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Authorship is intended to convey information regarding credit and responsibility for manuscripts. However, while there is general agreement within ecology that the first author is the person who contributed the most to a particular project, there is less agreement regarding whether being last author is a position of significance and regarding what is indicated by someone being the corresponding author on a manuscript. Using an analysis of papers published in American Naturalist, Ecology, Evolution, and Oikos, I found that: (1) the number of authors on papers is increasing over time; (2) the proportion of first authors as corresponding author has increased over time, as has the proportion of last authors as corresponding author; (3) 84% of papers published in 2016 had the first author as corresponding author; and (4) geographic regions differed in the likelihood of having the first (or last) author as corresponding author. I also carried out an online survey to better understand views on last and corresponding authorship. This survey revealed that most ecologists view the last author as the 'senior' author on a paper (i.e., the person who runs the research group in which most of the work was carried out), and most ecologists view the corresponding author as the person taking full responsibility for a paper. However, there was substantial variation in views on authorship, especially corresponding authorship. Given these results, I suggest that discussions of authorship have as their starting point that the first author will be corresponding author and the senior author will be last author. I also suggest ways of deciding author order in cases where two senior authors contributed equally. [ABSTRACT FROM AUTHOR]

There is a contemporary trend in many major research institutions to de‐emphasize the importance of natural history education in favor of theoretical, laboratory, or simulation‐based research programs. This may take the form of removing biodiversity and field courses from the curriculum and the sometimes subtle maligning of natural history research as a "lesser" branch of science. Additional threats include massive funding cuts to natural history museums and the maintenance of their collections, the extirpation of taxonomists across disciplines, and a critical under‐appreciation of the role that natural history data (and other forms of observational data, including Indigenous knowledge) play in the scientific process. In this paper, we demonstrate that natural history knowledge is integral to any competitive science program through a comprehensive review of the ways in which they continue to shape modern theory and the public perception of science. We do so by reviewing how natural history research has guided the disciplines of ecology, evolution, and conservation and how natural history data are crucial for effective education programs and public policy. We underscore these insights with contemporary case studies, including: how understanding the dynamics of evolutionary radiation relies on natural history data; methods for extracting novel data from museum specimens; insights provided by multi‐decade natural history programs; and how natural history is the most logical venue for creating an informed and scientifically literate society. We conclude with recommendations aimed at students, university faculty, and administrators for integrating and supporting natural history in their mandates. Fundamentally, we are all interested in understanding the natural world, but we can often fall into the habit of abstracting our research away from its natural contexts and complexities. Doing so risks losing sight of entire vistas of new questions and insights in favor of an over‐emphasis on simulated or overly controlled studies. [ABSTRACT FROM AUTHOR]

The academic disciplines of Science, Technology, Engineering and Mathematics (STEM) have long suffered from a lack of diversity. While in recent years there has been some progress in addressing the underrepresentation of women in STEM subjects, other characteristics that have the potential to impact on equality of opportunity have received less attention. In this study, we surveyed 188 early career scientists (ECRs), defined as within 10 years of completing their PhD, in the fields of ecology, evolutionary biology, behaviour, and related disciplines. We examined associations between ethnicity, age, sexual orientation, sex, socioeconomic background, and disability, with measures of career progression, namely publication record, number of applications made before obtaining a postdoc, type of contract, and number of grant applications made. We also queried respondents on perceived barriers to progression and potential ways of overcoming them. Our key finding was that socioeconomic background and ethnicity were associated with measures of career progression. While there was no difference in the number of reported first‐authored papers on PhD completion, ethnic minority respondents reported fewer other‐authored papers. In addition, ECRs from a lower socioeconomic background were more likely to report being in teaching and research positions, rather than research‐only positions, the latter being perceived as more prestigious by some institutions. We discuss our findings in the context of possible inequality of opportunity. We hope that this study will stimulate wider discussion and help to inform strategies to address the underrepresentation of minority groups in the fields of ecology and evolution, and STEM subjects more widely. [ABSTRACT FROM AUTHOR]

Despite substantial progress for women in science, women remain underrepresented in many aspects of the scholarly publication process. We examined how the gender diversity of editors and reviewers changed over time for six journals in ecology and evolution (2003–2015 for four journals, 2007–2015 or 2009–2015 for the other two), and how several aspects of the peer review process differed between female and male editors and reviewers. We found that for five of the six journals, women were either absent or very poorly represented as handling editors at the beginning of our dataset. The representation of women increased gradually and consistently, with women making up 29% of the handling editors (averaged across journals) in 2015, similar to the representation of women as last authors on ecology papers (23% in 2015) but lower than the proportion of women among all authors (31%) and among members of the societies that own the journals (37%–40%). The proportion of women among reviewers has also gradually but consistently increased over time, reaching 27% by 2015. Female editors invited more female reviewers than did male editors, and this difference increased with age of the editor. Men and women who were invited to review did not differ in whether they responded to the review invitation, but, of those that responded, women were slightly more likely to agree to review. In contrast, women were less likely than men to accept invitations to serve on journal editorial boards. Our analyses indicate that there has been progress in the representation of women as reviewers and editors in ecology and evolutionary biology, but women are still underrepresented among the gatekeepers of scholarly publishing relative to their representation among researchers. [ABSTRACT FROM AUTHOR]

Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti‐racist and anti‐colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti‐racist and anti‐colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses. [ABSTRACT FROM AUTHOR]

