Data Science in Undergraduate Life Science Education: A Need for Instructor Skills Training.

There is a clear demand for quantitative literacy in the life sciences, necessitating competent instructors in higher education. However, not all instructors are versed in data science skills or research-based teaching practices. We surveyed biological and environmental science instructors (n = 106) about the teaching of data science in higher education, identifying instructor needs and illuminating barriers to instruction. Our results indicate that instructors use, teach, and view data management, analysis, and visualization as important data science skills. Coding, modeling, and reproducibility were less valued by the instructors, although this differed according to institution type and career stage. The greatest barriers were instructor and student background and space in the curriculum. The instructors were most interested in training on how to teach coding and data analysis. Our study provides an important window into how data science is taught in higher education biology programs and how we can best move forward to empower instructors across disciplines.

Foliar water uptake: Processes, pathways, and integration into plant water budgets.

Nearly all plant families, represented across most major biomes, absorb water directly through their leaves. This phenomenon is commonly referred to as foliar water uptake. Recent studies have suggested that foliar water uptake provides a significant water subsidy that can influence both plant water and carbon balance across multiple spatial and temporal scales. Despite this, our mechanistic understanding of when, where, how, and to what end water is absorbed through leaf surfaces remains limited. We first review the evidence for the biophysical conditions necessary for foliar water uptake to occur, focusing on the plant and atmospheric water potentials necessary to create a gradient for water flow. We then consider the different pathways for uptake, as well as the potential fates of the water once inside the leaf. Given that one fate of water from foliar uptake is to increase leaf water potentials and contribute to the demands of transpiration, we also provide a quantitative synthesis of observed rates of change in leaf water potential and total fluxes of water into the leaf. Finally, we identify critical research themes that should be addressed to effectively incorporate foliar water uptake into traditional frameworks of plant water movement.

Foliar uptake of fog in coastal California shrub species.

Understanding plant water uptake is important in ecosystems that experience periodic drought. In many Mediterranean-type climates like coastal California, plants are subject to significant drought and wildfire disturbance. During the dry summer months, coastal shrub species are often exposed to leaf wetting from overnight fog events. This study sought to determine whether foliar uptake of fog occurs in shrub species and how this uptake affects physiology and fuel condition. In a controlled greenhouse experiment, dominant California shrub species were exposed to isotopically labeled fog water and plant responses were measured. Potted plants were covered at the base to prevent root uptake. The deuterium label was detected in the leaves of four out of five species and in the stems of two of the species. While there was a minimal effect of foliar water uptake on live fuel moisture, several species had lower xylem tension and greater photosynthetic rates after overnight fog treatments, especially Salvia leucophylla. Coastal fog may provide a moisture source for many species during the summer drought, but the utilization of this water source may vary based on foliar morphology, phenology and plant water balance. From this study, it appears that drought-deciduous species (Artemisia californica and Salvia leucophylla) benefit more from overnight fog events than evergreen species (Adenostoma fasciculatum, Baccharis pilularis and Ceanothus megacarpus). This differential response to fog exposure among California shrub species may affect species distributions and physiological tolerances under future climate scenarios.

Cultivating inclusive instructional and research environments in ecology and evolutionary science.

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.

Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.

The goal of STEM professional development for teaching is that participants continue to practice what they learn in the long term. However, we do not know if the outcomes are achieved and ultimately persist. We tracked postdoctoral participants from the Faculty Institutes for Reforming Science Teaching (FIRST) IV program into their current positions as early-career biology faculty. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6 to 9 years after finishing the program. Simultaneously, we evaluated paired faculty in the same departments. We found that professional development outcomes persisted over time and across a career transition. FIRST IV faculty maintained their learner-centered practices and were more learner-centered than their peers. Last, we found that teaching approaches were correlated with teaching practices in all faculty participants. These results provide evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.

A Molecular View of Plant Local Adaptation: Incorporating Stress-Response Networks.

Ecological specialization in plants occurs primarily through local adaptation to different environments. Local adaptation is widely thought to result in costly fitness trade-offs that result in maladaptation to alternative environments. However, recent studies suggest that such trade-offs are not universal. Further, there is currently a limited understanding of the molecular mechanisms responsible for fitness trade-offs associated with adaptation. Here, we review the literature on stress responses in plants to identify potential mechanisms underlying local adaptation and ecological specialization. We focus on drought, high and low temperature, flooding, herbivore, and pathogen stresses. We then synthesize our findings with recent advances in the local adaptation and plant molecular biology literature. In the process, we identify mechanisms that could cause fitness trade-offs and outline scenarios where trade-offs are not a necessary consequence of adaptation. Future studies should aim to explicitly integrate molecular mechanisms into studies of local adaptation.