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With increased interest in forest restoration comes an urgent need to provide accurate, scalable, and cost‐effective monitoring tools. The ubiquity of smartphones has led to a surge in monitoring apps. We reviewed and assessed monitoring apps found through web searches and conversations with practitioners. We identified 42 apps that (1) automatically monitor indicators or (2) facilitate data entry. We selected the five most promising from the first category, based on their relevance, availability, stability, and user support. We compared them to traditional field techniques in a well‐studied restoration project in Costa Rica. We received further feedback from 15 collaborator organizations that evaluated these in their corresponding field restoration sites. Diameter measurements correlated well with traditional tape‐based measurements (R² = 0.86–0.89). Canopy openness and ground cover showed weaker correlations to densiometer and quadrat cover measurements (R² = 0.42–0.51). Apps did not improve labor efficiency but do preclude the purchase of specialized field equipment. The apps reviewed here need further development and validation to support monitoring adequately, especially in the tropics. Estimates of development and maintenance costs, as well as statistics on user uptake, are required for cost‐effective development. We recommend a coordinated effort to develop dedicated restoration monitoring apps that can speed up and standardize the collection of indicators and provide evidence on restoration outcomes alongside a centralized repository of this information. 

Abstract Exposure to extreme heat in pregnancy increases the risk of stillbirth. Progress in reducing stillbirth rates has stalled, and populations are increasingly exposed to high temperatures and climate events that may further undermine health strategies. This narrative review summarises the current clinical and epidemiological evidence of the impact of maternal heat exposure on stillbirth risk. Out of 20 studies, 19 found an association between heat and stillbirth risk. Recent studies based in low‐ to middle‐income countries and tropical settings add to the existing literature to demonstrate that all populations are at risk. Additionally, both short‐term heat exposure and whole‐pregnancy heat exposure increase the risk of stillbirth. A definitive threshold of effect has not been identified, as most studies define exposure as above the 90th centile of the usual temperature for that population. Therefore, the association between heat and stillbirth has been found with exposures from as low as >12.64°C up to >46.4°C. The pathophysiological pathways by which maternal heat exposure may lead to stillbirth, based on human and animal studies, include both placental and embryonic or fetal impacts. Although evidence gaps remain and further research is needed to characterise these mechanistic pathways in more detail, preliminary evidence suggests epigenetic changes, alteration in imprinted genes, congenital abnormalities, reduction in placental blood flow, size and function all play a part. Finally, we explore this topic from a public health perspective; we discuss and evaluate the current public health guidance on minimising the risk of extreme heat in the community. There is limited pregnancy‐specific guidance within heatwave planning, and no evidence‐based interventions have been established to prevent poor pregnancy outcomes. We highlight priority research questions to move forward in the field and specifically note the urgent need for evidence‐based interventions that are sustainable. 

In-person undergraduate research experiences (UREs) promote students’ integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students’ self-efficacy development, but may otherwise be limited in their potential to promote scientific integration. 

The COVID-19 pandemic shut down undergraduate research programs across the United States. A group of 23 colleges, universities, and research institutes hosted remote undergraduate research programs in the life sciences during Summer 2020. Given the unprecedented offering of remote programs, we carried out a study to describe and evaluate them. Using structured templates, we documented how programs were designed and implemented, including who participated. Through focus groups and surveys, we identified programmatic strengths and shortcomings as well as recommendations for improvements from students’ perspectives. Strengths included the quality of mentorship, opportunities for learning and professional development, and a feeling of connection with a larger community. Weaknesses included limited cohort building, challenges with insufficient structure, and issues with technology. Although all programs had one or more activities related to diversity, equity, inclusion, and justice, these topics were largely absent from student reports even though programs coincided with a peak in national consciousness about racial inequities and structural racism. Our results provide evidence for designing remote Research Experiences for Undergraduates (REUs) that are experienced favorably by students. Our results also indicate that remote REUs are sufficiently positive to further investigate their affordances and constraints, including the potential to scale up offerings, with minimal concern about disenfranchising students.