This essay highlights recommendations to make academic biology more inclusive of LGBTQ+ individuals. These recommendations are drawn from the literature and the collective experience of the 26-member author team.

BackgroundOrb-web and cob-web weaving spiders spin dragline silk fibers that are among the strongest materials known. Draglines are primarily composed of MaSp1 and MaSp2, two spidroins (spider fibrous proteins) expressed in the major ampullate (MA) silk glands. Prior genetic studies of dragline silk have focused mostly on determining the sequence of these spidroins, leaving other genetic aspects of silk synthesis largely uncharacterized.ResultsHere, we used deep sequencing to profile gene expression patterns in the Western black widow, Latrodectus hesperus. We sequenced millions of 3′-anchored “tags” of cDNAs derived either from MA glands or control tissue (cephalothorax) mRNAs, then associated the tags with genes by compiling a reference database from our newly constructed normalized L. hesperus cDNA library and published L. hesperus sequences. We were able to determine transcript abundance and alternative polyadenylation of each of three loci encoding MaSp1. The ratio of MaSp1:MaSp2 transcripts varied between individuals, but on average was similar to the estimated ratio of MaSp1:MaSp2 in dragline fibers. We also identified transcription of TuSp1 in MA glands, another spidroin family member that encodes the primary component of egg-sac silk, synthesized in tubuliform glands. In addition to the spidroin paralogs, we identified 30 genes that are more abundantly represented in MA glands than cephalothoraxes and represent new candidates for involvement in spider silk synthesis.ConclusionsModulating expression rates of MaSp1 variants as well as MaSp2 and TuSp1 could lead to differences in mechanical properties of dragline fibers. Many of the newly identified candidate genes likely encode secreted proteins, suggesting they could be incorporated into dragline fibers or assist in protein processing and fiber assembly. Our results demonstrate previously unrecognized transcript complexity in spider silk glands.

Observations of the first day of class are reported for 23 introductory STEM courses at three different institutions. The topics instructors discuss and the noncontent Instructor Talk they use on the first day are described. These results uncovered variation in instructor actions on the first day and can help instructors plan this day.

One barrier to the adoption of evidenced‐based teaching practices may be that faculty do not see teaching as an important part of their identities as professionals. Graduate school is a key time for professional identity development, and currently we know little about how doctoral students develop identities as college teachers. In this qualitative study, we aim to characterize the factors that promote and hinder teaching identity among 33 life sciences doctoral students with diverse career interests at one research university. We collected data using semi‐structured interviews and analyzed it using qualitative analysis closely aligned with grounded theory. Our analysis involved iteratively and collaboratively analyzing interview transcripts while considering existing literature about socialization and professional identity and remaining open to novel ideas in the data. From this analysis, we developed a mechanistic model of the factors that influenced teaching identity in our participants. Independent teaching experiences, teaching professional development, and teaching mentors contributed to salient and stable teaching identities among doctoral students. Being recognized by faculty as a teacher was also important, but rare. The professional culture that doctoral students perceived acted like a blizzard that they had to navigate through to develop a teaching identity. This culture strongly valued research over teaching, resulting in a sometimes cold and isolating environment for students interested in teaching. The culture also made it harder to see existing opportunities for teaching development and made it more challenging to move toward these opportunities, much like the deep snow and driving winds of a blizzard. The mechanistic model described in this work is an important first step in understanding how doctoral training influences teaching identity. This model serves as a hypothesis that should be tested and refined through additional empirical work across contexts.

Background Many institutional and departmentally focused change efforts have sought to improve teaching in STEM through the promotion of evidence-based instructional practices (EBIPs). Even with these efforts, EBIPs have not become the predominant mode of teaching in many STEM departments. To better understand institutional change efforts and the barriers to EBIP implementation, we developed the Cooperative Adoption Factors Instrument (CAFI) to probe faculty member characteristics beyond demographic attributes at the individual level. The CAFI probes multiple constructs related to institutional change including perceptions of the degree of mutual advantage of taking an action (strategic complements), trust and interconnectedness among colleagues (interdependence), and institutional attitudes toward teaching (climate). Results From data collected across five STEM fields at three large public research universities, we show that the CAFI has evidence of internal structure validity based on exploratory and confirmatory factor analysis. The scales have low correlations with each other and show significant variation among our sampled universities as demonstrated by ANOVA. We further demonstrate a relationship between the strategic complements and climate factors with EBIP adoption through use of a regression analysis. In addition to these factors, we also find that indegree, a measure of opinion leadership, correlates with EBIP adoption. Conclusions The CAFI uses the CACAO model of change to link the intended outcome of EBIP adoption with perception of EBIPs as mutually reinforcing (strategic complements), perception of faculty having their fates intertwined (interdependence), and perception of institutional readiness for change (climate). Our work has established that the CAFI is sensitive enough to pick up on differences between three relatively similar institutions and captures significant relationships with EBIP adoption. Our results suggest that the CAFI is likely to be a suitable tool to probe institutional change efforts, both for change agents who wish to characterize the local conditions on their respective campuses to support effective planning for a change initiative and for researchers who seek to follow the progression of a change initiative. While these initial findings are very promising, we also recommend that CAFI be administered in different types of institutions to examine the degree to which the observed relationships hold true across contexts.

