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| Main Authors: | , , , , , , , , , , , , , , , |
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| Format: | Artículo científico |
| Language: | en |
| Published: |
Ecology letters
2024
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| Subjects: | |
| Online Access: | https://pubmed.ncbi.nlm.nih.gov/39739302/ |
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Table of Contents:
- Long-term studies should provide structure for inclusive education and professional development. Czapanskiy, Max F Arcila Hernández, Lina M Munro, Cara Garfield, Isabella Bastidas, Adrien Payne, Allison R Ong, Kelli Storm, Natalie A Adachi, Taiki Hale, Conner M Brown, Astarte Robinson, Patrick W Stewart, Madeleine Abdel-Raheem, Salma T Zavaleta, Erika Beltran, Roxanne S Ecology Animals Long-term studies are critical for ecological understanding, but they are underutilized as inclusive opportunities for training ecologists. We use our perspective from the Año Nuevo elephant seal programme along with surveys from community members to propose that long-term studies could be better leveraged to promote inclusive education and professional development in ecology. Drawing on our experiences as mentors and mentees, we demonstrate how long-term studies can use their resources, including rich data, robust logistics and extensive professional networks, to improve recruitment and retention of diverse groups of trainees. However, practices such as unpaid labour and unclear expectations limit the utility of these resources for diversifying ecology. We discuss how we have structured our long-term study to create more inclusive and equitable training opportunities. Acknowledging these transformations required substantial resources, we highlight funding sources and organizational partnerships that can promote investment in long-term studies for broadening participation.