Team-based learning (TBL) is structured, cooperative learning teaching strategy used in a variety of disciplines. TBL uses a three-step approach for delivering content to students: out-of-class preparation, readiness assurance, and application. In this article, a method for incorporating TBL into an undergraduate cell biology course using cystic fibrosis (CF) as a theme is described. Class content is divided into modules. Each module consists of (1) out-of-class video viewing and reading assignments; (2) individual and team assessments, mini-lectures, and think-pair-share activities to assess understanding of the material; and (3) in-class, group problem sets related to the molecular pathogenesis of CF. Although originally designed for an introductory undergraduate cell biology course, this curriculum can be easily adapted for upper-level undergraduate and high school students.

Project-based learning (PBL) and traditional teaching methods represent two opposing pedagogical philosophies. A PBL Biology lab course was designed and taught concurrently with its traditional counterpart to compare student success. The PBL course investigated the effects of simulated acid rain on the rate of adaptation in two species that differ in complexity and rate of reproduction, Caenorhabditis elegans and Paramecium caudatum. The species with the highest number of survivors at the end of six week's exposure to acid rain was deemed to have adapted best. In two out of three semesters students concluded that P. caudatum responded to acid rain with the greatest rate of adaptation. Student success was compared between both types of courses using four methods of assessment: student academic performance, retention rate, transfer rate to four-year institutions, and participation points. The results of two methods of assessment out of four were statistically significantly higher in the PBL courses. Considering that the other two methods of assessment did not favor traditional pedagogy, but produced comparable student success in the traditional and PBL courses, it can be concluded that PBL pedagogy is a highly desirable alternative to traditional teaching methods in biology courses at the community college level.

The majority of terrestrial plants associate with fungi in symbiotic resource-exchange relationships called mycorrhizae. Because of the importance of these mycorrhizal systems to ecosystem functioning, it is crucial that future resource managers and scientists have a solid understanding of mycorrhizal ecology. Limited interest of postsecondary students in plants and fungi compared with animals, combined with difficulties visualizing below-ground processes, present challenges for learning mycorrhizal concepts. To address this, we created the digital, plant-ecology-centric, action-based game Shroomroot for use in a second year, postsecondary Introduction to Soil Science course. We then assessed effects of Shroomroot on students' knowledge acquisition and engagement with the topic of mycorrhizal ecology using a pre- and post-test evaluation. Students' knowledge of mycorrhizal ecology increased significantly after playing Shroomroot, and tended to increase more for items related to Shroomroot gameplay than in rewards-based game content. Student engagement with mycorrhizal content tended to increase after gameplay. These results suggest positive potential for action-based, plant-ecology-oriented digital games in a postsecondary science curriculum. Furthermore, greater understanding of mycorrhizae has the potential to improve our multifaceted relationships with the ecosystems upon which we depend.

One of the eight Next Generation Science Standards (NGSS) scientific practices is using mathematics and computational thinking (CT). CT is not merely a data analysis tool, but also a problem-solving tool. By utilizing computing concepts, people can sequentially and logically solve complex science and engineering problems. In this article, we share a successful lesson using protein synthesis to teach CT. This lesson focuses primarily on modeling and simulation practices with an extension activity focusing on the computational problem-solving practices of CT. We identify and define five CT concepts within the aforementioned practices that form the foundation of CT: algorithm, abstraction, iteration, branching, and variable. In this lesson, we utilize a game to familiarize students with CT basics, and then use their new CT foundation to design, construct, and evaluate algorithms within the context of protein synthesis. As an optional extension to the lesson, students enter the problem-solving environment to create a program that translates mRNA triplet codons to an amino acid chain. We argue that biology classrooms are ideal contexts for CT learning because biological processes function as a system, and understanding how the system functions requires algorithmic thinking and problem-solving skills.

The photosynthetic bioreactor research program is a training platform appropriate for introducing advanced molecular biology techniques to undergraduate students and advanced high school biology students. For this advanced molecular biology training exercise, the enzyme carbonic anhydrase was cloned, over-expressed, purified, and functionally characterized. Carbonic anhydrases are industrially important enzymes with potential use in carbon sequestration and biofuel production. Alpha and beta carbonic anhydrases from Photobacterium profundum, a psychrophilic, halotolerant bacterium, were characterized in this study. Carbonic anhydrases that can withstand high salinity and are active at low temperatures can be transformed into oleaginous marine microalgae to enhance biofuel production. Our research program started with a three-day boot camp with lectures in relevant topics of molecular biology, microbiology, and research methods. After the boot camp, the lab phase of the project involved training students to perform polymerase chain reaction, DNA gel electrophoresis, DNA ligation, and bacterial transformation. In the final phase of the project, students were trained in recombinant protein over-expression and protein purification techniques. Here we report successful cloning and over-expression by high school students of two novel carbonic anhydrases from a psychrohalophile with application in biofuel production.

Plant—pathogen interactions are often omitted as a topic in most introductory and upper-level biology courses. The infection process of the plant pathogen Pythium irregulare on the moss Mnium cuspidatum can be observed and exploited to provide lessons on host—pathogen responses, as well as introduce other biological topics such as microscopy, spectrophotometry, and enzymes. Students can qualitatively analyze plant responses to pathogen infection using microscopy and observe quantitative enzyme responses to draw conclusions. Students are also encouraged to generate hypotheses and test them using this biological system as a method to develop scientific skills.

Logistics often limit the number of field-based labs that include different types of ecosystems. Moreover, few lab classes allow students the opportunity to measure ecosystem-level changes. This article describes an activity appropriate for high school biology or introductory collegiate biology courses, where bottle biology can provide an opportunity for students to measure differences in temperature and humidity that result with different types of vegetation. This approach allows students to develop an understanding of how ecosystems transfer energy and cycle water, as well as the implications of land use change, such as timber harvest or grassland restoration, on regional climate.

Heterophrynus batesii (the Giant Amazonian Whip Spider) are often referred to as “whip scorpions” or “whip spiders” because of their very long antenniform legs (i.e., whips), but they are neither scorpions nor spiders. They are amblypygids, a type of harmless charismatic arachnid with an alien-like appearance that students are drawn to. I have developed care and breeding techniques that are effective at getting H. batesii to live and reproduce in captivity. I developed these techniques with other science teachers in mind. These techniques are simple, time efficient, utilize the least expensive materials, and require minimal space—important characteristics since most high school biology teachers are limited by time, money, and space. This article instructs high school biology students (under the guidance of their teacher) how to properly care for and develop a captive breeding program for H. batesii in their high school biology classroom. Topics, resources, and activities are also suggested that allow teachers to make educational connections between the H. batesii captive breeding program, the ongoing sixth mass extinction, and the destruction of the Amazon rainforest.

In this inquiry activity, students use the genetic diversity of common beans (Phaseolus vulgaris L.) from their local garden center to investigate this species' resilience to salt stress and viral infection. Students use a number of simple to sophisticated measures of plant performance to gauge the impact of the stressors on plant growth and development. Students identify which cultivars may be useful in increasing future food security.

Life history trade-offs provide an opportunity for students to learn about concepts in ecology, evolutionary biology, and natural history. Here I present a simple activity that I created to help students use data from museums and online life history databases to explore the relationship between body size and reproductive ability in birds. This activity, which guides students in hypothesis development and testing, data collection, and statistical analysis, is applicable to students at the high school and undergraduate levels. In addition, although I focused on birds, this activity can also be applied to other taxa where life history data are available.