Plumage coloration and social context influence male investment in song.

Animals use multiple signals to attract mates, including elaborate song, brightly coloured ornaments and physical displays. Female birds often prefer both elaborate male song and intense carotenoid-based plumage coloration. This could lead less visually ornamented males to increase song production to maximize their attractiveness to females. We tested this possibility in the highly social and non-territorial house finch (Haemorhous mexicanus), in which females discriminate among males based on both song and on the intensity of red carotenoid-based plumage coloration. We manipulated male plumage coloration through carotenoid supplementation during moult, so that males were either red or yellow. Males were then housed under three social environments: (i) all red birds, (ii) all yellow birds or (iii) a mixture of red/yellow birds. We recorded song after presentation of a female. Red males produced more song than yellow males. But when yellow males were housed with red conspecifics, they produced more song relative to yellow males housed with equally unattractive yellow males. This study provides novel evidence that a male's plumage coloration and the plumage colour of his social competitors influence investment in song.

Estrogen levels influence medullary bone quantity and density in female house finches and pine siskins.

Medullary bone, a non-structural osseous tissue, serves as a temporary storage site for calcium that is needed for eggshell production in a number of avian species. Previous research focusing primarily on domesticated species belonging to the Anseriformes, Galliformes, and Columbiformes has indicated that rising estrogen levels are a key signal stimulating medullary bone formation; Passeriformes (which constitute over half of extant bird species and are generally small) have received little attention. In the current study, we examined the influence of estrogen on medullary bone and cortical bone in two species of Passeriformes: the Pine Siskin (Spinus pinus) and the House Finch (Haemorhous mexicanus). Females of these species received either an estradiol implant or were untreated as a control. After 4.5-5months, reproductive condition was assessed and leg (femora) and wing (humeri) bones were collected for analysis using high-resolution (10µm) micro-computed tomography scanning. We found that in both species estradiol-treated females had significantly greater medullary bone quantity in comparison to untreated females, but we found no differences in cortical bone quantity or microarchitecture. We were also able to examine medullary bone density in the pine siskins and found that estradiol treatment significantly increased medullary bone density. Furthermore, beyond the effect of the estradiol treatment, we observed a relationship between medullary bone quantity and ovarian condition that suggests that the timing of medullary bone formation may be related to the onset of yolk deposition in these species. Further research is needed to better understand the precise timing and endocrine regulation of medullary bone formation in Passerines and to determine the extent to which female Passerines rely on medullary bone calcium during the formation of calcified eggshells.

Revisiting Clickers: In-Class Questions Followed by At-Home Reflections Are Associated with Higher Student Performance on Related Exam Questions.

Clicker questions are a commonly used active learning technique that stimulates student interactions to help advance understanding of key concepts. Clicker questions are often administered with an initial vote, peer discussion, and a second vote, followed by broader classroom explanation. While clickers can promote learning, some studies have questioned whether students maintain this performance on later exams, highlighting the need to further understand how student answer patterns relate to their understanding of the material and to identify ways for clickers to benefit a broader range of students. Systematic requizzing of concepts during at-home assignments represents a promising mechanism to improve student learning. Thus, we paired clicker questions with at-home follow-up reflections to help students articulate and synthesize their understandings. This pairing of clickers with homework allowed us to decipher how student answer patterns related to their underlying conceptions and to determine if revisiting concepts provided additional benefits. We found that students answering both clicker votes correctly performed better on isomorphic exam questions and that students who corrected their answers after the first vote did not show better homework or exam performance than students who maintained an incorrect answer across both votes. Furthermore, completing the follow-up homework assignment modestly boosted exam question performance. Our data suggest that longer-term benefits of clickers and associated homework may stem from students having repeated opportunities to retrieve, refine, and reinforce emerging conceptions.

Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement.

