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Shortage of highly-skilled STEM workers, lack of critical technical skills, and persistence of underrepresentation are key problems for our nation's future. The Arkansas Summer Research Institute (ASRI) incorporates novel approaches to broaden participation in STEM, research, and data analytics, especially among URM students (over 50% of ASRI participants). The ASRI has evolved from in-person to a virtual model that includes innovations in organization, engagement technologies, personalization, gamification, mentoring, and networking. Students conduct independent research projects and present their findings. Student confidence in coding, research, statistics, and visualization skills improved significantly (p<0.001) during this two-week summer program. Furthermore, the use of continuous communication, ongoing help, extremely low student-to-mentor ratios, and one-on-one coaching led to excellent overall satisfaction scores on a 5-point scale, which were surprisingly higher in a virtual environment (N = 148, M = 4.73, SD = 0.53) than an in-person one (N = 133, M = 4.11, SD = 0.87, p < 0.001). The ASRI has trained over 300 students and involved over 130 STEM professors and professionals from across Arkansas in the pursuit of equitable and productive training and can serve as a model for other groups seeking to develop similar programs in the future.

Primary extraskeletal osteosarcoma of the lung is exceedingly rare and associated with a poor prognosis. This case report presents a patient with circumferential pulmonary ossification secondary to lung extraskeletal osteosarcoma with compressive mediastinal shift who underwent extrapleural pneumonectomy that led to resolution of symptoms. This case offers an approach to the operative management of primary thoracic osteosarcoma and suggests that even patients with advanced disease may be surgical candidates, particularly for symptom relief.

Purpose: In the wake of interlocking pandemics, educational systems are resetting in important ways, pursuing aims that are not exclusively instructional (e.g., social justice, well-being). As systems (re)build, they may vary in how they manage their institutional and policy environments, which may or may not be reorienting toward these same expanded aims and at a similar pace. Drawing on theoretical lenses related to coupling and the embedded agency of leaders, this article compares the work of system and school leaders as they reconcile system-level policies with their environments, and with teaching and learning in classrooms. Research Methods/Approach: Drawing on data from four elementary schools, situated across two educational systems (i.e., Montessori and International Baccalaureate) and two national contexts (i.e., United States and Canada), I highlight differences--between and within systems--in implementation of system-level policies. Findings: I find an educational system's "coupling orientation" provides context for the embedded agency of leaders and for the nature of their work as implementation agents. By orienting its leaders toward a certain coupling arrangement between macro (i.e., environment), meso (i.e., system), and micro (i.e., classroom) levels, a system can shape the type of work leaders do, and the degree of structure and agency they experience. Implications: In detailing differences in implementation between and within systems, this research helps scholars frame loose and tight coupling, structure and agency, along a continuum. For educational leaders, this article highlights necessary system knowledge for managing interactions between the environment, their system, and teaching and learning in classrooms.

This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.

Near-term iterative ecological forecasting has great potential for providing new insights into our ability to predict multiple ecological variables. However, true, out-of-sample probabilistic forecasts remain rare, and variability in forecast performance has largely been unexamined in process-based forecasts which predict multiple ecosystem variables. To explore how forecast performance varies for water temperature and dissolved oxygen, two freshwater variables important for lake ecosystem functioning, we produced probabilistic forecasts at multiple depths over two open-water seasons in Lake Sunapee, NH, USA. Our forecasting system, FLARE (Forecasting Lake And Reservoir Ecosystems), uses a 1-D coupled hydrodynamic-biogeochemical process model, which we assessed relative to both climatology and persistence null models to quantify how much information process-based FLARE forecasts provide over null models across varying environmental conditions. We found that FLARE water temperature forecasts were always more skillful than FLARE oxygen forecasts. Specifically, temperature forecasts outperformed both null models up to 11 days into the future, as compared to only two days for oxygen. Across different years, we observed variable forecast skill, with performance generally decreasing with depth for both variables. Overall, all temperature forecasts and surface oxygen, but not deep oxygen, forecasts were more skillful than at least one null model >80 % of the forecasted period, indicating that our process-based model was able to reproduce the dynamics of these two variables with greater reliability than the null models. However, process-based oxygen forecasts from deeper waters were less skillful than both null models during a majority of the forecasted period, which suggests that deep-water oxygen dynamics are dominated by autocorrelation and seasonal change, which are inherently captured by the null forecasts. Our results highlight that forecast performance varies among lake water quality metrics and that process-based forecasts can provide important information in conjunction with null models in varying environmental conditions. Altogether, these process-based forecasts can be used to develop quantitative tools which inform our understanding of future ecosystem change.

