You are welcome here: A practical guide to diversity,equity, and inclusion for undergraduates embarking on an ecological research experience

As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student''s professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers.     

Scientific societies fostering inclusivity through speaker diversity in annual meeting programming: a call to action

Scientific societies aiming to foster inclusion of scientists from underrepresented (UR) backgrounds among their membership often delegate primary responsibility for this goal to a diversity-focused committee. The National Science Foundation has funded the creation of the Alliance to Catalyze Change for Equity in STEM Success (ACCESS), a meta-organization bringing together representatives from several such STEM society committees to serve as a hub for a growing community of practice. Our goal is to coordinate efforts to advance inclusive practices by sharing experiences and making synergistic discoveries about what works. ACCESS has analyzed the approaches by which member societies have sought to ensure inclusivity through selection of annual meeting speakers. Here we discuss how inclusive speaker selection fosters better scientific environments for all and identify challenges and promising practices for societies striving to maximize inclusivity of speakers in their scientific programming.     

Evolution and nature of science instruction

In this article, I provide an analysis of my work (1985–present) with non-major biology students and science teacher candidates in developing strategies for teaching and enhancing learning with respect to evolutionary science. This first-person account describes changes in evolution instruction over the course of a career based on personal experiences, research-informed practices, and a critical collaboration with colleague Mike U. Smith. I assert four insights concerning the influence and efficacy of teaching nature of science (NOS) prior to the introduction of evolution within college courses for science non-majors and science teacher candidates. These insights are: (a) teach explicit NOS principles first; (b) integrate evolution as a theme throughout a course in introductory biology (but after NOS principles have been introduced); (c) use active learning pedagogies; and (d) use non-threatening alternative assessments to enhance student learning and acceptance of evolutionary science. Together, these insights establish a pedagogy that I (and my colleagues) have found to be efficacious for supporting novice students as they engage in the study of evolutionary science.     

Persistent Controversy in Statistical Approaches in Wildlife Sciences: A Perspective of Students

ABSTRACT The controversy over the use of null hypothesis statistical testing (NHST) has persisted for decades, yet NHST remains the most widely used statistical approach in wildlife sciences and ecology. A disconnect exists between those opposing NHST and many wildlife scientists and ecologists who conduct and publish research. This disconnect causes confusion and frustration on the part of students. We, as students, offer our perspective on how this issue may be addressed. Our objective is to encourage academic institutions and advisors of undergraduate and graduate students to introduce students to various statistical approaches so we can make well-informed decisions on the appropriate use of statistical tools in wildlife and ecological research projects. We propose an academic course that introduces students to various statistical approaches (e.g., Bayesian, frequentist, Fisherian, information theory) to build a foundation for critical thinking in applying statistics. We encourage academic advisors to become familiar with the statistical approaches available to wildlife scientists and ecologists and thus decrease bias towards one approach. Null hypothesis statistical testing is likely to persist as the most common statistical analysis tool in wildlife science until academic institutions and student advisors change their approach and emphasize a wider range of statistical methods.     

A field guide for teaching evolution in the social sciences

The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers, and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.     

Ecophylogenetics: advances and perspectives

Ecophylogenetics can be viewed as an emerging fusion of ecology, biogeography and macroevolution. This new and fast-growing field is promoting the incorporation of evolution and historical contingencies into the ecological research agenda through the widespread use of phylogenetic data. Including phylogeny into ecological thinking represents an opportunity for biologists from different fields to collaborate and has provided promising avenues of research in both theoretical and empirical ecology, towards a better understanding of the assembly of communities, the functioning of ecosystems and their responses to environmental changes. The time is ripe to assess critically the extent to which the integration of phylogeny into these different fields of ecology has delivered on its promise. Here we review how phylogenetic information has been used to identify better the key components of species interactions with their biotic and abiotic environments, to determine the relationships between diversity and ecosystem functioning and ultimately to establish good management practices to protect overall biodiversity in the face of global change. We evaluate the relevance of information provided by phylogenies to ecologists, highlighting current potential weaknesses and needs for future developments. We suggest that despite the strong progress that has been made, a consistent unified framework is still missing to link local ecological dynamics to macroevolution. This is a necessary step in order to interpret observed phylogenetic patterns in a wider ecological context. Beyond the fundamental question of how evolutionary history contributes to shape communities, ecophylogenetics will help ecology to become a better integrative and predictive science.     

