Diversity and inclusion activisms in animal behaviour and the ABS: a historical view from the U.S.A

"Broadening Perspectives Activities" Improve LGBTQ+ Student Experiences and Religious Students' Content Comprehension

Curricular content in undergraduate biology courses has been historically hetero and cisnormative due to various cultural stigmas, biases, and discrimination. Such curricula may be partially responsible for why LGBTQ+ students in STEM are less likely to complete their degrees than their non-LGBTQ+ counterparts. We developed Broadening Perspective Activities (BPAs) to expand the representation of marginalized perspectives in the curriculum of an online, upper-division, undergraduate animal behavior course, focusing on topics relating to sex, gender, and sexuality. We used a quasiexperimental design to assess the impact of the BPAs on student perceptions of course concepts and on their sense of belonging in biology. We found that LGBTQ+ students entered the course with a better understanding of many animal behavior concepts that are influenced by cultural biases associated with sex, gender, and sexuality. However, LGBTQ+ students who took the course with the BPAs demonstrated a greater sense of belonging in biology at the end of the term compared with LGBTQ+ students in the course without BPAs. We also show that religious students demonstrated improved comprehension of many concepts related to sex, gender, and sexuality after taking the course with BPAs, with no negative impacts on their sense of belonging.

Online toolkits for collaborative and inclusive global research in urban evolutionary ecology

Urban evolutionary ecology is inherently interdisciplinary. Moreover, it is a field with global significance. However, bringing researchers and resources together across fields and countries is challenging. Therefore, an online collaborative research hub, where common methods and best practices are shared among scientists from diverse geographic, ethnic, and career backgrounds would make research focused on urban evolutionary ecology more inclusive. Here, we describe a freely available online research hub for toolkits that facilitate global research in urban evolutionary ecology. We provide rationales and descriptions of toolkits for: (1) decolonizing urban evolutionary ecology; (2) identifying and fostering international collaborative partnerships; (3) common methods and freely-available datasets for trait mapping across cities; (4) common methods and freely-available datasets for cross-city evolutionary ecology experiments; and (5) best practices and freely available resources for public outreach and communication of research findings in urban evolutionary ecology. We outline how the toolkits can be accessed, archived, and modified over time in order to sustain long-term global research that will advance our understanding of urban evolutionary ecology.

Virtual Expeditions Facilitated by Open Source Solutions Broaden Student Participation in Natural History Research

From its genesis in the Victorian era as an activity for the elite to today's emphasis on "Big Data" and continuous monitoring, natural history has a prominent role in scientific discoveries for many fields. However, participation in field expeditions is limited by funding, space, accessibility, and safety constraints. Others have detailed the active exclusion of minoritized groups from field expeditions and harm/discrimination faced by the few who do participate, but we provide one solution to broaden opportunities for participation in natural history: Virtual Expeditions. Virtual Expeditions are broadly defined as open source, web-facilitated research activities designed to analyze bulk-collected digital data from field expeditions that require visual human interpretation. We show two examples here of their use: an independent research-based analysis of snake behavior and a course-based identification of invertebrate species. We present a guide to their appropriate design, facilitation, and evaluation to result in research grade data. We highlight the importance of open source technology to allow for longevity in methodology and appropriate quality control measures necessary for projects that include dozens of researchers over multiple years. In this perspective, we specifically emphasize the prominent role that open source technology plays in making these experiences feasible and scalable. Even without explicit design as broadening participation endeavors, Virtual Expeditions allow for more inclusive participation of early career researchers with specific participatory limitations. Not only are Virtual Expeditions integral to the large-scale analysis necessary for field expeditions that generate impossibly enormous datasets, but they can also be effective facilitators of inclusivity in natural history research.

The problem of interaction

As we look to the next 75 years, I recount how the sociopolitical milieu in which the Society for the Study of Evolution (SSE) and the journal Evolution were formed in 1947 was a "problem of interaction."

The identity crisis of ecological diversity

Developing the ecological scientist mindset among underrepresented students in ecology fields (Bowser and Cid, this Forum) provides timely and compelling strategies to broaden inclusion in ecology and environmental biology. Chronic underrepresentation of minorities in ecology and environmental disciplines (EE) is a crisis that is surprising to many, and even more surprising that, for African-Americans, this underrepresentation is more severe compared to other STEM disciplines. It is beyond irony that a discipline that values diversity as a cornerstone of ecological practice continues to struggle to achieve diversity in the ranks of its practitioners.

