Student‐led field studies of herbivory: Hands‐on experiences for remote (or in‐person) learning

Challenging students to independently design and implement experiments is a powerful way to teach the scientific method while engaging with STEM‐related course material. For ecology and organismal biology, such experiences often take the form of field work. The COVID‐19 pandemic presented formidable challenges for instructors of such courses: How can students conduct any experiments, much less ones of their own design, when they might not even have access to campus? Here we describe a student‐led field project exploring invertebrate herbivory in terrestrial plant systems. Designed to flexibly accommodate student groups working either in‐person, remotely, or both, the project would be suitable for invertebrate biology, plant biology, or general ecology courses at the college or high school level. We describe our implementation in two sections of a sophomore‐level course, provide specific advice based on our experiences, make suggestions for future improvements or adaptations, and provide all the written materials that instructors would need to implement this in their own teaching.     

Engaging students through online video homework assignments: A case study in a large‐enrollment ecology and evolution course

Online educational videos have the potential to enhance undergraduate biology learning, for example by showcasing contemporary scientific research and providing content coverage. Here, we describe the integration of nine videos into a large‐enrollment (n = 356) introductory evolution and ecology course via weekly homework assignments. We predicted that videos that feature research stories from contemporary scientists could reinforce topics introduced in lecture and provide students with novel insights into the nature of scientific research. Using qualitative analysis of open‐ended written feedback from the students on each video assigned throughout the term (n = 133–229 responses per video) and on end‐of‐quarter evaluations (n = 243), we identified common categories of student perspectives. All videos received more positive than negative comments and all videos received comments indicating that students found them intellectually and emotionally stimulating, accessible, and relevant to course content. Additionally, all videos also received comments indicating some students found them intellectually unstimulating, though these comments were generally far less numerous than positive comments. Students responded positively to videos that incorporated at least one of the following: documentary‐style filming, very clear links to course content (especially hands‐on activities completed by the students), relevance to recent world events, clarity on difficult topics, and/or charismatic narrators or species. We discuss opportunities and challenges for the use of online educational videos in teaching ecology and evolution, and we provide guidelines instructors can use to integrate them into their courses.     

Post‐Project Appraisals of River Restoration in Advanced University Instruction

Post‐project appraisals (PPAs) are systematic assessments of built restoration projects, which provide feedback on performance of restoration approaches to improve future restoration efforts. Unfortunately, most restoration projects are not subject to systematic assessment because of lack of institutional arrangements to sustain long‐term evaluation and the orientation of most funding agencies towards project implementation rather than “studies.” As semester‐long courses on river restoration increasingly appear in university curricula at the graduate and advanced undergraduate level, independent student research projects for such courses can provide a mechanism for building a database of PPAs (and components thereof) and providing the students with a powerful learning experience. In two UC Berkeley courses, we require independent student projects involving original field research, peer review of first drafts, instructor (and often outside) review of second drafts, and presentation of results to a public symposium. Since 1995, the revised, final papers have been added to the University of California library, where they constitute one of the largest collections of restoration‐related studies currently available for any region: over 300 restoration‐related studies, of which 80 are PPAs or components thereof. Since 2003, the papers have been posted on‐line, with 40,000 full text downloads through 2010. Some term projects have directly influenced river restoration programs, inducing changes in salmon habitat enhancement project design, documenting failure of projects based on inappropriate restoration approaches, and contributing to systematic assessments of step‐pool and compound channel designs in urban areas. Student evaluations cite the term projects as valuable learning experiences.     

Student-generated instructional videos facilitate learning through positive emotions

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an instructional video which could be used for university teaching. In addition to producing the video, the students needed to write a literature review of the topic of the video and a learning journal. At the end of the course the students filled a questionnaire regarding their learning and emotions during the project. Based on the students’ subjective answers, it appeared that producing a video, combined with writing the literature review can be an efficient way of learning. Most students found the project emotionally very positive and regarded it motivating to work on a video which they knew will have use in the future. This research suggests that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions.     

