential biostatistics and data science skills needed for biology undergraduates. Finally, we discuss the potential pitfalls and obstacles as well as the intrinsic benefits and expected outcomes of our laboratories.

Barriers to transfer students include lost credit caused by lack of curricular alignment across institutions of higher learning. This is particularly evident in series courses like introductory biology. We propose to streamline transfer issues using a shared set of course-level learning outcomes (CLOs) developed collaboratively by faculty across multiple institutions. Our biggest challenge was the development of CLOs aligned to Vision and Change and broad enough for large-scale implementation. We present the CLOs generated by the Northwest Biosciences Consortium faculty network along with data on faculty buy-in to using Vision and Change in their curriculum. Additionally, we found an increased familiarity with and use of Vision and Change in curriculum development over time. Finally, we provide information on implementation of CLOs and suggestions of methods for aligning curricula across networks.

We present data displaying course-based undergraduate research experiences (CUREs) effectiveness in providing authentic cutting-edge research experiences to undergraduates, which both private and government organizations recognize as essential. A total of 68 students were enrolled in this research with 50 students being in a traditional laboratory course and 18 students participating in the CURE implemented laboratory. Results from mid- and postsemester surveys were compared to assess knowledge and attitude. Knowledge showed no change; however, students who experienced the CURE responded with increased enjoyment, strong feelings of scientific contribution, and high project ownership, and overall they were more confident in research than their non-CURE peers.

Scientific reading and communication have become key components in postsecondary science education. However, undergraduates have often been found to lack motivation to engage in these tasks. The present study surveyed 2098 undergraduates and 27 biology faculty members to compare their views on the importance and time cost of eight practices in authentic inquiry. Overall, the undergraduates considered scientific reading and communication less important than other inquiry practices (e.g., data analysis), whereas the faculty members ranked reading and writing highly important. The undergraduates who ranked scientific reading and communicative practices important tended to include the purposes and functions of these practices in their explanations. In contrast, the undergraduates who ranked the practices less important expressed multiple misconceptions about the applications of reading and communication, including that they are peripheral research components; they may not affect the inquiry results; they come after experiments; they are less important than other practices; and they are unnecessary. Four inquiry perspectives were identified from the respondents, including collective equality, knowledge generation, chronological order, and time investment. These perspectives significantly impacted undergraduates' rankings on scientific reading and communication practices and six underlying perceptions.

In this manuscript, we share a free, downloadable activity to teach viral transmission, efficacy of vaccination, and the value of safety compliance measures. It takes approximately 30–40 minutes to conduct following a 5-minute introduction. Additional discussion / out-of-class-assignment time can be varied and adapted to meet the level and time of classes. Sophomore pharmacy majors taking an anatomy and physiology class and junior and senior biology / molecular biology majors taking virology or immunology classes were given a set of questions to assess their comprehension of risk factors for COVID-19 and vaccine prioritization before conducting the activity and after performing the activity. In general, 35% of the time, all groups of students correctly identified the appropriate order of factors assessed according to their impact on COVID-19 risk. Juniors and seniors had markedly greater depth of understanding as a result of completing the activity. While sophomore improvement was less impressive, the sophomores improved their understanding of all addressed complicating factors for COVID-19 infection. Students were also asked to rate the activity for fun and learning effectiveness: 73% of sophomore students and 79% of junior and senior students graded the activity an A or a B for fun, and 74% of sophomore students and 90% of junior and senior students gave the activity an A or B for helping them to understand viral transmission.

Computer simulations provide students the opportunity to observe and interact in realistic biological experiences. This designed simulation, “The Trio of Genetic Diversity,” made it easier for students to grasp the reasons for genetic diversity. During and after meiosis, the three processes (crossing over, independent assortment, and random fertilization) that occur are the primary sources of diversity. A separate module was designed for each of the three processes and presented in the order of occurrence. It will take three to five minutes for student to try each module. The simulation in this study was developed using Java programming language in the NetBeans IDE 8.2 development environment, along with the Swing GUI module. Java was used in the simulation so that it can be run easily in almost every operating system; furthermore, the interface is included in the Java library. The NetBeans IDE 8.2 software allowed the simulations to show the range of possibilities for genetic diversity. Chromosome images were created and converted into a transparent structure, and the coding process was started. The images and button actions in the simulation interface were carefully designed so that the user could understand them easily. This article introduces the simulation program and its features.

Many people rely on over-the-counter herbal extracts to treat a variety of health conditions from lethargy to respiratory or gastrointestinal stress to urinary tract infections. These preparations are relatively inexpensive and available from grocery stores, pharmacies, health-food stores, and online distributors. While the labels on these products usually indicate their plant sources and added ingredients such as sugars or alcohol, there is no standardization of their chemical composition. Most of the medical effects of herbal extracts have been attributed to phenolic and polyphenolic compounds, which differ in number, structure, and proportions from one plant preparation to another. Some polyphenolic compounds such as quercetin are antioxidants that can prevent heart disease while others such as baicalein are antimicrobial agents that can inhibit the growth of Gram-positive or Gram-negative bacteria. In this student project, students use a simple colorimetric assay with the Folin-Ciocalteu reagent to measure the total concentration of phenolic compounds in several over-the-counter extracts. These concentrations may vary greatly even among products from the same plant source. This project provides a good opportunity for students to practice experimental design, the use of micro-pipettes, the construction of standard curves, and quantitative analysis.

Many biology students eventually pursue careers in the health sciences. To create explicit links between introductory biology content and the health sciences, we implemented Context Breaks—a series of seven mini-lectures linking course content to lactase persistence/nonpersistence. Context Breaks were implemented over the course of a semester in a punctuated case-study format and received positive feedback from students. They most highly associated them with deeper learning of material.

In light of the coronavirus disease 2019 (COVID-19), recent clinical research has demonstrated that severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) affects breathing and internal organs, especially the kidneys and liver function. It is evident that the kidneys are induced by the virus through the course of the medication treatments, such as the side effects that lead to kidney and liver damage. In order to scaffold kidney pathophysiology with normal kidney development and function in a virtual class or lab setting during the COVID-19 pandemic, we have developed a hands-on and cost-effective clay modeling teaching tool at the undergraduate level for learning about kidney anatomy and development. Given remote teaching, this innovative tool can be used to link the structure to molecular and cellular function through an easy hands-on model for both learning and teaching demonstration for all students.