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Ecological restoration often targets plant community recovery, but restoration success may depend on the recovery of a complex web of biotic interactions to maintain biodiversity and promote ecosystem services. Specifically, management that drives resource availability, such as seeding richness and provenance, may alter species interactions across multiple trophic levels. Using experimentally seeded prairies, we examine three key groups – plants, pollinators, and goldenrod crab spiders (Misumena vatia, predators of pollinators) – to understand the effects of species richness and admixture seed sourcing of restoration seed mixtures on multi-trophic interactions. Working with prairie plants, we experimentally manipulated seed mix richness and the number of seed source regions (single-source region or admixture seed sourcing). In each experimental prairie, we surveyed floral abundance and richness, pollinator visitation, and plant-M. vatia interactions. A high-richness seed mix increased floral abundance when seeds were sourced from a single geographic region, and floral abundance strongly increased pollinator visitation, M. vatia abundance, and prey capture. Seeding richness and admixture seed sourcing of the seed mixture did not affect floral species richness, but floral species richness increased pollinator visitation. Pollinators interacted with different floral communities across seeding treatments, indicating a shift in visited floral species with restoration practices. Synthesis and applications. Long-term success in prairie restoration requires the restoration of plant-arthropod interactions. We provide evidence that seed mix richness and admixture seed sourcing affect arthropod floral associations, but effective restoration of plant-arthropod interactions should consider total floral resource availability. Incorporating a food web perspective in restoration will strengthen approaches to whole ecosystem restoration. 

A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being adapted and replicated at two peer institutions. Using a case study approach, this paper outlines the development of the program components, which include a first-year teaching seminar, peer mentoring and support from a peer TA Coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Additionally, adaptations due to institutional context and the impact of the Covid-19 pandemic are described. Implications for components of the comprehensive program, based on GTA-provided feedback, are discussed. 

The abrupt switch from in-person instruction and tutoring to remote or online instruction and tutoring as a result of the COVID-19 pandemic in March 2020 was difficult for even the most experienced instructor. In this paper, we explore how graduate teaching assistants (GTAs) at three different institutions responded to and experienced this change. Data was collected from surveys and focus groups conducted with graduate teaching assistants at each institution, as part of our ongoing collaborative NSF-funded project focusing on equipping mathematical sciences GTAs to become better teachers. In their responses, the graduate teaching assistants discussed topics ranging from what they did in their remote classrooms to the challenges they faced and supports they received from their department, university, and fellow classmates and faculty. 

Abstract Ecological restoration often targets plant community recovery, but restoration success may depend on the recovery of a complex web of biotic interactions to maintain biodiversity and promote ecosystem services. Specifically, management that drives resource availability, such as seeding richness and provenance, may alter species interactions across multiple trophic levels. Using experimentally seeded prairies, we examine three key groups—plants, pollinators and goldenrod crab spiders (Misumena vatia, predators of pollinators)—to understand the effects of species richness and admixture seed sourcing of restoration seed mixtures on multitrophic interactions.Working with prairie plants, we experimentally manipulated seed mix richness and the number of seed source regions (single‐source region or admixture seed sourcing). In each experimental prairie, we surveyed floral abundance and richness, pollinator visitation and plant–M. vatiainteractions.A high richness seed mix increased floral abundance when seeds were sourced from a single geographic region, and floral abundance strongly increased pollinator visitation,M. vatiaabundance and prey capture. Seeding richness and admixture seed sourcing of the seed mixture did not affect floral species richness, but floral species richness increased pollinator visitation.Pollinators interacted with different floral communities across seeding treatments, indicating a shift in visited floral species with restoration practices.Synthesis and applications. Long‐term success in prairie restoration requires the restoration of plant–arthropod interactions. We provide evidence that seed mix richness and admixture seed sourcing affect arthropod floral associations, but effective restoration of plant–arthropod interactions should consider total floral resource availability. Incorporating a food web perspective in restoration will strengthen approaches to whole ecosystem restoration. 

Throughout the past few decades, the term active learning has been used to describe a variety of classroom instructional techniques and pedagogy. In this poster, we explore the conceptualization and implementation of active learning strategies for graduate teaching assistants (GTAs) in three Departments of Mathematical Sciences at the start of a funded project evaluating a multifaceted GTA training model. 

Promoting equity in undergraduate mathematics education is of vital importance, yet has received considerably less attention than equity in K-12 mathematics. The current study focuses on a pedagogical training program for graduate teaching assistants’ (GTAs), which emphasizes equity in their teaching of undergraduates. The study examines GTAs’ journals and open-ended survey responses, including their definitions of equity and the ways they promote equity in their classrooms. The research will foster discourse about ways of promoting equity in undergraduate mathematics and about professional development for undergraduate mathematics instructors. 

A comprehensive graduate teaching assistant (GTA) training program in mathematical sciences designed at one institution is being replicated at two peer institutions. This paper presents the findings of a baseline comparison of the three universities undertaken at the start of the project to inform its adaptation and implementation at each institution and the evaluation of its impact. Program components include a first-year teaching seminar, peer mentoring and support from a peer TA coach, a Critical Issues in STEM Education seminar, and K-12 outreach to inform understanding of the pipeline. Differences in undergraduate demographics and performance in introductory mathematics courses, GTA responsibilities, prior departmental GTA training elements, and GTAs attitudes towards teaching mathematics/statistics are presented. Implications for program implementation and assessment of study goals related to institution differences are presented.