Place-based climate change: lowering students' psychological distance through a classroom activity

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

Host Genetic Variation Has a Profound Impact on Immune Responses Mediating Control of Viral Load in Chronic Gammaherpesvirus Infection

Chronic infection with the gammaherpesvirus EBV is a risk factor for several autoimmune diseases, and poor control of EBV viral load and enhanced anti-EBV responses elevate this risk further. However, the role of host genetic variation in the regulation of immune responses to chronic gammaherpesvirus infection and control of viral replication remains unclear. To address this question, we infected C57BL/6J (B6) and genetically divergent wild-derived inbred PWD/PhJ (PWD) mice with murine gammaherpesvirus-68 (MHV-68), a gammaherpesvirus similar to EBV, and determined the effect of latent gammaherpesvirus infection on the CD4 T cell transcriptome. Chronic MHV-68 infection of B6 mice resulted in a dramatic upregulation of genes characteristic of a cytotoxic Th cell phenotype, including Gzmb, Cx3cr1, Klrg1, and Nkg7, a response that was highly muted in PWD mice. Flow cytometric analyses revealed an expansion of CX3CR1+KLRG1+ cytotoxic Th cell-like cells in B6 but not PWD mice. Analysis of MHV-68 replication demonstrated that in spite of muted adaptive responses, PWD mice had superior control of viral load in lymphoid tissue, despite an absence of a defect in MHV-68 in vitro replication in PWD macrophages. Depletion of NK cells in PWD mice, but not B6 mice, resulted in elevated viral load, suggesting genotype-dependent NK cell involvement in MHV-68 control. Taken together, our findings demonstrate that host genetic variation can regulate control of gammaherpesvirus replication through disparate immunological mechanisms, resulting in divergent long-term immunological sequelae during chronic infection.

Genetic analysis of CNS autoimmunity using the diversity of the Collaborative Cross reveals unique phenotypes and mechanisms

Multiple Sclerosis (MS) is a complex disease with remarkable heterogeneity in disease course and progression, the genetic basis of which remains obscure. Here we leveraged the Collaborative Cross (CC) - a highly genetically diverse mouse strain panel - and myelin oligodendrocyte glycoprotein peptide 35–55 (MOG35–55) induced experimental autoimmune encephalomyelitis (EAE), to model genetics of MS disease course. 33 CC strains were selected based on compatible MHC haplotypes (H2b and H2g7), which captured a wide spectrum of distinct EAE phenotypes, compared with typical chronic EAE in C57BL/6 mice. CC028 mice exhibited severe and rapidly progressing disease. In contrast, several strains, including CC011 and CC040, were highly resistant to EAE. Sex differences in EAE course were observed in 4 strains, including CC042. Remitting-relapsing EAE was observed in 4 strains, including CC002. In addition to classical EAE clinical signs (ascending paralysis), we identified two strains, CC004 and CC083 that exhibited high incidence of axial rotary (AR)-EAE, including profound ataxia, head tilt, and axial rotation. Preliminary quantitative trait locus (QTL) analysis revealed a distinct linkage pattern in each sex for classical EAE severity, with several emerging peaks on chromosome (Chr) 2, 8, 12, 18, and X in females, Chr10 in males, and Chr4 in both sexes. QTL analysis of AR-EAE severity revealed a narrow interval on Chr18 (39.2–41.0Mb) passing suggestive linkage significance at the 90% confidence threshold. Experiments are ongoing to determine the immunopathologic basis of distinct genetically controlled EAE phenotypes in CC strains of interest.