The neuromodulatory subcortical system (NSS) nuclei are critical hubs for survival, hedonic tone, and homeostasis. Tau-associated NSS degeneration occurs early in Alzheimer's disease (AD) pathogenesis, long before the emergence of pathognomonic memory dysfunction and cortical lesions. Accumulating evidence supports the role of NSS dysfunction and degeneration in the behavioral and neuropsychiatric manifestations featured early in AD. Experimental studies even suggest that AD-associated NSS degeneration drives brain neuroinflammatory status and contributes to disease progression, including the exacerbation of cortical lesions. Given the important pathophysiologic and etiologic roles that involve the NSS in early AD stages, there is an urgent need to expand our understanding of the mechanisms underlying NSS vulnerability and more precisely detail the clinical progression of NSS changes in AD. Here, the NSS Professional Interest Area of the International Society to Advance Alzheimer's Research and Treatment highlights knowledge gaps about NSS within AD and provides recommendations for priorities specific to clinical research, biomarker development, modeling, and intervention. HIGHLIGHTS: Neuromodulatory nuclei degenerate in early Alzheimer's disease pathological stages. Alzheimer's pathophysiology is exacerbated by neuromodulatory nuclei degeneration. Neuromodulatory nuclei degeneration drives neuropsychiatric symptoms in dementia. Biomarkers of neuromodulatory integrity would be value-creating for dementia care. Neuromodulatory nuclei present strategic prospects for disease-modifying therapies.

Interpersonal and systemic racism and discrimination persist in our educational system—from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that students of color feel less safe, are disproportionately exposed to harsh discipline, question their belonging, and question commitments to diversity. The negative sequelae are concurrent and last into adulthood. In addition, there are several advances in theory and measurement, including assessing gendered and racial biases in teachers’ attributions about students’ abilities, frameworks for mitigating colonial and racialized trauma, and domains of antiracist activism to bring racial justice and equity to schools.

Purpose: Little is known about the use of think tanks in higher education to support faculty growth and organizational culture. The purpose of this study is to explore potential benefits of think tanks within a health sciences department at a large regional university. Methods: Seven qualitative interviews of faculty that participated in at least one think tank session during the preceding year were conducted by a trained researcher. Interview questions were designed to be succinct, conversational, and open-ended. Audio recordings of interviews were transcribed, then two researchers coded responses according to recurring themes; a third researcher resolved discrepancies. Results: Central themes to emerge from the interviews include benefits for relationships, personal/professional development, and the generation of research ideas. Participants also shared barriers to attending think tanks, such as scheduling. Conclusions: Overall, think tank sessions provide a flexible environment that can encourage collaboration, promote discussion, and encourage the advancement of teaching practices and research projects. Recommendations: Universities should consider offering think tank sessions to faculty in order to forge relationships and promote collaborative work, especially within multidisciplinary departments where faculty tend to isolate into their respective disciplines.

Abstract Objective Marijuana use is increasingly common among patients with chronic non-cancer pain (CNCP) and long-term opioid therapy (LTOT). We determined if lifetime recreational and medical marijuana use were associated with more frequent and higher dose prescription opioid use. Design Cross-sectional Subjects Eligible patients (n=1,037), who had a new period of prescription opioid use lasting 30-90 days, were recruited from two midwestern health care systems to a study of long-term prescription opioid use and mental health outcomes. The present cross-sectional analyses uses baseline data from this on-going cohort study. Methods Primary exposures were participant reported lifetime recreational and medical marijuana use versus no lifetime marijuana use. Prescription opioid characteristics included daily versus non-daily opioid use and ≥50 morphine milligram equivalent (MME) dose per day vs.

