Search for: All records

Abstract Nenets reindeer pastoralists of Yamal in the Russian Arctic, successfully deal with rapidly changing climate and natural gas industrialization. We present results from our long-term ethnographic study (2001–present) on the adaptive strategies that Nenets nomadic households have employed over time, their tradeoffs, inherent risks, and social implications of these strategies. While some strategies limit the adaptive flexibility of herding, they simultaneously enable agency that keeps Nenets households on the land—critical for maintaining their nomadism. Rapid climate change in the Arctic, which could lead to increased icing of pastures, makes reindeer herding more vulnerable. We examine meteorological data from Yamal to better understand the climatic trends challenging reindeer nomadism. Our analysis is relevant for policymakers through understanding Nenets adaptation and interactions with ecological processes and institutions. 

Nenets reindeer pastoralists on the Yamal Peninsula of the Russian Arctic have demonstrated success in dealing with rapidly changing climatic conditions and the growing built environment associated with the natural gas industry. We pair our observations of a set of 28 Nenets households with hydrometeorological data to better understand the challenges of reindeer nomadism in this time of unprecedented change. We assembled a data set based on our ethnographic work with reindeer herding households beginning in 2001 through 2022, following 28 households at irregular intervals. The source of these data include surveys, participant observation, and digital communication. For this analysis we extracted information and coded variables for: reindeer herd size, migration distances, locations of summer and winter camps, annual frequency of camp movement, changes in migration patterns, and reasons for choice of migration route. These data were combined with relevant weather parameters derived from the ERA5 reanalysis data product for the immediate areas (30 kilometer (km) grid) surrounding summer and winter camps. We conducted a Bayesian logistic regression using the brms package in R Statistical Software (v4.1.2) analyzing factors contributing to ‘change’ or ‘no change’ in migration routes. Five ERA5 climate variables representing summer heating and winter warming and rain on snow (ROS) events were z-score normalized. Year of observation was treated as a factor. Posterior distribution of climate variables showed no discernable effects on household migration decisions. 

Abstract Science, engineering, and society increasingly require integrative thinking about emerging problems in complex systems, a notion referred to as convergence science. Due to the concurrent pressures of two main stressors—rapid climate change and industrialization, Arctic research demands such a paradigm of scientific inquiry. This perspective represents a synthesis of a vision for its application in Arctic system studies, developed by a group of disciplinary experts consisting of social and earth system scientists, ecologists, and engineers. Our objective is to demonstrate how convergence research questions can be developed via a holistic view of system interactions that are then parsed into material links and concrete inquiries of disciplinary and interdisciplinary nature. We illustrate the application of the convergence science paradigm to several forms of Arctic stressors using the Yamal Peninsula of the Russian Arctic as a representative natural laboratory with a biogeographic gradient from the forest‐tundra ecotone to the high Arctic. 

Abstract Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty – meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member$$i$$ $i$to another$$j$$ $j$enhances the prospects of a teaching tie from$$i$$ $i$to$$j$$ $j$, but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms. 

Abstract BackgroundMany institutional and departmentally focused change efforts have sought to improve teaching in STEM through the promotion of evidence-based instructional practices (EBIPs). Even with these efforts, EBIPs have not become the predominant mode of teaching in many STEM departments. To better understand institutional change efforts and the barriers to EBIP implementation, we developed the Cooperative Adoption Factors Instrument (CAFI) to probe faculty member characteristics beyond demographic attributes at the individual level. The CAFI probes multiple constructs related to institutional change including perceptions of the degree of mutual advantage of taking an action (strategic complements), trust and interconnectedness among colleagues (interdependence), and institutional attitudes toward teaching (climate). ResultsFrom data collected across five STEM fields at three large public research universities, we show that the CAFI has evidence of internal structure validity based on exploratory and confirmatory factor analysis. The scales have low correlations with each other and show significant variation among our sampled universities as demonstrated by ANOVA. We further demonstrate a relationship between the strategic complements and climate factors with EBIP adoption through use of a regression analysis. In addition to these factors, we also find that indegree, a measure of opinion leadership, correlates with EBIP adoption. ConclusionsThe CAFI uses the CACAO model of change to link the intended outcome of EBIP adoption with perception of EBIPs as mutually reinforcing (strategic complements), perception of faculty having their fates intertwined (interdependence), and perception of institutional readiness for change (climate). Our work has established that the CAFI is sensitive enough to pick up on differences between three relatively similar institutions and captures significant relationships with EBIP adoption. Our results suggest that the CAFI is likely to be a suitable tool to probe institutional change efforts, both for change agents who wish to characterize the local conditions on their respective campuses to support effective planning for a change initiative and for researchers who seek to follow the progression of a change initiative. While these initial findings are very promising, we also recommend that CAFI be administered in different types of institutions to examine the degree to which the observed relationships hold true across contexts. 

Abstract BackgroundChange strategies may leverage interpersonal relationships and conversations to spread teaching innovations among science faculty. Knowledge sharing refers to the process by which individuals transfer information and thereby spread innovative ideas within an organization. We use knowledge sharing as a lens for identifying factors that encourage productive teaching-related conversations between individuals, characterizing the context and content of these discussions, and understanding how peer interactions may shape instructional practices. In this study, we interview 19 science faculty using innovative teaching practices about the teaching-focused conversations they have with different discussion partners. ResultsThis qualitative study describes characteristics of the relationship between discussion partners, what they discuss with respect to teaching, the amount of help-seeking that occurs, and the perceived impacts of these conversations on their teaching. We highlight the role of office location and course overlap in bringing faculty together and characterize the range of topics they discuss, such as course delivery and teaching strategies. We note the tendency of faculty to seek out partners with relevant expertise and describe how faculty perceive their discussion partners to influence their instructional practices and personal affect. Finally, we elaborate on how these themes vary depending on the relationship between discussion partners. ConclusionsThe knowledge sharing framework provides a useful lens for investigating how various factors affect faculty conversations around teaching. Building on this framework, our results lead us to propose two hypotheses for how to promote sharing teaching knowledge among faculty, thereby identifying productive directions for further systematic inquiry. In particular, we propose that productive teaching conversations might be cultivated by fostering collaborative teaching partnerships and developing departmental structures to facilitate sharing of teaching expertise. We further suggest that social network theories and other examinations of faculty behavior can be useful approaches for researching the mechanisms that drive teaching reform. 

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly. 

To address claims of human exceptionalism, we determine where humans fit within the greater mammalian distribution of reproductive inequality. We show that humans exhibit lower reproductive skew (i.e., inequality in the number of surviving offspring) among males and smaller sex differences in reproductive skew than most other mammals, while nevertheless falling within the mammalian range. Additionally, female reproductive skew is higher in polygynous human populations than in polygynous nonhumans mammals on average. This patterning of skew can be attributed in part to the prevalence of monogamy in humans compared to the predominance of polygyny in nonhuman mammals, to the limited degree of polygyny in the human societies that practice it, and to the importance of unequally held rival resources to women’s fitness. The muted reproductive inequality observed in humans appears to be linked to several unusual characteristics of our species—including high levels of cooperation among males, high dependence on unequally held rival resources, complementarities between maternal and paternal investment, as well as social and legal institutions that enforce monogamous norms.