Extremely narrow endemic plant species (ENEs) are generally connected with microrefugia characterized by particular environmental conditions. In‐depth knowledge of the ecological requirements of ENEs is fundamental to plan appropriate conservation measures. Using cross‐cutting technology, this paper gives a multifaceted approach to collect on‐site data on the ecology of ENEs, defines the protocols for a correct sampling design and describes the type of equipment, the time and expenditure needed. Our sampling approach is based on two orthogonal transects, long enough to extrapolate the whole ecological gradient across the area of occupancy of the target species. Microclimatic data are recorded all along the transects through iButton technology, plus a weather station installed at the intersection of the transects. Microtopographic data are recorded with high‐resolution digital elevation model and sub‐metric GPS. Edaphic data are recorded along the transects through standard soil analyses and on‐site evaluation of the seasonal decomposition rate of organic matter. Additionally, vegetation sampling in 4 m2 plots and on‐site germination tests allow to collect data on auto‐ and synecological factors that regulate the life cycle of the target species. Our approach has proved to be cost‐effective and efficient in terms of time spent in the field against the data collected. The most demanding activities were the establishment of the transects and the vegetation sampling. The time spent downloading microclimatic data and testing seed germination was relatively short. Our sampling design allows: (i) to catch as much micro‐topographic variability as possible, both within and out of the tolerance range of the target species, (ii) to minimize the risk of recording identical micro‐topographic conditions compared with a random sampling scheme, and (iii) to ensure quick and relatively easy retrieval of the plots and the equipment both on a multi‐seasonal and multi‐annual basis. [ABSTRACT FROM AUTHOR]

Functional diversity is increasingly recognized by microbial ecologists as the essential link between biodiversity patterns and ecosystem functioning, determining the trophic relationships and interactions between microorganisms, their participation in biogeochemical cycles, and their responses to environmental changes. Consequently, its definition and quantification have practical and theoretical implications. In this opinion paper, we present a synthesis on the concept of microbial functional diversity from its definition to its application. Initially, we revisit to the original definition of functional diversity, highlighting two fundamental aspects, the ecological unit under study and the functional traits used to characterize it. Then, we discuss how the particularities of the microbial world disallow the direct application of the concepts and tools developed for macroorganisms. Next, we provide a synthesis of the literature on the types of ecological units and functional traits available in microbial functional ecology. We also provide a list of more than 400 traits covering a wide array of environmentally relevant functions. Lastly, we provide examples of the use of functional diversity in microbial systems based on the different units and traits discussed herein. It is our hope that this paper will stimulate discussions and help the growing field of microbial functional ecology to realize a potential that thus far has only been attained in macrobial ecology. [ABSTRACT FROM AUTHOR]

In recent years, there have been significant advances in the technology used to collect data on the movement and activity patterns of humans and animals. GPS units, which form the primary source of location data, have become cheaper, more accurate, lighter and less power‐hungry, and their accuracy has been further improved with the addition of inertial measurement units. The consequence is a glut of geospatial time series data, recorded at rates that range from one position fix every several hours (to maximize system lifetime) to ten fixes per second (in high dynamic situations). Since data of this quality and volume have only recently become available, the analytical methods to extract behavioral information from raw position data are at an early stage of development. An instance of this lies in the analysis of animal movement patterns. When investigating solitary animals, the timing and location of instances of avoidance and association are important behavioral markers. In this paper, a novel analytical method to detect avoidance and association between individuals is proposed; unlike existing methods, assumptions about the shape of the territories or the nature of individual movement are not needed. Simulations demonstrate that false positives (type I error) are rare (1%–3%), which means that the test rarely suggests that there is an association if there is none. In this paper, we introduce a novel statistical method that can be used to establish whether individuals or groups are more or less often in close proximity of each other than expected by chance. Moreover, it does so in a way that is independent of the size and shape of the individuals' ranges. [ABSTRACT FROM AUTHOR]

Summary: The foundational concept of habitat lies at the very root of the entire science of ecology, but inaccurate use of the term compromises scientific rigor and communication among scientists and nonscientists. In 1997, Hall, Krausman & Morrison showed that ‘habitat’ was used correctly in only 55% of articles. We ask whether use of the term has been more accurate since their plea for standardization and whether use varies across the broader range of journals and taxa in the contemporary literature (1998–2012). We searched contemporary literature for ‘habitat’ and habitat‐related terms, ranking usage as either correct or incorrect, following a simplified version of Hall et al.'s definitions. We used generalized linear models to compare use of the term in contemporary literature with the papers reviewed by Hall et al. and to test the effects of taxa, journal impact in the contemporary articles and effects due to authors that cited Hall et al. Use of the term ‘habitat’ has not improved; it was still only used correctly about 55% of the time in the contemporary data. Proportionately more correct uses occurred in articles that focused on animals compared to ones that included plants, and papers that cited Hall et al. did use the term correctly more often. However, journal impact had no effect. Some habitat terms are more likely to be misused than others, notably ‘habitat type’, usually used to refer to vegetation type, and ‘suitable habitat’ or ‘unsuitable habitat’, which are either redundant or nonsensical by definition. Inaccurate and inconsistent use of the term can lead to (1) misinterpretation of scientific findings; (2) inefficient use of conservation resources; (3) ineffective identification and prioritization of protected areas; (4) limited comparability among studies; and (5) miscommunication of science‐based findings. Correct usage would improve communication with scientists and nonscientists, thereby benefiting conservation efforts, and ecology as a science. [ABSTRACT FROM AUTHOR]

As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind‐set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike. [ABSTRACT FROM AUTHOR]

