Early Miocene land mammals from eastern North America are exceedingly rare. Over the past several decades a small, but significant, vertebrate fauna has been recovered by paleontologists and citizen scientists from the Belgrade Formation at the Martin Marietta Belgrade Quarry in eastern North Carolina. This assemblage has 12 land mammal taxa, including beaver (Castoridae), stem lagomorph, carnivorans (Mustelidae, Ailuridae), horses (Equidae), rhinoceros (Rhinocerotidae), tapir (Tapiridae), peccary (Tayassuidae), anthracothere (Anthracotheriidae), entelodont (Entelodontidae), and protoceratid (Protoceratidae). Taken together, the biochronology of this Maysville Local Fauna indicates a late Arikareean (Ar3/Ar4) to early Hemingfordian (He1) North American Land Mammal Age (NALMA). This interval, which includes the Runningwater Chronofauna, documents numerous important Holarctic immigrants, including Amphictis , Craterogale , and cf. Menoceras found at this locality. Strontium isotope stratigraphy (SIS) of shark teeth collected in situ from the Belgrade Formation yield an age of 21.4 ± 0.13 Ma, which validates the age of interbedded land mammals within this unit. It also is consistent with the late Arikareean (Ar3/Ar4) biochronology and Aquitanian Neogene marine stage. New SIS analyses of oysters ( Striostrea gigantissima ) and clams ( Chione ) from this mine, previously assigned to late Oligocene or Late Miocene, are significantly older (28.0 ± 0.22 Ma and 27.6 ± 0.26 Ma, respectively) than the land mammals. Depending upon stratigraphic interpretations, these may confirm an older marine facies within the Belgrade Formation. This locality is important because of its marine and terrestrial tie-ins that facilitate intercalibration of both NALMAs and Cenozoic marine stages.

Many Cenozoic terrestrial fossil sites worldwide rely on land mammal evolution (biochronology) for temporal calibrations. Within marine depositional environments, strontium isotope compositions from invertebrate fossils are often used for enhanced temporal resolution. Here we demonstrate that strontium isotope ratios from fossil shark tooth enameloid can quantitatively calibrate ages at sites containing both marine and non-marine fossils. Analysis of REEs in the same samples provides data for understanding the taphonomic histories of the specimens and allows for identification of specimens that were likely reworked. Using Neogene shark teeth, we resolve a similar to 600,000-year age difference between two late Miocene Florida sites previously binned together within the latest Hemphillian (Hh4) North American Land Mammal Age (NALMA) based solely on biochronology. This refinement brackets the Nme2 sea level lowstand, providing further calibration for the Great American Biotic Interchange (GABI) between South and North America. These examples emphasize the significance of strontium isotope ratios preserved in fossil shark teeth for global Neogene calibrations, especially in sites with marine/non-marine intercalations.

As artificial intelligence (AI) is rapidly being adopted and used in society, it is imperative that teachers feel supported to integrate AI and computer science (CS) into their coursework. To help support teachers to integrate CS and AI into their instruction, we designed and developed an innovative AI curriculum, [TITLE], for in-service science teachers accompanied with a robust professional development and learning community. [TITLE] is designed for middle school students grades 6-8, and the curriculum blends CS and paleontology as young people are guided in building and evaluating their own machine learning models they use to classify fossil shark teeth. In this paper, we describe the curriculum model, teacher (mis)conceptions about AI, teacher’s perceived self-efficacy and attitudes regarding the curriculum material and on teaching STEM, and student outcomes from the project that are the ultimate reflection of the curriculum design and implementation.

During the late Miocene and early Pliocene (latest Hemphillian, Hh4 interval, 5.7 to 4.75 Ma) a distinctive suite of four species of extinct horses (Family Equidae) were widespread in North America. This includes Nannippus aztecus, Neohipparion eurystyle, Astrohippus stocki, and Dinohippus mexicanus. In Florida, two additional equid species, Pseudhipparion simpsoni and Cormohipparion emsliei, are also typically found at Hh4 localities. Here we compare horses from four Hh4 Florida fossil sites, including three from the Bone Valley mines and a fourth from the recently discovered Montbrook site. Two of these sites have all six expected species, one has five species, and one has only four species present. To explain these differences, we used species counts from research databases and rarefaction simulation to clarify the relative abundances, species richness, and occurrences of these horses from these four sites. The Palmetto Mine (Agrico) site, with five equid species, appears to lack the sixth species owing to ecological reasons. This is different from Montbrook, the site with only four of the six species. Results indicate that Montbrook is likely lacking two missing equid species for a couple of reasons: sampling bias and biological/ecological causes. Our results demonstrate that sampling biases can account for observed equid species richness when the overall abundance of certain equid species is low. Nevertheless, other factors, including ecology and with sufficient resolution, perhaps also time, may also explain the distribution and occurrences of individual species at these and other fossil sites. In a broader perspective, analyses such as this example provide an opportunity to address a persistent challenge in paleontology, that is, how do we explain absences of extinct taxa from the fossil record?