This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms--both between teachers and students, and among students--by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.

Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.

The purpose of this paper is to review the role of psychology within the multidisciplinary preparation process for pediatric patients considering limb lengthening and reconstruction (LLR) and establish best practices for a staged preparation workflow. This work is grounded in the collective clinical experience of a well-established LLR team that treats nearly 300 patients considering or undergoing LLR per year.Preparation of pediatric patients and caregivers/families considering LLR is approached as a multidisciplinary process, spearheaded by the orthopaedic surgeon and accompanied by expert nursing, psychology, and physical therapy/occupational therapy support. Treatment planning and preparation occurs in a staged, developmentally appropriate fashion, guided by the individual patient’s (and family’s) understanding of treatment, goals for treatment, motivation for treatment, physical and emotional readiness for treatment, and demonstrated history of adherence. Particularly for pediatric patients, educational information is provided at an appropriate level, to support the child or adolescent’s sense of autonomy and control over their body. Caregiver and family factors must also be considered, including caregiving support, division of responsibilities within the home, and the logistical feasibility of treatment tasks for the family unit. Additionally, connecting pediatric patients and families with peer supports (i.e., patients who have previously undergone the same or similar treatments) is very beneficial from an expectation setting standpoint and allows patients an opportunity to see what it may be like to incorporate LLR activities into their daily lives. With this approach, treatment progress is dependent upon the individual patient’s and family’s completion of each of these tasks that may take anywhere from weeks to years to complete. While certainly time and labor intensive, this method ensures the appropriateness of a patient and family’s comprehension of, motivation for, and capacity to manage treatment expectations. Key Concepts: (1) Treatment preparation for pediatric patients considering LLR includes a staged, multidisciplinary assessment; this includes assessment by the orthopaedic surgeon, team nurse, psychologist, and physical/occupational therapist. (2) Treatment preparation and timing is guided by the individual patient and family’s demonstrated interest in, motivation for, and capacity to manage treatment. (3) Inadequate understanding of treatment expectations, lack of motivation for treatment, and inappropriate treatment goals are likely to negatively impact a patient’s adherence to treatment tasks, ability to sustain motivation and grit, pain management capability, and overall satisfaction with treatment.

Abstract Models have become a key component of scientific hypothesis testing and climate and sustainability planning, as enabled by increased data availability and computing power. As a result, understanding how the perceived ‘complexity’ of a model corresponds to its accuracy and predictive power has become a prevalent research topic. However, a wide variety of definitions of model complexity have been proposed and used, leading to an imprecise understanding of what model complexity is and its consequences across research studies, study systems, and disciplines. Here, we propose a more explicit definition of model complexity, incorporating four facets—model class, model inputs, model parameters, and computational complexity—which are modulated by the complexity of the real‐world process being modelled. We illustrate these facets with several examples drawn from ecological literature. Overall, we argue that precise terminology and metrics of model complexity (e.g., number of parameters, number of inputs) may be necessary to characterize the emergent outcomes of complexity, including model comparison, model performance, model transferability and decision support.