Supported by grants from NIH (R21 AI145306-01) and the National MS Society (RG-1901-33309)

Modeling chronic gammaherpesvirus infection as a risk factor for MS reveals a profound impact of host genotype on control of viral load and T helper reprogramming

Multiple Sclerosis (MS) is an autoimmune disease of the central nervous system (CNS) that impacts approximately 2 million people worldwide. The etiology of the disease is multifactorial, consisting of multiple environmental and genetic risk factors. A major risk factor is chronic infection with the gammaherpesvirus, Epstein Barr Virus (EBV). The mechanisms by which EBV increases MS risk, including the role of host genetics, are still unclear. To examine the role of host genetics on gammaherpesvirus infection outcomes, we infected male and female C57BL/6 (B6) and wild-derived PWD/PhJ (PWD) mice with MHV-68, a gammaherpesvirus homologous to EBV. Given the central role of CD4 T cells in MS, we first determined the effect of latent gammaherpesvirus infection on the CD4 T cell transcriptome. CD4 T helper cells were isolated from chronically infected mice followed by transcriptional profiling. Chronic MHV-68 infection resulted in a dramatic upregulation of genes characteristic of so-called cytotoxic T helper cell (ThCTL) phenotypes, including Gzmb, Cx3cr1, Klrg1, Prdm1, and Tbx21, which was most pronounced in B6 females, and highly muted in PWD mice of either sex. Flow cytometric analyses confirmed the genotype-specific expansion of ThCTL-like cells, beginning within 9 days of infection and continued into latency. Analysis of MHV-68 replication kinetics demonstrated that PWD mice had remarkably superior control of viral load early and late in infection. Because poor control of EBV viral load and enhanced anti-EBV responses are associated with greater MS risk, taken together, our findings suggest that the increased risk of MS due to EBV infection might be due to genetically determined poor control of viral load and augmented ThCTL responses.

Supported by a grant from the NIH (R21 NS095007)

Design, Discover, and Decipher: Student-Developed Escape Rooms in the Virtual Ecology Classroom

There has always been a need for engaging assessments in online learning environments, though the COVID-19 pandemic further emphasized this need. Instructors across science, technology, engineering, and mathematics (STEM) disciplines have begun to implement escape room activities as effective and engaging learning tools in their classrooms. For our virtual introductory ecology course in spring 2021, we developed a student-designed escape room assessment which aligned with several course goals and covered a broad range of ecology concepts. The learning objectives of this assignment asked students to (i) create a themed "room" filled with ecology-based riddles and puzzles that represented a novel virtual escape room for their peers based on an important ecological topic, (ii) summarize and synthesize primary literature into clues and locks to educate their peers about an ecological topic, and (iii) use critical thinking and discussion of ecological topics with peers to solve their peers' escape rooms. We found that while students generated distinct escape room activities and focused on various ecological topics, student scores on this assessment, as well as student feedback, indicated that the escape rooms were conducive to learning, novel, and accessible in the virtual learning environment. We suggest that student-designed escape room assessments are an effective way for students to learn course material in a fun, engaging, and creative manner, and our spring 2021 implementation suggests that this activity may be an effective assessment for online settings.

From Bored Games to Board Games: Student-Driven Game Design in the Virtual Classroom

Classroom assessments needed to be rapidly modified at the start of the COVID-19 pandemic, as instruction transitioned from an in-person to virtual format. Yet, a significant obstacle among instructors during this time was developing online assessments that were useful, engaging, and accessible for students. We implemented a game design project in our introductory ecology course in spring 2020, in which students were required to develop a novel game based on ecology topics discussed in class. The learning objectives of this assignment asked students to (i) design a game for their peers based on an important ecological topic or concept from a specific unit or lesson in a creative manner; (ii) encourage critical thinking and discussion of ecological topics and concepts in the game; and (iii) judge their peers on the quality and enjoyment of their games. We found that while students developed various game formats and focused on different unit learning objectives, including nutrient cycling, climate change, and community dynamics, instructor and peer review indicated that the games created for this assignment were both conducive to learning and highly accessible. We suggest that a student-developed instructional games project is an effective way to engage students in an assessment that is enjoyable, collaborative, and requires creative application of the course content, in many possible biology courses and in-person and online learning environments.

