Graphical Enhanced resolution of spices boundaries.

Systems of classification are important for guiding research activities and providing a common platform for discussion and investigation. One such system is assigning microbial taxa to the roles of mutualists and pathogens. However, there are often challenges and even inconsistencies in reports of research findings when microbial taxa display behaviors outside of these two static conditions (e.g., commensal). Over the last two decades, there has been some effort to highlight a continuum of symbiosis, wherein certain microbial taxa may exhibit mutualistic or pathogenic traits depending on environmental contexts, life stages, and plant host associations. However, gaps remain in understanding how to apply the continuum approach to host–microbe pairs across a range of environmental and ecological factors. This commentary presents an alternative framework for evaluating the continuum of symbiosis using dominant archetypes that define symbiotic ranges. We focus particularly on fungi and bacteria, though we recognize that archaea and other microeukaryotes play important roles in host–microbe interactions that may be described by this approach. This framework is centered in eco-evolutionary theory and aims to enhance communication among researchers, as well as prioritize holistic consideration of the factors shaping microbial life strategies. We discuss the influence of plant-mediated factors, habitat constraints, coevolutionary forces, and the genetic contributions which shape different microbial lifestyles. Looking to the future, using a continuum-of-symbiosis paradigm will enable greater flexibility in defining the roles of target microbes and facilitate a more holistic view of the complex and dynamic relationship between microbes and plants. [ ] Copyright © 2022 The Author(s). This is an open access article distributed under the CC BY 4.0 International license .

Computational skills are increasingly important for conducting research in the agricultural and natural sciences. However, barriers to training availability and accessibility have left many life scientists under‐prepared. To address these challenges, we developed a workshop series led by graduate students to cover topics relevant to research needs among life scientists. Our workshops incorporated guided practice to facilitate a student‐centered learning environment. Further, in response to changes mandated by the COVID‐19 pandemic, the workshop series was converted to a virtual format and extended to life science researchers beyond our home institution. We highlight how to effectively structure workshops to develop computational skills and adapt in‐person activities to the virtual environment. Survey data shows our workshops reached a highly diverse group of scientists, representing more than eight departments, in both in‐person and virtual renditions. Further, we demonstrate an increase in self‐reported confidence in student abilities to apply concepts to their own research following content delivery. This increase was facilitated in both virtual and in‐person environments, showing that adapting content for online delivery is capable of supporting student learning gains. The success of this workshop series shows the importance of hands‐on, guided practice in developing computational skills to fill gaps in training in the agricultural and natural sciences.

Critical evaluation and analysis are essential skills of the scientific process which can be further developed through reading primary scientific literature. However, early stage scientists, including undergraduate and graduate students, often face barriers to reading and comprehending primary literature, which can make deeper investigation and evaluation of content even more challenging. To address this core skills gap, we designed a virtual journal club series. This series was designed to keep undergraduate students engaged following restrictions on in‐person activities due to the COVID‐19 pandemic. As this initiative was developed and led by graduate students, activities were designed with an emphasis on facilitating student‐centered learning outcomes. We used several active learning techniques, including deconstruction of the main message through one‐sentence summaries, collaborative student engagement via distinct team roles, conceptual diagrams to reinforce learning and develop communication skills through presentations, and word journals to encourage evaluation and synthesis of ideas across readings. We highlight how these strategies can be used for the design of literature‐based training both inside and outside of the classroom. Further, we demonstrate that virtual journal clubs are an effective strategy for enhancing science literacy skills by facilitating student buy‐in.