Premise of the study:To study pollination networks in a changing environment, we need accurate, high-throughput methods. Previous studies have shown that more highly resolved networks can be constructed by studying pollen loads taken from bees, relative to field observations. DNA metabarcoding potentially allows for faster and finer-scale taxonomic resolution of pollen compared to traditional approaches (e.g., light microscopy), but has not been applied to pollination networks.Methods:We sampled pollen from 38 bee species collected in Florida from sites differing in forest management. We isolated DNA from pollen mixtures and sequenced rbcL and ITS2 gene regions from all mixtures in a single run on the Illumina MiSeq platform. We identified species from sequence data using comprehensive rbcL and ITS2 databases.Results:We successfully built a proof-of-concept quantitative pollination network using pollen metabarcoding.Discussion:Our work underscores that pollen metabarcoding is not quantitative but that quantitative networks can be constructed based on the number of interacting individuals. Due to the frequency of contamination and false positive reads, isolation and PCR negative controls should be used in every reaction. DNA metabarcoding has advantages in efficiency and resolution over microscopic identification of pollen, and we expect that it will have broad utility for future studies of plant–pollinator interactions.

In 2006, Walker et al. published an article titled, "A Handful of Heuristics and Some Propositions for Understanding Resilience in Social-ecological Systems." The article was incorporated into the Ecology and Society special feature, Exploring Resilience in Social-Ecological Systems. Walker et al. identified five heuristics and posed 14 propositions for understanding resilience in social-ecological systems. At the time, the authors hoped the paper would promote experimentation, critique, and application of these ideas in resilience and social-ecological systems research. To determine the extent to which these propositions have achieved the authors' hopes, we reviewed the scientific literature on socialecological systems since the article was published. Using Scopus, we identified 627 articles that cited the Walker et al. article. We then identified and assessed the articles relative to each proposition. In addition, we conducted a more general Scopus review for articles that did not cite the Walker et al. article specifically but incorporated a proposition's concepts. Overall, articles often cite Walker et al. as a reference for a definition of a heuristic or ecological resilience generally and not to reference a specific proposition. Nonetheless, every proposition was at least mentioned in the literature and used to advance resilience scholarship on social-ecological systems. Eleven propositions were tested by multiple articles through application of case studies or other research, and 7 of the 11 propositions were substantially discussed and advanced. Finally, three propositions were heavily critiqued either as concepts in resilience literature or in their application.

In this paper we explore the potential of academic podcasting to effect positive change within academia and between academia and society. Building on the concept of “epistemic living spaces,” we consider how podcasting can change how we evaluate what is legitimate knowledge and methods for knowledge production, who has access to what privileges and power, the nature of our connections within academia and with other partners, and how we experience the constraints and opportunities of space and time. We conclude by offering a guide for others who are looking to develop their own academic podcasting projects and discuss the potential for podcasting to be formalized as a mainstream academic output. To listen to an abridged and annotated version of this paper, visit: https://soundcloud.com/conservechange/podcastinginacademia.

Solutions to global problems such as climate change and biodiversity loss require educational frameworks and accompanying teaching resources that are theory‐based, interdisciplinary, and accessible to broad undergraduate and graduate student audiences. Ecological resilience theory (ERT) is a framework with established interdisciplinary application to complex global problems, but despite an emphasis on the utility of resilience in national higher education frameworks, we found that many current ecology textbooks incorporate multiple definitions and highly variable amounts of discussion on core resilience concepts. To facilitate the use of innovative teaching resources in ERT in universities, this paper describes four free multimedia tools and templates that align with national education frameworks and are available for innovation and development by educators interested in ERT. The products are (1) content modules on core terms and concepts of ERT, (2) a classroom game and discussion, (3) interactive case studies, and (4) a complementary podcast based on resilience concepts and interviews with resilience experts to supplement formal classroom education. We contextualize the opportunities of ERT and thinking for students in university classrooms, as well as the benefits of involving graduate students and encouraging their initiative with this type of project. We conclude with a brief discussion of future opportunities for these types of educational resources. Our intent is that these resources be available for educators and researchers to facilitate interdisciplinarity, collaboration, and innovation to address complex global problems from a core educational framework of ERT.

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