Fossils of an insectivorous bat from the early Miocene of Panama are described as a new genus and species, Americanycteris cyrtodon (Chiroptera: Phyllostomidae: Phyllostominae). Americanycteris is a large phyllostomine bat, similar in size to the living species Chrotopterus auritus . Americanycteris cyrtodon can be distinguished from other closely related species by a posteriorly curved p4 and a thick labial cingulum on m1. Americanycteris cyrtodon occurs in two early Miocene vertebrate faunas from Panama. The holotype mandible with p4–m1 and an isolated p3 of A. cyrtodon were recovered from the early Hemingfordian (19–18 Ma) Centenario Fauna, and a mandible with p2 was found in the older late Arikareean (21 Ma) Lirio Norte Local Fauna. A similar large phyllostomine bat is known from the early Miocene Gran Barranca Fauna in Argentina. The presence of early Miocene phyllostomids in both North America and South America confirms the overwater dispersal of bats between the Americas before the late Miocene onset of the Great American Biotic Interchange. Pre-late Miocene chiropteran dispersals between the Americas were previously documented for the Emballonuridae and Molossidae. Although the five endemic New World families in the Noctilionoidea, including Phyllostomidae, were previously thought to be South American in origin, the oldest fossil records of noctilionoids (Mormoopidae and extinct Speonycteridae) are from the early Oligocene of Florida and one of the earliest records of the Phyllostomidae is from the early Miocene of Panama. The currently available fossil records from Panama and Florida suggest a possible North American origin for the Noctilionoidea.

Scientist-teacher partnerships are highly beneficial to K-12 STEM education. While much is known about the benefits for teachers in these partnerships, the corresponding benefits for scientists are less well known. With emphasis on the scientists’ perspective, here we describe our NSF RET (Research Experiences for Teachers) project consisting of five successive cohorts from 2012 to 2016. Coincident with a “once-in-a-century” expansion of the Panama Canal, the science research focused on the paleontology, evolutionary biology, and geology of this region to better understand the ancient Neotropical biota related to the Great American Biotic Interchange (GABI). In the field, scientists and teachers worked together collecting fossils and geological samples. Back in the K-12 classrooms, lesson plans related to their experiences were implemented and the teachers hosted scientist role-model visits. More than 30 scientists and 44 teachers participated in this Panama “GABI RET” project. Using a new validated survey developed during this project and focus groups, we explored the impact of this project, and in particular the perceived benefits accrued by the scientists. Our study confirmed that scientists felt they improved their communication skills, had a better appreciation for the K-12 teaching professions, greatly enjoyed working with the teachers, considered them colleagues, and many wanted to continue K-12 outreach as part of their careers. Overall, scientists perceived that they greatly benefited from these partnerships. In addition to describing their activities, they had numerous recommendations for similar partnerships in the future. For example, these include: (1) having more teachers participate in multiple cohorts, (2) continued opportunities for teachers to be involved in professional meetings, (3) ongoing webinars and face-to-face engagement, and (4) more diversity of racial and ethnic backgrounds, subjects taught, and regions represented. Although this case study was focused on the GABI RET, our results also potentially inform other projects that involve scientists’ education and outreach activities.

In this report we describe a large sample of Onohippidium galushai, new species, from the Late Hemphillian (Early Pliocene) of west ern Arizona, one ramus of Hippidion sp. from the Early Hemphillian (Late Miocene) of the Texas High Plains, and one ramus of cf. Hip pidion sp. from the Irvingtonian (Late Pliocene to Early Pleistocene) of southern California. These one-toed horses were previously thought to have been confined to Plio-Pleistocene deposits of South America. Onohippidium from Arizona possesses a re tracted nasal notch, deep preorbital facial fossae, and dental pattern diagnostic of South American representatives of this genus. Hip pidion from Texas and California exhibit the dental characters, especially in the deep ec-toflexids, seen in South American representa tives of this genus. This is the first report of these horses from North America. The pres ence of Onohippidium and Hippidion in North America demonstrates that diversifica tion of these "endemics" occurred prior to dispersal to South America during the Pleis tocene great faunal interchange.

The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers. Practitioner notes What is already known about this topic Student career interest in primary and secondary school predicts college degree and career choice. 3D printing has the potential to improve students' interest in STEM careers. STEM career interest is associated with student gender. What this paper adds This study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest. Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers. This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers. Implications for practice and/or policy Student STEM career interest improves when teachers integrate STEM in their instruction. STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping.

The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers. What is already known about this topic What this paper adds Implications for practice and/or policy

The Scientist in Every Florida School (SEFS) program was started in 2019 with a long-term vision to connect Earth systems scientists with public K-12 schools in Florida and therefore create long-term scientist-teacher partnerships. SEFS fulfills personalized requests to create meaningful and impactful interactions to support teacher pedagogy and student learning. We have as part of our mission a focus on mainstream public schools, and in particular, those that are Title I. We also are committed to working with at-risk teachers. The major components of our program include the scientist-teacher partnerships, focused professional development workshops on Florida’s Earth systems (air, water, land, and life), classroom visits, and other web-based activities. Although still only in its first few years, the project and its more than 600 scientists have a wide reach with over 850 teachers and 53,000 students participating in our programs, which were delivered virtually in the 2020-2021 school year covering about 60% of Florida’s 67 counties. In this article, we describe our programmatic features as well as recommendations for those who could implement similar programs.