Instructional Communities of Practice during COVID-19: Social Networks and Their Implications for Resilience

In response to the COVID-19 pandemic, most spring 2020 university courses were abruptly transitioned mid-semester to remote learning. The current study was an exploratory investigation into the interactions among individuals within a single biology department during this transition. Our goal was to describe the patterns of interactions among members of this community, including with whom they gave advice on instruction, shared materials, co-constructed materials, and shared emotions, during the rapid online transition. We explored how instructional teams (i.e., the instructor of record and graduate teaching assistants, or GTAs, assigned to a single course) organized themselves, and what interactions exist outside of these instructional teams. Using social network analysis, we found that the flow of resources and support among instructional staff within this department suggest a collaborative and resilient community of practice. Most interactions took place between instructional staff teaching in the same course. While faculty members tended to have more connections than GTAs, GTAs remained highly interactive in this community. We consider how the observed networks might reflect a mobilization of social resources that are important for individual and departmental resilience in a time of crisis. Actively promoting supportive networks and network structures may be important as higher education continues to cope and adapt to the changing landscape brought on by COVID-19.

Thanks for inviting me to the party: Virtual poster sessions as a way to connect in a time of disconnection

COVID-19 presented the world with trauma and isolation, but many people, including educators, have offered bright spots of creativity and engagement. As we confronted these issues in our own ecology classroom, we sought solutions to carry-forward the learning objectives we set for our students in January 2020, yet encourage interaction with the sensitivity that a pandemic requires. In the rapid transition to online course delivery, we opted to retain the original end-of-semester poster project in our introductory ecology course. However, we experimented with a new virtual platform where students could disseminate their work and communicate with the community. In this paper, we discuss the Mozilla Hubs virtual reality platform that we used for our event. We also collected qualitative data to share the benefits and challenges of this experience felt by the students, the instructors, and external observers.

Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants

Graduate teaching assistants (GTAs) are often the primary instructors for undergraduate biology laboratories and serve as research mentors in course-based undergraduate research experiences (CUREs). While several studies have explored undergraduate perceptions of CUREs, no previous study has qualitatively described GTAs' perceptions about teaching CUREs, despite the essential instructional role GTAs play. The purpose of this phenomenological study was to describe and ascribe meaning to the perceptions that GTAs have regarding benefits and challenges with instructional experiences in introductory biology CUREs. We conducted semistructured interviews with 11 GTAs instructing an introductory biology CURE at a 4-year public university. We found that, while GTAs perceived professional benefits such as experience in research mentoring and postsecondary teaching, they also described challenges, including the time required to instruct a CURE, motivating students to take ownership, and a lack of expertise in mentoring undergraduates about a copepod-based CURE. Feelings of inadequacy in serving as a research mentor and high levels of critical thinking were also cited as perceived issues. We recommend that the greater responsibility and increased time commitment perceived by GTAs in the current study warrants reconsideration by lab coordinators and administrators as to what content and practices should be included in pedagogical training specifically designed for CURE GTAs and how departmental and institutional policies may need to be adapted to better implement CUREs.

Comparing student, instructor, and expert perceptions of learner-centeredness in post-secondary biology classrooms

Learner-centered classrooms encourage critical thinking and communication among students and between students and their instructor, and engage students as active learners rather than passive participants. However, students, faculty, and experts often have distinct definitions of learner-centeredness, and the paucity of research comparing perspectives of these different groups must be resolved. In the current study, our central research question was how do student, faculty, and expert observer perceptions of learner-centeredness within biology classrooms compare to one another? We sampled 1114 students from fifteen sections of a general biology course for non-majors, and complete responses from 490 students were analyzed. Five valid and reliable tools (two faculty; two student; and one expert observer) evaluated the learner-centeredness of each participating section. Perceptions of learner-centered instructors often aligned with those of expert observers, while student perceptions tended not to align with either group. Interestingly, students perceived learner-centered instructors as less learner-centered if they taught at non-traditional times and/or in large-enrollment sections, despite their focus on student learning. Perceptions of learner-centeredness in the biology classroom are complex and may be best captured with more than one instrument. Our findings encourage instructors to be cognizant that the approaches they employ in the classroom may not be interpreted as learner-centered, in the same manner, by students and external observers, particularly when additional course factors such as enrollment and scheduling may encourage negative perceptions of learner-centered practices.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

Online plagiarism training falls short in biology classrooms

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students' ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.