Defining mathematical terms and objects is a constant issue in ecology; often definitions are absent, erroneous, or imprecise. Through a bibliographic prospection, we show that this problem appears in macro‐ecology (biogeography and community ecology) where the lack of definition for the sigmoid class of functions results in difficulties of interpretation and communication. In order to solve this problem and to help harmonize papers that use sigmoid functions in ecology, herein we propose a comprehensive definition of these mathematical objects. In addition, to facilitate their use, we classified the functions often used in the ecological literature, specifying the constraints on the parameters for the function to be defined and the curve shape to be sigmoidal. Finally, we interpreted the different properties of the functions induced by the definition through ecological hypotheses in order to support and explain the interest of such functions in ecology and more precisely in biogeography. [ABSTRACT FROM AUTHOR]

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses. [ABSTRACT FROM AUTHOR]

There are many barriers to fieldwork including cost, time, and physical ability. Unfortunately, these barriers disproportionately affect minority communities and create a disparity in access to fieldwork in the natural sciences. Travel restrictions, concerns about our carbon footprint, and the global lockdown have extended this barrier to fieldwork across the community and led to increased anxiety about gaps in productivity, especially among graduate students and early‐career researchers. In this paper, we discuss agent‐based modeling as an open‐source, accessible, and inclusive resource to substitute for lost fieldwork during COVID‐19 and for future scenarios of travel restrictions such as climate change and economic downturn. We describe the benefits of Agent‐Based models as a teaching and training resource for students across education levels. We discuss how and why educators and research scientists can implement them with examples from the literature on how agent‐based models can be applied broadly across life science research. We aim to amplify awareness and adoption of this technique to broaden the diversity and size of the agent‐based modeling community in ecology and evolutionary research. Finally, we discuss the challenges facing agent‐based modeling and discuss how quantitative ecology can work in tandem with traditional field ecology to improve both methods. [ABSTRACT FROM AUTHOR]

COVID‐19 presented the world with trauma and isolation, but many people, including educators, have offered bright spots of creativity and engagement. As we confronted these issues in our own ecology classroom, we sought solutions to carry‐forward the learning objectives we set for our students in January 2020, yet encourage interaction with the sensitivity that a pandemic requires. In the rapid transition to online course delivery, we opted to retain the original end‐of‐semester poster project in our introductory ecology course. However, we experimented with a new virtual platform where students could disseminate their work and communicate with the community. In this paper, we discuss the Mozilla Hubs virtual reality platform that we used for our event. We also collected qualitative data to share the benefits and challenges of this experience felt by the students, the instructors, and external observers. [ABSTRACT FROM AUTHOR]

Terrestrial gastropods do not only inhabit humid and cool environments but also habitat in which hot and dry conditions prevail. Snail species that are able to cope with such climatic conditions are thus expected to having developed multifaceted strategies and mechanisms to ensure their survival and reproduction under heat and desiccation stress. This review paper aims to provide an integrative overview of the numerous adaptation strategies terrestrial snails have evolved to persist in hot and dry environments as well as their mutual interconnections and feedbacks, but also to outline research gaps and questions that remained unanswered. We extracted relevant information from more than 140 publications in order to show how biochemical, cellular, physiological, morphological, ecological, thermodynamic, and evolutionary parameters contribute to provide an overall picture of this classical example in stress ecology. These mechanisms range from behavioral and metabolic adaptations, including estivation, to the induction of chaperones and antioxidant enzymes, mucocyte and digestive gland cell responses and the modification and frequency of morphological features, particularly shell pigmentation. In this context, thermodynamic constraints call for processes of complex adaptation at varying levels of biological organization that are mutually interwoven. We were able to assemble extensive, mostly narrowly focused information from the literature into a web of network parameters, showing that future work on this subject requires multicausal thinking to account for the complexity of relationships involved in snails' adaptation to insolation, heat, and drought. [ABSTRACT FROM AUTHOR]

The article presents information related to the journal Ecology & Evolution. It is noted that the journal provides research in all areas of ecology, evolution and conservation science and considers papers reporting theoretical, experimental, applied and descriptive work in terrestrial and aquatic environments.

We explore the use of movable automata in numerical modelling of male competition for territory. We used territorial dragonflies as our biological inspiration for the model, assuming two types of competing males: (a) faster and larger males that adopt a face‐off strategy and repulse other males; (b) slower and smaller males that adopt a non‐aggressive strategy. The faster and larger males have higher noise intensity, leading to faster motion and longer conservation of motion direction. The velocity distributions resemble the Maxwell distributions of velocity, expected in Brownian dynamics, with two probable velocities and distribution widths for the two animal subpopulations. The fast animals' trajectories move between visually fixed density folds of the slower animal subpopulation. A correlation is found between individual velocity and individual area distribution, with smaller animals concentrated in a region of small velocities and areas. Attraction between animals results in a modification of the system behaviour, with larger animals spending more time being surrounded by smaller animals and being slowed down by their interaction with the surroundings. Overall, the study provides insights into the dynamics of animal competition for territory and the impact of attraction between animals. [ABSTRACT FROM AUTHOR]

The productivity and performance of men is generally rated more highly than that of women in controlled experiments, suggesting conscious or unconscious gender biases in assessment. The degree to which editors and reviewers of scholarly journals exhibit gender biases that influence outcomes of the peer‐review process remains uncertain due to substantial variation among studies. We test whether gender predicts the outcomes of editorial and peer review for >23,000 research manuscripts submitted to six journals in ecology and evolution from 2010 to 2015. Papers with female and male first authors were equally likely to be sent for peer review. However, papers with female first authors obtained, on average, slightly worse peer‐review scores and were more likely to be rejected after peer review, though the difference varied among journals. These gender differences appear to be partly due to differences in authorial roles. Papers for the which the first author deferred corresponding authorship to a coauthor (which women do more often than men) obtained significantly worse peer‐review scores and were less likely to get positive editorial decisions. Gender differences in corresponding authorship explained some of the gender differences in peer‐review scores and positive editorial decisions. In contrast to these observations on submitted manuscripts, gender differences in peer‐review outcomes were observed in a survey of >12,000 published manuscripts; women reported similar rates of rejection (from a prior journal) before eventual publication. After publication, papers with female authors were cited less often than those with male authors, though the differences are very small (~2%). Our data do not allow us to test hypotheses about mechanisms underlying the gender discrepancies we observed, but strongly support the conclusion that papers authored by women have lower acceptance rates and are less well cited than are papers authored by men in ecology. [ABSTRACT FROM AUTHOR]

