Pedagogical readiness in a community college is all about keeping students engaged and committed to completion. As an open-access institution, our student population is incredibly diverse in terms of age, socioeconomic status, college-readiness, and the school/life/work balance. In a “normal” academic environment, we are regularly challenged to meet each student’s needs. The shift to remote learning during the COVID-19 quarantine only exacerbated those challenges, particularly (1) the wide disparity in students’ access to technology and/or Internet; and (2) adequate learning conditions for the large segment of our student population with significant child/family care responsibilities and/or full-time employment. As a result of the data collected via faculty survey, we took immediate short-term steps for the 2020–21 academic year and began reflecting on the long-term role that faculty, institutions, and professional organizations play in mitigating or at least managing future disruptions to the delivery of services at Harford Community College.

Abstract We report genetic and morphological evidence for the presence of Redeye Bass Micropterus coosae, in the Verde River of Arizona, previously thought to be Smallmouth Bass Micropterus dolomieu. We performed meristic measurements on 15 individuals sampled from the Upper Verde River Wildlife Area, Yavapai County, Arizona. Meristic data for lateral line scales, scales above lateral line, and scales below lateral line were all consistent with Redeye Bass and not Smallmouth Bass. We analyzed mitochondrial and nuclear genetic data to determine whether one of the black bass (Genus Micropterus) species historically introduced to the Verde River was Redeye Bass and whether they persist in the system. We extracted DNA from fin clips of five individuals for phylogenetic analysis of the nicotinamide adenine dinucleotide + hydrogen (NADH) dehydrogenase subunit 2 (ND2) mitochondrial gene and for analysis of nuclear DNA using a diagnostic Single Nucleotide Polymorphism (SNP) panel. Results of the ND2 genetic sequencing and phylogenetic analysis indicated that these fish likely originated from native Redeye Bass stock from the Coosa River system of Alabama, Georgia, and Tennessee. Similarly, nuclear SNP data from the five individuals collected from the Verde River aligned with Redeye Bass reference genotypes based on STRUCTURE analysis. These results support the hypothesis that at least one of the introductions of black bass in Arizona's Verde River founded a previously unrecognized population of Redeye Bass. Further work is needed to determine the extent of the Redeye Bass presence in Arizona, whether Smallmouth Bass are also present in the Verde River system, and if hybridization of Redeye Bass and other black basses is occurring.

AbstractIn this chapter, the author examines the extent to which community colleges invite students to share their sexual orientation and gender identity (SOGI) data, and the barriers to collecting such data. The author also underscores the important role that higher education professionals, particularly those in institutional research, can play in advocating for sexual minority students.

Prenatal exposure to alcohol causes a pattern of brain-based deficits and is associated with behavioral challenges (Wozniak et al., 2019). Understanding the neurocognitive behaviors common among individuals with fetal alcohol spectrum disorders (FASD) can increase teachers’ effectiveness (Tremblay et al., 2017). Environmental changes, such as modifying the classroom, providing high levels of structure, and increasing adult supervision, have been shown to improve the behavior of individuals with FASD (Bohjanen et al., 2009). There is also emerging evidence that explicit instruction in metacognitive strategies is effective with this population (Makela et al., 2019. Students with FASD can benefit from being explicitly taught to stop and think before acting and to use rehearsal, memory aids, and positive self-talk.

An adult faces many challenges; however, one experience that is often taken for granted by neurotypical individuals is building intimate relationships. The purpose of this article is to discuss the barriers for healthy intimate relationships for an individual with autism, strategies to overcome these barriers, recommendations for future practice and research, and resources to improve knowledge of this important yet overlooked topic. Data collection was done using research journals and databases such as EBSCO, SAGE Knowledge, MEDLINE, and CINAHL. The reviewed articles were published from 2015 to the present time. During the search process, the following key phrases were used: autism spectrum disorder, intimate relationships, sexuality education, and social skills. In total, 1,400 articles were found with an additional 52 sources found through other sources, of which 31 met inclusion criteria and were subsequently reviewed. Although those with autism have many strengths and talents, deficits in communication and social interaction can affect the formation of healthy adult relationships, including friendships and romantic relationships. In addition to social challenges, a lack of education regarding safe and healthy relationships can put an individual with autism at risk. It is imperative that that individuals with autism, their families, and health care professionals are educated about the barriers and able to access educational resources and specialized curricula on this topic.

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.

Venomous snake species across the globe have been historically categorized as aggressive and dangerous, leading to widespread persecution and killings. Despite the conservation importance of educating the public about the docile nature of these species, few studies have attempted to quantify the response of viperid species to human interactions. Here we report the responses of free-ranging copperheads to a potential human encounter using a set of hierarchical behavioral trials. Out of a total of 69 snakes, only two individuals feigned striking and only two attempted to bite (3% of all individuals). Our results support the findings of previous studies documenting the docile nature of other viperid species and can hopefully be used to change the public perception of venomous snakes. Convincing the public and policy makers that viperid species are docile is critical to long-term conservation of these species in the U.S. and around the globe.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a national organization that supports department‐level efforts to transform life sciences programs to align with the recommendations of Vision and Change (V&C). With support from the NSF, a team of PULSE fellows from the Pacific Northwest region created a program consisting of (1) a three‐day, team‐based workshop on how to apply systems‐thinking approaches to organizational change and (2) a mentored execution of a department‐level transformation plan. Over the past five years, faculty teams have participated from over 40% (63/148) of institutions in the NW region, including 27 community colleges, 15 liberal arts, and 11 masters granting, 9 doctoral granting and one professional‐degree granting institutions.Reported here are the short and long term outcomes of the first 45 institutional teams from years 1–3 of the project. A mixed‐methods approach was applied to (a) understand the ways in which NW PULSE supported departmental transformation, (b) identify strategies used by department and the relative efficacy of those strategies, and (c) determine emergent practices to inform departmental transformation efforts nationwide. Pre‐ and post‐surveys were administered prior to and immediately following the workshop and 6–7 months later. Long‐term effects of program participation were measured by a longitudinal survey. Fifty‐seven percent of the 138 individual participants responded to the survey, representing 87% (39 of 45) of institutions. An outlier sampling approach was subsequently used to interview faculty and administrators at 12 institutions to identify factors that contribute to departmental/institutional transformation.Results from the evaluation provide insight into potential “better practices” for supporting biology education reform. First, our data support the recommendation for systematic and inclusive engagement of faculty, especially faculty that represent the composition of the department and those that have decision‐making power or influence in the department. Further, while a critical mass of faculty is needed for transformation, our data suggest that effective transformation need not involve all department faculty members. Second, our data underscore the importance of providing a range of resources and support. Not surprisingly, there is no “one‐size‐fits‐all” approach because each institution has its own unique context. Finally, our data demonstrate the efficacy of applying systems thinking to department transformation efforts. These data are consistent with prior literature encouraging multiple levers across levels within the organization to catalyze change.