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In this paper we explore the potential of academic podcasting to effect positive change within academia and between academia and society. Building on the concept of “epistemic living spaces,” we consider how podcasting can change how we evaluate what is legitimate knowledge and methods for knowledge production, who has access to what privileges and power, the nature of our connections within academia and with other partners, and how we experience the constraints and opportunities of space and time. We conclude by offering a guide for others who are looking to develop their own academic podcasting projects and discuss the potential for podcasting to be formalized as a mainstream academic output. To listen to an abridged and annotated version of this paper, visit: https://soundcloud.com/conservechange/podcastinginacademia . 

Abstract Extreme events have increased in frequency globally, with a simultaneous surge in scientific interest about their ecological responses, particularly in sensitive freshwater, coastal, and marine ecosystems. We synthesized observational studies of extreme events in these aquatic ecosystems, finding that many studies do not use consistent definitions of extreme events. Furthermore, many studies do not capture ecological responses across the full spatial scale of the events. In contrast, sampling often extends across longer temporal scales than the event itself, highlighting the usefulness of long-term monitoring. Many ecological studies of extreme events measure biological responses but exclude chemical and physical responses, underscoring the need for integrative and multidisciplinary approaches. To advance extreme event research, we suggest prioritizing pre- and postevent data collection, including leveraging long-term monitoring; making intersite and cross-scale comparisons; adopting novel empirical and statistical approaches; and developing funding streams to support flexible and responsive data collection. 

While many instructors have reservations against Wikipedia use in academic settings, editing Wikipedia teaches students valuable writing, editing, and critical thinking skills. Wikipedia assignments align with the community of inquiry framework, which focuses on the elements needed for a successful online learning experience. We report on a faculty mentoring network, created by WikiProject Limnology and Oceanography, which helped 14 instructors with little to no prior experience implement a Wikipedia assignment in their classes. We found that Wikipedia assignments increase students’ motivation to produce high quality work and enhance their awareness of reliable scientific sources. Wikipedia assignments can be comparable to other writing assignments in length and complexity, but have a far wider audience than a traditional research paper. Participants in our mentoring network reported challenges with implementing this new type of assignment, and here, we share resources and solutions to those reported barriers. 

Computational advances reveal opportunities for more sustainable hydropower development in large transboundary river basins.