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"Nature” is a broad term with neither a standard definition nor consistent use, even across federal reports like the National Climate Assessment (NCA). The process of defining complex topics like “nature” is difficult given the broad range in people’s understandings of and relationships with the natural world. To support the development of future nature assessments and NCAs, we analyzed use of nature-related words and themes over time in all five published NCAs and one preliminary draft of NCA5. Overall, despite the prevalence of nature-related topics, we found the term “nature” was not used as much as others like “ecosystems,” though “nature-based solutions” appeared more in the latest NCA (NCA5) compared to earlier NCAs. Additionally, the scope of nature-related chapters in NCAs has evolved from initially focusing on impacts of climate change on ecosystems and ecosystem services towards highlighting solutions that nature can provide and implications for human well-being and environmental justice. We suggest improving the consistency of nature-related terms and topics within future climate and nature assessments to help promote dialogues across disciplines, reports, and assessment chapters, allowing researchers to better tackle multifaceted issues of global change. However, broad standardization of nature-related language may unnecessarily constrict the diverse understandings of nature. Definitions of nature-related terms should be revisited and adapted based on changing views and realities as global changes evolve. 

We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. 

Synopsis Public health researchers have long been aware of the importance of defining the human community associated with research on environmental health initiatives. However, the field community’s human components where applied ecology research is conducted, e.g. diverse participants and perspectives, are often overlooked in environmental problem solving. We outline a framework for elevating the human dimension in defining the field community in applied ecology research and for teaching diverse undergraduate students the skills needed to address Anthropocene environmental concerns. We promote broadening participation and incorporating cultural and racial perspectives in ecology research planning, implementation, and teaching. We use the environmental research problem of concern to identify the diverse human community groups potentially connected to the problem and guide the strategies for incorporating their perspectives in the proposed research project. Which human community, whether local, ethnic, or visiting public community, affects the resource management strategy, i.e. people protect what they love, can change the outcomes of applied ecological research, as well as promote development of a diverse environmental workforce. Broadening participation and perspectives means that the people asking the research questions are also part of the social ecological community processes who choose which questions to pursue to manage the natural resources of the community. Here, we promote research and teaching practices that consider the long-standing multicultural connections to nature to allow all students to pursue their love of nature and its beauty in a safe, comfortable, and mentoring setting. We integrate current human diversity, equity, and inclusion-focused pedagogical knowledge into the Ecological Society of America-endorsed 4DEE multidimensional curricular framework. We provide a faculty action guide to engage and train diverse students in ecological practices that meet the needs of today’s environmental problem-solving workforce. 

The authors present a new approach to show how interdisciplinary collaborations among a group of institutions can provide a unique opportunity for students to engage across the science-policy nexus using the framework of the Sustainable Development Goals and the United Nations Framework Convention on Climate Change. Through collaboration across seven higher education institutions in the United States and Australia, virtual student research teams worked together across disciplines. 

Abstract Citizen science involves the public in science to investigate research questions. Although citizen science facilitates learning in informal educational settings, little is known about its use or effects in postsecondary (college or university) settings. Using a literature review and a survey, we describe how and why citizen science is being used in postsecondary courses, as well as the impacts on student learning. We found that citizen science is used predominantly in biologically related fields, at diverse types of institutions, to improve student engagement and expose students to authentic research. Considerable anecdotal evidence supporting improved student learning from these experiences exists, but little empirical evidence exists to warrant any conclusion. Therefore, there is a need to rigorously assess the relationship between citizen science participation and postsecondary student learning. We highlight considerations for instructors planning to incorporate citizen science and for citizen science projects wanting to facilitate postsecondary use.