Where Is Ethology Heading? An Invitation for Collective Metadisciplinary Discussion

Many factors can impact the advancement of scientific disciplines. In the study of animal behavior and cognition (i.e., Ethology), a lack of consensus about definitions or the emergence of some current events and inventions, among other aspects, may challenge the discipline's grounds within the next decades. A collective metadisciplinary discussion may help in envisioning the future to come. For that purpose, I elaborated an online questionnaire about the level of consensus and the researchers' ways of doing in seven areas: Discipline name and concepts, species, Umwelt, technology, data, networking, and the impact of sociocultural and ecological factors. I recruited the opinion of almost a hundred of colleagues worldwide (N = 98), both junior and seniors, working both in the wild and in the lab. While the results were pitted against the literature, general conclusions should be taken with caution and considered as a first attempt in exploring the state of the discipline from the researchers' perspective: There is no unanimity for the discipline's name; 71.4% of the researchers reported there is limited consensus in the definition of relevant concepts (i.e., culture, cognition); primate species still predominate in publications whereas the species selection criteria is sometimes based on fascination, chance, or funding opportunities rather than on biocentric questions; 56.1% of the apparatuses employed do not resemble species' ecological problems, and current tech needs would be solved by fostering collaboration with engineers. Finally, embracing the Open Science paradigm, supporting networking efforts, and promoting diversity in research teams may help in gathering further knowledge in the area. Some suggestions are proposed to overcome the aforementioned problems in this contemporary analysis of our discipline.

It Takes Two to Tango: Including a Female Perspective in Reproductive Biology

Like many scientific disciplines, the field of reproductive biology is subject to biases in terminology and research foci. For example, females are often described as coy and passive players in reproductive behaviors and are termed "promiscuous" if they engage in extra-pair copulations. Males on the other hand are viewed as actively holding territories and fighting with other males. Males are termed "multiply mating" if they mate with multiple females. Similarly, textbooks often illustrate meiosis as it occurs in males but not females. This edition of Integrative and Comparative Biology (ICB) includes a series of papers that focus on reproduction from the female perspective. These papers represent a subset of the work presented in our symposium and complementary sessions on female reproductive biology. In this round table discussion, we use a question and answer format to leverage the diverse perspectives and voices involved with the symposium in an exploration of theoretical, cultural, pedagogical, and scientific issues related to the study of female biology. We hope this dialog will provide a stepping-stone toward moving reproductive science and teaching to a more inclusive and objective framework.

Model Systems in Ecology, Evolution, and Behavior: A Call for Diversity in Our Model Systems and Discipline

AbstractEcologists and evolutionary biologists are fascinated by life's variation but also seek to understand phenomena and mechanisms that apply broadly across taxa. Model systems can help us extract generalities from amid all the wondrous diversity, but only if we choose and develop them carefully, use them wisely, and have a range of model systems from which to choose. In this introduction to the Special Feature on Model Systems in Ecology, Evolution, and Behavior (EEB), we begin by grappling with the question, What is a model system? We then explore where our model systems come from, in terms of the skills and other attributes required to develop them and the historical biases that influence traditional model systems in EEB. We emphasize the importance of communities of scientists in the success of model systems-narrow scientific communities can restrict the model organisms themselves. We also consider how our discipline was built around one type of "model scientist"-a history still reflected in the field. This lack of diversity in EEB is unjust and also narrows the field's perspective, including by restricting the questions asked and talents used to answer them. Increasing diversity, equity, and inclusion will require acting at many levels, including structural changes. Diversity in EEB, in both model systems and the scientists who use them, strengthens our discipline.

Charles Henry Turner and the cognitive behavior of bees

Social movements in several countries are stimulating a reconsideration of academic structures and historic figures and promoting reparation and recognition of marginalized and forgotten black scientists. A paradigmatic case in that sense is Charles Henry Turner (1867-1923) who was the first African American to receive a graduate degree at the University of Cincinnati and one of the first in earning a PhD degree of the University of Chicago. He performed numerous experiments on sensory perception, orientation, and mating of solitary and social bees, most of which have been unjustly forgotten despite the fact that they anticipated fundamental concepts of animal cognition. We review these studies and highlight the importance of his ideas for modern views of animal cognition and the study of bee behavior. We conclude that besides his scientific contributions, Turner is an inspiration for scientists fighting against social adversity and prejudices.

