Led by Parker and Gammon, the team created a 100-person simulation to help students re-trace the footsteps of ancient human populations as they migrated within and out of Africa, eventually becoming the indigenous populations around the world. Using a large chalk-drawn map, students “walk the path” used by humans over the past 100,000 years, while tracking changes in DNA sequences relative to modern human DNA. By the end of the simulation, students can use genetic evidence to identify major migration routes of humans.

In addition, the simulation offers opportunities to learn the difference between genetic features that relate to biological traits (e.g., genes that determine traits like blood type or eye color), and those that do not (e.g., ancestry-informative markers or AIMs). Finally, instructors guide students through reflective prompts and discussion about the diversity of modern human populations and race as a social construct.

The published case study provides the materials needed to recreate the simulation, including a customized card deck representing snapshots of the geographic movements and genetic changes of human populations over the last 100,000 years, and detailed ľĂľĂČČ notes to support the accurate ľĂľĂČČ of these scientific concepts.

“” is available for download now. Viewers can access the student-facing case study materials for free, but membership is required to access the ľĂľĂČČ materials.

Assistant Professor of Biology Jessica Merricks led the study, which was , along with Dave Gammon, professor of biology, and retired faculty member Kathy Gallucci. The project was inspired by their observations of nonmajors enrolled in two similar versions of “Introductory Biology for Non-majors” at Elon, a common choice for students seeking to fulfill their lab science requirement.

While studies suggest there are no major differences between the aptitude or ability of STEM and non-STEM majors, the latter are known to hold more misconceptions, have greater anxiety and feel less confident in their ability to understand scientific content. These challenges can be mitigated in courses that are thoughtfully designed to create a supportive learning environment. The researchers compared the experiences of Elon students enrolled in one of the two most common laboratory course structures: the traditional format, in which content delivery and lab skills practice occur in two distinct settings, and the integrated format, in which students experience the lecture and laboratory activities in a single session.

Mixed-methods analysis of student perceptions and learning outcomes revealed that the integrated model is significantly more effective at attracting enrollment, and at least equally effective in improving learning outcomes.

“When given a choice, students overwhelmingly choose the integrated format, citing both scheduling convenience and/or expectations about positive features related to the learning environment… Even when the integrated option results in more minutes in class, students prefer this option over the traditional format, citing more opportunities to engage in active learning, maintain attention, and apply material immediately during class,” reads the paper.

The authors note the potential of this model to serve the interests of many non-STEM students, and with well-trained instructors at the helm, it may result in positive learning experiences for a greater number of students.

Merricks, an assistant professor of biology, met with U.S. Reps. Foushee, Manning, Ross, Murphy, and Rouzer and U.S. Sens. Budd and Tillis from North Carolina and a host of other leaders while in D.C. Merricks has been seeking to clean up the drinking water in Pittsboro, North Carolina, which is contaminated by several industries upstream along the Haw River. Her advocacy organization, , has been active on this issue since 2020. Community members from Arizona, Georgia, Michigan, North Carolina, Pennsylvania and Wisconsin were also in Washington to urge the government to address the toxic “forever chemical” crisis.

“Communities in North Carolina and around the country deserve safe drinking water that is free of toxic PFAS chemicals. I am here in Washington, D.C., to emphasize the important role our federal elected officials and EPA must play in this fight,” Merricks said. “Our community’s health depends on swift action at the federal level to protect drinking water and hold industrial polluters accountable for their waste.”

During the three-day trip to Washington, DC, April 9-11, Merricks pressed for strong rules to address “forever chemicals” and to oppose pending legislation that could shield some polluters from paying for cleanup under the Superfund law. Specifically, by designating the chemicals PFOA and PFOS as hazardous substances under the law, the EPA will have the authority to force clean-up actions by polluters, and to make polluters pay to avoid releasing the toxic chemicals to the environment.

While Merricks was in Washington, EPA Administrator Michael Regan announced a new rule to restrict six PFAS “forever chemicals” in drinking water, including PFOA and PFOS. PFAS pollution of the environment and drinking water is widespread, contaminating drinking water in all 50 states at hundreds or thousands of locations due to incautious or irresponsible use and disposal of these toxic “forever chemicals.” Indeed, the EPA recently estimated that as many as 94 million Americans are drinking tap water contaminated with PFAS in excess of the agency’s proposed standards for just six of the more than 14,000  forever chemicals in this toxic family. PFAS are extremely persistent and toxic and can be highly mobile in the environment, whether they come from manufacturers or wastewater treatment plants. They often disproportionately harm certain already overburdened environmental justice communities that deserve full protection from these hazards.

In collaboration with National Board Certified teacher Deanna Lankford of The University of Missouri (retired), Merricks published the 4th-grade earth science lesson, “,” in the January 2019 issue of the journal Science and Children. The lesson incorporates research-backed strategies and techniques designed to support students as they delve into the concepts of soil composition, slope, weathering, and erosion. The lesson centers around a single problem: the students need to find the best location to start a garden on their school grounds.

Throughout the multi-day investigation, the students gather information, design hypotheses, collect data in the field and laboratory, and present their results in a formal proposal to their principal. The lesson is designed to be flexible enough for elementary teachers to modify components to fit the needs of their students.

Contributing quality science material for public consumption is a passion that Merricks will continue to pursue as part of her scholarship and service at Elon. She hopes to continue her work in this area with elementary education majors and local teachers in Alamance County.