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This paper presents a teaching methodology involving an independent research project component for use in undergraduate Comparative Vertebrate Anatomy laboratory courses. The proposed project introduces cooperative, active learning in a research context to comparative vertebrate anatomy. This project involves pairs or groups of three students testing a hypothesis concerning variation of an anatomical feature among vertebrates and an oral or poster presentation that reports the results. The project requires both examination of anatomical descriptions in scientific literature and direct anatomical investigation of vertebrate specimens available in the laboratory. This project component has been used successfully at two schools, where it has increased student enthusiasm for the discipline, increased student interpretive skills, and better placed the course material within the context of science. Both faculty and student perceptions of the successes and difficulties of such a project are presented. (Contains 1 table.)

The family Muraenidae is one of the largest and most recognizable eel groups. Moray eels are key components of marine ecosystems but their relationships remain poorly understood. The phylogenetic relationships of the morays are examined herein using mitochondrial 12S and 16S sequence data, totaling 1673 bp for 139 taxa. The results of our analyses found support for a monophyletic family Muraenidae that is part of a monophyletic suborder Muraenoidei, which is revised to include the anguilliform families Heterenchelyidae and Myrocongridae, and to exclude the family Chlopsidae. The muraenids form two monophyletic subfamilies, Muraeninae and Uropterygiinae. Of the genera that had multiple species included for analysis, only the type genus of the family, Muraena, is found to be monophyletic. In the subfamily Uropterygiinae, Uropterygius is not recovered as a monophyletic genus. In the subfamily Muraeninae, the species-rich piscivorous genera, Enchelycore and Gymnothorax, and the durophagous genus, Echidna, are demonstrably not monophyletic. The monotypic Gymnomuraena is the sister group to all other muraenine species. The relationships within Muraenidae require much additional study and its genera remain in urgent need of revision. The order Anguilliformes is revised herein to include four suborders: Anguilloidei, Congroidei, Muraenoidei, and Synaphobranchoidei. All four families of the order Saccopharyngiformes are nested within Anguilliformes, recovered as part of a clade that includes Anguillidae; the saccopharyngiform families are referred to the suborder Anguilloidei sensu novum. [ABSTRACT FROM AUTHOR]

Abstract: The divergence times of lizardfishes (Euteleostei: Aulopiformes) are estimated utilizing a Bayesian approach in combination with knowledge of the fossil record of teleosts and a taxonomic review of fossil aulopiform taxa. These results are integrated with a study of character evolution regarding deep-sea evolutionary adaptations in the clade, including simultaneous hermaphroditism and tubular eyes. Divergence time estimations recover that the stem species of the lizardfishes arose during the Early Cretaceous/Late Jurassic in a marine environment with separate sexes, and laterally directed, round eyes. Tubular eyes have arisen independently at different times in three deep-sea pelagic predatory aulopiform lineages. Simultaneous hermaphroditism evolved a single time in the stem species of the suborder Alepisauroidei, the clade of deep-sea aulopiforms during the Early Cretaceous. This result indicates the oldest known evolutionary event of simultaneous hermaphroditism in vertebrates, with the Alepisauroidei being the largest vertebrate clade with this reproductive strategy. [ABSTRACT FROM AUTHOR]

This paper presents a teaching methodology involving an independent research project component for use in undergraduate Comparative Vertebrate Anatomy laboratory courses. The proposed project introduces cooperative, active learning in a research context to comparative vertebrate anatomy. This project involves pairs or groups of three students testing a hypothesis concerning variation of an anatomical feature among vertebrates and an oral or poster presentation that reports the results. The project requires both examination of anatomical descriptions in scientific literature and direct anatomical investigation of vertebrate specimens available in the laboratory. This project component has been used successfully at two schools, where it has increased student enthusiasm for the discipline, increased student interpretive skills, and better placed the course material within the context of science. Both faculty and student perceptions of the successes and difficulties of such a project are presented. [ABSTRACT FROM AUTHOR]