The Genera and Species of Comatulidae (Comatulida: Crinoidea): Taxonomic Revisions and a Molecular and Morphological Guide

We provide a guide for identification of Comatulidae, a family of crinoid echinoderms, incorporating morphological and molecular evidence. A non-dichotomous key for all genera is included, as well as photographs of species most likely to be encountered in the tropical western Pacific Ocean. Based on sequencing of cytochrome oxidase subunit I (COI), and other genes when necessary, we identified four cases where taxonomic revision was needed. We synonymized Comaster nobilis under Comaster schlegelii, and Clarkcomanthus exilis under Clarkcomanthus comanthipinnus, and re-described Clarkcomanthus albinotus. We also showed the variation of COI sequences within and among species, which varies from lineage to lineage. In some cases, specimens with obvious morphological disparity possessed very little intraspecific molecular diversity (\u3c1%). In others, specimens with nearly identical external appearances exhibited quite divergent COI sequences (up to 6%). These results, combined with the non-dichotomous key herein, offer guidelines for identification and discussion of existing and new species of Comatulidae

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

A new assessment tool, Ecology and Evolution–Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate’s-, bachelor’s-, master’s-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications

Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates

We describe the development of a new, freely available, online, programmatic-level assessment tool, Measuring Achievement and Progress in Science in Physiology, or Phys-MAPS ( http://cperl.lassp.cornell.edu/bio-maps ). Aligned with the conceptual frameworks of Core Principles of Physiology, and Vision and Change Core Concepts, Phys-MAPS can be used to evaluate student learning of core physiology concepts at multiple time points in an undergraduate physiology program, providing a valuable longitudinal tool to gain insight into student thinking and aid in the data-driven reform of physiology curricula. Phys-MAPS questions have a modified multiple true/false design and were developed using an iterative process, including student interviews and physiology expert review to verify scientific accuracy, appropriateness for physiology majors, and clarity. The final version of Phys-MAPS was tested with 2,600 students across 13 universities, has evidence of reliability, and has no significant statement biases. Over 90% of the physiology experts surveyed agreed that each Phys-MAPS statement was scientifically accurate and relevant to a physiology major. When testing each statement for bias, differential item functioning analysis demonstrated only a small effect size (&lt;0.008) of any tested demographic variable. Regarding student performance, Phys-MAPS can also distinguish between lower and upper division students, both across different institutions (average overall scores increase with each level of class standing; two-way ANOVA, P &lt; 0.001) and within each of three sample institutions (each ANOVA, P &le; 0.001). Furthermore, at the level of individual concepts, only evolution and homeostasis do not demonstrate the typical increase across class standing, suggesting these concepts likely present consistent conceptual challenges for physiology students.</p

Resources for Teaching and Assessing the Vision and Change Biology Core Concepts

The Vision and Change report called for the biology community to mobilize around teaching the core concepts of biology. This essay describes a collection of resources developed by several different groups that can be used to respond to the report’s call to transform undergraduate education at both the individual course and departmental levels. First, we present two frameworks that help articulate the Vision and Change core concepts, the BioCore Guide and the Conceptual Elements (CE) Framework, which can be used in mapping the core concepts onto existing curricula and designing new curricula that teach the biology core concepts. Second, we describe how the BioCore Guide and the CE Framework can be used alongside the Partnership for Undergraduate Life Sciences Education curricular rubric as a way for departments to self-assess their teaching of the core concepts. Finally, we highlight three sets of instruments that can be used to directly assess student learning of the core concepts: the Biology Card Sorting Task, the Biology Core Concept Instruments, and the Biology—Measuring Achievement and Progression in Science instruments. Approaches to using these resources independently and synergistically are discussed

GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs

The Vision and Change report provides a nationally agreed upon framework of core concepts that undergraduate biology students should master by graduation. While identifying these concepts was an important first step, departments also need ways to measure the extent to which students understand these concepts. Here, we present the General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) assessment as a tool to measure student understanding of the core concepts at key time points in a biology degree program. Data from more than 5000 students at 20 institutions reveal that this instrument distinguishes students at different stages of the curriculum, with an upward trend of increased performance at later time points. Despite this trend, we identify several concepts that advanced students find challenging. Linear mixed-effects models reveal that gender, race/ethnicity, English-language status, and first-generation status predict overall performance and that different institutions show distinct performance profiles across time points. GenBio-MAPS represents the first programmatic assessment for general biology programs that spans the breadth of biology and aligns with the Vision and Change core concepts. This instrument provides a needed tool to help departments monitor student learning and guide curricular transformation centered on the teaching of core concepts.</p

Phylogenetic studies of two marine symbioses involving annelids /

Two organismal systems were studied for this thesis. In the first, Mesorhizobium, a genus of bacteria best known for nitrogen-fixing symbiosis with terrestrial legumes, were identified covering the cuticle of Meganerilla bactericola, an annelid living in the anoxic Santa Barbara Basin. This was shown via phylogenetic analyses of several genes and fluorescence in situ hybridization (FISH). The presence of Mesorhizobium suggests a potential role for nitrogen-fixation in this symbiosis. The second, and main, component explored crinoid echinoderms and their myzostome annelid associates. Nearly all myzostomids live on or inside echinoderms, chiefly crinoids, and may steal incoming food from the host's food grooves or consume the host's tissue directly. A molecular phylogeny for Comatulidae - the most abundant and diverse family of crinoids on modern tropical reefs - was inferred using seven genes from 56 terminals (= species). The systematics of Comatulidae was revised accordingly and morphological characters were also coded and traced onto the molecular phylogeny. Most were homoplastic, and apomorphies were lacking for subfamilies, tribes, and most genera. However, combinations of features generally allowed for diagnoses for genera and species. A non-dichotomous key and photographic guide were developed to assist in field identifications, and DNA sequences on Genbank allow identification of specimens to the species level. Myzostomida phylogeny was inferred via molecular data from 75 taxa. Parasitic forms arguably arose two or three times, once in crinoids and once each for asteroids and ophiuroids. New and undescribed species almost outnumbered known myzostomid taxa in this dissertation, and a ̀turbo- taxonomic' approach was developed and applied to describe 21 new species of myzostomids. To compare relationships of myzostomids with their hosts, a phylogeny was inferred for 56 hosts and a tanglegram constructed with 90 associations. Host specificity was high and phylogenetic conservatism was also found, with clades of myzostomids interacting only with particular clades of echinoderms. This finding suggests that myzostomids (which have a free- living planktonic stage) are limited to one or a few closely related hosts, despite most crinoids co-occurring on the same reefs, many within physical contact of each othe

Odonata of Alberta: Visual Guide to Common Terrestrial Families (Adults)

A visual guide to common Odonata families found in Alberta created for undergraduate students and those new to insect identification. Visual images and descriptions are provided for key features and terminology needed to identify common adult dragonflies and damselflies to family. We welcome recommendations for additions and updates from the entomological community

Insects of Alberta - Visual Guide to Terrestrial Orders Adults

A visual guide to insect orders found in Alberta created for undergraduate students and those new to insect identification. Visual images and descriptions are provided for key features and terminology needed to identify insects to order. We welcome recommendations for additions and updates from the entomological community

University of Calgary Storm Pond Freshwater Invertebrate Key

This identification key is based on morphological differences between the 25 different freshwater invertebrates that can be found in storm ponds at the University of Calgary, Calgary, Alberta, Canada. The key’s was created to allow students and curious members of the public to easily identify invertebrates known to occur in University of Calgary ponds. This guide also contains links to helpful online keys that may aid you identification of freshwater invertebrates not included in this key