Conservation requires both a needs assessment and prioritization scheme for planning and implementation. Range maps are critical for understanding and conserving biodiversity, but current range maps often omit content, negating important metrics of variation in populations and places. Here, we integrate a myriad of conditions that are spatially explicit across distributions of carnivores to identify gaps in capacity necessary for their conservation. Expanding on traditional gap analyses that focus almost exclusively on quantifying discordance in protected area coverage across a species’ range, our work aggregates threat layers (e.g., drought, human pressures) with resources layers (e.g., protected areas, cultural diversity) to identify gaps in available conservation capacity (ACC) across ranges for 91 African carnivores. Our model indicated that all species have some portion of their range at risk of contraction, with an average of 15 percentage range loss. We found that the ACC differed based on body size and taxonomy. Results deviated from current perceptions of extinction risks for species with an International Union for Conservation of Nature (IUCN) threat status of Least Concern and yielded insights for species categorized as Data Deficient. Our socio-ecological gap analysis presents a geospatial approach to inform decision-making and resource allocation in conservation. Ultimately, our work advances forecasting dynamics of species’ ranges that are increasingly vital in an era of great socio-ecological change to mitigate human–wildlife conflict and promote inclusive carnivore conservation across geographies.

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This study explores a case of coaching deployed in experiential, interdisciplinary, and project-based courses. This study follows coaching in two courses that operated on a high-impact practice framework. In these courses, coaching was experienced by both students and faculty as a critical feature of the success of the courses. Students showed that coaching impacted their sense of the gravity of course content, their ownership of student-designed work, their relationships with faculty, and their experience of place-based learning. Faculty indicated that the coaching promoted transdisciplinary course planning, while their teaching benefited student engagement. We recommend practices for coaching that can support gains for students and faculty in experiential, project-based, interdisciplinary courses.

Implementing community-based approaches to countering illegal wildlife trade is important to not only improve the effectiveness of strategies to protect wildlife, but also to promote equity and justice. We conducted an international exploratory review of interventions that aim to address the illegal trade in wildlife using a variety of community-based approaches. We focused our study on Felidae species in particular, as they factor centrally in the illegal wildlife trade, and have received significant conservation attention due to many being charismatic species. We searched for case studies that have been or are currently being implemented, and that were published between 2012-2022 in scholarly or grey literature databases. We extracted data on 40 case studies across 34 countries, including information on the approaches used, successes, challenges, and recommendations using a Theory of Change framework for community action on illegal wildlife trade. Initiatives to protect Felidae species from illegal trade could consider using multi-pronged approaches, consider historically underrepresented groups within communities - including women - in their design, and should evaluate the social and ecological outcomes to improve future efforts.