The modeling of ecological data that include both abiotic and biotic factors is fundamental to our understanding of ecosystems. Repositories of biodiversity data, such as GBIF, iDigBio, Atlas of Living Australia, and SNIB (Mexico's National System of Biodiversity Information), contain a great deal of information that can lead to knowledge discovery about ecosystems. However, there is a lack of tools with which to efficiently extract such knowledge. In this paper, we present SPECIES, an open, web‐based platform designed to extract implicit information contained in large scale sets of ecological data. SPECIES is based on a tested methodology, wherein the correlations of variables of arbitrary type and spatial resolution, both biotic and abiotic, discrete and continuous, may be explored from both niche and network perspectives. In distinction to other modeling systems, SPECIES is a full stack exploratory tool that integrates the three basic components: data (which is incrementally growing), a statistical modeling and analysis engine, and an interactive visualization front end. Combined, these components provide a powerful tool that may guide ecologists toward new insights. SPECIES is optimized to support fast hypothesis prototyping and testing, analyzing thousands of biotic and abiotic variables, and presenting descriptive results to the user at different levels of detail. SPECIES is an open‐access platform available online (http://species.conabio.gob.mx), that is, powerful, flexible, and easy to use. It allows for the exploration and incorporation of ecological data and its subsequent integration into predictive models for both potential ecological niche and geographic distribution. It also provides an ecosystemic, network‐based analysis that may guide the researcher in identifying relations between different biota, such as the relation between disease vectors and potential disease hosts. SPECIES, an open web‐based platform designed for the exploratory analysis of large‐scale ecological datasets. SPECIES provides two perspectives: one based on ecological niche and geographic distribution modeling, and the other on ecological networks. SPECIES is optimized to support fast hypotheses prototyping and testing, analyzing thousands of biotic and abiotic variables and presenting descriptive results to the user at different levels of detail. [ABSTRACT FROM AUTHOR]

During the last 50 years, a group of ecologists has repeatedly used Popper's falsificationism in normative claims concerning how research in ecology should be conducted and/or how ecology should be corrected. Other ecologists seem to be dissatisfied with these criticisms. Nevertheless, they have not provided systematic analyses of how and why the Popperian criticisms of ecology fail. I have two aims in this article First, I show how so‐called Popperian ecologists have not only failed to use but have misused – if not abused – Popper in their criticisms of ecology. That is, the Popperian criticisms of ecology lack the justification the critics claim it has. Second, I claim that Popper's falsificationism is an unsuitable philosophy of science for ecology. In other words, ecology should not be criticized nor evaluated from the Popperian perspective in the first place. Despite the fact that Popperphilia and Popperphobia have existed in ecology for more than 50 years, there has been no systematic and general critical review on Popper's philosophy of science in ecology. The current ms. provides such a review. Such a review should have been published 30 years ago, since Popper's falsificationism seems to be at best irrelevant to ecology. [ABSTRACT FROM AUTHOR]

Ecology is broad and relies on several complementary approaches to study the mechanisms driving the distribution and abundance of organisms and their interactions. One of them is citizen science (CitSci), the co‐production of scientific data and knowledge by nonprofessional scientists, in collaboration with, or under the direction of, professional scientists. CitSci has bloomed in the scientific literature over the last decade and its popularity continues to increase, but its qualitative contribution to the development of academic knowledge remains understudied. We used a bibliometric analysis to study whether the epistemic content of CitSci‐based articles is different from traditional, non‐CitSci ones within the field of ecology. We analyzed keywords and abstracts of articles published in ecology over the last decade, disentangling CitSci articles (those explicitly referring to citizen science) and non‐CitSci articles. Keyword co‐occurrence and thematic map analyses first revealed that CitSci and non‐CitSci articles broadly focused on biodiversity, conservation, and climate change. However, CitSci articles did so in a more descriptive way than non‐CitSci articles, which were more likely to address mechanisms. Conservation biology and its links with socio‐ecosystems and ecosystem services was a central theme in the CitSci corpus, much less in the non‐CitSci corpus. The situation was opposite for climate change and its consequences on species distribution and adaptation, which was a central theme in the non‐CitSci corpus only. We only revealed subtle differences in the relative importance of particular themes and in the way these themes are tackled in CitSci and non‐CitSci articles, thus indicating that citizen science is well integrated in the main, classical research themes of ecology. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses about research in the areas of ecology,evolution and conservation science where the interaction with the fauna with their surrounding environment is discussed.

The article provides information on the Volume 5, Number 11 issue of "Ecology and Evolution."

The front cover of the journal is presented along with the issue's editors and information on copyright and aims and scope.

The article discusses the aims, objectives, copyright information and disclaimer for the magazine "Ecology and Evolution."