To Model or not to Model,That is no Longer the Question for Ecologists

Here, I argue that we should abandon the division between “field ecologists” and “modelers,” and embrace modeling and empirical research as two powerful and often complementary approaches in the toolbox of 21st century ecologists, to be deployed alone or in combination depending on the task at hand. As empirical research has the longer tradition in ecology, and modeling is the more recent addition to the methodological arsenal, I provide both practical and theoretical reasons for integrating modeling more deeply into ecosystem research. Empirical research has epistemological priority over modeling; however, that is, for models to realize their full potential, and for modelers to wield this power wisely, empirical research is of fundamental importance. Combining both methodological approaches or forming “super ties” with colleagues using different methods are promising pathways to creatively exploit the methodological possibilities resulting from increasing computing power. To improve the proficiency of the growing group of model users and ensure future innovation in model development, we need to increase the modeling literacy among ecology students. However, an improved training in modeling must not curtail education in basic ecological principles and field methods, as these skills form the foundation for building and applying models in ecology.     

Idealized, Inaccurate but Successful: A Pragmatic Approach to Evaluating Models in Theoretical Ecology

Ecologists attempt to understand the diversity of life with mathematical models. Often, mathematical models contain simplifying idealizations designed to cope with the blooming, buzzing confusion of the natural world. This strategy frequently issues in models whose predictions are inaccurate. Critics of theoretical ecology argue that only predictively accurate models are successful and contribute to the applied work of conservation biologists. Hence, they think that much of the mathematical work of ecologists is poor science. Against this view, I argue that model building is successful even when models are predictively inaccurate for at least three reasons: models allow scientists to explore the possible behaviors of ecological systems; models give scientists simplified means by which they can investigate more complex systems by determining how the more complex system deviates from the simpler model; and models give scientists conceptual frameworks through which they can conduct experiments and fieldwork. Critics often mistake the purposes of model building, and once we recognize this, we can see their complaints are unjustified. Even though models in ecology are not always accurate in their assumptions and predictions, they still contribute to successful science.     

On the gap between science and conservation implementation—A national park perspective

In the conservation of forests and protected areas, a gap lies between scientific knowledge and the management decisions made. From our perspective as scientists studying a national park, who deal daily with both research and administration, we discuss the general reasons for this gap. We provide examples (saproxylic beetles and Norway spruce genetics) to demonstrate the dilemma of practitioners who aim at basing their decisions on evidence. From our experience, the approach of problem solving is crucial, yet in many cases, the bidirectional bridge between science and application is poorly established. We specifically urge governments to organize nation-wide species distribution data; scientists to support the conservation community with new functional approaches, also in combination with Red Lists to identify diversity hotspots and major threats; stakeholders to identify land-use alternatives for scientists to study; state research institutes to increase the proportion of scientists; scientists and governmental authorities to regularly summarize scientific results and conclusions for practitioners; and agencies should foster incentives for scientists to deal with conservation efforts.     

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.     

Accepting evolution

Poor public perceptions and understanding of evolution are not unique to the developed and more industrialized nations of the world. International resistance to the science of evolutionary biology appears to be driven by both proponents of intelligent design and perceived incompatibilities between evolution and a diversity of religious faiths. We assessed the success of a first-year evolution course at the University of Cape Town and discovered no statistically significant change in the views of students before the evolution course and thereafter, for questions that challenged religious ideologies about creation, biodiversity, and intelligent design. Given that students only appreciably changed their views when presented with "facts," we suggest that teaching approaches that focus on providing examples of experimental evolutionary studies, and a strong emphasis on the scientific method of inquiry, are likely to achieve greater success. This study also reiterates the importance of engaging with students' prior conceptions, and makes suggestions for improving an understanding and appreciation of evolutionary biology in countries such as South Africa with an inadequate secondary science education system, and a dire lack of public engagement with issues in science.     

New approaches to analyzing microbial biodiversity data

Modern molecular techniques have revealed an extraordinary diversity of microorganisms, most of which are as yet uncharacterized. This poses a major challenge to microbial ecologists: how can one compare the microbial diversity of different environments when the vast majority of microbial taxa are usually unknown? Three statistical approaches developed by ecologists and evolutionary biologists--parametric estimation, nonparametric estimation and community phylogenetics--are proving to be promising tools to meet this challenge. The combination of these tools with molecular biology techniques allow the rigorous estimation and comparison of microbial diversity in different environments.     

Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

Biodiversity is a complex, yet essential, concept for undergraduate students in ecology and other natural sciences to grasp. As beginner scientists, students must learn to recognize, describe, and interpret patterns of biodiversity across various spatial scales and understand their relationships with ecological processes and human influences. It is also increasingly important for undergraduate programs in ecology and related disciplines to provide students with experiences working with large ecological datasets to develop students’ data science skills and their ability to consider how ecological processes that operate at broader spatial scales (macroscale) affect local ecosystems. To support the goals of improving student understanding of macroscale ecology and biodiversity at multiple spatial scales, we formed an interdisciplinary team that included grant personnel, scientists, and faculty from ecology and spatial sciences to design a flexible learning activity to teach macroscale biodiversity concepts using large datasets from the National Ecological Observatory Network (NEON). We piloted this learning activity in six courses enrolling a total of 109 students, ranging from midlevel ecology and GIS/remote sensing courses, to upper‐level conservation biology. Using our classroom experiences and a pre/postassessment framework, we evaluated whether our learning activity resulted in increased student understanding of macroscale ecology and biodiversity concepts and increased familiarity with analysis techniques, software programs, and large spatio‐ecological datasets. Overall, results suggest that our learning activity improved student understanding of biological diversity, biodiversity metrics, and patterns of biodiversity across several spatial scales. Participating faculty reflected on what went well and what would benefit from changes, and we offer suggestions for implementation of the learning activity based on this feedback. This learning activity introduced students to macroscale ecology and built student skills in working with big data (i.e., large datasets) and performing basic quantitative analyses, skills that are essential for the next generation of ecologists.     

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.     

A conceptual framework for understanding the perspectives on the causes of the science–practice gap in ecology and conservation

Applying scientific knowledge to confront societal challenges is a difficult task, an issue known as the science–practice gap. In Ecology and Conservation, scientific evidence has been seldom used directly to support decision‐making, despite calls for an increasing role of ecological science in developing solutions for a sustainable future. To date, multiple causes of the science–practice gap and diverse approaches to link science and practice in Ecology and Conservation have been proposed. To foster a transparent debate and broaden our understanding of the difficulties of using scientific knowledge, we reviewed the perceived causes of the science–practice gap, aiming to: (i) identify the perspectives of ecologists and conservation scientists on this problem, (ii) evaluate the predominance of these perspectives over time and across journals, and (iii) assess them in light of disciplines studying the role of science in decision‐making. We based our review on 1563 sentences describing causes of the science–practice gap extracted from 122 articles and on discussions with eight scientists on how to classify these sentences. The resulting process‐based framework describes three distinct perspectives on the relevant processes, knowledge and actors in the science–practice interface. The most common perspective assumes only scientific knowledge should support practice, perceiving a one‐way knowledge flow from science to practice and recognizing flaws in knowledge generation, communication, and/or use. The second assumes that both scientists and decision‐makers should contribute to support practice, perceiving a two‐way knowledge flow between science and practice through joint knowledge‐production/integration processes, which, for several reasons, are perceived to occur infrequently. The last perspective was very rare, and assumes scientists should put their results into practice, but they rarely do. Some causes (e.g. cultural differences between scientists and decision‐makers) are shared with other disciplines, while others seem specific to Ecology and Conservation (e.g. inadequate research scales). All identified causes require one of three general types of solutions, depending on whether the causal factor can (e.g. inadequate research questions) or cannot (e.g. scientific uncertainty) be changed, or if misconceptions (e.g. undervaluing abstract knowledge) should be solved. The unchanged predominance of the one‐way perspective over time may be associated with the prestige of evidence‐based conservation and suggests that debates in Ecology and Conservation lag behind trends in other disciplines towards bidirectional views ascribing larger roles to decision‐makers. In turn, the two‐way perspective seems primarily restricted to research traditions historically isolated from mainstream conservation biology. All perspectives represented superficial views of decision‐making by not accounting for limits to human rationality, complexity of decision‐making contexts, fuzzy science–practice boundaries, ambiguity brought about by science, and different types of knowledge use. However, joint knowledge‐production processes from the two‐way perspective can potentially allow for democratic decision‐making processes, explicit discussions of values and multiple types of science use. To broaden our understanding of the interface and foster productive science–practice linkages, we argue for dialogue among different research traditions within Ecology and Conservation, joint knowledge‐production processes between scientists and decision‐makers and interdisciplinarity across Ecology, Conservation and Political Science in both research and education.     

Preservice elementary teachers’ willingness to specialize in science and views on evolution

Background

Acceptance and understanding of evolutionary ideas remains low in the United States despite renewed science education standards, nearly unanimous acceptance among scientists, and decades of research on the teaching and learning of evolution. Early exposure to evolutionary concepts may be one way to reduce resistance to learning and accepting evolution. While there is emerging evidence that elementary students can learn and retain evolutionary ideas, there is also emerging evidence that elementary teachers may be unprepared to teach evolution. It may not be possible to train elementary teachers like their secondary counterparts who receive specialized training in science. This exploratory study was designed to determine if the 147 surveyed preservice elementary teachers (PETs) who are most willing to specialize in science maintain a greater understanding and acceptance of evolution. Such a relationship could have implications for teacher training and science instruction at elementary schools.

