As we continue in our careers, we hope to see the academic culture shift to be more inclusive and equitable. We hope to share papers with student members to help support this goal. This form is available for sharing papers with us. These recommendations will be included in the student section of the Plant Science Bulletin. Thank you for your help!
Previously shared papers include:
(1) Ålund, M., N. Emery, B. J. Jarrett, et al. 2020. Academic ecosystems must evolve to support a sustainable postdoc workforce. Nature Ecology & Evolution. 13: 1-5.
(2) Asai, D. 2020. Race Matters. Cell 181: 754-757.
(3) Baker, K., M. P. Eichhorn, and M. Griffiths. 2019. Decolonizing field ecology. Biotropica 51: 288–292.
(4) Brown, N. and J. Leigh. 2020. Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education. London: UCL Press. DOI:
https://doi.org/10.14324/111.9781787354975.
(5) Caviglia-Harris, J., K. E. Hodges, B. Helmuth, et al. 2021. The six dimensions of collective leadership that advance sustainability objectives: rethinking what it means to be an academic leader. Ecology and Society 26(3): 9.
(6) Chaudhury, A. and S. Colla. 2021. Next steps on dismantling discrimination: Lessons from ecology and conservation science. Conservation Letters 14: e12774.
(7) Chaudhary, V. B. and A. A. Berhe. 2020. Ten simple rules for building an antiracist lab. PLOS Computational Biology 16(10): e1008210.
(8) Claire Demery, A. J. and M. A. Pipkin. 2021. Safe fieldwork strategies for at-risk individuals, their supervisors and institutions. Nature Ecology & Evolution 5: 5-9.
(9) Cooper, K. M., A. J. J. Auerbach, J. D. Bader, et al. 2020. Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology. CBE - Life Science Education 19:es6: 1-18.
(10) Cronin, M. R., S. H. Alonzo, S. K. Adamczak, et al. 2021. Anti-racist interventions to transform ecology, evolution and conservation biology departments. Nature Ecology & Evolution.
(11) Dewa, C. S., K. Nieuwenhuijsen, K. J. Holmes‐Sullivan, et al. 2020. Introducing plant biology graduate students to a culture of mental well‐being. Plant Direct. 4(4): e00211.
(12) Ellis, E. C., N. Gauthier, K. K. Goldewijk, et al. 2021. People have shaped most of terrestrial nature for at least 12,000 years. PNAS 118(17): e2023483118.
(13) Emery, N. C., E. K. Bledsoe, A. O. Hasley, et al. 2020. Cultivating inclusive instructional and research environments in ecology and evolutionary science. Ecology and Evolution.
(14) Gewin, V. 2021. How to include Indigenous researchers and their knowledge. Nature 589: 315-317.
(15) Hamilton, P. R., J. A. Hulme, and E. D. Harrison. 2020. Experiences of higher education for students with chronic illnesses. Disability & Society DOI:10.1080/09687599.2021.1907549.
(16) Huyck, J. J., K. L. Anbuhl, B. N. Buran, et al. 2021. Supporting Equity and Inclusion of Deaf and Hard-of-Hearing Individuals in Professional Organizations. Frontiers in Education DOI:
https://doi.org/10.3389/feduc.2021.755457.
(17) MacKenzie, C.M., S. Kuebbing, R. S. Barak, et al. 2019. We do not want to “cure plant blindness” we want to grow plant love. Plants, People, Planet 1(3): 139-141.
(18). Maestre, F. T. 2019. Ten simple rules towards healthier research labs. PLOS Computational Biology 15(4): e1006914.
(19) McDaniel, S. F. 2021. Bryophytes are not early diverging land plants. New Phytologist 230: 1300-1304.
https://doi.org/10.1111/nph.17241.
(20) McGill, B. M., M. J. Foster, A. N. Pruitt, et al. 2021. You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience. Ecology and Evolution DOI:
https://doi.org/10.1002/ece3.7321.
(21) Nocco, M. A., B. M. McGill, C. M. MacKenzie, et al. 2021. Mentorship, equity, and research productivity: lessons from a pandemic. Biological Conservation 255: 108966.
(22) Montgomery, B. L. and Whittaker, J. A. 2022. The Roots of Change: Cultivating Equity and Change across Generations from Healthy Roots. The Plant Cell, koac121.
https://doi.org/10.1093/plcell/koac121.
(23) Parsley, K. M. 2020. Plant awareness disparity: A case for renaming plant blindness. Plants, People, Planet 2: 598-601.
(24) Poodry, C. A. and D. Asai. 2018. Questioning Assumptions. CBE - Life Sciences Education 17: es7, 1-4.
(25) Schell, C. J., C. Guy, D. S. Shelton, et al. 2020. Recreating Wakanda by promoting Black excellence in ecology and evolution. Nature Ecology & Evolution 4(10): 1285-1287.
(26) Simoneschi, D. 2021. We need to improve the welfare of life science trainees. PNAS 118(1): e2024143118.
(27) Tseng, M., R. W. El-Sabaawi, M. B. Kantar, et al. Strategies and support for Black, Indigenous, and people of colour in ecology and evolutionary biology. Nature Ecology & Evolution 4: 1288–1290.
(28) Woolston, C. 2022. PhD students face cash crisis with wages that don’t cover living costs. Nature 605, 775-777.
https://doi.org/10.1038/d41586-022-01392-w.
NEW:
(29) Ramírez-Castañeda, V., Westeen, E. P., Frederick, J., Amini, S., Wait, D. R., Achmadi, A. S., ... & Tarvin, R. D. (2022). A set of principles and practical suggestions for equitable fieldwork in biology.
Proceedings of the National Academy of Sciences,
119(34).
https://doi.org/10.1073/pnas.2122667119(30) Gin, L. E., Wiesenthal, N. J., Ferreira, I., & Cooper, K. M. (2021). PhDepression: Examining how graduate research and teaching affect depression in life sciences PhD students. CBE—Life Sciences Education, 20(3)
(31) S. Tilghman et al., Concrete steps to diversify the scientific workforce. Science 372, 133–135 (2021).
(32) Herz N, Dan O, Censor N, Bar-Haim Y: Opinion: Authors overestimate their contribution to scientific work, demonstrating a strong bias. Proc Natl Acad Sci USA. 2020; 117:6282–5
(33) Allen, K., Reardon, J., Lu, Y., Smith, D. V., Rainsford, E., & Walsh, L. (2022). Towards improving peer review: Crowd-sourced insights from Twitter. Journal of University Teaching & Learning Practice, 19(3). https://ro.uow.edu.au/jutlp/vol19/iss3/02
