Cultivating inclusive instructional and research environments in ecology and evolutionary science

• Published in: Ecology and evolution Vol. 11; no. 4; pp. 1480 - 1491
• Main Authors: Emery, Nathan C., Bledsoe, Ellen K., Hasley, Andrew O., Eaton, Carrie Diaz
• Format: Journal Article
• Language: English
• Published: England John Wiley & Sons, Inc 01-02-2021; John Wiley and Sons Inc; Wiley
• Subjects: Academic Practice in Ecology and Evolution; Best practice; Classrooms; diversity; Diversity equity & inclusion; Ecology; Empathy; equity; Evolution; Higher education; Inclusive education; Inclusivity; Instructional design; Mentors; Multiculturalism & pluralism; Science education; Scientists; Students; Teachers; Teaching; Universal design; diversity; teaching; Inclusivity; equity; research
• ISSN: 2045-7758; 2045-7758
• DOI: 10.1002/ece3.7062

As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion 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 mind‐set, 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 laboratory, 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.
Inclusivity is critical for a scientifically informed future that reflects the diverse world that benefits from ecological and evolutionary inquiry. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind‐set, 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 inclusivity in three common environments: the classroom, the research laboratory, and the field.