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Abstract In the past 30 years, leaders in undergraduate education have called for transformations in science pedagogy to reflect the process of science as well as to develop professional skills, apply new and emerging technologies, and to provide more hands-on experience. These recommendations suggest teaching strategies that incorporate active learning methods that consistently increase learning, conceptual understanding, integration of subject knowledge with skill development, retention of undergraduate students in science, technology, engineering, and mathematics (STEM) majors, and inclusivity. To gain insight into current practices and pedagogy we surveyed members of the American Society of Mammalogists in 2021. The survey consisted of both fixed-response questions (e.g., multiple-choice or Likert-scale) and open-ended questions, each of which asked instructors about the structure and content of a Mammalogy or field Mammalogy course. In these courses, we found that lecturing was still a primary tool for presenting course content or information (x¯= 65% of the time); nonetheless, most instructors reported incorporating other teaching strategies ranging from pausing lectures for students to ask questions to incorporating active learning methods, such as debates or case studies. Most instructors reported incorporating skill development and inclusive teaching practices, and 64% reported that they perceived a need to change or update their Mammalogy courses or their teaching approaches. Overall, our results indicate that Mammalogy instructors have a strong interest in training students to share their appreciation for mammals and are generally engaged in efforts to increase the effectiveness of their teaching through the incorporation of more student-centered approaches to teaching and learning. 

Abstract AimThe assembly of species into communities and ecoregions is the result of interacting factors that affect plant and animal distribution and abundance at biogeographic scales. Here, we empirically derive ecoregions for mammals to test whether human disturbance has become more important than climate and habitat resources in structuring communities. LocationConterminous United States. Time Period2010–2021. Major Taxa StudiedTwenty‐five species of mammals. MethodsWe analysed data from 25 mammal species recorded by camera traps at 6645 locations across the conterminous United States in a joint modelling framework to estimate relative abundance of each species. We then used a clustering analysis to describe 8 broad and 16 narrow mammal communities. ResultsClimate was the most important predictor of mammal abundance overall, while human population density and agriculture were less important, with mixed effects across species. Seed production by forests also predicted mammal abundance, especially hard‐mast tree species. The mammal community maps are similar to those of plants, with an east–west split driven by different dominant species of deer and squirrels. Communities vary along gradients of temperature in the east and precipitation in the west. Most fine‐scale mammal community boundaries aligned with established plant ecoregions and were distinguished by the presence of regional specialists or shifts in relative abundance of widespread species. Maps of potential ecosystem services provided by these communities suggest high herbivory in the Rocky Mountains and eastern forests, high invertebrate predation in the subtropical south and greater predation pressure on large vertebrates in the west. Main ConclusionsOur results highlight the importance of climate to modern mammals and suggest that climate change will have strong impacts on these communities. Our new empirical approach to recognizing ecoregions has potential to be applied to expanded communities of mammals or other taxa.