Erin E. Shortlidge

Sex-specific volatile compounds influence microarthropod-mediated fertilization of moss

Sexual reproduction in non-vascular plants requires unicellular free-motile sperm to travel from male to female reproductive structures across the terrestrial landscape. Recent data suggest that microarthropods can disperse sperm in mosses. However, little is known about the chemical communication, if any, that is involved in this interaction or the relative importance of microarthropod dispersal compared to abiotic dispersal agents in mosses. Here we show that tissues of the cosmopolitan moss Ceratodon purpureus emit complex volatile scents, similar in chemical diversity to those described in pollination mutualisms between flowering plants and insects, that the chemical composition of C. purpureus volatiles are sex-specific, and that moss-dwelling microarthropods are differentially attracted to these sex-specific moss volatile cues. Furthermore, using experimental microcosms, we show that microarthropods significantly increase moss fertilization rates, even in the presence of water spray, highlighting the important role of microarthropod dispersal in contributing to moss mating success. Taken together, our results indicate the presence of a scent-based ‘plant–pollinator-like’ relationship that has evolved between two of Earth’s most ancient terrestrial lineages, mosses and microarthropods.

Tolerance to environmental desiccation in moss sperm

• Sexual reproduction in mosses requires that sperm be released freely into the environment before finding and fertilizing a receptive female. After release from the male plant, moss sperm may experience a range of abiotic stresses; however, few data are available examining stress tolerance of moss sperm and whether there is genetic variation for stress tolerance in this important life stage. • Here, we investigated the effects of environmental desiccation and recovery on the sperm cells of three moss species (Bryum argenteum, Campylopus introflexus, and Ceratodon purpureus). • We found that a fraction of sperm cells were tolerant to environmental desiccation for extended periods (d) and that tolerance did not vary among species. We found that this tolerance occurs irrespective of ambient dehydration conditions, and that the addition of sucrose during dry-down improved cell recovery. Although we observed no interspecific variation, significant variation among individuals within species in sperm cell tolerance to environmental desiccation was observed, suggesting selection could potentially act on this basic reproductive trait. • The observation of desiccation-tolerant sperm in multiple moss species has important implications for understanding bryophyte reproduction, suggesting the presence of a significant, uncharacterized complexity in the ecology of moss mating systems.

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences

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.

Distribution Drivers and Physiological Responses in Geothermal Bryophyte Communities

PREMISE OF STUDY Our ability to explain community structure rests on our ability to define the importance of ecological niches, including realized ecological niches, in shaping communities, but few studies of plant distributions have combined predictive models with physiological measures. METHODS Using field surveys and statistical modeling, we predicted distribution drivers in geothermal bryophyte (moss) communities of Lassen Volcanic National Park (California, USA). In the laboratory, we used drying and rewetting experiments to test whether the strong species-specific effects of relative humidity on distributions predicted by the models were correlated with physiological characters. KEY RESULTS We found that the three most common bryophytes in geothermal communities were significantly affected by three distinct distribution drivers: temperature, light, and relative humidity. Aulacomnium palustre, whose distribution is significantly affected by relative humidity according to our model, and which occurs in high-humidity sites, showed extreme signs of stress after drying and never recovered optimal values of PSII efficiency after rewetting. Campylopus introflexus, whose distribution is not affected by humidity according to our model, was able to maintain optimal values of PSII efficiency for 48 hr at 50% water loss and recovered optimal values of PSII efficiency after rewetting. CONCLUSIONS Our results suggest that species-specific environmental stressors tightly constrain the ecological niches of geothermal bryophytes. Tests of tolerance to drying in two bryophyte species corresponded with model predictions of the comparative importance of relative humidity as distribution drivers for these species.

Passive warming reduces stress and shifts reproductive effort in the Antarctic moss, Polytrichastrum alpinum

