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Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual's capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students' resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student -- at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students' resilience.

Biological responses to climate change have been widely documented across taxa and regions, but it remains unclear whether species are maintaining a good match between phenotype and environment, i.e. whether observed trait changes are adaptive. Here we reviewed 10,090 abstracts and extracted data from 71 studies reported in 58 relevant publications, to assess quantitatively whether phenotypic trait changes associated with climate change are adaptive in animals. A meta-analysis focussing on birds, the taxon best represented in our dataset, suggests that global warming has not systematically affected morphological traits, but has advanced phenological traits. We demonstrate that these advances are adaptive for some species, but imperfect as evidenced by the observed consistent selection for earlier timing. Application of a theoretical model indicates that the evolutionary load imposed by incomplete adaptive responses to ongoing climate change may already be threatening the persistence of species.

Riparian ecosystems are valuable habitats for bats, due to high densities of emergent aquatic invertebrates that provide high-quality feeding areas. Throughout Europe, decline and extirpation of European beaver (Castor fiber) has been a key driver in the decline of the extent and quality of riparian habitat, and thus recolonisation has considerable potential to restore degraded areas. Previous research has shown that beaver-modified ecosystems can support more bats, but the assumed causal link (an increase in invertebrate prey) has not been tested. Here, we study bat activity and richness/abundance of aquatic macroinvertebrates at a site where free-roaming beavers have colonised naturally from a nearby (unofficial) release location versus a nearby control site with very similar hydrology and habitat matrix. Bat activity was recorded using walked activity transects and fixed-point acoustic detectors. Although bat species richness was similar, bat activity was substantially and significantly higher at the beaver site versus the control site overall (42.7%) and for four specific taxa: soprano pipistrelle (Pipistrellus pygmaeus; 8.4%), Daubenton's (Myotis daubentonii; 46.5%), common pipistrelle (Pipistrellus pipistrellus; 110.4%) and common noctule (Nyctalus noctula; 170.9%). Richness of the larvae/nymphs of emergent aquatic macroinvertebrate species known to form an important part of bat diet was 205.5% higher at the beaver site compared to the control site, while abundance was 817.4% higher. Overall bat activity was also linked to habitat (lotic > lentic), survey method (transect > fixed-point), and season (May–July peak). This is the first evidence of a likely causal link between beaver recolonisation and bat activity via an increase in abundance of key aquatic invertebrate prey and we recommended that benefits of beaver reintroduction on bats be considered in future feasibility studies. [ABSTRACT FROM AUTHOR]

Simple Summary: On a global scale, about 20% of bird species nest in tree cavities, and many of these species will utilise artificial nestboxes. Homeowners often add nestboxes to gardens to provide new opportunities for enjoyment and engagement with nature. Nestbox schemes can also be used for conservation, especially in environments that have few natural cavities, such as open landscapes and woodlands with relatively young and even-aged trees, including plantations. However, tree-nesting birds using simple wooden nestboxes can be at risk from predators. A range of different strategies to reduce predation risk has been developed. These typically involve: (1) modifying the nestbox itself by, for example, adding a metal plate around the entrance hole to stop predators enlarging the hole or changing construction materials; (2) modifying the immediate surroundings of the nestbox, for example, by using barriers to prevent predator access; or (3) modifying nestbox placement. A common assumption is that such interventions provide a net benefit. However, this is not necessarily true as predator-proofing avian nestboxes often has hidden costs, such as changing nest temperature or humidity or making it harder for adult birds to feed their chicks. This review considers intervention effectiveness and the potential for hidden costs to make recommendations for practice. Nestboxes are commonly used to increase the number and quality of nest sites available to birds that usually use tree cavities and are considered an important conservation intervention. Although usually safer than natural cavities, birds nesting in simple, unmodified wooden nestboxes remain at risk of depredation. Accordingly, numerous design and placement modifications have been developed to 'predator-proof' nestboxes. These include: (1) adding metal plates around entrance holes to prevent enlargement; (2) affixing wire mesh to side panels; (3) deepening boxes to increase distance to nest cup; (4) creating external entrance 'tunnels' or internal wooden ledges; (5) using more robust construction materials; (6) developing photosensitive shutters to exclude nocturnal predators; (7) using baffles to block climbing mammals; and (8) regular replacement and relocation. However, the benefits and costs of these modifications are not always well understood. In this global review, we collate information on predator-proofing avian nestboxes designed for tree cavity-nesting birds to assess the efficacy of techniques for different predators (mammalian, avian, and reptilian) in different contexts. We critique the potential for modifications to have unintended consequences—including increasing nest building effort, altering microclimate, reducing provisioning rate, and elevating ectoparasite and microbial loads—to identify hidden costs. We conclude by highlighting remaining gaps in knowledge and providing guidance on optimal modifications in different contexts. [ABSTRACT FROM AUTHOR]

Effective monitoring, management and conservation of wildlife axiomatically depend on accurate data but causes of variation, including inter-observer variation, are rarely explicitly quantified. Here, under controlled conditions, we demonstrate considerable variation in detection, identification and enumeration of (theoretically) readily identifiable African mammals at a reserve with a known species assemblage. Detection: 97.8% of sightings were missed by ≥1 observer; frequency of detection was affected by observer ID, detection distance, visibility and animal group size. Identification: just 3/14 species were identified consistently at all sightings. Enumeration: lack of consensus for 60.5% of sightings; consensus likelihood was affected by visibility and group size. [ABSTRACT FROM AUTHOR]

An artificial, and generally unhelpful, divide between lecturers and students frequently occurs in higher education, especially among recent school-leavers. Bridging that divide allows lecturers and students to develop collaboratively to the benefit of both parties. Residential field courses provide an important forum to develop more mature relationships between lecturers and students and the informal opportunities presented allow both pastoral and educational issues to be discussed and often resolved. Here, we discuss the crucial role that field courses can have in student development and we introduce some techniques that can be used to engender pastoral and academic engagement. This provides long-term benefits to learners and develops student-lecturer collaborations that exist well beyond the field course experience.

Designing manipulative ecological experiments is a complex and time-consuming process that is problematic to teach in traditional undergraduate classes. This study investigates the effectiveness of using a computer simulation--the Virtual Rocky Shore (VRS)--to facilitate rapid, student-centred learning of experimental design. We gave a series of tests to biology undergraduates to determine how well experimental design and data analysis was understood: 1) before any teaching sessions on this topic; 2) after theory sessions on experimental design; and 3) after an additional practical session using the VRS. Due to poor weather, sample sizes were small with a total of 12 students participating in all three sessions. Nevertheless, marks increased significantly between the initial and final tests (1 and 3). The variability of marks during test 2 was also significantly higher than for the other two tests. Thus some students learned experimental design effectively from the theory sessions alone, while others only understood the process after the experiential learning component of the VRS. Feedback from students on the process was mainly positive, although some students found the VRS too abstract, indicating that the use of digital learning resources may need to be supported by real experience in the field or laboratory. (Contains 1 table and 1 figure.)