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A host of simple teaching strategies—referred to as “equitable teaching strategies” and rooted in research on learning—can support biology instructors in striving for classroom equity and in teaching all their students, not just those who are already engaged, already participating, and perhaps already know the biology being taught.

While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.

The authors present evidence that seemingly unrelated biological misconceptions may share common conceptual origins arising from underlying systems of intuitive biological reasoning, or “cognitive construals.” The findings presented raise the intriguing possibility that university-level biology education may reify construal-based thinking and related misconceptions.