Self‐guided field trips take invertebrate zoology students away from their screens and into the environment for hands‐on learning

There is a great importance for undergraduate biology students to study organisms in their natural context. Safety concerns surrounding the global COVID‐19 pandemic prevented Marine Invertebrate Zoology students at the University of Tampa from participating in traditional faculty‐led field trips during the Fall of 2020. Instead, students were assigned to conduct a diversity‐focused field trip on their own and report their findings. Here we describe considerations and methods for creating a safe and valuable self‐guided field trip assignment for upper‐level invertebrate zoology students. These methods are adaptable for a variety of different habitat types and can be conducted with little to no special equipment or training. Students were successful in completing this assignment and found it highly enriching.     

“Social Jetlag” in Morning-Type College Students Living On Campus: Implications for Physical and Psychological Well-being

Although on-campus residence allows easier access to campus facilities, existing studies showed mixed results regarding the relationship between college residence and students’ well-being indicators, such as sleep behaviors and mood. There was also a lack of studies investigating the role of chronotype in the relationship between on-campus residence and well-being. In particular, the temporal relationships among these factors were unclear. Hence, this longitudinal study aims to fill in these gaps by first reporting the well-being (measured in terms of mood, sleep, and quality of life) among students living on and off campus across two academic semesters. We explored factors predicting students’ dropout in university residences. Although students living on campus differ in their chronotypes, activities in campus residence (if any) are mostly scheduled in the nighttime. We therefore tested if individual differences in chronotype interact with campus residence in affecting well-being. Our final sample consisted of 215 campus residents and 924 off-campus-living students from 10 different universities or colleges in Hong Kong or Macau. Their mean age was 20.2 years (SD?=?2.3); 6.5% of the participants are female. Participants completed self-reported questionnaires online on their sleep duration, sleep quality, chronotype, mood, and physical and psychological quality of life. Across two academic semesters, we assessed if students living on and off campus differed in our well-being measures after we partialed out the effects of demographic information (including age, sex, family income, and parents’ education) and the well-being measures at baseline (T1). The results showed that, campus residents exhibited longer sleep duration, greater sleep efficiency, better sleep quality, and less feeling of stress than off-campus-living students. From one semester to the next, around 10% of campus residents did not continue to live on campus. Logistic regression showed that a morning type was the strongest factor predicting dropout from campus residence. Chronotype significantly moderated the effects of campus residence on participants’ physical and psychological quality of life. Although morning-type off-campus-living students have better well-being than their evening-type peers living off campus, morning-type campus residents had worse well-being than other campus residents and they were more likely to discontinue living on campus after one semester. Our findings bear practical significance to college management that morning-type campus residents are shown to be experiencing deteriorating well-being. The authorities may need to review and revise the room-allocation policy in campus residence in improving the well-being among campus residents.     

Restoration of Freshwater Intertidal Habitat Functions at Spencer Island, Everett, Washington

In November 1994 dikes were breached around Spencer Island, restoring tidal inundation and connections to the Snohomish River estuary, Washington. Approximately 23.7 ha (58.5 ac) of palustrine wetlands previously dominated by Phalaris arundinacea (reed canarygrass) now experience diurnal tides and are in the process of transition to a freshwater tidal system. It was expected that brackish water would accompany the return of tidal influence to the site, but post‐project monitoring has revealed little evidence of salinity. Pre‐ and post‐project monitoring of changes in habitat function included aerial photography, vegetation and fish sampling, and benthic prey studies. To date site changes include (1) die back of pre‐project vegetation, development of tidal mudflat, and emergent wetland habitats, with recruitment of vegetation typical of freshwater tidal wetlands; (2) presence of juvenile coho, chum, and chinook salmon that feed on invertebrate prey typical of the site; (3) presence of three distinct benthic invertebrate assemblages in the project area; and (4) some invasion by Lythrum salicaria (purple loosestrife). The unexpected freshwater conditions, the lack of published information about tidal oligohaline marshes in the Pacific Northwest, the use of the site by endangered salmonid species, and the invasion by an undesired plant species underscore the importance of long‐term monitoring at the site.     

