This paper presents the development and evaluation of a novel course-based undergraduate research experience (CURE) for use in introductory biology contexts. Results indicate statistically significant gains in CURE students’ content knowledge, attitudes, and motivation in the discipline relative to a matched comparison group.

Advancement of the scientific enterprise relies on individuals conducting research in an ethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), has been shown to increase cognitive and noncognitive student outcomes. Because of these important benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in the research process, we know of few efforts to incorporate E/RCR education into CUREs. The Ethics Network for Course-based Opportunities in Undergraduate Research (ENCOUR) was created to address this concern and promote the integration of E/RCR within CUREs in the biological sciences and related disciplines. During the inaugural ENCOUR meeting, a four-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives; 2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining key aspects of professional development for CURE facilitators. Meeting outcomes, including the aforementioned E/RCR guidelines, are described herein.

This systematic literature review of CUREs published within the years 2000 through 2020 assesses each CURE curriculum for inclusion of the five primary components of CUREs as well as four specific science practices key to scientific reasoning. CUREs are compared according to their STEM discipline, subdiscipline in biology, and course level.

This study examines morphological and biochemical changes that occur as glochidia larvae of the freshwater mussel Utterbackia imbecillis (Say, 1829) metamorphose into juveniles. Metamorphosis encompasses two distinct stages. The first occurs during the first 3-4 days, and involves degeneration of the single larval adductor muscle and formation of the characteristic mushroom body by the larval mantle cells. These morphological changes are accompanied by an increase in DNA, RNA, and protein synthesis. The second stage occurs during the final 4 days of the metamorphic period and involves formation of the major anatomical structures and organ systems of the juveniles. This stage also is accompanied by an increase in DNA, RNA, and protein synthesis. The de novo development of the juvenile adductor muscles is described, and sites of DNA, RNA, and protein synthesis are identified.

Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cavity of freshwater mussels. Although mites of this genus are often referred to as parasitic, little is known about their nutritional biology. A few species reportedly pierce the gill of a host mussel and ingest tissue or hemolymph. The present study was undertaken to identify possible sources of nutrition for U. formosa. To determine if mites ingested particulate matter in the mucous strand produced by a mussel during feeding, mussels with resident mites were exposed to a suspension of fluorescent microspheres. There was no evidence that U. formosa ingested the beads. Histochemical staining did, however, indicate a mucous material present in the midgut of the mites. Sodium dodecyl sulfate-polyacrylamide gel electrophoretic assays revealed a high molecular weight component, consistent with a mucopolysaccharide, present both in the mussel gill and the mites. Results from western blots and an immunoaffinity binding assay with antibodies against mussel gill tissue and hemolymph also indicated that mites ingested host tissue. Whereas U. formosa probably does not ingest particulate material acquired by its host's suspension feeding, it is apparent that this mite utilizes host mucus, gill tissue, or hemolymph for at least part of its nutrition.