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.