Background and Aims The Western Antarctic Peninsula is one of the most rapidly warming regions on Earth, and many biotic communities inhabiting this dynamic region are responding to these well-documented climatic shifts. Yet some of the most prevalent organisms of terrestrial Antarctica, the mosses, and their responses to warming have been relatively overlooked and understudied. In this research, the impacts of 6 years of passive warming were investigated using open top chambers (OTCs), on moss communities of Fildes Peninsula, King George Island, Antarctica. Methods The effects of experimental passive warming on the morphology, sexual reproductive effort and stress physiology of a common dioicous Antarctic moss, Polytrichastrum alpinum, were tested, gaining the first species-specific mechanistic insight into moss responses to warming in the Antarctic. Additionally community analyses were conducted examining the impact of warming on overall moss percentage cover and sporophyte production in intact Antarctic moss communities. Key Results Our results show a generally greater percentage moss cover under warming conditions as well as increased gametangia production in P. alpinum. Distinct morphological and physiological shifts in P. alpinum were found under passive warming compared with those without warming: warmed mosses reduced investment in cellular stress defences, but invested more towards primary productivity and gametangia development. Conclusions Taken together, results from this study of mosses under passive warming imply that in ice-free moss-dominated regions, continued climate warming will probably have profound impacts on moss biology and colonization along the Western Antarctic Peninsula. Such findings highlight the fundamental role that mosses will play in influencing the terrestrialization of a warming Antarctica.

The trade-off between graduate student research and teaching: A myth?

Many current faculty believe that teaching effort and research success are inversely correlated. This trade-off has rarely been empirically tested; yet, it still impedes efforts to increase the use of evidence-based teaching (EBT), and implement effective teaching training programs for graduate students, our future faculty. We tested this tradeoff for graduate students using a national sample of life science PhD students. We characterize how increased training in EBT impacts PhD students’ confidence in their preparation for a research career, in communicating their research, and their publication number. PhD students who invested time into EBT did not suffer in confidence in research preparedness, scientific research communication, or in publication number. Instead, overall, the data trend towards a slight synergy between investing in EBT and research preparation. Thus, the tension between developing research and teaching skills may not be salient for today’s graduate students. This work is proof of concept that institutions can incorporate training in EBT into graduate programs without reducing students’ preparedness for a research career. Although some institutions already have graduate teaching programs, increasing these programs at scale, and including training in EBT methods could create a new avenue for accelerating the spread of evidence-based teaching and improved teaching across higher education.

Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?

Graduate students hold a critical role in responding to national calls for increased adoption of evidence-based teaching (EBT) in undergraduate classrooms, as they not only serve as teaching assistants, but also represent the pool from which future faculty will emerge. Through interviews with 32 biology graduate students from 25 institutions nationwide, we sought to understand the progress these graduate students are making in adopting EBT through qualitative exploration of their perceptions of and experiences with both EBT and instructional professional development. Initial inductive content analysis of interview transcripts guided the holistic placement of participants within stages of Rogers’s diffusions of innovations model, which we use as a theoretical framework to describe the progress of EBT adoption. We found that most graduate students in our sample are aware of and value EBT, but only 37.5% have implemented EBT. Many who were progressing toward EBT adoption had sought out supplementary instructional experiences beyond the requirements of their programs, and 72% perceived an institutional lack of support for teaching-related professional development opportunities. These data indicate that, while many graduate students are already engaged with the movement to adopt EBT, graduate training programs should emphasize increasing access to quality training in EBT strategies.

Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE†

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.

Rapid population sex-ratio changes in the moss Ceratodon purpureus

PREMISE OF THE STUDY Sex-ratio variation occurs widely in dioecious plants, but the mechanisms of population sex-ratio bias are poorly understood. In bryophytes, sex ratios are often female biased, and little information is available about how and when bias forms. METHODS To test whether population sex-ratio variation can emerge during the gametophytic phase and is not purely a product of spore sex ratios, we created artificial populations of the moss Ceratodon purpureus, with male- and female-biased sex ratios, and placed half under a stress treatment. We hypothesized that male-majority populations would become female-biased and that stress would increase this transition. After 18 mo, when sporophytes were initially forming, we used sex-specific molecular markers to determine population sex ratios. KEY RESULTS Female-majority populations did not differ significantly from their original bias, whereas male-majority populations became significantly more female biased. The plants had only just produced their first spores, so these sex-ratio changes occurred during the gametophytic generation, as a result of sex-specific growth or survival. Sporophytes occurred only in populations with female-biased final sex ratios, which suggests that females in male-majority populations may have invested energy in ramets rather than in sporophyte production. The stress treatment was mild and had no effect on sex ratio. CONCLUSIONS Our results suggest that female bias can be generated during the gametophytic generation, before plants reach sexual maturity. These results, combined with those of previous work, suggest that both the gametophytic and the sporophytic stages drive population sex ratios in C. purpureus, thus indicating that multiple mechanisms operate to create biased population sex ratios.