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Cultivating inclusive instructional and research environments in ecology and evolutionary science
  • Nathan Emery,
  • Ellen Bledsoe,
  • Andrew Hasley
Nathan Emery
Michigan State University

Corresponding Author:[email protected]

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Ellen Bledsoe
University of Florida
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Andrew Hasley
BioQUEST Curriculum Consortium
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As science and student populations continue to diversify, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics are often poorly trained in diversity, equity, and inclusion best practices and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mindset, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research lab, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.
16 Jun 2020Submitted to Ecology and Evolution
17 Jun 2020Submission Checks Completed
17 Jun 2020Assigned to Editor
18 Jun 2020Reviewer(s) Assigned
16 Aug 2020Review(s) Completed, Editorial Evaluation Pending
19 Aug 2020Editorial Decision: Revise Minor
20 Oct 20201st Revision Received
21 Oct 2020Submission Checks Completed
21 Oct 2020Assigned to Editor
21 Oct 2020Review(s) Completed, Editorial Evaluation Pending
29 Oct 2020Editorial Decision: Accept
Feb 2021Published in Ecology and Evolution volume 11 issue 4 on pages 1480-1491. 10.1002/ece3.7062