Mentorship, equity, and research productivity: lessons from a pandemic.

The coronavirus pandemic is more fully exposing ubiquitous economic and social inequities that pervade conservation science. In this time of prolonged stress on members of the research community, primary investigators or project leaders (PLs) have a unique opportunity to adapt their programs to jointly create more equitable and productive research environments for their teams. Institutional guidance for PLs pursuing field and laboratory work centers on the physical safety of individuals while in the lab or field, but largely ignores the vast differences in how team members may be experiencing the pandemic. Strains on mental, physical, and emotional health; racial trauma; familial responsibilities; and compulsory productivity resources, such as high-speed internet, quiet work spaces, and support are unequally distributed across team members. The goal of this paper is to summarize the shifting dynamics of leadership and mentorship during the coronavirus pandemic and highlight opportunities for increasing equity in conservation research at the scale of the project team. Here, we (1) describe how the pandemic differentially manifests inequity on project teams, particularly for groups that have been structurally excluded from conservation science, (2) consider equitable career advancement during the coronavirus pandemic, and (3) offer suggestions for PLs to provide mentorship that prioritizes equity and wellbeing during and beyond the pandemic. We aim to support PLs who have power and flexibility in how they manage research, teaching, mentoring, consulting, outreach, and extension activities so that individual team members' needs are met with compassion and attention to equity.

Ten Simple Rules for a successful remote postdoc.

Postdocs are a critical transition for early-career researchers. This transient period, between finishing a PhD and finding a permanent position, is when early-career researchers develop independent research programs and establish collaborative relationships that can make a successful career. Traditionally, postdocs physically relocate-sometimes multiple times-for these short-term appointments, which creates challenges that can disproportionately affect members of traditionally underrepresented groups in science, technology, engineering, and mathematics (STEM). However, many research activities involving analytical and quantitative work do not require a physical presence in a lab and can be accomplished remotely. Other fields have embraced remote work, yet many academics have been hesitant to hire remote postdocs. In this article, we present advice to both principal investigators (PIs) and postdocs for successfully navigating a remote position. Using the combined experience of the authors (as either remote postdocs or employers of remote postdocs), we provide a road map to overcome the real (and perceived) obstacles associated with remote work. With planning, communication, and creativity, remote postdocs can be a fully functioning and productive member of a research lab. Further, our rules can be useful for research labs generally and can help foster a more flexible and inclusive environment.