The American white ibis (Eudocimus albus), a common bird species in Florida, has become increasingly urban, with many populations relying heavily on urban and suburban habitats, which may alter parasite transmission. Parasites of ibis, especially haemosporidians, are understudied. Avian haemosporidia can have a wide range of impacts on birds, including decreased reproductive success or increased mortality. Because southern Florida is subtropical and has a high diversity of potential vectors for haemosporidia, we hypothesized that there will be a high prevalence and genetic diversity of haemosporidia in white ibis. A total of 636 ibis from South Florida were sampled from 2010 to 2022, and blood samples were tested for haemosporidia by examination of Giemsa-stained thin blood smears and/or nested PCRs targeting the cytochrome b gene. A total of 400 (62.9%, 95% CI 59–66.7%) ibis were positive for parasites that were morphologically identified as Haemoproteus plataleae. Sequences of 302 positives revealed a single haplotype of Haemoproteus (EUDRUB01), which was previously reported from white ibis in South Florida and captive scarlet ibis (E. ruber) in Brazil. No Plasmodium or Leucocytozoon infections were detected. Parasitemias of the 400 positive birds were very low (average 0.084%, range 0.001%-2.16% [although only 2 birds had parasitemias >1%]). Prevalence and parasitemias were similar for males and females (68% vs. 61.6% and 0.081% vs. 0.071%, respectively). Prevalence in juveniles was lower compared with adults (52% vs. 67.4%) but parasitemias were higher in juveniles (0.117% vs. 0.065%). This data shows that H. plataleae is common in ibis in South Florida. Although parasitemias were generally low, additional research is needed to determine if this parasite has subclinical effects on ibis, if additional haplotypes or parasite species infect ibis in other regions of their range, or if H. plataleae is pathogenic for other sympatric avian species.

Introduction: Blood-brain barrier (BBB) leakage is hypothesized to be an early step in the pathophysiology of cerebral amyloid angiopathy (CAA), possibly preceding vessel wall breakdown and hemorrhage. This study aims (1) to measure BBB leakage in vivo in the parenchyma and at the level of the leptomeningeal blood vessels in patients with CAA without lobar intracerebral hemorrhage compared to controls and (2) to study the relationship between BBB leakage and neuroimaging markers of CAA severity. Methods: To date, 13 participants with probable CAA without prior intracerebral hemorrhage (age 67±9 years, 8 females) and 5 non-CAA controls with mild cognitive impairment (CDR 0.5 or 1) and no microbleeds (age 70±7 years, 1 female) have been included into the study. The 3T MRI protocol included pre- and post-contrast T1-weighted (0.9 × 0.9 × 0.9 mm3) and T2-FLAIR scans (0.9 × 0.9 × 0.9 mm3, TE 500 ms), an SWI (0.6 × 0.6 × 1.4 mm3), and a Dynamic Contrast Enhanced (DCE) scan (0.9 × 0.9 × 3.0 mm3). Participants received (0.2mL/kg) a gadolinium-based contrast agent (Dotarem) intravenously during the DCE scan. DCE scans were analyzed with ROCKETSHIP software to quantify the permeability-surface area product (PS), which represents the rate at which contrast agent leaks from the plasma into the parenchyma. Leptomeningeal CSF enhancement is measured by visually inspecting post-contrast versus pre-contrast T2-FLAIR scans. Preliminary Results: Preliminary analysis revealed higher whole-brain PS in participants with CAA compared to non-CAA controls (Figure 1). Figure 2 shows an example of leptomeningeal CSF enhancement on post-contrast T2-FLAIR (2b) versus pre-contrast T2-FLAIR (2a). Ongoing analyses will compare PS-values in the cortex and white matter and in the occipital and frontal lobe. Furthermore, we aim to study the relationship between parenchymal and leptomeningeal contrast leakage with hemorrhagic neuroimaging markers (i.e. cortical microbleeds and cortical superficial siderosis) on SWI. Discussion: These preliminary results indicate that we can capture BBB leakage in vivo in our cohort, and that parenchymal BBB leakage is higher in patients with CAA compared to controls. Successful completion of this ongoing study will aid our understanding of the role of BBB leakage in the pathophysiology of CAA and the potential added value of BBB imaging as an early disease biomarker in CAA.

The purpose of this study was to assess the rate of post-traumatic stress symptoms (PTSS) experienced by individuals in response to COVID-19; to identify which coping strategies individuals employed in response to the pandemic; and to understand the relationship between COVID-19 stress and PTSS over time. Adult participants were assessed at three timepoints over the course of approximately 8 months. Between 13% and 15% of participants endorsed high levels of PTSS at Time 1, indicative of likely PTSD. Participants endorsed using a variety of coping strategies with moderate frequency at Time 1, including self-distraction, active coping, positive reframing, planning, acceptance, and religion. Longitudinally, Time 1 COVID-19 stress was found to predict the development of Time 3 PTSS. This relationship was partially mediated by Time 2 behavioral disengagement. Additionally, acceptance was identified as a moderator of the relationship between Time 1 COVID-19 stress and Time 3 PTSS, in an unexpected direction.

