In the last ten years Araipama gigas, commonly known as pirarucu, expanded its distribution upstream into the Madeira River rapids where it is not a native species. The invasion was favored by escapes from Peruvian fish farms upstream in the Madeira River Basin, where they have been raising pirarucu since the 1970s. Although the Madeira River rapids had formerly represented a geographical barrier to this invasion by limiting floodplain habitats, the construction of the Santo Antônio and Jirau dams in 2011 flooded the two most important falls, replacing the rapids stretch with a lentic or semi-lentic habitat favoring the invasion of A. gigas. Since construction of the dams, fisheries reports have been marked by the decrease of traditional commercial species, coupled with the presence of invasive populations of A. gigas. This example highlights a major emergent threat to artisanal fishing in the Amazonian freshwater system: government policies favoring dam construction and the consequent spread of native fish species used in aquaculture to new regions upstream of waterfalls where they are not native.

Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.