Considered by many during his lifetime as the most well-known scientist in the world, Stephen Jay Gould left an enormous and influential body of work. A Harvard professor of paleontology, evolutionary biology, and the history of science, Gould provided major insights into our understanding of the history of life. He helped to reinvigorate paleontology, launch macroevolution on a new course, and provide a context in which the biological developmental stages of an organism's embryonic growth could be integrated into an understanding of evolution. This book is a set of reflections on the many areas of Gould's intellectual life by the people who knew and understood him best: former students and prominent close collaborators. Mostly a critical assessment of his legacy, the chapters are not technical contributions but rather offer a combination of intellectual bibliography, personal memoir, and reflection on Gould's diverse scientific achievements. The work includes the most complete bibliography of his writings to date and offers a multi-dimensional view of Gould's life-work not to be found in any other volume.

From the Foreword:
"Predator-prey interactions are among the most significant of all organism-organism interactions....It will only be by compiling and evaluating data on predator-prey relations as they are recorded in the fossil record that we can hope to tease apart their role in the tangled web of evolutionary interaction over time. This volume, compiled by a group of expert specialists on the evidence of predator-prey interactions in the fossil record, is a pioneering effort to collate the information now accumulating in this important field. It will be a standard reference on which future study of one of the central dynamics of ecology as seen in the fossil record will be built."
(Richard K. Bambach, Professor Emeritus, Virginia Tech, Associate of the Botanical Museum, Harvard University)

From the Foreword: "Predator-prey interactions are among the most significant of all organism-organism interactions....It will only be by compiling and evaluating data on predator-prey relations as they are recorded in the fossil record that we can hope to tease apart their role in the tangled web of evolutionary interaction over time. This volume, compiled by a group of expert specialists on the evidence of predator-prey interactions in the fossil record, is a pioneering effort to collate the information now accumulating in this important field. It will be a standard reference on which future study of one of the central dynamics of ecology as seen in the fossil record will be built." (Richard K. Bambach, Professor Emeritus, Virginia Tech, Associate of the Botanical Museum, Harvard University)

Research-led, research-oriented, and research-based teaching incorporate research into teaching to different degrees. Research-led teaching focuses on content and informs students about current research findings, while research-oriented teaching focuses on techniques and often occurs in research methods courses. In research-based teaching, students participate in research. Through this involvement, they benefit from improved content knowledge, research skills, and life skills, as well as enhanced personal development. Research-embedded courses can make such benefits available to a wide range of students. Best practices in experiential learning and the incorporation of research in teaching include intentionality, planning, authenticity, reflection, training, monitoring, assessment, and acknowledgment. In this Element, these principles of best practice are illustrated by courses with embedded student research. Guidelines are presented for how to plan and execute a semester-long course-embedded research project, as well as alternative and shorter-term approaches. Research-based teaching provides challenges for students and faculty, but the benefits for all stakeholders are strong.