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Mentor relationships are crucial to retention, success, and wellbeing of women and underrepresented minority scientists in academia. A network of diverse mentors may support achieving long-term career goals, advancement, and retention of both mentors and mentees, thus enhancing diversity, equity, and inclusion initiatives.

Teachers do not need training in the arts to create useful drawing experiences for science students, says Bethann Garramon Merkle. Teachers do not need training in the arts to create useful drawing experiences for science students, says Bethann Garramon Merkle.

Language matters in shaping perceptions and guiding behaviour. The term stakeholder is widely used, yet little attention is paid to the possibility that its use may inadvertently perpetuate colonial narratives and reinforce systemic inequities. In this article, we critically examine the limitations of the stakeholder concept and its ambiguity, normativity, and exclusionary implications. We emphasise the importance of using language that gives a voice to marginalised groups, promotes inclusion and equity, and fosters meaningful and reflexive participation in decision-making processes. In critiquing the use of the term and calling for alternative practices, we aim to contribute to the decolonisation of research norms and the creation of more inclusive and equitable societies. Therefore, rather than advocating a single alternative term, we suggest a focus on the people, places, and species affected by decisions, interventions, projects, and issues.

Merkle et talk about public information officers (PIO) in science. The PIO is a communicator whose role is to promote and explain the work of an institution, government agency, or non-governmental organization (NGO). Science PIOs fill a space between scientists and journalists--and increasingly, between scientists and public audiences more directly. Rather than focusing deeply on one area of science, they are constantly scanning the horizon, searching for stories that will catch the attention of their audiences and showcase the accomplishments of their employers or clients.

Organizational climate is a key determinant of diverse aspects of success in work settings, including in academia. Power dynamics in higher education can result in inequitable experiences of workplace climate, potentially harming the well-being and productivity of employees. Quantifying experiences of climate across employment categories can help identify changes necessary to create a more equitable workplace for all. We developed and administered a climate survey within our academic workplace—the Department of Zoology and Physiology at the University of Wyoming—to evaluate experiences of climate across three employment categories: faculty, graduate students, and staff. Our survey included a combination of closed-response (e.g., Likert-scale) and open-ended questions. Most department members (82%) completed the survey, which was administered in fall 2021. Faculty generally reported more positive experiences than staff. Graduate students often fell between these two groups, though in some survey sections (e.g., mental health and well-being) students reported the most negative experiences of departmental climate. Three common themes emerged from the analysis of open-ended responses: equity, community, and accountability. We discuss how these themes correspond to concrete action items for improving our departmental climate, some of which have been implemented already, while others constitute future initiatives and/or require a collective push towards systemic change in academia. Finally, service work of this type often falls outside of job descriptions, requiring individuals to either work more or trade-off productivity in other areas that are formally evaluated. With the goal of minimizing this burden for others, we detail our process and provide the materials and framework necessary to streamline this process for other departments aiming to evaluate workplace climate as a key first step in building a positive work environment for all employees.

Louisiana's coastal marshes once seemed endless: a vast ecosystem of lush, undulating smooth cordgrass interspersed with clusters of black mangrove and tall roseau cane. Today, the intricate charm of these marshes is disappearing at an unprecedented rate. Louisiana has the most coastal marsh in the United States, but it's also losing the most. Since 1932, an area the size of Delaware has disappeared: 25% of the state's marsh, more than 5,196 square kilometers, has been submerged under open water. Although the scale of this land loss is staggering, the rate of submergence has slowed in the past decade, due in part to enormous efforts to replace the land that has been lost and retain the intact marsh that still remains. As Louisiana's barrier islands disappear, so do the coastal marshes they shelter. The primary causes of land loss in the state are a complex tangle of human-induced and natural factors, including dredging of canals, river diversions, hurricanes, and the natural sinking of the land, exacerbated by resource extraction and sea-level rise.

Somewhat to her surprise, however, just over a, yéar into the project, she found herself developing visual aids that would bring together caribou genetics, sociology, language preservation efforts, and traditional hunting practices. Polfus's illustrations also embellish a book, Remember the Promise, developed by the Renewable Resource Board to integrate traditional Dene knowledge into the planning of legislation concerning species at risk.