Invertebrate responses to short-term water abstraction in small New Zealand streams

1. Small permanent streams are coming under increasing pressure for water abstraction. Although these abstractions might only be required on a short‐term basis (e.g. summer time irrigation), the highest demand for water often coincides with seasonal low flows. 2. We constructed weirs and diversions that reduced discharge in three small streams (<4 m width) to test the hypotheses that short‐term water abstractions would decrease habitat availability and suitability for invertebrates, resulting in increased invertebrate drift, reduced taxonomic richness and decreased benthic invertebrate densities. 3. We sampled benthic invertebrates, invertebrate drift and periphyton at control (upstream) and impact (downstream) sites on each stream before and during 1 month of discharge reduction. 4. Discharge decreased by an average of 89–98% at impact sites and wetted width decreased by 24–30%. Water depth decreased by 28–64% while velocity decreased by 50–62%. Water conductivity, temperature and dissolved oxygen showed varying responses to flow reduction among the three streams, whereas algal biomass and pH were unaffected in all streams. 5. The densities of invertebrate taxa tended to increase in the impact reaches of these streams, even though invertebrate drift increased at impact sites in the first few days following discharge reduction. There were a higher proportion of mayflies, stoneflies and caddisflies at the impact site on one stream after flow reduction. There were no changes to the number of taxa or species evenness at impact sites. 6. Our results suggest that for these small streams, the response of invertebrates to short‐term discharge reduction was to accumulate in the decreased available area, increasing local invertebrate density.     

In situ experiments on the effects of increased sediment loads on littoral rocky shore communities in Lake Tanganyika, East Africa

1. Two in situ experiments investigated the responses to artificially increased sediment loads of the gastropod and fish communities, and of the whole benthos, of the rocky shores of Lake Tanganyika. Sediments were emptied once onto randomly selected quadrats using SCUBA, with control quadrats receiving no addition of sediment. Quadrats were monitored up to 6 months after sediment addition. 2. While the abundance of Lavigeria grandis (Mollusca; Gastropoda) was reduced greatly by the addition of sediment, low abundance and biomass of the whole gastropod community on sediment‐impacted quadrats 6 months after sediment addition suggests more general impacts of inundation in the longer term. 3. Benthic invertebrate communities inundated by sediment had significantly fewer individuals and numbers of taxa than control communities. No significant community recovery was recorded on sediment‐impacted quadrats within the timescale of the experiment. A short‐term period of high turbidity brought about by the emptying of sediments onto sediment‐impacted quadrats also caused severe decreases in benthic invertebrate abundance on controls 10 days after sediment addition. This suggests that even short‐term pulses of sediment may have significant detrimental effects on littoral communities. 4. Although significant impacts of sediment on fish community dynamics were found, and a significant reduction in the number of benthic algivorous species was recorded immediately after sediment addition, littoral fish communities showed strong resistance overall to the addition of sediments. This apparent resistance, however, may be a consequence of the small scale at which the experiment took place. Littoral fish communities were also shown to be more dynamic than indicated previously.     

Packaging Indigenous Media: An Interview with Ivan Sanjinés and Jesús Tapia

An interview with two key figures in the indigenous video movement in Bolivia conducted at the Taos Talking Pictures Film Festival in New Mexico. In the interview, Ivan Sanjinés and Jesús Tapia describe the development of indigenous video centers and organizations in Bolivia, their work with video makers across Latin American, their goals during their 2002 U.S. video tour, their reactions to their audience's questions, and notions of authorship and collaboration as a process that extends from communities in which videos are made to hemispheric networks of media makers. I introduce the interview by situating indigenous video in Bolivia within the wider and significant historical shift toward indigenous politics in Bolivia in the 1980s and 1990s and draw from the interview new meanings for the term indigenous media that involve the ways video makers assemble and package a multiplex of technologies, resources, social organizations, cultural principles and imagery into a representational form that extends beyond the completed videotape.     

