Species distribution models predict shifts in forest habitat in response to warming temperatures associated with climate change, yet tree migration rates lag climate change, leading to misalignment of current species assemblages with future climate conditions. Forest adaptation strategies have been proposed to deliberately adjust species composition by planting climate‐suitable species. Practical evaluations of adaptation plantings are limited, especially in the context of ecological memory or extreme climate events. In this study, we examined the 3‐year survival and growth response of future climate‐adapted seedling transplants within operational‐scale silvicultural trials across temperate forests in the northeastern US. Nine species were selected for evaluation based on projected future importance under climate change and potential functional redundancy with species currently found in these ecosystems. We investigated how adaptation planting type (‘population enrichment’ vs. ‘assisted range expansion’) and local site conditions reinforce interference interactions with existing vegetation at filtering adaptation strategies focused on transitioning forest composition. Our results show the performance of seedling transplants is based on species (e.g. functional attributes and size), the strength of local competition (e.g. ecological memory) and adaptation planting type, a proxy for source distance. These findings were consistent across regional forests but modified by site‐specific conditions such as browse pressure and extreme climate events, namely drought and spring frost events.
The massive expansion of US higher education after World War II is a sociological puzzle: a spectacular feat of state capacity-building in a highly federated polity. Prior scholarship names academic leaders as key drivers of this expansion, yet the conditions for the possibility and fate of their activity remain under-specified. We fill this gap by theorizing what Randall Collins first called
- NSF-PAR ID:
- 10222613
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Theory and Society
- ISSN:
- 0304-2421
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Synthesis and applications . Our results highlight that managing forests for shifts in future composition represents a promising adaptation strategy for incorporating new species and functional traits into contemporary forests. Yet, important barriers remain for the establishment of future climate‐adapted forests that will most likely require management intervention. Nonetheless, the broader applicability of our findings demonstrates the potential for adaptation plantings to serve as strategic source nodes for the establishment of future climate‐adapted species across functionally connected landscapes. -
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Abstract This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridging
agentic gaps between students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.Practitioner notes What is already known about this topic
Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.
School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.
Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.
What this paper adds
An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.
A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.
Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.
Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.
Implications for practice and/or policy
Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.
Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.
Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.
