Abstract Biodiversity loss and unequal access to nature limit both ecological knowledge and opportunities for experiential learning. Here I present a portable, power outlet–independent educational toolkit that integrates AI‐assisted bird detection (Haikubox, BirdNET‐Pi, Merlin Bird ID) with off‐the‐shelf sound‐recording and music‐creation hardware using Ableton Move. This interdisciplinary approach engages participants in active listening, outdoor exploration, and place‐based music‐making using locally recorded bird vocalizations. Self‐reflection from two case studies in Connecticut and California, USA, suggests that this approach can (1) broaden participation in biodiversity monitoring, (2) help demystify AI and acoustic sensing technologies, (3) generate biodiversity observations, and (4) offer an accessible model for integrating music into environmental education. By linking environmental justice, ecological monitoring, biodiversity gap‐filling, and critical engagement with who participates in biodiversity data collection, alongside creative expression, this approach offers a scalable strategy to reconnect with nature.
Abstract At the 2025 annual meeting of the Ecological Society of America (ESA), ESA Excellence in Ecology (EEE) Scholars presented their work in SYMP 08—From Local to Global, Uncovering Barriers and Societal Benefits of the Research Enterprise on August 12, 2025. This symposium highlighted the rich research investigations of three EEE scholars, exploring how academic, social, and political forces shape and challenge ecological research and practice around the world. These sessions centered on three guiding questions: (1) How can we frame the societal benefits of ecological research? (2) How can ecological research effectively contribute to natural resource management in the midst of limited resources and potential conflict? (3) How do ecologists incorporate equity and justice implications related to restoration or conservation research and outcomes? Through their presentations, the scholars highlighted the societal relevance of ecological research and discussed strategies for overcoming barriers related to data accessibility, community engagement, and competing management priorities across global contexts. Together, these talks offered insights into how ecologists can bridge science and society to promote more inclusive and effective ecological solutions.
Abstract This autoethnographic essay examines how participation in high‐performance sports became a transformative tool for managing the cognitive and emotional challenges associated with attention‐deficit/hyperactivity disorder (ADHD) within the context of academic life. Drawing from my lived experience as a neurodivergent scientist, I reflect on the impact of pandemic‐induced isolation in 2020, which disrupted my long‐standing habit of physical activity and intensified my ADHD symptoms. The return to regular physical exertion through CrossFit and long‐distance running in 2021 marked a turning point in reclaiming mental clarity, emotional regulation, and research productivity. These practices provided not only a physiological outlet for excess energy but also a structured space of mental stillness in contrast to the overwhelming pace of academic demands. Through embodied discipline and the routine of early‐morning training, I discovered a sustainable strategy to navigate neurodivergence within the high‐pressure academic landscape. This narrative invites broader reflection on how personal coping strategies rooted in the body can intersect with questions of access, inclusion, and performance in scholarly environments.