Is Content Really King? An Objective Analysis of the Public's Response to Medical Videos on YouTube

Medical educators and patients are turning to YouTube to teach and learn about medical conditions. These videos are from authors whose credibility cannot be verified & are not peer reviewed. As a result, studies that have analyzed the educational content of YouTube have reported dismal results. These studies have been unable to exclude videos created by questionable sources and for non-educational purposes. We hypothesize that medical education YouTube videos, authored by credible sources, are of high educational value and appropriately suited to educate the public. Credible videos about cardiovascular diseases were identified using the Mayo Clinic''s Center for Social Media Health network. Content in each video was assessed by the presence/absence of 7 factors. Each video was also evaluated for understandability using the Suitability Assessment of Materials (SAM). User engagement measurements were obtained for each video. A total of 607 videos (35 hours) were analyzed. Half of all videos contained 3 educational factors: treatment, screening, or prevention. There was no difference between the number of educational factors present & any user engagement measurement (p NS). SAM scores were higher in videos whose content discussed more educational factors (p<0.0001). However, none of the user engagement measurements correlated with higher SAM scores. Videos with greater educational content are more suitable for patient education but unable to engage users more than lower quality videos. It is unclear if the notion “content is king” applies to medical videos authored by credible organizations for the purposes of patient education on YouTube.     

Strategies against Burnout and Anxiety in Medical Education – Implementation and Evaluation of a New Course on Relaxation Techniques (Relacs) for Medical Students

Burnout and stress-related mental disorders (depression, anxiety) occur in medical students and physicians with a significantly higher prevalence than in the general population. At the same time, the learning of coping mechanisms against stress is still not an integral part of medical education. In this pilot study we developed an elective course for learning relaxation techniques and examined the condition of the students before and after the course. 42 students participated in the semester courses in 2012 and 2013 as well as in a survey at the start and end of each course. The students were instructed in autogenic training (AT) and progressive muscle relaxation according to Jacobsen (PMR) with the goal of independent and regular exercising. At the beginning and the end of the semester/course the students were interviewed using standardized, validated questionnaires on burnout (BOSS-II) and anxiety (STAI-G), depression (BDI), quality of life (SF-12) and sense of coherence (SOC-L9). We compared the results of our students participating in Relacs with results from eight semester medical students (n = 88), assessed with the same questionnaires at similar points of time within their semester. Participating students showed a significant decline in cognitive and emotional burnout stress and in trait anxiety. Furthermore, they showed a reduction in state anxiety and a conspicuous decrease in mean depression. The sense of coherence increased at the same time. A comparative cohort of medical students of 8^th semester students, showed lower values for the specified measurement parameters at the beginning, but showed no progressive changes. Our course introducing AT and PMR led to a significant reduction of burnout and anxiety within the participating group of medical students. Even the course attendance for just one semester resulted in significant improvements in the evaluated parameters in contrast to those students who did not attend the course.     

Rapid evolution of thermal plasticity in mountain lake Daphnia populations

Populations at risk of extinction due to climate change may be rescued by adaptive evolution or plasticity. Selective agents, such as introduced predators, may enhance or constrain plastic or adaptive responses to temperature. We tested responses of Daphnia to temperature by collecting populations from lakes across an elevational gradient in the presence and absence of fish predators (long‐term selection). We subsequently grew these populations at two elevations in field mesocosms over two years (short‐term selection), followed by a common‐garden experiment at two temperatures in the lab to measure life‐history traits. Both long‐term and short‐term selection affected traits, suggesting that genetic variation of plasticity within populations enabled individuals to rapidly evolve plasticity in response to high temperature. We found that short‐term selection by high temperature increased plasticity for growth rate in all populations. Fecundity was higher in populations from fishless lakes and body size showed greater plasticity in populations from warm lakes (long‐term selection). Neither body size nor fecundity were affected by short‐term thermal selection. These results demonstrate that plasticity is an important component of the life‐history response of Daphnia, and that genetic variation within populations enabled rapid evolution of plasticity in response to selection by temperature.     