Critical thinking, which can be defined as the evidence‐based ways in which people decide what to trust and what to do, is an important competency included in many undergraduate science, technology, engineering, and mathematics (STEM) courses. To help instructors effectively measure critical thinking, we developed the Biology Lab Inventory of Critical Thinking in Ecology (Eco‐BLIC), a freely available, closed‐response assessment of undergraduate students' critical thinking in ecology. The Eco‐BLIC includes ecology‐based experimental scenarios followed by questions that measure how students decide on what to trust and what to do next. Here, we present the development of the Eco‐BLIC using tests of validity and reliability. Using student responses to questions and think‐aloud interviews, we demonstrate the effectiveness of the Eco‐BLIC at measuring students' critical thinking skills. We find that while students generally think like experts while evaluating what to trust, students' responses are less expert‐like when deciding on what to do next. [ABSTRACT FROM AUTHOR]

Technological advances in migratory tracking tools have revealed a remarkable diversity in migratory patterns. One such pattern is leapfrog migration, where individuals that breed further north migrate to locations further south. Here, we analyzed migration patterns in the Painted Bunting (Passerina ciris) using a genetic‐based approach. We started by mapping patterns of genetic variation across geographic space (called a genoscape) using 386 individuals from 25 populations across the breeding range. We then genotyped an additional 230 samples from 31 migration stopover locations and 178 samples from 16 wintering locations to map patterns of migratory connectivity. Our analyses of genetic variation across the breeding range show the existence of four genetically distinct groups within the species: Eastern, Southwestern, Louisiana, and Central groups. Subsequent assignment of migrating and wintering birds to genetic groups illustrated that birds from the Central group migrated during the fall via western Mexico or southern Texas, spent the winter from northeastern Mexico to Panama, and migrated north via the Gulf Coast of Mexico. While Louisiana birds overlapped with Central birds on their spring migratory routes along the Gulf Coast, we found that Louisiana birds had a more restricted wintering distribution in the Yucatan Peninsula and Central America. Further estimation of the straight‐line distance from the predicted breeding location to the wintering location revealed that individuals sampled at lower winter latitudes traveled to greater distances (i.e., the predicted breeding area was further north; p >.001), confirming that these species exhibit a leapfrog migration pattern. Overall, these results demonstrate the utility of a genoscape‐based approach for identifying range‐wide patterns of migratory connectivity such as leapfrog migration with a high degree of clarity. [ABSTRACT FROM AUTHOR]

Successful conservation and management of marine top predators rely on detailed documentation of spatiotemporal behavior. For cetacean species, this information is key to defining stocks, habitat use, and mitigating harmful interactions. Research focused on this goal is employing methodologies such as visual observations, tag data, and passive acoustic monitoring (PAM) data. However, many studies are temporally limited or focus on only one or few species. In this study, we make use of an existing long‐term (2009–2019), labeled PAM data set to examine spatiotemporal patterning of at least 10 odontocete (toothed whale) species in the Hawaiian Islands using compositional analyses and modeling techniques. Species composition differs among considered sites, and this difference is robust to seasonal movement patterns. Temporally, hour of day was the most significant predictor of detection across species and sites, followed by season, though patterns differed among species. We describe long‐term trends in species detection at one site and note that they are markedly similar for many species. These trends may be related to long‐term, underlying oceanographic cycles that will be the focus of future study. We demonstrate the variability of temporal patterns even at relatively close sites, which may imply that wide‐ranging models of species presence are missing key fine‐scale movement patterns. Documented seasonal differences in detection also highlights the importance of considering season in survey design both regionally and elsewhere. We emphasize the utility of long‐term, continuous monitoring in highlighting temporal patterns that may relate to underlying climatic states and help us predict responses to climate change. We conclude that long‐term PAM records are a valuable resource for documenting spatiotemporal patterns and can contribute many insights into the lives of top predators, even in highly studied regions such as the Hawaiian Islands. [ABSTRACT FROM AUTHOR]

Macroecological studies describe large‐scale diversity patterns through analyses of species distribution patterns and allows us to elucidate how species differing in ecology, physical requirements, and life histories are distributed in a multidimensional space. These patterns of distributions can be explained by vegetation, and climatic factors, and are determined by historical and current factors. The continuous accumulation of information on the distribution patterns of species is essential to understand the history and evolution of the biota. In this study, we aimed to identify functional and evolutionary drivers that explain the geographic patterns of vertical stratification. We compiled morphological, ecological, and distribution data of 140 species of Chacoan snakes and constructed null models to map their geographic pattern. We used a range of environmental variables to assess which drivers are influencing these biogeographic patterns. Lastly, we used evolutionary data to build the first map of the phylogenetic regions of Chacoan snakes. We found a latitudinal pattern, with a marked verticality in the snake assemblies in the Chaco. Verticality and long‐tailed species richness increased in areas with high stratified habitats and stable temperature. Fossoriality is driven mainly by soil conditions, especially soils with fewer sand particles and less stratified habitat. Phylogenetic regions in the Chaco showed a marked latitudinal pattern, like that observed in the geographic pattern of verticality. The distribution pattern of Chacoan snakes also reflects their evolutionary history, with a marked phylogenetic regionalization. [ABSTRACT FROM AUTHOR]

