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Abstract The teaching practices used in college science classrooms have a profound influence on which students pass their courses (and continue to major in science) and which are ‘weeded out.’ Students from traditionally marginalized backgrounds have lower grades and learning gains compared to their nonmarginalized peers in courses that rely heavily on lecture and high-stakes exams. This achievement gap narrows or disappears when instructors use student-centered, evidence-based teaching practices. These teaching practices can include actions that shape our classroom environment, communicate course material, and assess student learning. In this paper, we provide a summary of the evidence supporting the use of student-centered teaching practices, followed by examples of several effective evidence-based teaching practices that can be integrated into organismal courses. Examples include faculty mindset for inclusion, teaching practices to increase student confidence and to reduce stereotype threat, increasing course structure by spreading points among several different types of activities, several active learning methods, jigsaws, Scientist Spotlights, course-based undergraduate research experiences, and inquiry-based labs. Each example is linked to supporting resources to help instructors easily implement these practices in their classrooms. The American Society of Mammalogists endeavors to be equitable and inclusive through numerous initiatives, and modifying our teaching practices can increase equity and inclusion of future mammalogists into our own classrooms. 

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 Evidence-based teaching practices (EBTP)—like inquiry-based learning, inclusive teaching, and active learning—have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important. We designed and experimentally manipulated a series of pre-semester workshops on active learning (AL), dividing subjects into two groups. The Activity group worked in teams to learn an AL technique with a workshop facilitator. These teams then modeled the activity with their peers acting as students. In the Evidence group, facilitators modeled the activities with all TAs acting as students. We used a mixed-methods research design (specifically, concurrent triangulation) to interpret pre- and post-workshop and post-semester survey responses. We found that Evidence group participants reported greater knowledge of AL after the workshop than Activity group participants. Activity group participants, on the other hand, found all of the AL techniques more useful than Evidence group participants. These results suggest that actually modeling AL techniques made them more useful to TAs than simply experiencing the same techniques as students—even with the accompanying evidence. This outcome has broad implications for how we provide professional development sessions to TAs and potentially to faculty. 

ABSTRACT MotivationSNAPSHOT USA is an annual, multicontributor camera trap survey of mammals across the United States. The growing SNAPSHOT USA dataset is intended for tracking the spatial and temporal responses of mammal populations to changes in land use, land cover and climate. These data will be useful for exploring the drivers of spatial and temporal changes in relative abundance and distribution, as well as the impacts of species interactions on daily activity patterns. Main Types of Variables ContainedSNAPSHOT USA 2019–2023 contains 987,979 records of camera trap image sequence data and 9694 records of camera trap deployment metadata. Spatial Location and GrainData were collected across the United States of America in all 50 states, 12 ecoregions and many ecosystems. Time Period and GrainData were collected between 1st August and 29th December each year from 2019 to 2023. Major Taxa and Level of MeasurementThe dataset includes a wide range of taxa but is primarily focused on medium to large mammals. Software FormatSNAPSHOT USA 2019–2023 comprises two .csv files. The original data can be found within the SNAPSHOT USA Initiative in the Wildlife Insights platform.