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Diaz Eaton, C.

Publications and source records attributed to Diaz Eaton, C..

2 recordsLinked to original sources

Theoretical Models of Obligate Mutualism to Link Micro- with Macro-Coevolutionary Dynamics

There is a need to link micro- and macro-coevolution to bridge mechanistic theory and observations of micro-coevolutionary change with observations of macro-coevolutionary patterns. This need is particularly conspicuous in theoretical models of obligate mutualism, where phylogenetic matching is the predicted outcome. However, these theoretical models of obligate mutualism create a mismatch with empirical studies of obligate mutualism, which experience extensive phylogenetic discordance. Although environmental variation on geographic scales is often invoked, there are other, non-mutually exclusive mechanisms that can possibly explain genetic diversity and co-phylogenetic patterns in mutualistic communities. In this study, we use a genetic-explicit mathematical model of obligate mutualism that explain host-switching outcomes and, consequently, discordance in cophylogenies. We then explore the role of temporal variation in maintenance of genetic variation (i.e., phenology), which can further account for phylogenetic discordance. These insights are possible due to the focus on initial conditions and short-term behavior of model results. This work ultimately supports the continued importance of theoretical work which expands its analysis of outcomes beyond asymptotic behavior.

evolutionary biology↗

Improving Interdisciplinary Teaching through a Complexity Lens

In this article, we discuss the use of bipartite network analysis to understand and improve interdisciplinary teaching practice. We theorize mathematics and biology as part of a coevolving mutualistic ecosystem. As part of an interdisciplinary teaching initiative, we inventoried mathematics topics appearing in the marine biology classroom and their associated marine context. We then apply techniques of mutualistic bipartite networks analysis to this system to understand the use of mathematical concepts in a marine biology classroom. By analyzing the frequency and distribution of mathematics topics, we see that a variety of mathematical concepts are used across the course with most appearing only a few times. While this is an inherent trait of mutualistic coevolutionary networks, it can create a logistical challenge to supporting mathematics in the marine biology classroom. We find that marine biology topics containing the most mathematics are either close to the instructors research area or were introduced through externally developed educational resources. Finally, we analyze groups of topics that appear connected to each other more frequently to inform both interdisciplinary education development as well as disciplinary support. We also suggest ways to use network metrics to track interdisciplinary connections over time, helping us understand the impact of interventions on interdisciplinary teaching practice.

scientific communication and education↗