Throughout the Jurassic, a plethora of marine reptiles dominated ocean waters, including ichthyosaurs, plesiosaurs and thalattosuchian crocodylomorphs. These Jurassic ecosystems were characterized by high niche partitioning and spatial variation in dietary ecology. However, while the ecological diversity of many marine reptile lineages is well known, the overall ecological diversification of Teleosauroidea (one of the two major groups within thalattosuchian crocodylomorphs) has never been explored. Teleosauroids were previously deemed to have a morphologically conservative body plan; however, they were in actuality morphofunctionally more diverse than previously thought. Here we investigate the ecology and feeding specializations of teleosauroids, using morphological and functional cranio‐dental characteristics. We assembled the most comprehensive dataset to date of teleosauroid taxa (approximately 20 species) and ran a series of principal component analyses (PC) to categorize them into various feeding ecomorphotypes based on 17 dental characteristics (38 specimens) and 16 functionally significant mandibular characters (18 specimens). The results were examined in conjunction with a comprehensive thalattosuchian phylogeny (153 taxa and 502 characters) to evaluate macroevolutionary patterns and significant ecological shifts. Machimosaurids display a well‐developed ecological shift from: (1) slender, pointed tooth apices and an elongate gracile mandible; to (2) more robust, pointed teeth with a slightly deeper mandible; and finally, (3) rounded teeth and a deep‐set, shortened mandible with enlarged musculature. Overall, there is limited mandibular functional variability in teleosaurids and machimosaurids, despite differing cranial morphologies and habitat preferences in certain taxa. This suggests a narrow feeding ecological divide between teleosaurids and machimosaurids. Resource partitioning was primarily related to snout and skull length as well as habitat; only twice did teleosauroids manage to make a major evolutionary leap to feed distinctly differently, with only the derived machimosaurines successfully radiating into new feeding ecologies. [ABSTRACT FROM AUTHOR]

The cover page of the journal ``Ecology and Evolution'' along with information about aims and scope, open access and copyright, and the editorial board is presented.

The front cover of journal " Ecology and Evolution" is presented with editorial and subscription information.

Online educational videos have the potential to enhance undergraduate biology learning, for example by showcasing contemporary scientific research and providing content coverage. Here, we describe the integration of nine videos into a large‐enrollment (n = 356) introductory evolution and ecology course via weekly homework assignments. We predicted that videos that feature research stories from contemporary scientists could reinforce topics introduced in lecture and provide students with novel insights into the nature of scientific research. Using qualitative analysis of open‐ended written feedback from the students on each video assigned throughout the term (n = 133–229 responses per video) and on end‐of‐quarter evaluations (n = 243), we identified common categories of student perspectives. All videos received more positive than negative comments and all videos received comments indicating that students found them intellectually and emotionally stimulating, accessible, and relevant to course content. Additionally, all videos also received comments indicating some students found them intellectually unstimulating, though these comments were generally far less numerous than positive comments. Students responded positively to videos that incorporated at least one of the following: documentary‐style filming, very clear links to course content (especially hands‐on activities completed by the students), relevance to recent world events, clarity on difficult topics, and/or charismatic narrators or species. We discuss opportunities and challenges for the use of online educational videos in teaching ecology and evolution, and we provide guidelines instructors can use to integrate them into their courses. [ABSTRACT FROM AUTHOR]

Capture–mark–recapture (CMR) studies have been used extensively in ecology and evolution. While it is feasible to apply CMR in some animals, it is considerably more challenging in small fast‐moving species such as insects. In these groups, low recapture rates can bias estimates of demographic parameters, thereby handicapping effective analysis and management of wild populations. Here, we use high‐speed videos (HSV) to capture two large dragonfly species, Anax junius and Rhionaeschna multicolor, that rarely land and, thus, are particularly challenging for CMR studies. We test whether HSV, compared to conventional "eye" observations, increases the "resighting" rates and, consequently, improves estimates of both survival rates and the effects of demographic covariates on survival. We show that the use of HSV increases the number of resights by 64% in A. junius and 48% in R. multicolor. HSV improved our estimates of resighting and survival probability which were either under‐ or overestimated with the conventional observations. Including HSV improved credible intervals for resighting rate and survival probability by 190% and 130% in A. junius and R. multicolor, respectively. Hence, it has the potential to open the door to a wide range of research possibilities on species that are traditionally difficult to monitor with distance sampling, including within insects and birds. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

During the Spring Semester of 2020, an outbreak of a novel coronavirus (SARS‐CoV‐2) and the illnesses it caused (COVID‐19) led to widespread cancelling of on‐campus instruction at colleges and universities in the United States and other countries around the world. Response to the pandemic in university settings included a rapid and unexpected shift to online learning for faculty and students. The transition to teaching and learning online posed many challenges, and the experiences of students during this crisis may inform future planning for distance learning experiences during the ongoing pandemic and beyond. Herein, we discuss the experiences of first‐ and second‐year university students enrolled in a biology seminar course as their classes migrated to online environments. Drawing on reported student experiences and prior research and resources, we discuss the ways we will adjust our own teaching for future iterations of the course while offering recommendations for instructors tasked with teaching in online environments. This manuscript is an essay that draws on reported student experiences and prior research and resources during the COVID‐19 pandemic. Responses were used to provide methods or to intrinsically and extrinsically motivating students during their online learning experience as well as ways for educators to assess student needs and make course adjustments. [ABSTRACT FROM AUTHOR]

The challenges facing higher education in response to COVID‐19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology‐aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID‐19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis. [ABSTRACT FROM AUTHOR]

The article offers information on the periodical including details on its scope, copyright and editors. Periodical presents the papers reporting theoretical, experimental, applied and descriptive work in terrestrial and aquatic environments. Copyright on any article of the periodical is retained by the authors. It's editor includes Colin Fontaine; Fox, Charles W. and Tom Price.

