Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

Styers, Diane M.; Schafer, Jennifer L.; Kolozsvary, Mary Beth; Brubaker, Kristen; Scanga, Sara E.; Anderson, Laurel J.; Mitchell, Jessica J.; Barnett, David T.

doi:10.1002/ece3.7385

Cited by 6 publications

(17 citation statements)

References 30 publications

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“…Here, we demonstrate how hands-on activities embedded into ready-to-use teaching modules can be used to successfully teach students ecological concepts that span multiple temporal and spatial scales. Similar to this study, Styers et al (2021) observed gains in students' understanding of cross-scale biodiversity processes following the use of hands-on teaching modules that analyzed NEON data collected across multiple spatial scales [28]. Taken together, our study and Styers et al (2021) highlight the utility of hands-on activities that analyze real environmental data to teach students complex concepts spanning multiple scales, an important component of macrosystems ecology [28].…”

Section: Discussionsupporting

confidence: 76%

“…Multiple recent studies have highlighted the challenges of teaching concepts and processes that span multiple spatial and/or temporal scales in undergraduate science courses [26,28], a key component of the sub-discipline of macrosystems ecology. Here, we demonstrate how hands-on activities embedded into ready-to-use teaching modules can be used to successfully teach students ecological concepts that span multiple temporal and spatial scales.…”

Section: Discussionmentioning

confidence: 99%

“…Importantly, our work highlights one of the first sets of teaching modules designed to integrate macrosystems ecology concepts and approaches into ecology and biology classrooms. As highlighted by recent studies [26,28], students need a greater understanding of complex and non-linear ecological interactions that occur across multiple temporal and spatial scales. While teaching concepts in ecology that span multiple scales can be challenging, students' greater understanding of the complexity of ecological systems after completing a module suggests that short-term (1-3 h) modeling activities, such as those embedded in each Macrosystems EDDIE module, can be an effective approach for helping to prepare students to tackle global environmental challenges that occur across multiple temporal and spatial scales.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the growth of multi-scale and data-intensive ecological research sensu [25], macrosystems ecology concepts and approaches are rarely taught in ecology and biology courses [7,[26][27][28]. This gap may be due in part to the challenges associated with teaching complex concepts such as scale [26,28], which in ecology is generally defined as both the spatial and temporal dimension of a process [29,30]. Consequently, ecology and biology students may be missing key training in concepts and approaches that they will need to tackle complex environmental challenges in their future careers [6,25,31].…”

Section: Introductionmentioning

confidence: 99%

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Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology

2021

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Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students’ understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student’s self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1–3 h) macrosystems activities into ecology courses can improve students’ ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the first documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology

2021

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“…Environmental network data have also inspired educational material for academic year undergraduate classes (Gram & Jones, 2018; Langen et al, 2014). The NEON Learning Hub provides access to teaching modules and tutorials, some of which are designed by faculty from primarily undergraduate institutions, for introducing undergraduates to data science, spatial scaling, and macrosystems biology concepts (e.g., Styers et al, 2021). Other course modules such as those from Project EDDIE (Environmental Data‐Driven Inquiry and Exploration; O'Reilly et al, 2017) provide instructor and student materials on a number of macrosystems ecology topics.…”

Section: Linking Networkmentioning

confidence: 99%

People, infrastructure, and data: A pathway to an inclusive and diverse ecological network of networks

et al. 2022

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Macrosystem‐scale research is supported by many ecological networks of people, infrastructure, and data. However, no network is sufficient to address all macrosystems ecology research questions, and there is much to be gained by conducting research and sharing resources across multiple networks. Unfortunately, conducting macrosystem research across networks is challenging due to the diversity of expertise and skills required, as well as issues related to data discoverability, veracity, and interoperability. The ecological and environmental science community could substantially benefit from networking existing networks to leverage past research investments and spur new collaborations. Here, we describe the need for a “network of networks” (NoN) approach to macrosystems ecological research and articulate both the challenges and potential benefits associated with such an effort. We describe the challenges brought by rapid increases in the volume, velocity, and variety of “big data” ecology and highlight how a NoN could build on the successes and creativity within component networks, while also recognizing and improving upon past failures. We argue that a NoN approach requires careful planning to ensure that it is accessible and inclusive, incorporates multimodal communications and ways to interact, supports the creation, testing, and promulgation of community standards, and ensures individuals and groups receive appropriate credit for their contributions. Additionally, a NoN must recognize important trade‐offs in network architecture, including how the degree of centralization of people, infrastructure, and data influence network scalability and creativity. If implemented carefully and thoughtfully, a NoN has the potential to substantially advance our understanding of ecological processes, characteristics, and trajectories across broad spatial and temporal scales in an efficient, inclusive, and equitable manner.

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A low‐cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets

Avramovska,

Rokop

2023

Biochem Molecular Bio Educ

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Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper‐level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands‐on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre‐ and post‐surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low‐cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such “low‐cost CUREs” (course‐based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.

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Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

Abstract: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 6 publications

References 30 publications

Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology

Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology

People, infrastructure, and data: A pathway to an inclusive and diverse ecological network of networks

A low‐cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets

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