Teaching the way I wish I was taught: Design and implementation of a class on historically excluded and underrepresented scientists.

As the first Inupiaq person to earn a PhD in microbiology, I learned the hard way that groups of people have been excluded from science, technology, engineering and mathematics in the United States since the first University was built by Black and Indigenous slaves. Students from historically excluded and underrepresented (HEU) backgrounds typically do not see themselves in textbooks, conferences, or classrooms, especially in science, technology, engineering, mathematics and medicine (STEMM) fields. Similarly, students from these backgrounds and non-excluded backgrounds typically do not understand the history or consequences of exclusion. Here I describe the development and implementation of a class that teaches undergraduate students about the current state of diversity in STEMM jobs in the US, the history of exclusion that resulted in a deficit of people from various backgrounds, the consequences of excluding these people from research specifically, current leaders in research from HEU backgrounds, and how to implement changes. The students are taught how to communicate their findings in oral and written communication to various audiences. Based on decades of experiences, discussions, readings, and more, I teach students the reasons there are so few people from HEU backgrounds in academia and in STEMM specifically, and what can be done at the University level to ensure that people from all backgrounds are represented in STEMM. In this way, I teach students what I wish I had been taught decades ago.

Designing eco-evolutionary experiments for restoration projects: Opportunities and constraints revealed during stickleback introductions.

Eco-evolutionary experiments are typically conducted in semi-unnatural controlled settings, such as mesocosms; yet inferences about how evolution and ecology interact in the real world would surely benefit from experiments in natural uncontrolled settings. Opportunities for such experiments are rare but do arise in the context of restoration ecology-where different "types" of a given species can be introduced into different "replicate" locations. Designing such experiments requires wrestling with consequential questions. (Q1) Which specific "types" of a focal species should be introduced to the restoration location? (Q2) How many sources of each type should be used-and should they be mixed together? (Q3) Which specific source populations should be used? (Q4) Which type(s) or population(s) should be introduced into which restoration sites? We recently grappled with these questions when designing an eco-evolutionary experiment with threespine stickleback (Gasterosteus aculeatus) introduced into nine small lakes and ponds on the Kenai Peninsula in Alaska that required restoration. After considering the options at length, we decided to use benthic versus limnetic ecotypes (Q1) to create a mixed group of colonists from four source populations of each ecotype (Q2), where ecotypes were identified based on trophic morphology (Q3), and were then introduced into nine restoration lakes scaled by lake size (Q4). We hope that outlining the alternatives and resulting choices will make the rationales clear for future studies leveraging our experiment, while also proving useful for investigators considering similar experiments in the future.

Deciphering the Microbiome: Integrating Theory, New Technologies, and Inclusive Science.

The diversity and functional significance of microbiomes have become increasingly clear through the extensive sampling of Earth's many habitats and the rapid adoption of new sequencing technologies. However, much remains unknown about what makes a "healthy" microbiome, how to restore a disrupted microbiome, and how microbiomes assemble. In December 2019, we convened a workshop that focused on how to identify potential "rules of life" that govern microbiome structure and function. This collection of mSystems Perspective pieces reflects many of the main challenges and opportunities in the field identified by both in-person and virtual workshop participants. By borrowing conceptual and theoretical approaches from other fields, including economics and philosophy, these pieces suggest new ways to dissect microbiome patterns and processes. The application of conceptual advances, including trait-based theory and community coalescence, is providing new insights on how to predict and manage microbiome diversity and function. Technological and analytical advances, including deep transfer learning, metabolic models, and advances in analytical chemistry, are helping us sift through complex systems to pinpoint mechanisms of microbiome assembly and dynamics. Integration of all of these advancements (theory, concepts, technology) across biological and spatial scales is providing dramatically improved temporal and spatial resolution of microbiome dynamics. This integrative microbiome research is happening in a new moment in science where academic institutions, scientific societies, and funding agencies must act collaboratively to support and train a diverse and inclusive community of microbiome scientists.