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Climate change threatens to destabilize ecological communities, potentially moving them from persistently occupied “basins of attraction” to different states. Increasing variation in key ecological processes can signal impending state shifts in ecosystems. In a rocky intertidal meta-ecosystem consisting of three distinct regions spread across 260 km of the Oregon coast, we show that annually cleared sites are characterized by communities that exhibit signs of increasing destabilization (loss of resilience) over the past decade despite persistent community states. In all cases, recovery rates slowed and became more variable over time. The conditions underlying these shifts appear to be external to the system, with thermal disruptions (e.g., marine heat waves, El Niño–Southern Oscillation) and shifts in ocean currents (e.g., upwelling) being the likely proximate drivers. Although this iconic ecosystem has long appeared resistant to stress, the evidence suggests that subtle destabilization has occurred over at least the last decade. 

Despite recent interest and pressing need, we lack a clear model of culturally relevant, responsive, sensitive teaching in university STEM departments. Most culturally relevant efforts within STEM education address actions individual professors can take within their own classrooms and mentoring, rather than describing how to go about enacting cultural transformation at the departmental level. In this article, we propose the application of the Ladson-Billings model of culturally relevant pedagogy to promote an inclusive culture within undergraduate STEM departments. The model consists of three components: academic success, cultural competence and integrity, and critical consciousness. We define each component and describe what it looks like and how it can be used to guide departmental transformation, including examples in biology, physics, mathematics, and computer science departments at our own institution. This model can help guide faculty committed to creating departments where all kinds of STEM students can thrive, provided they are willing to work hard.