Scanning the human genome for "signatures" of positive selection: Transformative opportunities and ethical obligations

The relationship history of evolutionary anthropology and genetics is complex. At best, genetics is a beautifully integrative part of the discipline. Yet this integration has also been fraught, with punctuated, disruptive challenges to dogma, periodic reluctance by some members of the field to embrace results from analyses of genetic data, and occasional over-assertions of genetic definitiveness by geneticists. At worst, evolutionary genetics has been a tool for reinforcing racism and colonialism. While a number of genetics/genomics papers have disproportionately impacted evolutionary anthropology, here we highlight the 2002 presentation of an elegantly powerful approach for identifying "signatures" of past positive selection from haplotype-based patterns of genetic variation. Together with technological advances in genotyping methods, this article transformed our field by facilitating genome-wide "scans" for signatures of past positive selection in human populations. This approach helped researchers test longstanding evolutionary anthropology hypotheses while simultaneously providing opportunities to develop entirely new ones. Genome-wide scans for signatures of positive selection have since been conducted in diverse worldwide populations, with striking findings of local adaptation and convergent evolution. Yet there are ethical considerations with respect to the ubiquity of these studies and the cross-application of the genome-wide scan approach to existing datasets, which we also discuss.

Leveraging Social Learning to Enhance Captive Animal Care and Welfare

From ants to zebras, animals are influenced by the behavior of others. At the simplest level, social support can reduce neophobia, increasing animals’ exploration of novel spaces, foods, and other environmental stimuli. Animals can also learn new skills more quickly and more readily after observing others perform them. How then can we apply animals’ proclivity to socially learn to enhance their care and welfare in captive settings? Here, I review the ways in which animals (selectively) use social information, and propose tactics for leveraging that to refine the behavioral management of captive animals: to enhance socialization techniques, enrichment strategies, and training outcomes. It is also important to consider, however, that social learning does not always promote the uniform expression of new behaviors. There are differences in animals’ likelihood to seek out or use socially provided information, driven by characteristics such as species, rank, age, and personality. Additionally, social learning can result in inexact transmission or the transmission of undesirable behaviors. Thus, understanding when, how, and why animals use social information is key to developing effective strategies to improve how we care for animals across settings and, ultimately, enhance captive animal welfare.

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underserved in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper, we offer broadly applicable strategies and techniques that weave together active and inclusive teaching practices. We challenge instructors to commit to making small changes as a first step to more inclusive teaching in ecology and evolutionary biology courses.

Frank Beach Award Winner: Lessons from poison frogs on ecological drivers of behavioral diversification

Variation in natural behavior is tightly linked to the ecological resources with which they co-evolved. This review discusses poison frog behavior and neuroendocrinology to illustrate how ecological factors drive diversification of behavior and its underlying neural mechanisms. Poison frogs show tremendous diversity in reproductive strategies that are tightly linked to water resources in their environment. Different species utilize particular pool sizes to rear their offspring, which has selected for sex differences in parental behavior among poison frog species. Tadpole behavior reflects the behavioral diversity of adults, where tadpoles can display social group living or violent aggression and begging behavior, which are all associated with pool size and occupancy. Using this behavioral diversity among poison frog species, we have identified core brain regions, like the hippocampus and preoptic area, as being involved in regulating different aspects of amphibian parental behavior. In contrast to core brain regions, the neuromodulators governing these behaviors seem to be more labile across species. This work exemplifies how comparative studies are a prime experimental system to study how evolution tunes neural circuits that give rise to the diversity of behaviors we observe in the natural world. Finally, this review ends on a more important form of diversity - that of our scientific community - and how community outreach, decolonization of field based science, and inclusion of groups historically excluded from conducting research are needed for the scientific enterprise to transform into something truly beneficial for all members of our society.

Teaching animal behavior online: A primer for the pandemic and beyond

Behavior courses face numerous challenges when moving to an online environment, as has been made necessary by the COVID‐19 pandemic. These challenges occur largely because behavior courses, like most organismal biology courses, often stress experiential learning through laboratories that involve live animals, as well as a lecture component that emphasizes formative assessment, discussion, and critical thinking. Although online behavior courses may be remote, they can still be interactive and social, and designed with inclusive pedagogy. Here, we discuss some of the key decisions that instructors should consider, provide recommendations, and point out new opportunities for student learning that stem directly from the move to online instruction. Specific topics include challenges related to generating an inclusive and engaging online learning environment, synchronous versus asynchronous formats, assignments that enhance student learning, testing format and execution, grade schemes, design of laboratory experiences including opportunities for community science, design of synthetic student projects, and workload balance for students and instructors. We designed this primer both for animal behavior instructors who need to quickly transition to online teaching in the midst of a pandemic, and for those facing such transitions in upcoming terms. Much of the manuscript's content should also be of general interest and value to instructors from all areas of organismal biology who are attempting to quickly transition to online teaching.

Recreating Wakanda by promoting Black excellence in ecology and evolution

Our non-Black colleagues must fight anti-Black racism and white supremacy within the academy to authentically promote Black excellence. Amplifying Black excellence in ecology and evolution is the antidote for white supremacy in the academy.