James Michael Wyss

Drought and excess ambient temperature intensify abiotic and biotic stresses on agriculture, threatening food security and economic stability. The development of climate-resilient crops is crucial for sustainable, efficient farming. This review highlights the role of multi-omics encompassing genomics, transcriptomics, proteomics, metabolomics, and epigenomics in identifying genetic pathways for stress resilience. Advanced phenomics, using drones and hyperspectral imaging, can accelerate breeding programs by enabling high-throughput trait monitoring. Artificial intelligence (AI) and machine learning (ML) enhance these efforts by analyzing large-scale omics and phenotypic data, predicting stress tolerance traits, and optimizing breeding strategies. Additionally, plant-associated microbiomes contribute to stress tolerance and soil health through bioinoculants and synthetic microbial communities. Beyond agriculture, these advancements have broad societal, economic, and educational impacts. Climate-resilient crops can enhance food security, reduce hunger, and support vulnerable regions. AI-driven tools and precision agriculture empower farmers, improving livelihoods and equitable technology access. Educating teachers, students, and future generations fosters awareness and equips them to address climate challenges. Economically, these innovations reduce financial risks, stabilize markets, and promote long-term agricultural sustainability. These cutting-edge approaches can transform agriculture by integrating AI, multi-omics, and advanced phenotyping, ensuring a resilient and sustainable global food system amid climate change.

Drought and excess ambient temperature intensify abiotic and biotic stresses on agriculture, threatening food security and economic stability. The development of climate-resilient crops is crucial for sustainable, efficient farming. This review highlights the role of multi-omics encompassing genomics, transcriptomics, proteomics, metabolomics, and epigenomics in identifying genetic pathways for stress resilience. Advanced phenomics, using drones and hyperspectral imaging, can accelerate breeding programs by enabling high-throughput trait monitoring. Artificial intelligence (AI) and machine learning (ML) enhance these efforts by analyzing large-scale omics and phenotypic data, predicting stress tolerance traits, and optimizing breeding strategies. Additionally, plant-associated microbiomes contribute to stress tolerance and soil health through bioinoculants and synthetic microbial communities. Beyond agriculture, these advancements have broad societal, economic, and educational impacts. Climate-resilient crops can enhance food security, reduce hunger, and support vulnerable regions. AI-driven tools and precision agriculture empower farmers, improving livelihoods and equitable technology access. Educating teachers, students, and future generations fosters awareness and equips them to address climate challenges. Economically, these innovations reduce financial risks, stabilize markets, and promote long-term agricultural sustainability. These cutting-edge approaches can transform agriculture by integrating AI, multi-omics, and advanced phenotyping, ensuring a resilient and sustainable global food system amid climate change.

A lack of academic and social readiness limits the successful transition to high school and college for many students from populations historically underrepresented in Science, Technology, Engineering, and Math (STEM) and historically underrepresented groups in biomedical careers (HUG). Also, many families from underrepresented groups share little family health information, leading to suboptimal early health awareness, testing, and treatment. BioBridge is a 5-day summer learning program offering interactive experiences to facilitate successful transition into high school biology and to introduce students to cancer biology and biomedical careers. It also helps students gain important insights and skills and be effective communicators who can encourage discussions about cancer biology and family health history, potentially increasing early detection and treatment of cancer and decreasing its adverse effects. Over the past three summers, 97 students have participated in BioBridge and significantly increased their knowledge of biology, cancer, and cancer-related careers. They have also begun to understand the connections between science and social and ethical issues. Participants used a video platform to create discussions about cancer biology, which they then shared with their families. They found that BioBridge boosted their willingness and confidence to discuss cancer and, subsequently, other health topics with their families.

A year of COVID-19 quarantine required educators to switch from in-person to virtual learning platforms, causing a dramatic reimagining of their daily praxis. Their experiences are likely to influence new norms for K-12 education. While virtual learning can be effective, student engagement, retention, and attention can be challenging. This paper discusses how we adapted a materials-heavy, hands-on, annual summer teacher professional development (PD) program from an in-person to a virtual platform in the initial months of the pandemic. We successfully maintained effective and hands-on components, giving authentic learning experiences to the participants. The 2020 virtual version of the program effectively engaged in-service teachers with high daily participation and retention rates. Nearly all participants rated the workshops very good or excellent, and an assessment of participants’ learning outcomes was comparable to the high ratings of the in-person 2018 version of the program. Following the PD, teachers reported feeling more prepared to facilitate their students’ learning, increased inquiry-based science teaching knowledge and skills, and their enthusiasm for utilizing workshop strategies. While there are challenges to implementing virtual learning, virtual teacher PD can be widely adaptable and replicable for many institutions, especially in situations in which distance or finances deter in-person participation.

The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, chemistry, physics, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs attract 3,000-4,000 participants annually, with an ~80% return rate. This partnership has been synergistic, allowing the Science Center to offer high-level secondary science programming, while giving UAB a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in “real science” closely linked to their curriculum. This unique, evolving partnership has over 20 years, increased understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.

“Sickle cell anemia: tracking down a mutation” is a full-day, inquiry-based, biology experience for high school students enrolled in genetics or advanced biology courses. In the experience, students use restriction endonuclease digestion, cellulose acetate gel electrophoresis, and microscopy to discover which of three putative patients have the sickle cell genotype/phenotype using DNA and blood samples from wild-type and transgenic mice that carry a sickle cell mutation. The inquiry-based, problem-solving approach facilitates the students' understanding of the basic concepts of genetics and cellular and molecular biology and provides experience with contemporary tools of biotechnology. It also leads to students' appreciation of the causes and consequences of this genetic disease, which is relatively common in individuals of African descent, and increases their understanding of the first principles of genetics. This protocol provides optimal learning when led by well-trained facilitators (including the classroom teacher) and carried out in small groups (6:1 student-to-teacher ratio). This high-quality experience can be offered to a large number of students at a relatively low cost, and it is especially effective in collaboration with a local science museum and/or university. Over the past 15 yr, >12,000 students have completed this inquiry-based learning experience and demonstrated a consistent, substantial increase in their understanding of the disease and genetics in general.