Building a Networked Improvement Community: Lessons in Organizing to Promote Diversity, Equity, and Inclusion in Science, Technology, Engineering, and Mathematics.

In 2016, 10 universities launched a Networked Improvement Community (NIC) aimed at increasing the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations entering science, technology, engineering, and mathematics (STEM) faculty careers. NICs bring together stakeholders focused on a common goal to accelerate innovation through structured, ongoing intervention development, implementation, and refinement. We theorized a NIC organizational structure would aid understandings of a complex problem in different contexts and accelerate opportunities to develop and improve interventions to address the problem. A distinctive feature of this NIC is its diverse institutional composition of public and private, predominantly white institutions, a historically Black university, a Hispanic-serving institution, and land grant institutions located across eight states and Washington, DC, United States. NIC members hold different positions within their institutions and have access to varied levers of change. Among the many lessons learned through this community case study, analyzing and addressing failed strategies is as equally important to a healthy NIC as is sharing learning from successful interventions. We initially relied on pre-existing relationships and assumptions about how we would work together, rather than making explicit how the NIC would develop, establish norms, understand common processes, and manage changing relationships. We had varied understandings of the depth of campus differences, sometimes resulting in frustrations about the disparate progress on goals. NIC structures require significant engagement with the group, often more intensive than traditional multi-institution organizational structures. They require time to develop and ongoing maintenance in order to advance the work. We continue to reevaluate our model for leadership, climate, diversity, conflict resolution, engagement, decision-making, roles, and data, leading to increased investment in the success of all NIC institutions. Our NIC has evolved from the traditional NIC model to become the Center for the Integration of Research, Teaching and Learning (CIRTL) AGEP NIC model with five key characteristics: (1) A well-specified aim, (2) An understanding of systems, including a variety of contexts and different organizations, (3) A culture and practice of shared leadership and inclusivity, (4) The use of data reflecting different institutional contexts, and (5) The ability to accelerate infrastructure and interventions. We conclude with recommendations for those considering developing a NIC to promote diversity, equity, and inclusion efforts.

Linking knowledge to action in collaborative conservation.

Authors have documented a "research-implementation gap" in conservation. Research intended to inform conservation practice often does not, and practice often is not informed by the best science. We used the literature on policy learning (i.e., literature attributing policy change to learning) to structure a study of how practice is informed by science in collaborative conservation. We studied implementation by U.S. states of state wildlife action plans. On the basis of 60 interviews with government and nongovernmental organization representatives, we identified 144 implementation initiatives for State Wildlife Action Plans that were collaborative. We conducted case studies of 6 of these initiatives, which included interviews of key individuals and analysis of written documents. We coded interview transcripts and written documents to identify factors that influence availability and use of scientific information. We integrated these factors into a model of collaborative conservation. Although tangible factors such as funding and labor directly affected the availability of scientific information, practitioners' ability and willingness to use the information depended on less tangible factors such as the quality of interpersonal relationships and dialogue. Our work demonstrates empirically that relationships and dialogue led to: (1) the sharing of resources, such as funding and labor, that were needed to carry out research and produce information and (2) agreement among researchers and practitioners on conservation objectives, which was necessary for that new information to inform action. Our findings can be understood in the context of broader concepts articulated in the policy-learning literature, which establishes that social learning (improving relationships and dialogue) provides the foundation for conceptual learning (setting objectives) and technical learning (determining how to achieve these objectives).

Resumen: Diferentes autores han documentado un "vacío de investigación-implementación" en la conservación. La investigación que intenta informar a la práctica de la conservación a menudo no lo hace, y la práctica a menudo no es informada por la mejor ciencia. Utilizamos la literatura sobre aprendizaje de políticas (i.e., literatura que atribuye cambios en políticas al aprendizaje) para estructurar un estudio de cómo la práctica es informada por la ciencia en conservación colaborativa. Estudiamos la implementación de planes de acción para vida silvestre en estados de E.U.A. Con base en 60 entrevistas con representantes de organizaciones gubernamentales y no gubernamentales, identificamos 144 iniciativas de implementación de Planes de Acción Estatales para Vida Silvestre que fueron colaborativas. Realizamos estudios de caso de 6 de estas iniciativas, que incluían entrevistas a individuos clave y el análisis de documentos escritos. Codificamos las transcripciones de las entrevistas y los documentos escritos para identificar factores que influyen en la variabilidad y uso de la información científica. Integramos estos factores en un modelo de investigación colaborativa. Aunque factores tangibles, como el financiamiento y labor, directamente afectaron la disponibilidad de información científica, la habilidad y disponibilidad de practicantes para utilizar la información dependió de factores menos tangible como la calidad de relaciones interpersonales y de diálogo. Nuestro trabajo demuestra empíricamente que las relaciones y el diálogo llevaron a: (1) compartir recursos, como el financiamiento y la labor, que fueron necesarios para llevar a cabo el proyecto y producir información y (2) acuerdos sobre objetivos de conservación entre investigadores y practicantes, lo cual fue necesario para que la información nueva informe a la acción. Nuestros hallazgos pueden ser entendidos en el contexto de conceptos más amplios articulados en la literatura de aprendizaje de políticas, que establece que el aprendizaje social (mejora de relaciones y diálogo) proporciona el fundamento del aprendizaje conceptual (fijar objetivos) y el aprendizaje técnico (determinación de cómo alcanzar esos objetivos).

