Alex Waugh

Using RNA-seq to study the role of chromosomal inversions in complex trait evolution:

In the fire ant, Solenopsis invicta, two social forms exist in close proximity. Some colonies have just one reproductive queen (monogyne) and other colonies have multiple reproductive queens (polygyne). How does a single species maintain the capacity to utilize such distinct forms of social organization? The answer is in their genetics. Monogyne and polygyne fire ants are distinguished by a large region of inversions on the "social chromosome." This region containing hundreds of genes is called a "supergene" because it is inherited as a single gentic unit and does not exchange genetic material with the non-inverted form of the chromosome during meiotic recombination. This allows locally co-adapted genes to evolve together, facilitating the evolution of alternative phenotypes within a species. I am interested in understanding how chromosomal inversion-derived supergenes maintain complex, alternative phenotypes, such as distinct colony social organization in the monogyne and polygyne form, through altered gene regulatory networks and protein evolution. I use RNA-seq to understand how the supergene has influenced gene expression both within and outside the supergene region. My research aims to unravel the mechanisms by which supergenes play their underappreciated role in complex trait evolution.

Longitudinal qualitative study of early-career biology instructor knowledge development:

We have overwhelming empirical evidence demonstrating that evidence-based instruction incorporating active learning yields positive student outcomes, such as retention in STEM, equity and inclusivity in the classroom, cultivation of scientific thinking skills, and learning of fundamental concepts. However, not all teachers implement active learning effectively. The goal of my longitudinal study is to understand how teachers develop the expertise that enables them to implement evidence-based teaching practices effectively. Specifically, my research focuses on how teachers develop two categories of teacher knowledge: (1) knowledge of what is difficult about specific topics for my students (pedagogical content knowledge) and (2) general pedagogical knowledge of how people learn. Insights from my research will empower teachers to implement active learning effectively and achieve positive outcomes for students as they enter communities as human beings and the workforce as STEM professionals.