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Working with ecological data often involves ethical considerations, particularly when data are applied to address societal needs. However, data science ethics are rarely included as part of undergraduate and graduate training programs. Here, we present four modules for teaching ethics in data science, with real-world case studies related to ecological forecasting. 

A substantial increase in predictive capacity is needed to anticipate and mitigate the widespread change in ecosystems and their services in the face of climate and biodiversity crises. In this era of accelerating change, we cannot rely on historical patterns or focus primarily on long-term projections that extend decades into the future. In this Perspective, we discuss the potential of near-term (daily to decadal) iterative ecological forecasting to improve decision-making on actionable time frames. We summarize the current status of ecological forecasting and focus on how to scale up, build on lessons from weather forecasting, and take advantage of recent technological advances. We also highlight the need to focus on equity, workforce development, and broad cross-disciplinary and non-academic partnerships. 

Abstract Conducting ecological research in a way that addresses complex, real‐world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub‐discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21^stcentury workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training. 

Abstract Ecological forecasting provides a powerful set of methods for predicting short‐ and long‐term change in living systems. Forecasts are now widely produced, enabling proactive management for many applied ecological problems. However, despite numerous calls for an increased emphasis on prediction in ecology, the potential for forecasting to accelerate ecological theory development remains underrealized.Here, we provide a conceptual framework describing how ecological forecasts can energize and advance ecological theory. We emphasize the many opportunities for future progress in this area through increased forecast development, comparison and synthesis.Our framework describes how a forecasting approach can shed new light on existing ecological theories while also allowing researchers to address novel questions. Through rigorous and repeated testing of hypotheses, forecasting can help to refine theories and understand their generality across systems. Meanwhile, synthesizing across forecasts allows for the development of novel theory about the relative predictability of ecological variables across forecast horizons and scales.We envision a future where forecasting is integrated as part of the toolset used in fundamental ecology. By outlining the relevance of forecasting methods to ecological theory, we aim to decrease barriers to entry and broaden the community of researchers using forecasting for fundamental ecological insight. 

Abstract For many, 2020 was a year of abrupt professional and personal change. For the aquatic sciences community, many were adapting to virtual formats for conducting and sharing science, while simultaneously learning to live in a socially distanced world. Understandably, the aquatic sciences community postponed or canceled most in‐person scientific meetings. Still, many scientific communities either transitioned annual meetings to a virtual format or inaugurated new virtual meetings. Fortunately, increased use of video conferencing platforms, networking and communication applications, and a general comfort with conducting science virtually helped bring the in‐person meeting experience to scientists worldwide. Yet, the transition to conducting science virtually revealed new barriers to participation whereas others were lowered. The combined lessons learned from organizing a meeting constitute a necessary knowledge base that will prove useful, as virtual conferences are likely to continue in some form. To concentrate and synthesize these experiences, we showcase how six scientific societies and communities planned, organized, and conducted virtual meetings in 2020. With this consolidated information in hand, we look forward to a future, where scientific meetings embrace a virtual component, so to as help make science more inclusive and global.