Background: Calls for science education reform have been made for decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights the need to employ evidence-based instructional practices (EBIPs) in undergraduate STEM classes to create engaging and effective learning environments. EBIPs are teaching strategies that have been empirically demonstrated to positively impact student learning, attitudes, and achievement in STEM disciplines. However, the mechanisms and processes by which faculty learn about and choose to implement EBIPs remain unclear. To explore this problem area, we used social network analysis to examine how an instructor's knowledge and use of EBIPs may be influenced by their peers within a STEM department. We investigated teaching discussion networks in biology and chemistry departments at three public universities. Results: We report that tie strength and tie diversity vary between departments, but that mean indegree is not correlated with organizational rank or tenure status. We also describe that teaching discussion ties can often be characterized as strong ties based on two measures of tie strength. Further, we compare peer influence models and find consistent evidence that peer influence in these departments follows a network disturbances model. Conclusions: Our findings with respect to tie strength and tie diversity indicate that the social network structures in these departments vary in how conducive they might be to change. The correlation in teaching practice between discussion partner and peer influence models suggest that change agents should consider local social network characteristics when developing change strategies. In particular, change agents can expect that faculty may serve as opinion leaders regardless of their academic rank and that faculty can increase their use of EBIPs even if those they speak to about teaching use EBIPs comparatively less.

BackgroundOrb-web weaving spiders and their relatives use multiple types of task-specific silks. The majority of spider silk studies have focused on the ultra-tough dragline silk synthesized in major ampullate glands, but other silk types have impressive material properties. For instance, minor ampullate silks of orb-web weaving spiders are as tough as draglines, due to their higher extensibility despite lower strength. Differences in material properties between silk types result from differences in their component proteins, particularly members of the spidroin (spider fibroin) gene family. However, the extent to which variation in material properties within a single silk type can be explained by variation in spidroin sequences is unknown. Here, we compare the minor ampullate spidroins (MiSp) of orb-weavers and cobweb weavers. Orb-web weavers use minor ampullate silk to form the auxiliary spiral of the orb-web while cobweb weavers use it to wrap prey, suggesting that selection pressures on minor ampullate spidroins (MiSp) may differ between the two groups.ResultsWe report complete or nearly complete MiSp sequences from five cobweb weaving spider species and measure material properties of minor ampullate silks in a subset of these species. We also compare MiSp sequences and silk properties of our cobweb weavers to published data for orb-web weavers. We demonstrate that all our cobweb weavers possess multiple MiSp loci and that one locus is more highly expressed in at least two species. We also find that the proportion of β-spiral-forming amino acid motifs in MiSp positively correlates with minor ampullate silk extensibility across orb-web and cobweb weavers.ConclusionsMiSp sequences vary dramatically within and among spider species, and have likely been subject to multiple rounds of gene duplication and concerted evolution, which have contributed to the diverse material properties of minor ampullate silks. Our sequences also provide templates for recombinant silk proteins with tailored properties.Electronic supplementary materialThe online version of this article (doi:10.1186/s12862-017-0927-x) contains supplementary material, which is available to authorized users.

ENCODE projects exist for many eukaryotes, including humans, but as of yet no defined project exists for plants. A plant ENCODE would be invaluable to the research community and could be more readily produced than its metazoan equivalents by capitalizing on the preexisting infrastructure provided from similar projects. Collecting and normalizing plant epigenomic data for a range of species will facilitate hypothesis generation, cross-species comparisons, annotation of genomes, and an understanding of epigenomic functions throughout plant evolution. Here, we discuss the need for such a project, outline the challenges it faces, and suggest ways forward to build a plant ENCODE.