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Abstract. Many studies in ecohydrology focusing on hydrologictransport argue that longer residence times across a stream ecosystem shouldconsistently result in higher biological uptake of carbon, nutrients, andoxygen. This consideration does not incorporate the potential forbiologically mediated reactions to be limited by stoichiometric imbalances.Based on the relevance and co-dependences between hydrologic exchange,stoichiometry, and biological uptake and acknowledging the limited amountof field studies available to determine their net effects on the retentionand export of resources, we quantified how microbial respiration iscontrolled by the interactions between and the supply of essential nutrients (C, N, and P)in a headwater stream in Colorado, USA. For this, we conducted two rounds ofnutrient experiments, each consisting of four sets of continuous injectionsof Cl− as a conservative tracer, resazurin as a proxy for aerobicrespiration, and one of the following nutrient treatments: (a) N, (b) N+C,(c) N+P, or (d) C+N+P. Nutrient treatments were considered to be knownsystem modifications that alter metabolism, and statistical tests helpedidentify the relationships between reach-scale hydrologic transport andrespiration metrics. We found that as discharge changed significantlybetween rounds and across stoichiometric treatments, (a) transient storagemainly occurred in pools lateral to the main channel and was proportional todischarge, and (b) microbial respiration remained similar between rounds andacross stoichiometric treatments. Our results contradict the notion thathydrologic transport alone is a dominant control on biogeochemicalprocessing and suggest that complex interactions between hydrology, resourcesupply, and biological community function are responsible for drivingin-stream respiration. 

Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co‐created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non‐dominant groups and enable global discussions and collaborations.