The past decade has seen an exponential increase of innovative applications of 3D technology in the geosciences. Here, we present a case study from the Florida Museum of Natural History applied to the multidisciplinary field of paleontology. We have deployed 3D scanning and printing techniques for the purposes of scientific research, formal education, and informal outreach. Depending on the application of the 3D file, different techniques are utilized to create high-fidelity models of physical fossil specimens or geologic field sites. These techniques include X-ray CT scans, surface scans, and photogrammetry, all of which produce 3D models that vary in resolution and scale. Novel paleontological research applied non-destructive CT scanning to explore the internal anatomy of fossil museum specimens, additionally, 3D models are being used to create K–12 curricula aligned with national and state-specific education standards that are implemented in formal classroom settings. Many of these lessons are part of the NSF-funded iDigFossils project, which aims to evaluate students’ motivation and interest towards science, technology, engineering, and mathematics after participating in integrated 3D printing and paleontology lessons. Specifically, lessons on dinosaur trackways, horse evolution, and the Great American Biotic Interchange teach geologic concepts such as deep time, taphonomy, plate tectonics, and evolutionary trends. The same 3D models developed for these K–12 lessons have been used during Florida Museum’s outreach events to engage broad audiences with hands-on exhibits and activities. All 3D files are stored on open-access, online repositories, providing accessibility to fossil specimens and field sites. The application of 3D technology for the study of fossils and paleontology will continue to expand the impact of scientific discoveries for basic research as well as for broader impacts on society.

As an emerging technology in K-12 education, 3D printing has gained much attention from educators and researchers. However, meaningful 3D printing integration in K-12 curricula is still scarce, and little is known about how teachers' beliefs and the integration in science classrooms may influence student motivation. This study examined the influence of teachers' beliefs and 3D printing integration in science classrooms on students' science, technology, engineering, and mathematics (STEM) motivation, which is essential for students' academic experiences and future careers. Study sample included 26 teachers across 6 states in the U.S. and 1,501 students who engaged with STEM learning using 3D printing in the context of paleontology. Teachers' lesson plans were analyzed to examine 3D printing and STEM integration levels. Teachers' beliefs and students' STEM motivation were assessed with previously validated scales. Multilevel modeling analyses indicated that while teachers' beliefs and 3D printing integration levels were non-significant predictors, teachers' STEM integration levels positively predicted students' math motivation. Interaction effects were observed between student variables (student gender and pretest scores) and teacher variables (teacher beliefs and 3D printing integration). This study provides implications for both 3D printing integration practice and future research.

The evolution of North American grasslands has traditionally thought to have been documented by the evolution of equid teeth which became higher and had more pronounced crowns as grasses became abundant. The chronology of equid hypsodonty, radiation of equids, the first documented C4 plants and the change to a C4 diet in equids is somewhat puzzling. Hypsodonty, which is the great increase in the crown height of molars and premolars, began in the early to middle Miocene for equids and was well underway by 15 million years ago. The modern distribution of C4 grasses in North America is characterized by abundant C4 grasses in regions where the growing season temperatures are high; C4 grasses are the dominant grass in the central to southern Great Plains, the Sonoran and Chihuahuan Deserts, and Florida; C3 grasses are dominant in Canada, the Pacific Northwest, and California.

The extensive sedimentary sequence of Florida preserves evidence of prehistoric life spanning some 40 million years into the past. This paper describes the results of a three-pronged professional development (PD) program conducted in November 2019 in which Florida teachers from eight counties gained knowledge and experience about the process and content of paleontology at an active field research site in northern Florida. Working alongside scientists, 15 elementary, middle, and high school teachers collected 5-million-year-old fossil vertebrates and made scientifically important discoveries that advance understanding of Florida’s prehistoric life. The PD included three components: (1) a pre-trip webinar; (2) a morning tour of our museum exhibits to scaffold teacher’s understanding of the kinds of fossils they would find; and (3) the actual day-long field experience collecting fossils. A post-PD evaluation revealed gains in knowledge about, and experience with, fossils and paleontology. We also found that overall satisfaction with the PD underscored the importance of each of the three components supporting one-another—resulting in a more informative and rewarding learning experience for the participants. Fossils and the science of paleontology are a gateway for STEM learning and this subject and its extensions are applicable to existing standards in earth and life sciences at many grade levels.

How do scientists impact society in the twenty-first century? Many scientists are increasingly interested in the impact that their research will have on the public. Scientists likewise must answer the question above when applying for funding from government agencies, particularly as part of the 'Broader Impacts' criterion of proposals to the US National Science Foundation. This book equips scientists in all disciplines to do just that, by providing an overview of the origins, history, rationale, examples, and case studies of broader impacts, primarily drawn from the author's experiences over the past five decades. Beyond including theory and evidence, it serves as a 'how to' guide for best practices for scientists. Although this book primarily uses examples from the NSF, the themes and best practices are applicable to scientists and applications around the world where funding also requires impacts and activities that benefit society.