As the dual crises of the ongoing COVID-19 pandemic and worsening climate change show, the public must be accurately informed about science. However, many barriers hinder effective messaging about science to the public, including little formal communication training for scientists and an abundance of misleading information from nonscientific sources. Being able to communicate with the public is a vital skill that should be a formal component of scientific training. Here, we synthesize the rationale for incorporating public science communication into undergraduate biology programs and provide specific examples of curriculum efforts to improve undergraduates' skills in this area. We review the literature about the importance of communicating scientific concepts to the public and previous efforts to integrate communication into biology curricula. Next, we provide examples of two courses aimed at developing public science communication skills and describe their integration into an undergraduate biology curriculum. We conclude with future directions and recommendations.

Idiograms are graphical representations in which chromosomes appear ordered by their relative size, homology groups, and the presence of cytogenetic landmarks such as centromeres, secondary constrictions, and banding patterns. They have become crucial elements in cytogenetic research. Here, we describe a simple protocol for spreadsheet software to draw idiograms and map any type of sequence onto them. These graphs can be easily used to present research results and can become the basis to raise and resolve questions related to different biological issues. The methodology is inexpensive, easy to follow, and allows customization to meet a wide range of educational scenarios focused in genetics and evolution.

Animal dissection is practiced to varying degrees around the world and is particularly prevalent in North America throughout all levels of education. However, a growing number of studies suggest that non-animal teaching methods (NAMs) (e.g., virtual anatomy tools and three-dimensional models) are better for achieving learning goals compared to dissection. We conducted a systematic review of studies published between 2005 and 2020 that evaluated the pedagogical value of NAMs versus animal dissection. Our results from 20 published studies show that in 95% of the studies (19/20) students at all education levels (secondary, postsecondary, and medical school) performed at least as well—and in most of those studies better (14/19)—when they used NAMs compared to animal dissection. These results provide compelling evidence in support of the 3Rs' principle of replacement. Given that NAMs have been demonstrated as effective for science education, steps should be taken by educational institutions to phase out animal dissection.

The purpose of this research was to determine the effect of the 5E model on the understanding of the molecular genetics concepts taught in general biology. The research had a quantitative focus and a quasi-experimental design, and the participants were 40 undergraduate students from a private university in the west of Puerto Rico, which were divided in two control groups and one experimental group. The initial data was obtained through a pretest that measured the understanding of molecular genetics concepts. The treatment lasted six weeks and consisted of the instruction of the topics of DNA structure and replication, transcription, translation, and mutations. The after-instruction understanding of the concepts was evaluated through a posttest. The results showed that the 5E model had a significant effect (p < 0.05) in generating a higher understanding of the concepts presented.

Students often struggle with visualizing protein structures when working with two-dimensional textbook and lecture materials, so introducing them to 3D visualization software developed by and for structural biologists offers them a unique opportunity to work with authentic data while furthering their spatial reasoning skills and understanding of molecular structure and function. This article presents an active learning virtual laboratory in which students use authentic structural biology data to investigate the effects of both hypothetical and real-world SARS-CoV-2 mutations on the virus's ability to bind to human ACE2 receptors and infect a host, causing COVID-19. Through this activity, introductory-level college students or advanced high school students gain a better understanding of applied biology, such as how vaccines and treatments are designed, as well as strengthening their understanding of core disciplinary concepts, such as the relationship between protein structure and function and the central dogma of molecular biology. While there were challenges during the pilot phase of activity development due to COVID-19 restrictions, students in the pilot groups came away from the activity with deeper understanding of the relationship between proteins and amino acid sequences and a new appreciation for the ways researchers design treatments for and study viruses.

Scientific modeling is a practice that we use frequently in our undergraduate biomedical applications course for nonscience majors. We use case studies in which students apply course concepts to create cause- and-effect models. In this article, we describe a case study assessment on protein synthesis that examines the use of CRISPR to bring back the mammoth (i.e., de-extinction). Students learn about protein synthesis throughout the course and work on various case study scenarios to apply those concepts. Their final assessment is a team project to illustrate how protein synthesis is influenced by gene editing, including gene expression and its regulation, transcription, translation, protein structure and function, and the ultimate impact on an organism's phenotype. Although we use this case study as an assessment, it is also appropriate as a class activity in which students practice modeling the CRISPR gene-editing system.

The concept of solubility, and its relation to molecular structure, is important for understanding the properties of biological molecules in solution as they interact with the solvent and with each other. To demonstrate the relation between structure, solubility, and buffering capacity, we report a low-cost laboratory exercise using monosodium glutamate (MSG) as a model solute. Students observe how glutamate solution initially resists acidification and how glutamate solubility is first decreased and then restored with acidification. Students should interpret these observations relative to the structure of the solute. This exercise has been employed in introductory level courses for both biology majors and nonmajors and would also be appropriate for AP Biology.

Scientific practices are still largely absent from undergraduate curricula. Incorporating primary scientific literature (PSL) and podcasting into course curricula is an engaging way to provide instruction in scientific practices to undergraduate students. We present an innovative class project for biology undergraduates where students read a piece of PSL, develop annotations to learn more about the research contained within the PSL, and develop and produce a podcast episode to share the research findings with a general audience. To understand student perceptions of the project, we conducted surveys to obtain qualitative responses along with measures of science identity and project ownership. We found that the students felt like the project belonged to them and that their work on the project would ultimately benefit the scientific community. Here, we include a project handbook, schedule, and materials that can be used by any instructor to carry out this project.

High protein shakes have become increasingly popular as nutritional supplements for adolescents, adults, and senior citizens. They are heavily advertised on television and in print media and are available in grocery and health food stores, at pharmacies, and from online distributors. In this project, students use colorimetric assays to determine the protein concentration of a particular product they bring to class and compare the results to the nutritional label. Students then use denaturing and nondenaturing polyacrylamide gel electrophoresis to characterize the protein composition of their protein shakes. These experiments promote critical thinking about common scientific procedures and should be of interest to both secondary school and college students.

Spiders rely on chemosensory cues to help locate prey, evade predators, and select mates. This reliance on chemosensory detection makes spiders an ideal organism for inquiry-based projects that students can design and conduct on a shoestring budget. This investigation, designed for secondary education grades (6–12), encourages students to examine whether chemosensory cues influence web construction of harmless female spiders collected from backyard habitats. Students work in groups to develop hypotheses that they later test by introducing spiders into a simple T-maze containing some mix of chemosensory cues. To pilot this study, I designed two experiments to determine how female spiders construct their webs in response to chemosensory cues of potential prey or dangerous fire ants. The data from both projects were compiled and statistically analyzed using open-source software available online. In a classroom or laboratory setting, your students can work in groups to develop their own hypotheses, design and run their experiments, and statistically analyze their results using the same free software. Although simple in design, this activity provides students with an opportunity to develop novel lines of research inquiry and engage in the practice of science.