Abstract. In 1995, an outbreak of hantavirus pulmonary syndrome occurred in the central Paraguayan chaco. The primary reservoir of the virus, Laguna Negra virus, was identified as the vesper mouse, Calomys laucha. Over a 15-month period, we collected 1,090 small mammals at 12 locations representing 4 habitats common in the central Paraguayan chaco. Calomys laucha was common in agricultural habitats and uncommon in the native forest habitat. Populations of C. laucha were greater during the dry season months and declined during the wet season. A total of 643 small mammals were tested for antibodies cross-reactive to Sin Nombre virus. All of the antibody-positive animals were C. laucha (crude antibody prevalence ratio 12.1% [25 of 206]). Antibody prevalence ratio increased with body size and was more common among male (18%; n ϭ 115) than among female (4%; n ϭ 96) vesper mice. Antibody prevalence ratio was highest among animals from cropland habitats (18%; n ϭ 72), followed by thorn scrub (13%; n ϭ 46) and pastureland (7%; n ϭ 81) and may be positively correlated to the proportion of C. laucha in the small mammal community. These data suggest that community-level dynamics, in addition to population-level dynamics, may be involved in the transmission of the virus through natural populations of vesper mice.

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The temperate rain forest of Chiloé Island, Chile, is inhabited by an endemic fox (Dusicyon fulvipes) first described by Charles Darwin and now designated Darwin’s fox. Despite morphological differences, Darwin’s fox has been considered only an insular subspecies of the mainland chilla fox (D. griseus). This follows the assumption that the island population, with an estimated population of less than 500, has been separated from the mainland chilla fox for only about 15,000 years and may have received occasional immigrants from the mainland. Consequently, this island population has not been protected as endangered or bred in captivity. Recently, a population of Darwin’s fox was discovered on the Chilean mainland 600 km north of Chiloé Island. This population exists in sympatry with chilla and possibly culpeo (D. culpaeus) foxes, which suggests that Darwin’s fox may be reproductively isolated. To clarify the phylogenetic position of Darwin’s fox, we analyzed 344 bp of mitochondrial DNA control‐region sequence of the three species of Chilean foxes. Darwin’s foxes from the island and mainland populations compose a monophyletic group distinct from the two other Chilean fox species. This indicates that Darwin’s fox was probably an early inhabitant of central Chile, and that its present distribution on the mainland may be a relict of a once much wider distribution. Our results highlight the ability of molecular genetic techniques to uncover historical relationships masked by recent events, such as local extinctions. The “rediscovery” of Darwin’s fox as a distinct species implies that greater significance should be given to the protection of this species and its unique habitat and to documenting the extent of its mainland distribution.

Connections, collaborations, and community are key to the success of individual scientists as well as transformative scientific advances. Intentionally building these components into STEM education can better prepare future generations of researchers. Course-based undergraduate research experiences (CUREs) are a new and fast-growing teaching practice in STEM that can expand opportunities for undergraduate students to gain research skills. Because they engage all students in a course in an authentic research experience focused on a relevant scientific problem, CUREs provide an opportunity to foster community among students while promoting critical thinking skills and positively influencing their identities as scientists. Here, we review CUREs in the biological sciences that were developed as multi-institutional networks, and highlight the benefits gained by both students and instructors through participation in a CURE network. Throughout, we introduce Squirrel-Net, a network of ecology-focused and field-based CUREs that intentionally create connections among students and instructors. Squirrel-Net CUREs can also be scaffolded into the curriculum to form connections between courses, and are easily transitioned to distance-based delivery. Future assessments of networked CUREs like Squirrel-Net will help elucidate how CURE networks create community and how a cultivated research community impacts students’ performance, perceptions of science, and sense of belonging. We hypothesize networked CUREs have the potential to create a broader sense of belonging among students and instructors alike, which could result in better science and more confident scientists.

In the past 30 years, leaders in undergraduate education have called for transformations in science pedagogy to reflect the process of science as well as to develop professional skills, apply new and emerging technologies, and to provide more hands-on experience. These recommendations suggest teaching strategies that incorporate active learning methods that consistently increase learning, conceptual understanding, integration of subject knowledge with skill development, retention of undergraduate students in science, technology, engineering, and mathematics (STEM) majors, and inclusivity. To gain insight into current practices and pedagogy we surveyed members of the American Society of Mammalogists in 2021. The survey consisted of both fixed-response questions (e.g., multiple-choice or Likert-scale) and open-ended questions, each of which asked instructors about the structure and content of a Mammalogy or field Mammalogy course. In these courses, we found that lecturing was still a primary tool for presenting course content or information (x¯= 65% of the time); nonetheless, most instructors reported incorporating other teaching strategies ranging from pausing lectures for students to ask questions to incorporating active learning methods, such as debates or case studies. Most instructors reported incorporating skill development and inclusive teaching practices, and 64% reported that they perceived a need to change or update their Mammalogy courses or their teaching approaches. Overall, our results indicate that Mammalogy instructors have a strong interest in training students to share their appreciation for mammals and are generally engaged in efforts to increase the effectiveness of their teaching through the incorporation of more student-centered approaches to teaching and learning.