Plant‐soil research empowers students to dig deeper into restoration ecology

Abstract

Training the next generation of applied ecologists is critical for combatting ongoing ecosystem degradation and meeting the rising demand for professionals in the ecological restoration economy. Despite growing interest, relatively few undergraduate programs are explicitly focused on restoration ecology. To adequately prepare students for future careers in restoration, educators should incorporate lessons on the science and practice of restoration into curricula of broader ecology courses. Given the interdisciplinary nature of restoration ecology, projects grounded in restoration science can be used by instructors to explore a broad range of topics. Course‐based research aimed at solving local restoration problems is one powerful way to enhance students' ecological literacy and professional development as well as promote diversity in the field. In this paper, I describe an initiative in which undergraduates in my ecology course conducted their own experiments evaluating the effects of soil amendments on the performance of native plant species that are targets for restoration on our campus nature preserve. Students worked in groups to independently design and execute experiments, analyze data, and communicate their results in formal reports and presentations. Student projects represent useful case studies that highlight the influence of soil conditions on restoration outcomes. Results of assessment surveys also illustrate the tremendous benefits of student‐led research on participants' scientific skills, learning experiences, and appreciation for applied science. A greater emphasis on restoration and inquiry‐based learning in undergraduate ecology courses will ensure students pursuing careers in ecological restoration have the training necessary to meet the complex challenges of such endeavors.