Model organisms such as Drosophila melanogaster have been key tools for advancing our fundamental and applied knowledge in biological and biomedical sciences. However, model organisms have become intertwined with the idea of controlled and stable laboratory environments, and their natural history has been overlooked.In holometabolous insects, lack of natural history information on larval ecology has precluded major advances in the field of developmental ecology, especially in terms of manipulations of population density early in life (i.e., larval density). This is because of relativistic and to some extent, arbitrary methodologies employed to manipulate larval densities in laboratory studies. As a result, these methodologies render comparisons between species impossible, precluding our understanding of macroevolutionary responses to population densities during development that can be derived from comparative studies.We recently proposed a new conceptual framework to address this issue, and here, we provide the first natural history investigation of Drosophila melanogaster larval density under such framework. First, we characterized the distribution of larval densities in a wild population of D. melanogaster using rotting apples as breeding substrate in a suburban area in Sweden.Next, we compiled the commonly used methodologies for manipulating larval densities in laboratory studies from the literature and found that the majority of laboratory studies identified did not manipulate larval densities below or above the densities observed in nature, suggesting that we have yet to study true life history and physiological responses to low and high population densities during D. melanogaster development.This is, to our knowledge, the first direct natural history account of larval density in nature for this model organism. Our study paves the way for a more integrated view of organismal biology which re‐incorporates natural history of model organisms into hypothesis‐driven research in developmental ecology. [ABSTRACT FROM AUTHOR]

Freshwater macroinvertebrates play key ecological roles in riverine food webs, such as the transfer of nutrients to consumers and decomposition of organic matter. Although local habitat quality drives macroinvertebrate diversity and abundance, little is known about their microbiota. In most animals, the microbiota provides benefits, such as increasing the rate at which nutrients are metabolized, facilitating immune system development, and defending against pathogenic attack. Our objectives were to identify the bacteria within aquatic invertebrates and determine whether their composition varied with taxonomy, habitat, diet, and time of sample collection. In 2016 and 2017, we collected 264 aquatic invertebrates from the mainstem Saint John (Wolastoq) River in New Brunswick, Canada, representing 15 orders. We then amplified the V3‐V4 hypervariable region of the 16S rRNA gene within each individual, which revealed nearly 20,000 bacterial operational taxonomic units (OTUs). The microbiota across all aquatic invertebrates were dominated by Proteobacteria (69.25% of the total sequence reads), but they differed significantly in beta diversity, both among host invertebrate taxa (genus‐, family‐, and order‐levels) and temporally. In contrast to previous work, we observed no microbiota differences among functional feeding groups or traditional feeding habits, and neither water velocity nor microhabitat type structured microbiota variability. Our findings suggest that host invertebrate taxonomy was the most important factor in modulating the composition of the microbiota, likely through a combination of vertical and horizontal bacterial transmission, and evolutionary processes. This is one of the most comprehensive studies of freshwater invertebrate microbiota to date, and it underscores the need for future studies of invertebrate microbiota evolution and linkages to environmental bacteria and physico‐chemical conditions. [ABSTRACT FROM AUTHOR]

Understanding the processes that underpin adaptive evolutionary shifts within major taxonomic groups has long been a research directive among many evolutionary biologists. Such phenomena are best studied in large monophyletic groups that occupy a broad range of habitats where repeated exposure to novel ecological opportunities has happened independently over time in different lineages. The gekkonid genus Cyrtodactylus is just such a lineage with approximately 300 species that range from South Asia to Melanesia and occupy a vast array of habitats. Ancestral state reconstructions using a stochastic character mapping analysis of nine different habitat preferences were employed across a phylogeny composed of 76% of the known species of Cyrtodactylus. This was done in order to ascertain which habitat preference is the ancestral condition and from that condition, the transition frequency to more derived habitat preferences. The results indicate that a general habitat preference is the ancestral condition for Cyrtodactylus and the frequency of transitioning from a general habitat preference to anything more specialized occurs approximately four times more often than the reverse. Species showing extreme morphological and/or ecological specializations generally do not give rise to species bearing other habitat preferences. The evolution of different habitat preferences is generally restricted to clades that tend to occur in specific geographic regions. The largest radiations in the genus occur in rocky habitats (granite and karst), indicating that the transition from a general habitat preference to a granite or karst‐dwelling life style may be ecologically uncomplicated. Two large, unrelated clades of karst‐associated species are centered in northern Indochina and the largest clade of granite‐associated species occurs on the Thai‐Malay Peninsula. Smaller, independent radiations of clades bearing other habitat preferences occur throughout the tree and across the broad distribution of the genus. With the exception of a general habitat preference, the data show that karst‐associated species far out‐number all others (29.6% vs. 0.4%–10.2%, respectively) and the common reference to karstic regions as "imperiled arcs of biodiversity" is not only misleading but potentially dangerous. Karstic regions are not simply refugia harboring the remnants of local biodiversity but are foci of speciation that continue to generate the most speciose, independent, radiations across the genus. Unfortunately, karstic landscapes are some of the most imperiled and least protected habitats on the planet and these data continue to underscore the urgent need for their conservation. [ABSTRACT FROM AUTHOR]

Scientific disciplines face large diversity challenges, with the fields of ecology and evolution being among the most homogeneous—specifically with respect to race and ethnicity. These problems have been recently compounded by large‐scale racial unrest, highlighting some of the underlying disparities that have led to these diversity challenges, and a global pandemic, which, by moving instruction online, has created new challenges for inclusive teaching. Among the inclusive‐teaching techniques that can be implemented during remote instruction are Scientist Spotlights—role‐model interventions that use available online materials to highlight the work of scientists representing multiple axes of diversity. We report here on the implementation of Scientist Spotlights in two courses, both of which emphasize ecology and evolution. We conclude with sample resources and suggestions for adopters. [ABSTRACT FROM AUTHOR]