Of mudsnails,terrapins, and flukes: Use of trematodes as a field‐based project in parasitology research

We present an exercise for counting trematode cysts on mudsnails that can be implemented as a field‐based project in course work by students or by volunteers. The exercise involves the digenetic trematode Pleurogonius malaclemys, which infects diamondback terrapins (Malaclemys terrapin) as its definitive host, and eastern mudsnails (Tritia obsoleta) as its intermediate host. The trematode forms macroscopic metacercarial cysts on the shells and opercula of the mudsnails, and the life cycle is completed when terrapins ingest the intermediate hosts with cysts. Previous research has suggested that quantifying cysts on mudsnails can be a relatively simple method to estimate terrapin population sizes where terrapins co‐occur with mudsnails. Three non‐professional scientist groups (including students and volunteers) were tested in their estimates of prevalence and intensity data compared to verified cyst counts. Prevalence data were relatively accurate (~76–78%) and reliable (68–89%) across the groups. The intensity of cysts (on shells and opercula of mudsnails) were mostly within 12% of the verified counts (total mean intensity of 1.81–2.97 cysts/parasitized mudsnail) but varied significantly in two cases due to false positives (likely due to sand grains or debris scored as cysts) or negatives (likely due to missed cysts behind the operculum). The exercise can be completed as a lab or series of labs in courses, and data from such projects could be used in terrapin conservation efforts, particularly in helping scientists determine where terrapins occur. We discuss modification of the exercise for other trematode species in regions around the world and hope this expands recognition by the public of the important role of parasites in ecosystems.     

Implementing long‐term baselines into primate tool‐use studies

Studies on primate tool‐use often involve the use of baseline conditions, as they allow for the examination of any differences in the subjects' behavior before and after the introduction of a tool‐use task. While these baseline conditions can be powerful for identifying the relative contributions of individual and social learning for the acquisition of tool‐use behaviors in naïve (usually captive) subjects, many have criticized them for being too short, and not allowing enough time for the behavior to develop spontaneously. Furthermore, some wild tool‐use behaviors such as chimpanzee nut‐cracking require animals to manipulate and familiarize themselves with the materials of the behavior within a “sensitive learning period” before it develops later on in life. One solution to this problem is to implement long‐term baselines, in which, with collaboration with zoological institutions, the materials of the behavior are left in the enclosure for an extended period. The keepers would then be asked not to demonstrate or train the animals in the target behavior, but to report back to the researchers if they observe the behavior emerge during this extended period. Alongside keeper reports, video cameras could be installed in the enclosure to minimize the chance of false negatives and to allow for coding and inter‐rater reliability to be carried out on the videos. These long‐term baselines therefore provide extended enrichment opportunities for the animals, alongside allowing the zoological institution to publicize their involvement with the study and guests to observe animals interacting with different testing apparatuses and tools. Finally, long‐term baselines can provide invaluable insight on the individual and social learning abilities of primates as well as the potential development stages and sensitive learning periods required for specific behaviors.     

