The emerging field of genomic medicine offers an opportunity for biology and anatomy teachers to bring the topics of DNA, genetics, molecular processes, and evolution together into one experience. Through the genomic medicine paradigm, students see the unbroken connection between small biological topics such as mutations and their potential connection to disease phenotypes. In this paper, we present as a main example cystic fibrosis, which is an often-studied genetic disease in general biology class, for examination through the genomic medicine lens. Concepts such as genes, the plasma membrane, variation, mutations, the nucleus, and chromosomes can be used in a narrative and visual approach to genetics through the genomic medicine standpoint to engage and connect students with next-generation genomics and with the fundamental unit of life—the cell. It is through the genomic medicine lens that the cell's context and relationship to the evolving world takes place.

The Next Generation Science Standards (NGSS) engage students in the epistemic, or knowledge building, components of science through three-dimensional learning. Each scientific domain has its own epistemic aspects that result from different social groups going about science in different ways to conceptualize different bodies of knowledge; education researchers recommend that these be included in science education. While the Science & Engineering Practices and Crosscutting Concepts of the NGSS apply to all sciences, they can be combined in ways that reflect the domain-specific aspects of the life sciences. In this paper, we define and describe simplified epistemic themes, or ways of knowing, within the life sciences for educators to use as a guide when creating lessons and units. Then, we outline example Practice-Crosscutting Concept pairs and groups that curriculum developers can use in learning performance statements to reflect these ways of knowing.

Phylogenetic trees are used throughout biology to represent evolutionary relationships and communicate ideas about evolutionary processes. Dedicated instruction in how to read and interpret phylogenetic trees (i.e., tree thinking) is necessary for students to be able to access this information. There are many cognitive barriers to mastering tree-thinking skills, and for some students, such as students who are blind or low-vision, there are physical barriers. We used a Universal Design for Learning (UDL) approach to increase the accessibility of the Great Clade Race, an effective activity for teaching tree-thinking skills. Here we provide an example of how applying a UDL approach reduced not only known barriers, but also barriers that were undetected until they were removed, providing benefits to all students.

Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future.

Most consumers dispose of rotten food without a second thought; however, they also throw away a dynamic group of plant pathogens that can be utilized for inquiry-driven investigations into host/pathogen interactions. Botrytis cinerea is a common necrotrophic fungus that can infect most plants but causes substantial losses to the grape and fresh berry industries. Because most store-bought strawberries eventually succumb to this pathogen (due to the presence of spores from the field or packing facility), they are a dependable source of fungal inoculum to test novel hypotheses about the nature of disease. Across the produce aisle, apples are a diverse, well-characterized, and susceptible host population that enables students to construct individualized experiments about the nature of disease with adequate replication for meaningful analysis. This experimental protocol will outline how to conduct an infection assay with B. cinerea and commercially available apple varieties for students to develop their own experiments, inoculate their own plants, and analyze their own data to answer important questions about how pathogens cause disease.

Smartphones are used universally in many areas due to their advanced features. Smartphones are also widely used by teachers and students in education. This research aims to design low-cost and easy experiments for biology lessons using smartphones. Colorimetric measurement was made with a smartphone. Mobile applications were used to read color change values. The amount of sugar in beverages was calculated with the students. They could create standard curves, measure with a smartphone, organize the data, and determine sugar concentration. It was determined that the students had positive thoughts about the activity. Self-confidence results indicated that the activity had a positive effect on students' self-confidence. Although there was a decrease in the mean scores of difficulty, it was revealed that the mean scores were over the “moderate” level. As a result, it can be said that the activity may be easily practiced by teachers and students in biology lessons.

Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.

Understanding the body's homeostasis through interactions among the eleven organ systems is an essential foundation for pre-professional undergraduate students studying human anatomy and physiology. This knowledge enables students to understand the pathophysiology of various disease states that result from non homeostatic conditions. We created an organ systems-based applied learning module containing the signs and symptoms of diabetic ketoacidosis (DKA), which can assist in increasing student engagement while making connections between normal conditions and disease states. The purpose of this module was to encourage students to use critical thinking skills and apply what they have learned in the classroom to real-world situations.

Anatomy and Physiology II students at Gordon State College first learned about four major organ systems: endocrine, cardiovascular, respiratory, and urinary. Students completed each lesson and the corresponding assignment containing the basic functions of each organ system. Students then identified the organ systems' physiological contributions to the signs and symptoms of DKA, such as hyperglycemia, ketoacidosis, ketonuria, hypokalemia, and osmotic diuresis. At the end of the semester, the students presented posters summarizing their overall understanding of the eleven organ systems' involvement with the signs and symptoms of DKA. This learning module with the DKA poster project offered an innovative way for students to apply their classroom learning to real-world situations relevant to their potential future careers.