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Catalyzing Red List Assessments of Underrepresented Taxa through Partner Networks and Student Engagement

Authors :
Monika Böhm
David L. Waldien
Gregory P. Setliff
Kristine O. Abenis
Luis F. Aguirre
Perpetra Akite
Marnelli S. Alviola
Phillip A. Alviola
José Luis Aramayo Bejarano
Jade Aster T. Badon
Aimee Lynn A. Barrion-Dupo
Gilianne Brodie
Analyn Cabras
Cátia Canteiro
James A. Danoff-Burg
Emmanuel Ryan C. De Chavez
Mariano Roy M. Duya
Orlando L. Eusebio
Norashikin Fauzi
Zachary J. Glass
Noelle E. Grabowski
Juán Fernando Guerra Serrudo
Sérgio S. Henriques
Brent M. Horton
Vijaya Kumaran Jayaraj
Beth A. Kaplin
Shannon M. Keller
Maria Julieta Ledezma Arias
Ireneo L. Lit, Jr.
Cristian C. Lucañas
Milton Norman D. Medina
Michael D. Meyer
Jenna Miladin
Ahmim Mourad
Gregory M. Mueller
Shiloh S. Narayan
Jeremy C. B. Naredo
Tamara Osborne-Naikatini
Joseph B. Rasalan
Bindiya Rashni
Simon Musila
Appalasamy Suganthi
Nunia Thomas-Moko
Chrestine B. Torrejos
John R. Wallace
Hilda Waqa-Sakiti
Sheryl Yap
Source :
Diversity, Vol 14, Iss 9, p 723 (2022)
Publication Year :
2022
Publisher :
MDPI AG, 2022.

Abstract

Global biodiversity decline is continuing largely unabated. The International Union for Conservation of Nature (IUCN) Red List of Threatened Species (hereafter, Red List) provides us with the gold standard for assessments, but taxonomic coverage, especially for invertebrates and fungi, remains very low. Many players contribute to the Red List knowledge base, especially IUCN Red List partners, IUCN-led assessment projects, and the Specialist Groups and Red List Authorities (RLA) of the IUCN Species Survival Commission. However, it is vital that we develop the next generation of contributors and bring in new, diverse voices to build capacity and to sustain the huge assessment effort required to fill data gaps. Here, we discuss a recently established partner network to build additional capacity for species assessments, by linking academia directly into the assessment processes run by Specialist Groups and RLAs. We aim to increase Red List “literacy” amongst potential future conservationists and help students to increase publication output, form professional networks, and develop writing and research skills. Professors can build Red List learning into their teaching and offer Red Listing opportunities to students as assignments or research projects that directly contribute to the Red List. We discuss the opportunities presented by the approach, especially for underrepresented species groups, and the challenges that remain.

Details

Language :
English
ISSN :
14242818
Volume :
14
Issue :
9
Database :
Directory of Open Access Journals
Journal :
Diversity
Publication Type :
Academic Journal
Accession number :
edsdoj.365cc1017fc2449b97862bd865df7954
Document Type :
article
Full Text :
https://doi.org/10.3390/d14090723