Instructors use a variety of online formative assessment (FA) activities to support learning outside class. Previous studies have revealed barriers for students in online courses, but little is known about the barriers students experience when completing online FA assignments. Understanding these barriers to access is critical to fostering more inclusive learning for all students. Using a framework from previous work in online learning, we examined student perceptions of online FA access with respect to five barrier categories: technical resources, instructor organization, social interactions, personal engagement, and learning environment. We developed and administered a survey to more than 1200 undergraduate biology students at 2-year and 4-year institutions. Students responded to statements using Likert scales and open-ended prompts. Statistical models indicated differences in access across the barrier categories and revealed that demographic characteristics were associated with certain barrier categories. Furthermore, technical resources, instructor organization, and personal engagement barriers were associated with lower course performance. In open-ended responses, students most frequently suggested that changes to scheduling logistics, course delivery, and FA format would improve their online FA experience. We discuss how these findings and student suggestions can inform instruction, particularly how instructors can alter their FA characteristics to better suit their student populations.

Evolution of environmental cue response mechanisms: adaptive variation in photorefractoriness.

Appropriate timing of transitions between annual cycle stages (reproduction, plumage molt, migration) is critical to fitness for birds living in temporally varying environments. Environmental cue response systems permit birds to orchestrate these transitions. This paper focuses on how photorefractoriness and one neuroendocrine correlate of it (GnRH system plasticity) have evolved to permit appropriate timing of the transition from breeding to plumage molt. Photorefractoriness is defined by two criteria. Criterion 1: photoinduced gonadal regression occurs without any decline in photoperiod. Criterion 2: photoinduced gonadal regression cannot be reversed by increased photoperiod, even continuous light. Through a comparative approach we show that: (1) Loss of Refractoriness Criterion 1 and of GnRH system down-regulation appear to represent adaptive specializations favoring highly temporally flexible or continuous breeding, (2) Refractoriness Criteria 1 and 2 are not always concordant, and Criterion 2 in particular is not well-correlated with degree of temporal reproductive flexibility, (3) occurrence of some cue response traits are better-explained by phylogenetic relationships among taxa than by current reproductive schedules (seasonal, flexible, opportunistic), (4) substantial temporal flexibility can be achieved in a variety of ways besides adaptive modifications of refractoriness, such as relaxation of long-day requirements for reproductive development, and enhancement of non-photic cue responsiveness. These comparisons also highlight fundamental similarities between some of the most opportunistic species and seasonal breeders, such as an autumn reproductive hiatus during molt. Even in the face of substantial environmental unpredictability, selection may often strongly favor regular scheduling of particularly critical life cycle stages such as plumage molt.

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success.

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs.

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology.

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses.

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques.

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA objectives. To address these questions, we administered a midsemester survey in seven introductory biology course sections that were using multiple FA techniques. Overall, responses to both open-ended and closed-ended questions revealed that the majority of students held positive perceptions of FAs and perceived FAs to facilitate their learning in a variety of ways. Students consistently considered FA activities to have accomplished particular objectives, but there was greater variation among FAs in how students perceived the achievement of other objectives. We further discuss potential sources of student resistance and implications of these results for instructor practice.

Familiarity with breeding habitat improves daily survival in colonial cliff swallows.

One probable cost of dispersing to a new breeding habitat is unfamiliarity with local conditions such as the whereabouts of food or the habits of local predators, and consequently immigrants may have lower probabilities of survival than more experienced residents. Within a breeding season, estimated daily survival probabilities of cliff swallows (Petrochelidon pyrrhonota) at colonies in southwestern Nebraska were highest for birds that had always nested at the same site, followed by those for birds that had nested there in some (but not all) past years. Daily survival probabilities were lowest for birds that were naïve immigrants to a colony site and for yearling birds that were nesting for the first time. Birds with past experience at a colony site had monthly survival 8.6% greater than that of naïve immigrants. All colonies where experienced residents did better than immigrants were smaller than 750 nests in size, and in colonies greater than 750 nests, naïve immigrants paid no survival costs relative to experienced residents. Removal of nest ectoparasites by fumigation resulted in higher survival probabilities for all birds, on average, and diminished the differences between immigrants and past residents, probably by improving bird condition to the extent that effects of past experience were relatively less important and harder to detect. The greater survival of experienced residents could not be explained by condition or territory quality, suggesting that familiarity with a local area confers survival advantages during the breeding season for cliff swallows. Colonial nesting may help to moderate the cost of unfamiliarity with an area, likely through social transfer of information about food sources and enhanced vigilance in large groups.