Results

As willingness to specialize in science increases so too does acceptance of evolution. For both measures, there was a monotonic increase with increasing willingness to specialize in science. There was a significant correlation (p?=?.047) between willingness to specialize in science and acceptance of evolution as measured by the MATE. There was not a significant correlation between willingness to specialize in science and understanding of evolution as measured by the CINS (p?=?.21). The thirty-two PETs who are enthusiastically willing to specialize in science had the highest understanding and acceptance of evolution.

Conclusions

It may be possible to identify prospective elementary teachers that could assume roles as specialists simply by identifying PETs’ willingness to specialize. Such students appear to enter elementary teacher preparation programs with the science background and enthusiasm for science required to be specialists without the need for much additional training. Thus, science teacher educators could help local elementary school principals identify graduating, and recently graduated, elementary teachers who are willing to specialize in science. Identified teachers could serve as specialists to work with their building and district colleagues to develop, among other topics, evolution related curricular materials and facilitate the implementation of those materials through co-teaching and peer coaching.

     

Conducting robust ecological analyses with climate data

Although the number of studies discerning the impact of climate change on ecological systems continues to increase, there has been relatively little sharing of the lessons learnt when accumulating this evidence. At a recent workshop entitled ‘Using climate data in ecological research’ held at the UK Met Office, ecologists and climate scientists came together to discuss the robust analysis of climate data in ecology. The discussions identified three common pitfalls encountered by ecologists: 1) selection of inappropriate spatial resolutions for analysis; 2) improper use of publically available data or code; and 3) insufficient representation of the uncertainties behind the adopted approach. Here, we discuss how these pitfalls can be avoided, before suggesting ways that both ecology and climate science can move forward. Our main recommendation is that ecologists and climate scientists collaborate more closely, on grant proposals and scientific publications, and informally through online media and workshops. More sharing of data and code (e.g. via online repositories), lessons and guidance would help to reconcile differing approaches to the robust handling of data. We call on ecologists to think critically about which aspects of the climate are relevant to their study system, and to acknowledge and actively explore uncertainty in all types of climate data. And we call on climate scientists to make simple estimates of uncertainty available to the wider research community. Through steps such as these, we will improve our ability to robustly attribute observed ecological changes to climate or other factors, while providing the sort of influential, comprehensive analyses that efforts to mitigate and adapt to climate change so urgently require.     

Cancer cell biology: a student-centered instructional module exploring the use of multimedia to enrich interactive,constructivist learning of science

Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. Cancer Cell Biology, an interactive, multimedia, problem-based module, focuses on how mutations in protooncogenes and tumor suppressor genes can lead to uncontrolled cell proliferation by engaging students as research scientists/physicians with the task of diagnosing the molecular basis of tumor growth for a group of patients. The process of constructing the module, which was guided by scientist and student feedback/responses, is described. The completed module and insights gained from its development are presented as a potential "multimedia pedagogy" for the development of other multimedia science learning environments.     

Editorial

The American Peptide Symposium has been a forum for new research in peptide science for almost thirty years. For young scientists it has provided an opportunity to present their experimental results and to learn more about ongoing research in this rapidly changing field. The 15th American Peptide Symposium, held in Nashville, Tennessee, U.S.A. in June, 1997, highlighted the research of young scientists in two ways. Graduate students and postdoctoral fellows competed in the Young Investigators Poster Competition for awards for the most outstanding posters. The Young Investigators Mini-Symposium on the first day of the meeting provided an opportunity for selected young scientists to give oral presentations on their research. This special issue of Letters in Peptide Science highlights some of the results presented by young scientists as part of these two forums. The papers included exemplify the diversity of research in peptide science, from synthetic methodology to peptide structure to novel peptide design and biological activity. The outstanding quality of the research performed by these young scientists shows our field will be in good hands for the years to come.     

Broadening the voice of science: Promoting scientific communication in the undergraduate classroom

Effective and accurate communication of scientific findings is essential. Unfortunately, scientists are not always well trained in how to best communicate their results with other scientists nor do all appreciate the importance of speaking with the public. Here, we provide an example of how the development of oral communication skills can be integrated with research experiences at the undergraduate level. We describe our experiences developing, running, and evaluating a course for undergraduates that complemented their existing undergraduate research experiences with instruction on the nature of science and intensive training on the development of science communication skills. Students delivered science talks, research monologues, and poster presentations about the ecological and evolutionary research in which they were involved. We evaluated the effectiveness of our approach using the CURE survey and a focus group. As expected, undergraduates reported strong benefits to communication skills and confidence. We provide guidance for college researchers, instructors, and administrators interested in motivating and equipping the next generation of scientists to be excellent science communicators.