BARS (DiMatteo, Genovese, and Kass 2001) uses the powerful reversible-jump MCMC engine to perform spline-based generalized nonparametric regression. It has been shown to work well in terms of having small mean-squared error in many examples (smaller than known competitors), as well as producing visually-appealing fits that are smooth (filtering out high-frequency noise) while adapting to sudden changes (retaining high-frequency signal). However, BARS is computationally intensive. The original implementation in S was too slow to be practical in certain situations, and was found to handle some data sets incorrectly. We have implemented BARS in C for the normal and Poisson cases, the latter being important in neurophysiological and other point-process applications. The C implementation includes all needed subroutines for fitting Poisson regression, manipulating B-splines (using code created by Bates and Venables), and finding starting values for Poisson regression (using code for density estimation created by Kooperberg). The code utilizes only freely-available external libraries (LAPACK and BLAS) and is otherwise self-contained. We have also provided wrappers so that BARS can be used easily within S or R.

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Despite significant efforts to reform undergraduate science education, students often perform worse on assessments of perceptions of science after introductory courses, demonstrating a need for new educational interventions to reverse this trend. To address this need, we created An Inexplicable Disease, an engaging, active-learning case study that is unusual because it aims to simulate scientific inquiry by allowing students to iteratively investigate the Kuru epidemic of 1957 in a choose-your-own-experiment format in large lectures. The case emphasizes the importance of specialization and communication in science and is broadly applicable to courses of any size and sub-discipline of the life sciences.

Research Program on Forecasting (RPF) Working Papers represent preliminary work circulated for comment and discussion. Please contact the author(s) before citing this paper in any publications. The views expressed in RPF Working Papers are solely those of the author(s) and do not necessarily represent the views of RPF or George Washington University.

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The study objective was to test a case study which simulates scientific inquiry within the limits of a single course period and which can be used in large lecture‐format courses. Students unknowingly take the roles of the initial investigators of the Kuru epidemic of Papua New Guinea in 1957 and work in groups to iteratively conduct simulated investigations, evaluate the results, and form hypotheses regarding the nature of the disease. The activity culminates in a mock‐scientific conference, in which student groups collaborate by sharing findings, mirroring real events which led to the discovery of prion diseases. Learning goals focus on student opinions, attitudes and skills related to the nature of science, causes of disease epidemics, and prions as atypical infectious agents. The activity has been implemented successfully at a variety of schools and courses which span five fields: biology, microbiology, genetics, zoology, and biochemistry. Aggregated data from five courses shows overwhelmingly positive affective responses from students. Most importantly, in two sequential offerings of Introductory Biology in 2012 and 2013 we were successful in using a modified CLASS‐BIO survey to reproducibly measure statistically significant objective changes in attitudes toward biology as a result of the activity alone. We hope that both the activity and approach can be used broadly by life sciences educators.