Six-month supervised intermittent tuberculosis therapy in Haitian patients with and without HIV infection

We enrolled 427 consecutive patients with tuberculosis diagnosed in Cité Soleil, Haiti in a trial of short-course intermittent therapy. All patients received supervised therapy with isoniazid, rifampin, pyrazinamide, and ethambutol thrice weekly for 8 wk, followed by isoniazid and rifampin thrice weekly for 18 wk. At entry, the 177 human immunodeficiency virus (HIV)-infected patients (42%) were found significantly more likely to have extrapulmonary tuberculosis and negative tuberculin skin tests (p < 0.05). Treatment was well tolerated by both groups of patients, and adherence to the treatment regimen was over 90%. Among patients with pulmonary or intrathoracic tuberculosis, 9% of HIV-seropositive and 1% of HIV-seronegative patients died during therapy (p < 0.001), whereas 81% and 87%, respectively, of those in the two groups were cured. Relapses occurred in 5.4% of HIV-seropositive and 2.8% of HIV-seronegative patients who completed treatment (p = 0.36). Survival after tuberculosis was poorer in HIV-seropositive patients, whose probability of dying was 33% at 18 mo after diagnosis as compared with 3% for HIV-seronegative patients (p < 0.001). HIV-seropositive patients who died had significantly lower median CD4 lymphocyte counts than did HIV-seropositive patients who survived (p < 0.001). Treatment of tuberculosis with short-course, thrice-weekly, supervised therapy in the setting of a developing country is highly efficacious in both HIV-seropositive and -seronegative patients.

Pancreatitis associated with human immunodeficiency virus infection: a matched case-control study

To determine the frequency of pancreatitis and to define risk factors for pancreatitis in patients with AIDS, we compared patients with pancreatitis to patients without pancreatitis in an urban infectious disease practice. Pancreatitis was defined as at least one clinical sign or symptom (nausea, vomiting, abdominal pain, or tenderness) accompanied by elevation of serum amylase or lipase. Twenty-four (22%) of 105 patients with AIDS, 2 (4%) of 46 patients with AIDS-related complex, 1 (3%) of 39 asymptomatic patients infected with HIV-1, and none of 9 uninfected patients at risk for HIV-1 developed pancreatitis as defined above. Fourteen patients experienced multiple episodes and three were symptomatic for more than 2 months. Pancreatitis was more likely to have occurred in patients with AIDS (P < .001), biliary tract disease (P = .013), and hypertriglyceridemia (P = .032). After matching for these factors and duration of current HIV disease, cryptosporidiosis, intravenous pentamidine, and isoniazid were each associated independently with pancreatitis (P < .05). Before didanosine (ddl) became available, 22% of the patients with AIDS in this practice had pancreatitis. Cryptosporidiosis, isoniazid, and intravenous pentamidine should be considered among the potential etiologies.

Percentile regression analysis of correlated antibody responses

Antibody responses following vaccination usually are analysed by comparing geometric mean concentrations across levels of relevant covariates and by comparing the proportions of vaccinees responding. In the regression setting, the analyses are done on log-transformed concentrations, estimating geometric mean responses conditional on a vector of covariates. More detailed analyses examining the relationship of covariates to different parts of the response distribution may be performed through the application of asymmetric least squares estimation of regression percentiles. We present a method for accounting for correlation in percentile regression analyses of longitudinal antibody response data. We illustrate the procedures with measles antibody response data from Haitian children who participated in a randomized trial of high titre vaccines. The strongest dose and strain effects were seen in the low end of the antibody concentration distributions.

Differential mortality by measles vaccine titer and sex

Mortality was evaluated in 1972 children who had received measles vaccines at 6-11 months of age that were 10-fold (medium titer) or 100-fold (high titer) greater than standard titer. Mortality among boys did not differ by vaccine titer and was similar to mortality in children who received standard-titer vaccine. Girl recipients of high-titer vaccine had somewhat greater mortality than girls who received medium-titer vaccine (risk ratio = 1.71, 95% confidence interval = 0.91-3.24). Increased mortality was associated with high-titer vaccine for girls but not for boys (P = .04). There was no evidence of selection bias or preferential health care by sex that might explain the differential mortality. This mortality pattern has been noted in two other populations with high background infant and childhood mortality. The biologic basis for this effect on mortality has not been determined. Data from this and other studies have resulted in discontinuation of the use of high-titer measles vaccines.

