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The New World sparrows (Passerellidae) are a large, diverse group of songbirds that vary in morphology, behavior, and ecology. Thus, they are excellent for studying trait evolution in a phylogenetic framework. We examined lability versus conservatism in morphological and behavioral traits in two related clades of sparrows ( Aimophila, Peucaea ), and assessed whether habitat has played an important role in trait evolution. We first inferred a multi-locus phylogeny which we used to reconstruct ancestral states, and then quantified phylogenetic signal among morphological and behavioral traits in these clades and in New World sparrows more broadly. Behavioral traits have a stronger phylogenetic signal than morphological traits. Specifically, vocal duets and song structure are the most highly conserved traits, and nesting behavior appears to be maintained within clades. Furthermore, we found a strong correlation between open habitat and unpatterned plumage, complex song, and ground nesting. However, even within lineages that share the same habitat type, species vary in nesting, plumage pattern, song complexity, and duetting. Our findings highlight trade-offs between behavior, morphology, and ecology in sparrow diversification. 

Student attrition is a persistent challenge in the life sciences, particularly among underrepresented minorities, first-generation students, and women. Experiential learning through short-term study abroad opportunities diversifies curricula by immersing students in nontraditional academic environments. However, most experiential learning and study abroad opportunities are primarily available to upper-division undergraduates. Here, we present a qualitative analysis of an experiential learning opportunity offered exclusively to first-year U.S. undergraduate students from underrepresented demographics. We performed ethnographic observations of a 10-day field component in the Galápagos Islands and analyzed self-reported survey results and field journals. Students consistently reported strong cognitive gains in their understanding of basic evolutionary concepts. Most students also benefited socially, although we observed higher variation in selfreported social gains. Our findings suggest that immersive field courses increase scientific literacy and promote social cohesion among students. We speculate that experiential learning opportunities may improve retention of underrepresented minorities in the life sciences, and we encourage future studies to further examine the short-term and long-term impacts of study abroad on student cognition and retention.