Abstract Professional scientific societies play a key role in supporting the career development of undergraduate students seeking to become professionals in their respective fields. We report on the outcomes of the Ecological Society of America's flagship education program, Strategies for Ecology Education, Diversity, and Sustainability (SEEDS). For 28 years, SEEDS has provided activities to advance the ecology profession and nurture the interest and professional development of underrepresented ecology students. We conducted a survey of SEEDS alumni using a survey instrument adapted from an earlier survey of participants. The survey included select‐response and Likert items on participants' education, involvement in ecology, and their perceptions of the impact of SEEDS, as well as open‐ended items on their experiences with SEEDS and recommendations for the program. The survey analysis incorporated descriptive statistics for select‐response and Likert scale items, and qualitative coding was used to identify key themes from participants' perceptions, experiences, and recommendations of the SEEDS program. Through SEEDS, alumni learned about educational opportunities in ecology, and most are pursuing or have completed a degree in ecology or related fields. Most alumni reported pursuing careers in ecology and related fields, particularly in academia. This has the potential to increase the role model pool for students from underrepresented populations in science, technology, engineering, and mathematics (STEM). Alumni reported an increased sense of belonging in ecology through their interactions with ecology professionals and peers from diverse backgrounds. Based on our results, SEEDS serves as a model for professional societies wishing to broaden participation in their disciplines.
Ceron‐Castilla et al. (Fri,) studied this question.