Neandertal adults show differences in diet with respect to paleohabitat. To examine whether Neandertal children of France during Marine Isotope Stage 3 also show these dietary distinctions, the deciduous second molars of Pech de l’Azé I, from a cold-temperate period, and Hortus II from Sub-Phase Vb, an extreme cold-arid interval, were examined using dental microwear texture analysis. The comparative sample (n=76) includes deciduous molars from Neolithic forager-farmers of Belgium, including Caverne de la Cave at Maurenne (n=5), Sclaigneaux (n=7) and Bois Madame (n=6), Roman-era farmers from Herculaneum (n=15) and Medieval agriculturalists from Canterbury, England (n=43). When complexity is compared to anisotropy, Pech de l’Azé I exhibits an elevated value from the mastication of plants with hard parts or adherent particles, or the consumption of foods that were poorly processed or grit-laden, whereas Hortus II presents a low value, perhaps from limited access to hard plant parts such as seeds and nuts. However, Pech de l’Azé I and Hortus II resemble each other in having a low value for anisotropy, which is indicative of complicated movements of the jaws during mastication and are dissimilar to Neolithic, Roman and Medieval human children who tend to have higher values. The diets of Neandertal children differ with respect to paleohabitat and typically were more diverse than those of food producers regardless of whether they inhabited wooded or open environments.

Abstract Background MicroRNA (miR)-214-3p is emerging as an important tumor suppressor in esophageal cancer. In this study, we examined the interaction between miR-214-3p and RAB14, a membrane trafficking protein shown to exert oncogenic functions in other malignancies, in esophageal cancer cells. Methods Studies were performed in a human esophageal epithelial cell line and a panel of esophageal cancer cell lines, as well in human specimens. MiR-214-3p expression was measured by digital PCR. Biotinylated RNA pull-down and luciferase reporter assays assessed binding. The xCELLigence RTCA system measured cell migration and invasion in real time. A lentiviral expression vector was used to create an esophageal cancer cell line stably expressing miR-214-3p. Results MiR-214-3p expression was decreased in esophageal cancer cell lines and human specimens compared to non-malignant controls. RAB14 mRNA stability and protein expression were decreased following miR-214-3p overexpression. Binding between miR-214-3p and RAB14 mRNA was observed. Either forced expression of miR-214-3p or RAB14 silencing led to a marked decrease in cellular migration and invasion. Esophageal cancer cells stably expressing miR-214-3p demonstrated decreased growth in a subcutaneous murine model. Conclusions These results further support the tumor-suppressive role of miR-214-3p in esophageal cancer cells by demonstrating its ability to regulate RAB14 expression.

Abstract Communicating and interpreting uncertainty in ecological model predictions is notoriously challenging, motivating the need for new educational tools, which introduce ecology students to core concepts in uncertainty communication. Ecological forecasting, an emerging approach to estimate future states of ecological systems with uncertainty, provides a relevant and engaging framework for introducing uncertainty communication to undergraduate students, as forecasts can be used as decision support tools for addressing real‐world ecological problems and are inherently uncertain. To provide critical training on uncertainty communication and introduce undergraduate students to the use of ecological forecasts for guiding decision‐making, we developed a hands‐on teaching module within the Macrosystems Environmental Data‐Driven Inquiry and Exploration (EDDIE; MacrosystemsEDDIE.org) educational program. Our module used an active learning approach by embedding forecasting activities in an R Shiny application to engage ecology students in introductory data science, ecological modeling, and forecasting concepts without needing advanced computational or programming skills. Pre‐ and post‐module assessment data from more than 250 undergraduate students enrolled in ecology, freshwater ecology, and zoology courses indicate that the module significantly increased students' ability to interpret forecast visualizations with uncertainty, identify different ways to communicate forecast uncertainty for diverse users, and correctly define ecological forecasting terms. Specifically, students were more likely to describe visual, numeric, and probabilistic methods of uncertainty communication following module completion. Students were also able to identify more benefits of ecological forecasting following module completion, with the key benefits of using forecasts for prediction and decision‐making most commonly described. These results show promise for introducing ecological model uncertainty, data visualizations, and forecasting into undergraduate ecology curricula via software‐based learning, which can increase students' ability to engage and understand complex ecological concepts.

