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

Abstract

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.

Assessing opportunities and inequities in undergraduate ecological forecasting education

“…This finding also underscores previous research findings that students recognize their own lack of quantitative training in undergraduate ecology curriculum and retroactively desire more training in quantitative concepts and skills (Barraquand et al, 2014 ). These skills additionally have the potential to improve students' problem‐solving abilities and scientific workforce preparedness (Barraquand et al, 2014 ; Farrell & Carey, 2018 ; Hounshell et al, 2021 ).…”

“…Macrosystems EDDIE modules provide students and faculty with hands‐on, real‐world learning activities to bolster their understanding of macrosystems ecology through modeling and forecasting ( MacrosystemsEDDIE.org ). The newest four modules (modules 5–8) are primarily focused on teaching macrosystems ecology and EF concepts using National Ecological Observatory Network data (Carey et al, 2020 ; Farrell & Carey, 2018 ; Hounshell et al, 2021 ; Moore, Thomas, et al, 2022 , Moore, Carey, & Thomas, 2022 ; Woelmer et al, 2022 ). Each of the four forecasting‐focused Macrosystems EDDIE modules covers different components of the iterative forecasting cycle, which include building a model, quantifying uncertainty, generating a forecast, communicating a forecast, assessing a forecast, and updating a forecast with observations.…”

“…Native American undergraduate students are a subset of underrepresented minority students in the sciences in the United States, with pervasive socioeconomic barriers to success in the university context (Alexiades et al, 2021) Bridging the gap between objectives (1) and ( 2 Observatory Network data (Carey et al, 2020;Farrell & Carey, 2018;Hounshell et al, 2021;Woelmer et al, 2022). Each of the four forecastingfocused Macrosystems EDDIE modules covers different components of the iterative forecasting cycle, which include building a model, quantifying uncertainty, generating a forecast, communicating a forecast, assessing a forecast, and updating a forecast with observations.…”

“…Increasingly, environmental and ecological problem‐solving requires using quantitative (Barraquand et al, 2014 ; Farrell & Carey, 2018 ) and interdisciplinary (Boon & Van Baalen, 2018 ; NASEM, 2005 ) research methods and skills. Introducing undergraduate students to sub‐disciplines of ecology that focus on quantitative and interdisciplinary skills can increase students' preparedness to contribute to ecological and environmental research and problem solving in graduate school and in their careers (Farrell & Carey, 2018 ; Hounshell et al, 2021 ). Not only should education focus on training students broadly in quantitative and interdisciplinary methods, but also there is a strong need for targeted efforts that promote educational equity and inclusivity (Bowser & Cid, 2021 ; Graham et al, 2013 ).…”

Embedding communication concepts in forecasting training increases students' understanding of ecological uncertainty

“…We designed Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration; Macrosystem-sEDDIE.org) Module 8 "Using Ecological Forecasts to Guide Decision-Making" to teach students uncertainty communication and foundational ecological forecasting concepts within a decision support framework. This is the 8 th module in the Macrosystems EDDIE teaching module series (Carey et al 2020, Hounshell et al 2021. Specifically, the module activities encompassed a range of decision support concepts and applications, such as structured decision-making through role-playing and identification of forecast user needs.…”