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Dillon EM, Pier JQ, Smith JA, Raja NB, Dimitrijević D, Austin EL, Cybulski JD, De Entrambasaguas J, Durham SR, Grether CM, Haldar HS, Kocáková K, Lin CH, Mazzini I, Mychajliw AM, Ollendorf AL, Pimiento C, Regalado Fernández OR, Smith IE, Dietl GP. What is conservation paleobiology? Tracking 20 years of research and development. Front Ecol Evol 2022. [DOI: 10.3389/fevo.2022.1031483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
Conservation paleobiology has coalesced over the last two decades since its formal coining, united by the goal of applying geohistorical records to inform the conservation, management, and restoration of biodiversity and ecosystem services. Yet, the field is still attempting to form an identity distinct from its academic roots. Here, we ask a deceptively simple question: What is conservation paleobiology? To track its development as a field, we synthesize complementary perspectives from a survey of the scientific community that is familiar with conservation paleobiology and a systematic literature review of publications that use the term. We present an overview of conservation paleobiology’s research scope and compare survey participants’ perceptions of what it is and what it should be as a field. We find that conservation paleobiologists use a variety of geohistorical data in their work, although research is typified by near-time records of marine molluscs and terrestrial mammals collected over local to regional spatial scales. Our results also confirm the field’s broad disciplinary basis: survey participants indicated that conservation paleobiology can incorporate information from a wide range of disciplines spanning conservation biology, ecology, historical ecology, paleontology, and archaeology. Finally, we show that conservation paleobiologists have yet to reach a consensus on how applied the field should be in practice. The survey revealed that many participants thought the field should be more applied but that most do not currently engage with conservation practice. Reflecting on how conservation paleobiology has developed over the last two decades, we discuss opportunities to promote community cohesion, strengthen collaborations within conservation science, and align training priorities with the field’s identity as it continues to crystallize.
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Keith RJ, Given LM, Martin JM, Hochuli DF. Collaborating with qualitative researchers to co‐design social‐ecological studies. AUSTRAL ECOL 2022. [DOI: 10.1111/aec.13172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Ryan J. Keith
- School of Life and Environmental Sciences The University of Sydney Sydney New South Wales Australia
| | - Lisa M. Given
- Research and Innovation RMIT University Melbourne Victoria Australia
| | - John M. Martin
- School of Life and Environmental Sciences The University of Sydney Sydney New South Wales Australia
- Taronga Institute of Science and Learning Taronga Conservation Society Australia Mosman New South Wales Australia
| | - Dieter F. Hochuli
- School of Life and Environmental Sciences The University of Sydney Sydney New South Wales Australia
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Kelley PH, Dietl GP. Core Competencies for Training Conservation Paleobiology Students in a Wicked World. Front Ecol Evol 2022. [DOI: 10.3389/fevo.2022.851014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Despite the promise conservation paleobiology holds for using geohistorical data and insights to solve conservation problems, training in the field typically does not equip students to be competent environmental problem solvers. The intention of this perspective piece is to start a conversation about how we might train conservation paleobiology students better, focusing on the competencies needed to promote deep engagement with “wicked” conservation problems that are difficult to solve. Ongoing conversations regarding design of academic programs in sustainability, a field allied with conservation science, can inform our discussion. The sustainability literature has defined an interrelated set of “core competencies” that go beyond general academic competencies to enable real-world sustainability problem solving: systems thinking, temporal thinking, normative thinking, strategic thinking, and interpersonal competence. Conservation paleobiology is usually taught within geology programs, where students are exposed to systems thinking and temporal thinking. However, the remaining competencies typically are absent or insufficiently developed. To infuse these competencies into conservation paleobiology curricula, we recommend: (1) enhancing connections with sustainability programs and encouraging a more cross-disciplinary approach to training; (2) developing a “menu” of concepts and methodologies for each competence from which to choose; and (3) recognizing that different skills are appropriate at different levels of education and experience. The proposed competency-based framework serves as a shared reference that can be used to develop pedagogies to better prepare conservation paleobiology students to navigate the wicked conservation challenges of our time.
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Teel TL, Bruyere B, Dayer A, Stoner KE, Bishop C, Bruskotter J, Freeman S, Newmark J, Jager C, Manfredo MJ. Reenvisioning the university education needs of wildlife conservation professionals in the United States. CONSERVATION SCIENCE AND PRACTICE 2022. [DOI: 10.1111/csp2.610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Affiliation(s)
- Tara L. Teel
- Department of Human Dimensions of Natural Resources Colorado State University Fort Collins Colorado USA
| | - Brett Bruyere
- Department of Human Dimensions of Natural Resources Colorado State University Fort Collins Colorado USA
| | - Ashley Dayer
- Department of Fish and Wildlife Conservation Virginia Polytechnic Institute and State University Blacksburg Virginia USA
| | - Kathryn E. Stoner
- Department of Fish, Wildlife, and Conservation Biology Colorado State University Fort Collins Colorado USA
| | - Chad Bishop
- Wildlife Biology Program, W. A. Franke College of Forestry and Conservation University of Montana Missoula Montana USA
| | - Jeremy Bruskotter
- School of Environment and Natural Resources The Ohio State University Columbus Ohio USA
| | - Stephanie Freeman
- Department of Recreation, Park and Tourism Management The Pennsylvania State University University Park Pennsylvania USA
| | | | - Corey Jager
- Oklahoma Department of Wildlife Conservation Oklahoma City Oklahoma USA
| | - Michael J. Manfredo
- Department of Human Dimensions of Natural Resources Colorado State University Fort Collins Colorado USA
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Stern MJ, Briske DD, Meadow AM. Opening learning spaces to create actionable knowledge for conservation. CONSERVATION SCIENCE AND PRACTICE 2021. [DOI: 10.1111/csp2.378] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Affiliation(s)
- Marc J. Stern
- Department of Forest Resources and Environmental Conservation Virginia Tech Blacksburg Virginia USA
| | - David D. Briske
- Department of Ecology and Conservation Biology Texas A&M University College Station Texas USA
| | - Alison M. Meadow
- Arizona Institutes for Resilience University of Arizona Tucson Arizona USA
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