The peripartum period is associated with the onset of behaviors that shelter, feed and protect young offspring from harm. The neural pathway that regulates caregiving behaviors has been mapped in female rats and is conserved in mice. However, rats rely on late gestational hormones to shift their perception of infant cues from aversive to attractive, whereas laboratory mice are "spontaneously" maternal, but their level of responding depends on experience. For example, pup-naïve virgin female mice readily care for pups in the home cage, but avoid pups in a novel environment. In contrast, pup-experienced virgin mice care for pups in both contexts. Thus, virgin mice rely on experience to shift their perception of infant cues from aversive to attractive in a novel context. We hypothesize that alterations in immediate early gene activation may underlie the experience-driven shift in which neural pathways (fear/avoidance versus maternal/approach) are activated by pups to modulate context-dependent changes in maternal responding. Here we report that the effects of sodium butyrate, a drug that allows for an amplification of experience-induced histone acetylation and gene expression in virgins, are comparable to the natural onset of caregiving behaviors in postpartum mice and induce postpartum-like patterns of immediate early gene expression across brain regions. These data suggest that pups can activate a fear/defensive circuit in mice and experience-driven improvements in caregiving behavior could be regulated in part through decreased activation of this pathway.

Ecological forecasting is an emerging approach to estimate the future state of an ecological system with uncertainty, allowing society to better manage ecosystem services. Ecological forecasting is a core mission of the U.S. National Ecological Observatory Network (NEON) and several federal agencies, yet, to date, forecasting training has focused on graduate students, representing a gap in undergraduate ecology curricula. In response, we developed a teaching module for the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration; MacrosystemsEDDIE.org) educational program to introduce ecological forecasting to undergraduate students through an interactive online tool built with R Shiny. To date, we have assessed this module, “Introduction to Ecological Forecasting,” at ten universities and two conference workshops with both undergraduate and graduate students (N = 136 total) and found that the module significantly increased undergraduate students’ ability to correctly define ecological forecasting terms and identify steps in the ecological forecasting cycle. Undergraduate and graduate students who completed the module showed increased familiarity with ecological forecasts and forecast uncertainty. These results suggest that integrating ecological forecasting into undergraduate ecology curricula will enhance students’ abilities to engage and understand complex ecological concepts.

Abstract Conducting ecological research in a way that addresses complex, real‐world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub‐discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.

The purpose of this study was to evaluate the influences of a structured after-school program on student physical activity for third- through fifth-grade students at five schools in southern Colorado. The study utilized a pretest-posttest intervention design in which six elementary schools in a low socioeconomic status school district in southern Colorado were recruited to implement a structured curriculum into their existing after-school physical activity program. Four observations at each school were taken approximately 6 weeks apart during the 2014-2015 academic year. Randomly selected students (n = 187) were measured for height and weight at each observation and wore accelerometers during after-school physical activity. Descriptive statistics and independent sample t tests were calculated for a comparison of physical activity before and after the implementation of the structured after-school program. Students wore accelerometers an average of 45.72 ± 10.28 min/session. Total physical activity increased significantly from 36.21 ± 6.41 to 41.14 ± 6.76 min/session (p < 0.001). Moderate physical activity increased significantly from 9.29 ± 3.84 to 12.10 ± 5.96 min/session (p < 0.001), whereas vigorous activity significantly decreased from 8.02 ± 4.39 to 5.54 ± 5.32 min/session (p < 0.001). Overall, implementing a structured after-school program may be beneficial in increasing total physical activity, though its role in improving physical activity intensity is questionable.