The field of epigenetics is progressing rapidly and becoming indispensable to the study of fundamental gene regulation. Recent advances are redefining our understanding of core components that regulate gene expression during development and in human diseases. Scientific knowledge on the importance of epigenetic regulation is now well known and accepted, and it is not surprising to see epigenetics being introduced into many biology curricula at the high school and college levels. Yet the core concepts of epigenetic regulation are differently perceived by the academic communities. Therefore, it is critical that fundamental concepts of epigenetic regulation are taught to the next generation in a simple yet precise manner to avoid any misconceptions. To that end, this article starts by distilling the extensive scientific literature on epigenetic control of gene regulation into a simple primer on the core fundamental concepts. Next and more importantly, it provides suggestions for student-friendly classroom practices and activities that are centered on these core concepts to ensure that students both recognize and retain knowledge on the importance of epigenetic control in eukaryotic gene regulation.

This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K–12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the Next Generation Science Standards, and for understanding the cultural, social, and political values inherent in the nature of science.

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

Estimating population size is essential for many applications in population ecology, so capture–recapture techniques to do this are often taught in secondary school classrooms and introductory university units. However, few classroom simulations of capture–recapture consider the sensitivity of results to sampling intensity, the important concept that the population size calculated is an estimate with error attached, or the consequences of violating assumptions underpinning particular capture–recapture models. We describe a simple approach to teaching the Lincoln index method of capture–recapture using packs of playing cards. Students can trial different sampling intensities, calculate 95% confidence intervals for population estimates, and explore the consequences of violating specific assumptions.

Current trends in education include offering students authentic experiences that generate broad interest, develop their cognitive flexibility, and prepare them to be scientifically literate members of society. We present a three-part guided-inquiry lab that gives students practice applying the scientific method to control fruit fly outbreaks and reinforces concepts related to behavioral and sensory biology. This activity was designed and tested at a four-year university but can be modified for high school courses. Students are “employed” by the fictional Fruit Fly Trap Company to design a device to maximize capture of female fruit flies using environmentally friendly lures. During this lab, students collaborate to conduct literature searches, ask research questions, develop hypotheses, design experiments, collect and analyze data, and present findings in a short oral presentation. In our implementation of this module in a biology class for nonmajors in fall 2017, over 50% of students reported that the literature research, scent experiments, trap construction, trap testing, and PowerPoint presentation were extremely effective in teaching science process and biological problem-solving skills. Over 70% of our students rated the practical, hands-on elements of the activity as enjoyable. Overall, students generally enjoyed the lab and reported positive impacts on their learning.

Students often struggle with the concept of protein synthesis, which incorporates two main processes: transcription and translation. This article describes an activity in which students use craft supplies to physically model the process of translation. The teacher creates the modeling kits, and then students use a worksheet to prepare the kit for a specific amino acid sequence. They practice the process of translation, including the start, tRNAs movement through the ribosome, the amino acid chain building, and the stop. This article describes how to create the model kits and implement the activity in the classroom. We have performed this hands-on activity in college classrooms as large as 170 students. Students appreciate the hands-on approach and find the activity extremely useful in understanding translation. While students model translation, the teaching team identifies and helps students overcome any misconceptions and gaps in their knowledge.

This article describes an easily made physical lung model for teaching about lung ventilation. It has rectified some major shortcomings of the bell-jar balloon model by having a fluid-filled “pleural cavity,” a dome-shaped “diaphragm,” and an inflated “lung” at rest. The model can be used to tackle some misconceptions about ventilation as well as to learn some difficult concepts such as the negative pleural pressure and pneumothorax.

Traditional assessments in college biology classrooms, such as exams and lab reports, often have limited utility in promoting long-lasting understanding of course material and do not always engage students from all backgrounds. The inclusion of creative scientific writing assignments, especially those that require application of sophisticated course material, is an underutilized strategy in higher education. Here, we describe our use of student-generated poetry in two midlevel undergraduate biology classes. We have found that by encouraging students to write poems in response to carefully crafted prompts and having them assess the scientific accuracy of the poems, we can encourage them to identify misconceptions prior to exams, potentially resulting in deeper and longer-lasting understanding of course material. Furthermore, the inclusion of poetry empowers students who might not otherwise participate in class to contribute, resulting in a more inclusive classroom climate.

Many biology courses include a dissection lab. Whether students are dissecting a frog or a cadaver, it is important for them to be comfortable with their surroundings and the dissections. However, many students are uneasy around dissections, which could lead to several issues within a lab. To combat this, we feel it is important that faculty are aware of the various ways of preparing themselves and students to prevent fainting and other dangerous issues in lab. How one prepares for lab can have a huge impact on the students' lab experience. This article presents 10 tips and tricks we have employed to aid students in having a positive cadaver dissection experience, including informing students of the dissection and what will be covered in lab, requiring proper attire, recommending that students eat before lab to prevent nausea, and several other ideas.