Field biology courses provide the ultimate experiential education as students discover the links between theory and practice in ecology and evolution directly in nature. During the spring and summer of 2020, the COVID‐19 pandemic led to the cancelation of face‐to‐face classes in almost every university in Canada. Whereas traditional university courses were mostly transferred online, the online transition for field biology courses was not so common. Here, I provide an account of a successful transition from traditional field biology course to an online "backyard biology" field course with a small class size of 10 students. While the online field course may not provide the same level of interpersonal benefits of the traditional field course experience, the model outlined here demonstrates that an online field course that incorporates direct experience with the natural environment is possible and should no longer be considered an oxymoron. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has forced the transition of many traditional face‐to‐face classes into an online format with little time to prepare best practice guidelines. In this article, we share a case study of how we adapted a group field activity into an individual laboratory assignment that can be completed during shelter‐in‐place restrictions. We conclude with ideas for future applications while staying mindful of the ways in which this pandemic has highlighted the inequities of the classroom, especially at community colleges. [ABSTRACT FROM AUTHOR]

Quantitative skills are becoming central to the undergraduate and graduate curriculum in ecology and evolutionary biology. While previous studies acknowledge that students perceive their quantitative training to be inadequate, there is little guidance on best practices. Moreover, with the recent COVID‐19 sudden transition to online learning, there is even less guidance on how to effectively teach quantitative ecology online. Here, I synthesize a prescription of pedagogical best practices for teaching quantitative ecology online based on a broad review of the literature on multiple quantitative disciplines. These best practices include the following: (1) design and implement the class to meet learning goals using online strategies specifically; (2) create an open, inclusive, and welcoming online environment that promotes a sense of learning community; (3) acknowledge the diversity of talents and learning strategies; (4) use real‐world examples and assessments; (5) account for gaps in knowledge; (6) emphasize the modeling cycle process; (7) focus on developing ideas rather than tools or procedures; (8) if needed, introduce computational tools thoroughly before combining them with mathematical or statistical concepts; (9) evaluate the course constantly; and (10) put your heart and soul into the class. I hope these practices help fellow instructors of quantitative ecology facing similar challenges in providing our students with the knowledge and skills needed to meet the challenges of the future. [ABSTRACT FROM AUTHOR]

Given unprecedented rates of biodiversity loss, there is an urgency to better understand the ecological consequences of interactions among organisms that may lost or altered. Positive interactions among organisms of the same or different species that directly or indirectly improve performance of at least one participant can structure populations and communities and control ecosystem process. However, we are still in need of synthetic approaches to better understand how positive interactions scale spatio‐temporally across a range of taxa and ecosystems. Here, we synthesize two complementary approaches to more rigorously describe positive interactions and their consequences among organisms, across taxa, and over spatio‐temporal scales. In the first approach, which we call the mechanistic approach, we make a distinction between two principal mechanisms of facilitation—habitat modification and resource modification. Considering the differences in these two mechanisms is critical because it delineates the potential spatio‐temporal bounds over which a positive interaction can occur. We offer guidance on improved sampling regimes for quantification of these mechanistic interactions and their consequences. Second, we present a trait‐based approach in which traits of facilitators or traits of beneficiaries can modulate their magnitude of effect or how they respond to either of the positive interaction mechanisms, respectively. Therefore, both approaches can be integrated together by quantifying the degree to which a focal facilitator's or beneficiary's traits explain the magnitude of a positive effect in space and time. Furthermore, we demonstrate how field measurements and analytical techniques can be used to collect and analyze data to test the predictions presented herein. We conclude by discussing how these approaches can be applied to contemporary challenges in ecology, such as conservation and restoration and suggest avenues for future research. [ABSTRACT FROM AUTHOR]

Cancer is a disease of single cells that expresses itself at the population level. The striking similarities between initiation and growth of tumors and dynamics of biological populations, and between metastasis and ecological invasion and community dynamics suggest that oncology can benefit from an ecological perspective to improve our understanding of cancer biology. Tumors can be viewed as complex, adaptive, and evolving systems as they are spatially and temporally heterogeneous, continually interacting with each other and with the microenvironment and evolving to increase the fitness of the cancer cells. We argue that an eco-evolutionary perspective is essential to understand cancer biology better. Furthermore, we suggest that ecologically informed therapeutic approaches that combine standard of care treatments with strategies aimed at decreasing the evolutionary potential and fitness of neoplastic cells, such as disrupting cell-to-cell communication and cooperation, and preventing successful colonization of distant organs by migrating cancer cells, may be effective in managing cancer as a chronic condition. [ABSTRACT FROM AUTHOR]

Multidimensional analysis of traits are now common in ecology and evolution and are based on trait spaces in which each dimension summarizes the observed trait combination (a morphospace or an ecospace). Observations of interest will typically occupy a subset of this space, and researchers will calculate one or more measures to quantify how organisms inhabit that space. In macroevolution and ecology, these measures called disparity or dissimilarity metrics are generalized as space occupancy measures. Researchers use these measures to investigate how space occupancy changes through time, in relation to other groups of organisms, or in response to global environmental changes. However, the mathematical and biological meaning of most space occupancy measures is vague with the majority of widely used measures lacking formal description. Here, we propose a broad classification of space occupancy measures into three categories that capture changes in size, density, or position. We study the behavior of 25 measures to changes in trait space size, density, and position on simulated and empirical datasets. We find that no measure describes all of trait space aspects but that some are better at capturing certain aspects. Our results confirm the three broad categories (size, density, and position) and allow us to relate changes in any of these categories to biological phenomena. Because the choice of space occupancy measures is specific to the data and question, we introduced https://tguillerme.shinyapps.io/moms/moms, a tool to both visualize and capture changes in space occupancy for any measurement. https://tguillerme.shinyapps.io/moms/moms is designed to help workers choose the right space occupancy measures, given the properties of their trait space and their biological question. By providing guidelines and common vocabulary for space occupancy analysis, we hope to help bridging the gap in multidimensional research between ecology and evolution. [ABSTRACT FROM AUTHOR]