The centipedes (Arthropoda, Myriapoda, Chilopoda) from Colombia: Part I. Scutigeromorpha and Scolopendromorpha.

This study presents an updated list of centipedes of the orders Scutigeromorpha and Scolopendromorpha from Colombia based on data from the literature, the World Catalogue of Centipedes (CHILOBASE), and specimens examined in museum collections. Four families, nine genera, 37 species and four subspecies are listed. One species belongs to Scutigeromorpha, and 36 species and four subspecies to Scolopendromorpha. Eleven species and four subspecies of scolopendromorphs are recorded for the first time from Colombia. Newportia Gervais, 1847 is the most diverse genus with 12 species and three subspecies. Six species of Scolopendromorpha are endemic. Three species-Otostigmus inermis Porat, 1876, O. scabricauda (Humbert & Saussure, 1870) and Cryptops iheringi Brölemann, 1902-are deleted from the fauna of Colombia. The Andean Región in Colombia has the most records of Scutigeromorpha and Scolopendromorpha. Maps showing the geographical distribution are given for the orders, genera, and some species.

Engaging Scientific Diasporas in STEAM Education: The Case of Science Clubs Colombia.

Currently, there is limited insight on the role that scientific diasporas can play in STEAM education in Latin America. Here, we present the Science Clubs Colombia (Clubes de Ciencia Colombia-SCC) program, a pioneering STEAM capacity-building initiative led by volunteer scientists to engage youth and children from underserved communities in science. The program brings together researchers based in Colombia and abroad to lead intensive project-based learning workshops for young students in urban and rural areas. These projects focus on channeling the students' technical and cognitive scientific aptitudes to tackle challenges of both local and global relevance. The program provides high-quality STEAM education adapted to communities' needs and articulates long-lasting international collaborations using the mobility of the Colombian diaspora. The program's success is tangible via its sustained growth and adaptability. Since its first version in 2015, 722 volunteer scientists living abroad or in Colombia have collaborated to create 364 clubs with the participation of 9,295 students. We describe elements of the SCC program that lead to a scalable and reproducible outcome to engage science diasporas in STEAM education. Additionally, we discuss the involvement of multiple stakeholders and the generation of international networks as potential science diplomacy outcomes. The SCC program strengthens the involvement of Latin American youth in science, demonstrates the potential of engaging scientific diasporas in science education, and enriches connections between the Global South and the Global North.