Economic impacts of zebra mussels on drinking water treatment and electric power generation facilities.

Invasions of nonnative species such as zebra mussels can have both ecological and economic consequences. The economic impacts of zebra mussels have not been examined in detail since the mid-1990s. The purpose of this study was to quantify the annual and cumulative economic impact of zebra mussels on surface water-dependent drinking water treatment and electric power generation facilities (where previous research indicated the greatest impacts). The study time frame was from the first full year after discovery in North America (Lake St. Clair, 1989) to the present (2004); the study area was throughout the mussels' North American range. A mail survey resulted in a response rate of 31% for electric power companies and 41% for drinking water treatment plants. Telephone interviews with a sample of nonrespondents assessed nonresponse bias; only one difference was found and adjusted for. Over one-third (37%) of surveyed facilities reported finding zebra mussels in the facility and almost half (45%) have initiated preventive measures to prevent zebra mussels from entering the facility operations. Almost all surveyed facilities (91%) with zebra mussels have used control or mitigation alternatives to remove or control zebra mussels. We estimated that 36% of surveyed facilities experienced an economic impact. Expanding the sample to the population of the study area, we estimated 267 million dollars (BCa 95% CI = 161 million dollars - 467 million dollars) in total economic costs for electric generation and water treatment facilities through late 2004, since 1989. Annual costs were greater (44,000 dollars/facility) during the early years of zebra mussel infestation than in recent years (30,000 dollars). As a result of this and other factors, early predictions of the ultimate costs of the zebra mussel invasion may have been excessive.

Global assessment of polybrominated diphenyl ethers in farmed and wild salmon.

We have shown recently that levels of persistent, bioaccumulative contaminants (polychlorinated biphenyls, dioxins, and several chlorinated pesticides) are significantly higher in farmed than in wild salmon and that European farm-raised salmon have significantly greater toxic contaminant loads than those raised in North and South America. In this paper, we extend these results to polybrominated diphenyl ethers (PBDEs) and show that farm-raised salmon have higher levels of these compounds than wild salmon. We also show that farm-raised salmon from Europe have higher PBDE levels than those raised in North America and that both European and North American farm-raised salmon have higher PBDE levels than those farm-raised in Chile. Among the species of wild salmon, chinook had significantly elevated PBDE levels relative to the other wild species. These elevated PBDE levels may be related to chinook's feeding behavior and trophic level. Among all of the wild species we studied, chinook tend to feed higher in the food web throughout their adult life and grow to be larger individuals.

Global assessment of organic contaminants in farmed salmon.

The annual global production of farmed salmon has increased by a factor of 40 during the past two decades. Salmon from farms in northern Europe, North America, and Chile are now available widely year-round at relatively low prices. Salmon farms have been criticized for their ecological effects, but the potential human health risks of farmed salmon consumption have not been examined rigorously. Having analyzed over 2 metric tons of farmed and wild salmon from around the world for organochlorine contaminants, we show that concentrations of these contaminants are significantly higher in farmed salmon than in wild. European-raised salmon have significantly greater contaminant loads than those raised in North and South America, indicating the need for further investigation into the sources of contamination. Risk analysis indicates that consumption of farmed Atlantic salmon may pose health risks that detract from the beneficial effects of fish consumption.

Public support for ecosystem restoration in the Hudson River Valley, USA.

We applied the Theory of Planned Behavior to help understand the relationships between environmental beliefs, support for ecosystem restoration actions, and willingness to pay (WTP) for restoration and protection goals in the Hudson River estuary, New York State, USA. We conducted a mail survey with 3,000 randomly-chosen local residents of the Hudson River estuary in the fall of 1999. As hypothesized, the broad ecosystem restoration goals of the Hudson River Estuary Action Plan were more strongly supported than the corresponding specific implementation actions. We found that beliefs and past behavior were better explanatory variables than sociodemographic characteristics for explaining people's support for ecosystem restoration actions and WTP for restoration and protection goals. Because ecosystem restoration goals appear to be more generally acceptable than specific restoration actions, proponents of restoration programs should not become complacent about the need for active public outreach and involvement even if initial restoration program discussions have been low in controversy. Efforts to assess and foster support for ecosystem restoration should be targeted toward audiences identified on the basis of beliefs and past behaviors rather than on sociodemographic characteristics.