An Avida-ED digital evolution curriculum for undergraduate biology

We present an inquiry-based curriculum based on the digital evolution platform Avida-ED (http://avida-ed.msu.edu). We designed an instructional sequence and lab book consisting of an introduction to Avida-ED and a set of three lessons focused on specific evolutionary concepts. These served to familiarize students with experimental evolution and Avida-ED. Students then developed independent Avida-ED research projects to test their own questions. Curriculum design and implementation occurred over the course or two semesters, with a pilot implementation in the first semester, followed by curriculum revision and full implementation in the second semester. The curriculum was implemented in an undergraduate Introductory Cell and Molecular Biology course at a major research university. Full implementation of the curriculum in semester two involved the use of Avida-ED mainly in the teaching lab in parallel with a bacterial antibiotic resistance experimental research stream, allowing students to draw connections between Avidian digital evolution and the evolution of antibiotic resistance in microbial populations. After carrying out the introductory exercises, students developed independent Avida-ED projects to test their own research questions, and presented their data to researchers in the NSF-funded BEACON Center for the Study of Evolution in Action. Preliminary results of our studies to assess the impacts of an Avida-ED curriculum indicate a positive effect on student learning of evolutionary concepts, particularly in increasing the level of complexity of student explanations about the random nature of mutation.     

Trade-off between number and length of remote videos for rapid assessments of reef fish assemblages

Remote underwater videos are widely employed to assess the structure and composition of reef fish assemblages but the sampling effort employed on each survey differs considerably, indicating that both the number of assessments and video length could be optimized. We searched for this optimal sampling effort in remote video samples to conduct rapid assessments of community composition and discussed the relation between number of replicates and video length, and how it impacts the method's efficiency to characterize species assemblages. Remote video recordings from tropical reefs in northeastern Brazil were used to investigate how fish species richness and composition builds across time and number of assays. Videos as short as 5 min successfully recorded species richness, requiring about five repetitions to record most species that compose 80% of the total biomass. Recording species composition required even less time in these reefs, setting a minimum of 3 min with the same five videos. By comparing the detected richness per analysed time unit, we found several shorter videos recorded for more species than a few longer videos, indicating that increasing the sampling coverage in the reef area might be better than just extending the video length for rapid assessments.     

Courtship Feeding in Humans?

Food sharing may be used for mate attraction, sexual access, or mate retention in humans, as in many other species. Adult humans tend to perceive more intimacy in a couple if feeding is observed, but the increased perceived intimacy may be due to resource provisioning rather than feeding per se. To address this issue, 210 university students (66 male) watched five short videos, each showing a different mixed-sex pair of adults dining together and including feeding or simple provisioning or no food sharing. A survey concerning attraction and intimacy in the dyad was completed after each video. Both provisioning and feeding produced higher ratings of “Involvement,” with feeding producing the highest ratings. Similarly, the perceived attraction of each actor to the other was lowest when no food sharing was shown and highest when feeding was displayed. These findings are consistent with a view of feeding as a courtship display in humans.     

The Significance of Meander Restoration for the Hydrogeomorphology and Recovery of Wetland Organisms in the Kushiro River,a Lowland River in Japan

The meanders and floodplains of the Kushiro River were restored in March 2011. A 1.6‐km stretch of the straightened main channel was remeandered by reconnecting the cutoff former channel and backfilling the straightened reach, and a 2.4‐km meander channel was restored. Additionally, flood levees were removed to promote river–floodplain interactions. There were four objectives of this restoration project: to restore the in‐stream habitat for native fish and invertebrates; to restore floodplain vegetation by increasing flooding frequency and raising the groundwater table; to reduce sediment and nutrient loads in the core wetland areas; to restore a river–floodplain landscape typical to naturally meandering rivers. In this project, not only the natural landscape of a meandering river but also its function was successfully restored. The monitoring results indicated that these goals were likely achieved in the short term after the restoration. The abundance and species richness of fish and invertebrate species increased, most likely because the lentic species that formerly inhabited the cutoff channel remained in the backwater and deep pools created in the restored reach. In addition, lotic species immigrated from neighboring reaches. The removal of flood levees and backfilling of the formerly straightened reach were very effective in increasing the frequency of flooding over the floodplains and raising the water table. The wetland vegetation recovered rapidly 1 year after the completion of the meander restoration. Sediment‐laden floodwater spread over the floodplain, and approximately 80–90% of the fine sediment carried by the water was filtered out by the wetland vegetation.