Abstract The temperature of the warmest month was reconstructed for the past 2000 years using 748 pollen sites from the North American Pollen Database. The Modern Analog Technique was used to quantify paleoclimate conditions using a modern pollen database with calibration sites from across North America. Across North America, both the Medieval Warm Period (MWP) and Little Ice Age (LIA) were cooler than the present (AD 1961–1990). The MWP was warmer than the LIA over at least the boreal and eastern portions of the continent and perhaps across the continent. These reconstructed anomalies during the MWP and LIA are significant anomalies from the long-term neoglacial cooling. The atmospheric circulation was likely dominated by a poleward shift of the summer Subtropical High Pressure system in the North Atlantic during the MWP.

The climate of North America during the past 2,000 years reconstructed from pollen data

The skeletal remains of a small bear (Protarctos abstrusus) were collected at the Beaver Pond fossil site in the High Arctic (Ellesmere I., Nunavut). This mid-Pliocene deposit has also yielded 12 other mammals and the remains of a boreal-forest community. Phylogenetic analysis reveals this bear to be basal to modern bears. It appears to represent an immigration event from Asia, leaving no living North American descendants. The dentition shows only modest specialization for herbivory, consistent with its basal position within Ursinae. However, the appearance of dental caries suggest a diet high in fermentable-carbohydrates. Fossil plants remains, including diverse berries, suggests that, like modern northern black bears, P. abstrusus may have exploited a high-sugar diet in the fall to promote fat accumulation and facilitate hibernation. A tendency toward a sugar-rich diet appears to have arisen early in Ursinae, and may have played a role in allowing ursine lineages to occupy cold habitats.

/pdf/a-basal-ursine-bear-protarctos-abstrusus-from-the-pliocene-56uwsahaxd.pdf

A basal ursine bear ( Protarctos abstrusus ) from the Pliocene High Arctic reveals Eurasian affinities and a diet rich in fermentable sugars

Integration of research experiences into the undergraduate classroom can result in increased recruitment, retention, and motivation of science students. 'Big data' science initiatives, such as the Paleobiology Database (PBDB), can provide inexpensive and accessible research opportunities. This Element provides an introduction to what the PBDB is, how to use it, how it can be deployed in introductory and advanced courses, and examples of how it has been used in undergraduate research. The PBDB aims to provide information on all fossil organisms, across the tree of life, around the world, and through all of geologic time. The PBDB Resource Page contains a range of PBDB tutorials and activities for use in physical geology, historical geology, paleontology, sedimentology, and stratigraphy courses. As two-year colleges, universities, and distance-based learning initiatives seek research-based alternatives to traditional lab exercises, the PBDB can provide opportunities for hands-on science activities.

/pdf/utilizing-the-paleobiology-database-to-provide-educational-3ertex5o4v.pdf

Utilizing the Paleobiology Database to Provide Educational Opportunities for Undergraduates

The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. The Element introduces different types of active learning approaches, and then explains how they have been applied to a large introductory paleontology class for non-majors.

/pdf/integrating-active-learning-into-paleontology-classes-32egy2jsey.pdf

Integrating Active Learning into Paleontology Classes

Research-led, research-oriented, and research-based teaching incorporate research into teaching to different degrees. Research-led teaching focuses on content and informs students about current research findings, while research-oriented teaching focuses on techniques and often occurs in research methods courses. In research-based teaching, students participate in research. Through this involvement, they benefit from improved content knowledge, research skills, and life skills, as well as enhanced personal development. Research-embedded courses can make such benefits available to a wide range of students. Best practices in experiential learning and the incorporation of research in teaching include intentionality, planning, authenticity, reflection, training, monitoring, assessment, and acknowledgment. In this Element, these principles of best practice are illustrated by courses with embedded student research. Guidelines are presented for how to plan and execute a semester-long course-embedded research project, as well as alternative and shorter-term approaches. Research-based teaching provides challenges for students and faculty, but the benefits for all stakeholders are strong.

Incorporating Research into Undergraduate Paleontology Courses: Or a Tale of 23,276 Mulinia

Paleoecological data from the Quaternary Period (2.6 million years ago to present) provides an opportunity for educational outreach for the earth and biological sciences. Paleoecology data repositories serve as technical hubs and focal points within their disciplinary communities and so are uniquely situated to help produce teaching modules and engagement resources. The Neotoma Paleoecology Database provides support to educators from primary schools to graduate students. In collaboration with pedagogical experts, the Neotoma Paleoecology Database team has developed teaching modules and model workflows. Early education is centered on discovery; higher-level educational tools focus on illustrating best practices for technical tasks. Collaborations among pedagogic experts, technical experts and data stewards, centered around data resources such as Neotoma, provide an important role within research communities, and an important service to society, supporting best practices, translating current research advances to interested audiences, and communicating the importance of individual research disciplines.

The Neotoma Paleoecology Database: A Research Outreach Nexus

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The Neotoma Paleoecology Database: A Research Outreach Nexus