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Abstract Science is increasingly dependent on large teams working well together. Co-creating knowledge in this way, usually across disciplines and institutions, requires team members to feel comfortable taking interpersonal risks with each other; in other words, to have what is known as “psychological safety”. Although the importance of psychological safety for team functioning is increasingly well understood, the behaviours necessary to foster psychological safety are harder to define. We suggest that science facilitation expertise offers a path forward for scientific teams—particularly through the integration of outside facilitators or team members taking on the facilitation role—to identify dynamics that can promote or curtail psychological safety, interpret those dynamics accurately, and intervene appropriately to shift a group towards greater psychological safety. We describe how specific practices can support this cycle of observation, interpretation, and action to promote psychological safety across the team process and at key moments. We conclude with ideas for how research teams might embed these facilitation practices into their work, and how institutions can drive more widespread recognition and development of the expertise needed to cultivate psychologically safe scientific teams.

Abstract Today’s societal challenges, such as climate change and global pandemics, are increasingly complex and require collaboration across scientific disciplines to address. Scientific teams bring together individuals of varying backgrounds and expertise to work collaboratively on creating new knowledge to address these challenges. Within a scientific team, there is inherent diversity in disciplinary cultures and preferences for interpersonal collaboration. Such diversity contributes to the potential strength of the created knowledge but can also impede progress when teams struggle to collaborate productively. Facilitation is a professional practice-based form of interpersonal expertise that supports group members to do their best thinking. Although facilitation has been demonstrated to support group functioning in a wide range of contexts, its role in supporting scientific teams has been largely overlooked. This essay defines scientific facilitation as a form of interactional expertise and explains how facilitating scientific teams requires skills in managing interpersonal interactions as well as understanding how different types of disciplinary knowledge integrate in the creation of new knowledge. Next, it explains how this science facilitation expertise may be developed through metacognition. Finally, it provides examples of how scientific facilitation could be more widely incorporated into research by describing three pathways to expand the use of facilitation theory and techniques in collaborative scientific research: developing facilitation skills among scientists leading teams, using broadly trained facilitators, and using specialised science facilitators. The strengths and risks of each path are discussed, and criteria are suggested for selecting the right approach for a given team science project.

Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students’ experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors’ experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community.

Native bees are crucial for sustainable productivity in natural, agricultural, and urban ecosystems, but they are losing natural habitat spaces. Extension can facilitate community science programs to collect ecological data on native bee populations and support pollinator conservation. Native Bee Watch, an in-person community science program, transitioned to a hybrid format where volunteers received online training and support for conducting field-based data collection. This article presents the volunteers’ perceptions of the program training, support, and bee monitoring based on surveys and data analytics collected from technology tools. Study results indicate redesign successes and challenges and provide insight on how to improve the experience for volunteers participating in community science programs, with implications for Extension education.

Computational Science and Engineering (CS&E) is a relatively new discipline for which no consensus exists on how classes should best be taught. Many CS&E courses are compressed add-ons to existing programs and, consequently, must cover a breadth of topics encompassing modules from mathematics, statistics, computer science, and application disciplines. Additionally, these courses would benefit from embedded 21st century skills, including problem-solving, critical thinking, and lifelong learning behaviors, but such skills are often neglected in course design even though the education and workforce literature are clear about their importance for future careers. The breadth and complexity in course design necessary to incorporate all of these components create a challenge for instructors and students. In this interpretive study, we investigate student experiences and perceived outcomes in a technology-mediated graduate-level CS&E course designed to address the difficulties associated with this wide range of disciplinary topics and professional skills. Our course design is based on reflective practice and principles of metacognition, and applies elements such as a flipped classroom, student journals, and reflective writing exercises; these design goals directly support students’ metacognition and foster self-regulated learning behaviors that, in turn, develop critical thinking and problem-solving abilities. We evaluate this design using student reflective writing and surveys. Results indicate reflective writing activities in course design helped develop students’ metacognitive awareness, self-regulated learning behaviors, problem-solving, and critical thinking skills. This course design can serve as a template for others teaching technology-mediated courses in CS&E and related areas, and aiming to develop students’ 21st century professional skills.

Abstract Bison Bison bison are a keystone of a conservation system, but that system is vulnerable to the effects of a changing climate projected to alter land use through the 21st century. The current bison population of North America is approximately 400,000 animals and is maintained by a self‐assembled bison management system (BMS) of various stakeholders focused on bison conservation and production. The BMS is comprised of public, for‐profit private, Tribal and not‐for‐profit non‐governmental organization (NGO) sectors, with complementary values, attitudes and practices that contribute to a robust conservation footprint for the species. Currently, the majority of grasslands (90%) and bison (85%) are privately owned which justifies the need for robust private land conservation strategies to maintain this iconic species and its grassland habitats. We assessed vulnerability of the BMS to 21st century consequences of climate change with a vulnerability scoping diagram that emphasizes exposure, sensitivity and adaptive capacity, as well as environmental values, attitudes and practices. We surveyed 132 bison managers within both the private and public/NGO sectors. Respondents were predominantly educated white males located in the northern and central mixed grass prairies who manage bison herds of, on average, 51–100 animals. Overall, the BMS is moderately vulnerable to climate change. While the public/NGO and private sectors differ in adaptive capacity, specifically in measures of information exchange, external revenue, use of management plans and access to grazing leases, the sectors act as partners for exchanging bison and rely on sustained interchange of bison; dimensions of exposure and sensitivity appear similar between public/NGO and private sectors. The complementary, shared environmental values and attitudes of the private and public/NGO sectors shape the foundation for enhanced collaboration among the multi‐sector BMS. But it is the sharing of diverse practices and respective consequences that will lead the BMS to discover credible, scalable adaptive solutions to climate change. This may lead to the bison community to decide whether to form a ‘bison coalition’ to seek solutions to adapt to climate change. A free Plain Language Summary can be found within the Supporting Information of this article.

Objective: To synthesize the beliefs, knowledge and interest of veterinarians on the relationship between veterinary medicine and climate change, with the intent to identify any educational gaps and opportunities.Sample: Responses from 560 U.S., and 54 non-U.S. veterinarians.Procedures: An anonymous, online survey of veterinarians was distributed through electronic media, state and professional associations, and a veterinary magazine advertisement. The survey was conducted between July 1st and December 31st of 2019.Results: Overall, veterinary respondents were confident that climate change is happening, is caused by human activities, and is impacting both human and animal health. Veterinarians also agreed that the profession should have an advocacy role in educating the public on climate change and its health impacts, particularly in clinical practices where environmental sustainability promotion can be shared with clients. Although veterinarians agreed the profession needs to be involved with climate change advocacy, most reported having had no educational opportunities within their veterinary medicine curriculum or access to continuing education on climate change.Conclusions and Clinical Relevance: The results highlight the need for the development of educational opportunities on the topic of climate change such that veterinarians are equipped to address their concerns about current and future animal health threats.

For students and novice researchers, the choice of qualitative approach and subsequent alignment among problems, research questions, data collection, and data analysis can be particularly tricky. Therefore, the purpose of this paper is to provide a concise explanation of four common qualitative approaches, case study, ethnography, narrative, and phenomenology, demonstrating how each approach is linked to specific types of data collection and analysis. We first introduce a summary and key qualities of each approach. Then, using two common research contexts, we apply each approach to design a study, enabling comparisons among approaches and demonstrating the internal consistency within each approach. Given the nuance and complexity of qualitative research, this paper provides an accessible starting point from which novice researchers can begin their journey of learning about, designing, and conducting qualitative research.

Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics' learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.