Promoting Amphibian Conservation through the College Classroom: Detection of Batrachochytrium dendrobatidis among Local Amphibians

Many global amphibian declines have been linked to the fungal pathogen Batrachochytrium dendrobatidis (Bd). The knowledge on Bd distribution provides a fundamental basis for amphibian conservation planning. Yet, such Bd distribution information is currently insufficient, in particular at a regional scale. The college classroom provides an excellent opportunity to expand the knowledge of Bd distribution. Here we provide an example of such research projects to detect Bd prevalence among local amphibians in a college course setting and present the results of work conducted in central Pennsylvania, USA. We collected toe clips and conducted PCR assays of six species, Plethodon cinereus, Desmognathus fuscus, Notophthalmus viridescens, Lithobates catesbeianus, L. clamitans, and L. sylvaticus (59 individuals). Four groups of students independently conducted entire projects, orally presented their findings, and submitted manuscripts to the professor at the end of the semester. This example demonstrates that it is feasible for an undergraduate class to complete a Bd-detection project within a single semester. Such a project not only contributes to Bd research but also promotes conservation education among students through hands-on research experiences. We found Bd infection in only one sample of N. viridescens, but no sign of infection in the rest of the samples. As a relatively high prevalence of Bd has been reported in surrounding areas, our results suggest spatial heterogeneity in Bd occurrence at a regional scale and thus, the need for continued efforts to monitor Bd prevalence.

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students

Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both public speaking anxiety and test anxiety are negatively correlated with academic performance, usually measured by grade point average. The purpose of this study was to assess the prevalence of public speaking anxiety, test anxiety, and their effects on academic achievement in a sample of undergraduate students, and to determine if certain groups of students are more likely to be affected than others. Although test anxiety and public speaking anxiety were both found to be negatively correlated with grade point average, these correlations were not statistically significant. Potential reasons for the lack of statistical congruence with previous studies, as well as implications for future research and treatment, are discussed.