In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

Previous research has identified numerous factors to explain why students have difficulty learning about evolution. Some of these factors include a student’s background (including their religion and major of study), the type of evolution instruction, and the inclusion of the nature of science (NOS) instruction. Sparse but more recent work has investigated the impact of a religious-scientist role model to help dampen perceptions of conflict between evolutionary science and worldview. We had two research goals: (1) to identify which of these factors influence students’ learning of evolution in post-secondary education; and (2) to describe the relationships among incoming biology students’ creationist reasoning, knowledge of evolution, and perceived conflict between evolution and their worldview. The single factor linked with the reduction in both creationist reasoning and in students’ perceived conflict between evolution and their worldview through a semester was the presence of a role model. Likewise, knowledge and perceived relevance of evolution increased in sections with a role model instructor and with evidence-based evolution instruction. Otherwise, tested factors (the type of evolution instruction, inclusion of NOS, biology-major/nonmajor, GPA, or religiosity) were not shown to be associated with these three constructs. We found that in the first week of the semester students with higher knowledge of evolution had lower creationist reasoning and lower perceived conflict. The single factor that collectively reduced erroneous beliefs, increased scientific knowledge, and minimized perceived conflict was the presence of a religious-scientist role model. Previous work has suggested a role model could positively impact students’ learning of evolution, yet this is the first quasi-experimental evidence supporting the importance of the course instructor as the role model in students’ learning of evolution. These findings are especially relevant to institutions with a greater proportion of religious students who could benefit from modeling to help foster their learning of evolution.

COVID‐19 presented the world with trauma and isolation, but many people, including educators, have offered bright spots of creativity and engagement. As we confronted these issues in our own ecology classroom, we sought solutions to carry‐forward the learning objectives we set for our students in January 2020, yet encourage interaction with the sensitivity that a pandemic requires. In the rapid transition to online course delivery, we opted to retain the original end‐of‐semester poster project in our introductory ecology course. However, we experimented with a new virtual platform where students could disseminate their work and communicate with the community. In this paper, we discuss the Mozilla Hubs virtual reality platform that we used for our event. We also collected qualitative data to share the benefits and challenges of this experience felt by the students, the instructors, and external observers.

Hundreds of studies have explored student evolution acceptance because evolution is a core concept of biology that many undergraduate biology students struggle to accept. However, this construct of “evolution acceptance” has been defined and measured in various ways, which has led to inconsistencies across studies and difficulties in comparing results from different studies. Many studies and essays have offered evaluations and perspectives of evolution acceptance instruments, but publications with a focus on consensus building across research teams is still needed. Further, little attention has been paid to how evolution acceptance instruments may be interpreted differently by students with varied religious backgrounds. Funded by a Research Coordination Network in Undergraduate Biology Education grant from the National Science Foundation, we gathered 16 experts from different disciplinary and religious backgrounds to review current evolution acceptance instruments and create a guide to the strengths and weaknesses of these instruments, including appropriate contexts for using these instruments and their potential weaknesses with different religious populations. Finally, in an attempt to move the field forward, we articulated a consensus definition of evolution acceptance that can be used to guide future instrument development.

Atranorin is a secondary metabolite found in many lichens. This compound can act as a photo-buffer, supporting its use as a marker of metabolic response to changes in light. In preliminary trials, atranorin was found to be unstable over time when in solution, potentially precluding its usefulness in this capacity. The present study tests the stability of atranorin in different extraction solvents and at different pH values over time using HPLC analysis. We found that atranorin is most stable in acetonitrile, among six tested solvents, and that the presence of strong acid or a strong base destabilizes the compound. We propose that atranorin breaks down through transesterification in methanol and ethanol until an equilibrium is reached, while a strong base breaks down atranorin through saponification and under acidic conditions, atranorin concentration significantly increases with time. Although atranorin levels were found to be stable in whole thallus extracts from fresh lichens using a leaching method, chemicals isolated using chromatographic separation showed similar breakdown to an atranorin standard. In future work on lichens atranorin should be extracted in acetonitrile or acetone without an added base or acid to yield the greatest stability and thus provide more accurate concentration values of atranorin with time using HPLC. The interactions of atranorin with acid and with chloroform need further study.

To develop targeted climate change curricula, it is imperative to understand how students perceive and observe the localized effects of climate change. Our work used a quantitatively driven, parallel mixed methods research design to study potential factors that contribute to undergraduate biology students seeing the local effects of climate change. Our research questions asked students to provide examples of climate change occurring in their state and examined the predictive power of connection to nature, psychological distance, and other factors on whether students see climate change or not. Our quantitative data show a student’s connection to nature, their spatial climate awareness, and their geographic location were the three most important factors in predicting a student seeing and discussing climate change occurring in their state. Further, our qualitative data support our quantitative findings indicating that personal experiences in nature are integral for students connecting with nature and seeing climate change at scales smaller than their state. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2022.2042205.