Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to “do science.” In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of “off-the-shelf” assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.

Here we present a mechanism to infuse ecology into the classroom using a broadly adaptable system. We developed a novel moss-based project that introduces research-based experiences for middle school students, and can be modified for integration into K-16 classrooms. The project is ecologically relevant, facilliating opportunities for students to experience intimate interactions with ecosystem subtleties by asking their own questions. We describe and suggest how students can develop, build, test, and assess microcosm experiments of their own design, learning the process of science by “doing science.” Details on project execution, representative examples of distinctive research-question-based projects are presented. We aim for biology educators to adopt, replicate, modify, and formally assess this relatively simple, low-cost moss-based project across classroom levels. The project provides a chance for students to experience the complexity of a dynamic ecosystem via a research project of their own design as they practice basic tenets of scientific discovery.Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 1 practices. Adopters who wish to culture microbes from the moss as an extension of this protocol should follow Biosafety Level 2 practices.

In Ritual and Religion in the Making of Humanity, Roy Rappaport misses an opportunity to more tightly theorize the synergistic relationship between concepts of the divine, the psyches of ritual participants, and the adaptive dynamics of religious sociality. This paper proposes such a theory by drawing on implicit features of Rappaport’s account, fulfilling his goal of a “cybernetics of the holy.” I argue that concepts of the divine, when made authoritative for participants through ritual, have three important effects: they invite intense and meaningful reconstructions of personal identity according to paradigmatic examples; they act as a form of encoded social memory by organizing human relationship according to a “spiritual map”; and they provide the cognitive framework that make religious community organization robust, adaptive, and reproductive. We can characterize divine concepts as “specified absences” that ground each of these effects and link them together in a mutually-reinforcing set.

The conscientious are morally conflicted when their moral dilemmas or incommensurabilities, real or apparent, have not been resolved. But such doublemindedness need not lead to ethical disintegration or moral insensitivity. For one may develop the moral virtue of doublemindedness, the settled power to deliberate and act well while morally conflicted. Such action will be accompanied by both moral loss (perhaps 'dirty hands') and ethical gain (salubrious agental stability). In explaining the virtue's moral psychology I show, among other things, its consistency with wholeheartedness and the unity of the virtues. To broaden its claim to recognition, I show the virtue's consistency with diverse models of practical reason. In conclusion, Michael Walzer's interpretation of Hamlet's attitude toward Gertrude exemplifies this virtue in a fragmentary but nonetheless praiseworthy form.

Rice is an essential crop in Ghana. Several aspects of rice have been studied to increase its production; however, the environmental aspects, including impact on climate change, have not been studied well. There is therefore a gap in knowledge, and hence the need for continuous research. By accessing academic portals, such as Springer Open, InTech Open, Elsevier, and the Kwame Nkrumah University of Science and Technology’s offline campus library, 61 academic publications including peer reviewed journals, books, working papers, reports, etc. were critically reviewed. It was found that there is a lack of data on how paddy rice production systems affect greenhouse gas (GHG) emissions, particularly emissions estimation, geographical location, and crops. Regarding GHG emission estimation, the review identified the use of emission factors calibrated using temperate conditions which do not suit tropical conditions. On location, most research on rice GHG emissions have been carried out in Asia with little input from Africa. In regard to crops, there is paucity of in-situ emissions data from paddy fields in Ghana. Drawing on the review, a conceptual framework is developed using Ghana as reference point to guide the discussion on fertilizer application, water management rice cultivars, and soil for future development of adaptation strategies for rice emission reduction.

Transdisciplinary research practice has become a core element of global sustainability science. Transdisciplinary research brings with it an expectation that people with different backgrounds and interests will learn together through collective problem solving and innovation. Here we introduce the concept of “transdisciplinary communities of practice, ” and draw on both situated learning theory and transdisciplinary practice to identify three key lessons for people working in, managing, or funding such groups. (1) Opportunities need to be purposefully created for outsiders to observe activities in the core group. (2) Communities of practice cannot be artificially created, but they can be nurtured. (3) Power matters in transdisciplinary communities of practice. These insights challenge thinking about how groups of people come together in pursuit of transdisciplinary outcomes, and call for greater attention to be paid to the social processes of learning that are at the heart of our aspirations for global sustainability science.

Foodways have been a component of archaeological research for decades. However, cooking and food preparation, as specific acts that could reveal social information about life beyond the kitchen, only became a focus of archaeological inquiry more recently. A review of the literature on cooking and food preparation reveals a shift from previous studies on subsistence strategies, consumption, and feasting. The new research is different because of the social questions that are asked, the change in focus to preparation and production rather than consumption, and the interest in highlighting marginalized people and their daily experiences. The theoretical perspectives the literature addresses revolve around practice, agency, and gender. As a result, this new focus of archaeological research on cooking and preparing food is grounded in anthropology.

Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to both student and faculty-centered themes. We found that intangible themes were prevalent, and that there were significant differences in the emphasis on tangible themes for faculty who have developed their own independent CUREs when compared with faculty who implement pre-developed, national CUREs. We focus our results on the similarities and differences among the perspectives of faculty who teach these two different CURE types and explore trends among all participants. The results of this work highlight the need for considering a multi-dimensional framework to understand, promote, and successfully implement CUREs.

Scholarly communication is at an unprecedented turning point created in part by the increasing saliency of data stewardship and data sharing. Formal data management plans represent a new emphasis in research, enabling access to data at higher volumes and more quickly, and the potential for replication and augmentation of existing research. Data sharing has recently transformed the practice, scope, content, and applicability of research in several disciplines, in particular in relation to spatially specific data. This lends exciting potentiality, but the most effective ways in which to implement such changes, particularly for disciplines involving human subjects and other sensitive information, demand consideration. Data management plans, stewardship, and sharing, impart distinctive technical, sociological, and ethical challenges that remain to be adequately identified and remedied. Here, we consider these and propose potential solutions for their amelioration.