The utility of verbal autopsies for identifying HIV-1-related deaths in Haitian children

OBJECTIVE

To determine whether deaths among Haitian infants born to HIV-1-seronegative women could be distinguished from deaths among children born to HIV-1-seropositive women using the verbal autopsy technique.

METHODS

Mothers of 315 Haitian children who died were interviewed about events leading to the child's death. Three physicians independently reviewed interview data and determined the probable cause of death without knowledge of maternal HIV-1 status or hospital records. The underlying causes of death assigned to the infants were analyzed to determine whether maternal HIV status could be predicted.

RESULTS

There was good agreement among the physicians (kappa = 0.62) and 90% agreement between hospital records and the verbal autopsy diagnosis. Compared with children born to HIV-1-seronegative women, deaths in children born to HIV-1-seropositive mothers were more likely to be ascribed to a presumptive diagnosis of AIDS (37 versus 21%; P = 0.01). The sensitivity and specificity of verbal autopsies for identifying deaths associated with maternal HIV-1 infection ranged from 37 to 59% and from 69 to 79%, respectively, depending on the classification system used. The predictive positive value of a death believed to be consistent with pediatric HIV-1 infection was 26-30% and the predictive negative value was 85-90%.

CONCLUSION

Verbal autopsies may be useful for distinguishing certain causes of death, but have limited utility for distinguishing deaths associated with maternal HIV-1 infection from deaths among children born to HIV-1-seronegative women.

Childhood survival in Haiti: protective effect of measles vaccination

To evaluate the impact of measles vaccination on survival of children residing in a periurban slum in Haiti, a total-population survey was conducted 2.5 years after completion of a one-time study of the serologic response to measles vaccine administered in the same population. Pregnancy histories from the 16,400 women in the population revealed that 1499 children had been born during a 7-month interval that would have made them eligible for participation in the measles vaccine program. Of these children, 1381 (92.1%) survived to 9 months of age, the median age that measles vaccine had been administered. Seventy-three infants had died between 9 and 39 months of age. Mortality of infants who were seronegative before receiving measles vaccine was significantly lower (P = .0013) than that of unvaccinated infants (3/235 vs 70/1056, respectively). Other factors positively associated with survival between 9 and 39 months of age included socioeconomic status (P = .0002), maternal literacy (P = .0020), maternal knowledge and use of oral rehydration solution (P = .0002), and an interval of greater than 24 months to the birth of the next younger sibling (P = .0012). Multivariate stepwise logistic regression analysis was used to evaluate the independent association of measles vaccination by adjusting for other factors that also correlated with survival and that might have been associated with maternal seeking of vaccinations.(ABSTRACT TRUNCATED AT 250 WORDS)

Malabsorption of oral antibiotics in humans and rats with giardiasis

We observed unexplained treatment failures in 13 patients with serious infections and apparent incidental giardiasis. Antibiotic concentrations were assayed in the serum from patients before initiating anti-Giardia therapy and again 2 to 3 weeks after therapy. The peak serum concentrations of antibiotics were higher after treatment for giardiasis. The rat model of giardiasis was used to examine the hypothesis that oral antibiotics are malabsorbed during Giardia lamblia infection. Twenty-eight-day-old Sprague-Dawley rats were fed amoxicillin (50 mg/kg/dose), ampicillin (50 mg/kg/dose), cefaclor (50 mg/kg/dose), cephalexin (50 mg/kg/dose), erythromycin (50 mg/kg/dose), penicillin V (50 mg/kg/dose) or sulfamethoxazole (20 mg/kg/dose) and sera were assayed for antibiotics at 1, 2, 4, 6 and 12 hours after therapy. The same rats were fed 10(5) G. lamblia cysts on 4 consecutive days. On Day 7 of infection the rats were fed the same antibiotic and sera were assayed for antibiotics at 1, 2, 4, 6 and 12 hours after therapy. The mean peak serum concentrations for all drugs except sulfamethoxazole were significantly higher in the rats before infection with G. lamblia. These data suggest that oral antibiotic therapy maybe compromised by decreased absorption in the presence of giardiasis.