Graduate teaching assistants (GTAs) are often the primary instructors for undergraduate biology laboratories and serve as research mentors in course-based undergraduate research experiences (CUREs). While several studies have explored undergraduate perceptions of CUREs, no previous study has qualitatively described GTAs’ perceptions about teaching CUREs, despite the essential instructional role GTAs play. The purpose of this phenomenological study was to describe and ascribe meaning to the perceptions that GTAs have regarding benefits and challenges with instructional experiences in introductory biology CUREs. We conducted semistructured interviews with 11 GTAs instructing an introductory biology CURE at a 4-year public university. We found that, while GTAs perceived professional benefits such as experience in research mentoring and postsecondary teaching, they also described challenges, including the time required to instruct a CURE, motivating students to take ownership, and a lack of expertise in mentoring undergraduates about a copepod-based CURE. Feelings of inadequacy in serving as a research mentor and high levels of critical thinking were also cited as perceived issues. We recommend that the greater responsibility and increased time commitment perceived by GTAs in the current study warrants reconsideration by lab coordinators and administrators as to what content and practices should be included in pedagogical training specifically designed for CURE GTAs and how departmental and institutional policies may need to be adapted to better implement CUREs.

In many ecology classrooms, examinations, written reports, and oral presentations are common assessment methods. However, translating original research projects or reviews of the literature into a culminating professional-style poster session is increasingly more common as a pedagogical tool

Mammalian hibernators, such as golden-mantled ground squirrels (; GMGS), cease to feed while reducing metabolic rate and body temperature during winter months, surviving exclusively on endogenous fuels stored before hibernation. We hypothesized that mitochondria, the cellular sites of oxidative metabolism, undergo tissue-specific seasonal adjustments in carbohydrate and fatty acid utilization to facilitate or complement this remarkable phenotype. To address this, we performed high-resolution respirometry of mitochondria isolated from GMGS liver, heart, skeletal muscle, and brown adipose tissue (BAT) sampled during summer (active), fall (prehibernation), and winter (hibernation) seasons using multisubstrate titration protocols. Mitochondrial phospholipid composition was examined as a postulated intrinsic modulator of respiratory function across tissues and seasons. Respirometry revealed seasonal variations in mitochondrial oxidative phosphorylation capacity, substrate utilization, and coupling efficiency that reflected the distinct functions and metabolic demands of the tissues they support. A consistent finding across tissues was a greater influence of fatty acids (palmitoylcarnitine) on respiratory parameters during the prehibernation and hibernation seasons. In particular, fatty acids had a greater suppressive effect on pyruvate-supported oxidative phosphorylation in heart, muscle, and liver mitochondria and enhanced uncoupled respiration in BAT and muscle mitochondria in the colder seasons. Seasonal variations in the mitochondrial membrane composition reflected changes in the supply and utilization of polyunsaturated fatty acids but were generally mild and inconsistent with functional variations. In conclusion, mitochondria respond to seasonal variations in physical activity, temperature, and nutrient availability in a tissue-specific manner that complements circannual shifts in the bioenergetic and thermoregulatory demands of mammalian hibernators.

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Field courses provide transformative learning experiences that support success and improve persistence for science, technology, engineering, and mathematics majors. But field courses have not increased proportionally with the number of students in the natural sciences. We conducted a scoping review to investigate the factors influencing undergraduate participation in and the outcomes from field courses in the United States. Our search yielded 61 articles, from which we classified the knowledge, affect, behavior, and skill-based outcomes resulting from field course participation. We found consistent reporting on course design but little reporting on demographics, which limits our understanding of who takes field courses. Cost was the most commonly reported barrier to student participation, and knowledge gains were the most commonly reported outcome. This scoping review underscores the need for more rigorous and evidence-based investigations of student outcomes in field courses. Understanding how field courses support or hinder student engagement is necessary to make them more accessible to all students.

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Climate change is a critical environmental issue and is a recommended core concept in the Ecological Society of America's 4-Dimensional Ecology Education framework. Limited work describes K-12 students' conceptions of the biotic impacts of climate change, yet research is lacking to explore undergraduate students' conceptions on this topic. Our goal was to describe undergraduate student conceptions of the biotic outcomes of climate change, and characterize how these student conceptions of animal responses to climate change align with accepted scientific ideas. We used an interpretive qualitative research design and interviewed 13 undergraduate students who were enrolled in either an introductory biology or general ecology course. Through two independent codings of the same dataset, we separately addressed each of our research goals. Prior to this study, we identified three general biotic outcomes from climate change, which were confirmed by outside experts: changes to an animal's Growth and Survival, their Reproduction, or their Distribution. Our student interviewees as a whole mentioned all three of these outcomes, and most individuals mentioned all three in their responses. Additionally, we found that most student ideas were aligned with Scientific conceptions, while a third of student ideas contained some scientific conceptions but were incomplete. Only a small percent of conceptions voiced in our sample were identified as alternative conceptions that did not align with accepted scientific ideas. These findings are important for educators who teach climate change, as they suggest that undergraduate students come to our classes with productive resources; however, our findings also identify concepts where students may struggle or enter classrooms with a more incomplete understanding.

While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.