Ecology Course Research Articles

A class exercise for Systems Ecology: Synthesis of stream energetics and testing Allen’s paradox

We report energy stocks and flows, as well as other ecosystem properties, measured in Little Sandy Creek in Upstate New York as part of an intensive class project in a graduate-level Systems Ecology course at the SUNY College of Environmental Science and Forestry. Our study synthesizes information on Little Sandy Creek both as a whole system and through examination of key individual trophic components. We also test Allen’s paradox in Little Sandy Creek – whether there is enough biomass produced by the invertebrate community to support the energetic needs of the fish community. Students collected data in the field over the course of a weekend in September 2012. During the ensuing semester, we synthesized all of these data (often utilizing relatively simple quantitative models) to generate a spatial synthesis populated with trophic levels for a one kilometer reach of stream. We utilized two synthesizing procedures during our trophic flow analysis: first, we sampled organisms along a depth gradient, and modeled trophic levels and size class with depth to give more precise estimates of biomass. Second, we used models for the relation between production and also respiration (energy requirements) and organism size to estimate production and energy use of trophic levels and functional feeding groups. We synthesized and extrapolated upon our data with a numerical model that simulated the stocks and flows in Little Sandy Creek using abiotic forcing functions and functional responses derived from our field measurements. The mean values indicate the benthic macroinvertebrate production (11 kJ m−2 day−1) is insufficient to support the fish energy requirements (13 kJ m−2 day−1) within our uncertainty estimates; given an 80% assimilation efficiency for fish, the macroinvertebrate production is enough to supply only 68% of the fish needs. Our primary hypothesis was supported: students were able to thoroughly collect and organize data from Little Sandy Creek in a single weekend. Further, over the course of a semester, students successfully analyzed their data. We were then able to take that data and build a realistic model of the Little Sandy Creek system. Based on our model outputs, we fail to reject our secondary hypothesis that Allen’s paradox is present in Little Sandy Creek.

How students reason about visualizations from large professionally collected data sets: A study of students approaching the threshold of data proficiency

ABSTRACTThis study identifies a population of students who have an intermediate amount of relevant content knowledge and skill for working with data, and characterizes their approach to interpreting a challenging data-based visualization. Thirty-three undergraduate students enrolled in an introductory environmental science course reasoned about salinity data as shown in map and vertical profiles from the Mediterranean while thinking aloud and being eye-tracked. Students reasoned about 2D and 3D interpretations in the context of two hypothesis arrays (a suite of potential interpretations about a set of data). Findings suggest the students have some effective strategies in reading data: They look at cartographic elements, correctly identify the image as a salinity map, and draw inferences from the data. Common looking strategies include scanning along the salinity gradient, comparing areas of interest, and aligning the color bar with the map. Individual differences emerge in the interpretation of the data, with no interpretations being fully aligned with the scientifically normative explanation. Post hoc analyses identify reasoning tasks and spontaneous behaviors related to a construct we refer to as “data expertise,” which is intended to capture the degree of conceptual sophistication and resourcefulness in reasoning about data. A data expertise scale was developed, with scores ranging from zero (weak) to six (strong) that were normally distributed. Our findings suggest that appropriately coordinating data with a model, comparing and contrasting across data representations from different times or places, and extracting 3D structure from 2D representations are associated with data expertise.

Bird on Your Smartphone: How to make identification faster?

Identification skills of students are needed in the field activities of animal ecology course. Good identification skills will help students to understand the traits, determine differences and similarities in order to naming of birds’ species. This study aims to describe the identification skill of students by using smart phone applications designed in such a way as a support in the field activities. Research method used was quasi experiment involving 60 students which were divided into two groups, one group that use smartphone applications (SA) and other group using a guidebook (GB). This study was carried out in the classroom and outside (the field). Instruments used in this research included tests and questionnaire. The identification skills were measured by tests, indicated by an average score (AS). The results showed that the identification skills of SA students were higher (AS = 3.12) than those of GB one (AS = 2.91). These results are in accordance with response of students. The most of students (90.08%) mentioned that the use of smart phone applications in identifying birds is helpful, more effective and convenience to make identification faster. For further implementation, however, performance of the smartphone used here need to be enhanced to improve the identification skills of students and for wider use.

Teaching Introductory Ecology with Problem‐Based Learning

AbstractThe popularity of ecology and historic trends toward larger class sizes have led to an increasing reliance on lecture and content‐driven learning; over‐reliance on these methods is associated with student difficulties in applying knowledge to solve complex environmental problems. Active learning is often cited as a remedy for poor student outcomes. Problem‐based learning, an active‐learning model, emphasizes student‐centered learning through problem‐solving activities driven by the search for problem solutions. This learning model develops critical thinking and problem‐solving skills while simultaneously advancing content knowledge. Problem‐based learning can enhance student knowledge and skill gains in introductory ecology courses; however, this method is rarely implemented in these courses. Adoption of active‐learning models is on the rise; however, instructors unfamiliar with educational theory and active‐learning methods may need support in understanding the efficacy of active learning and selecting a method from the multitude of instructional strategies available. To familiarize ecology instructors with one active‐learning model, problem‐based learning, the theoretical base, and evidence for its efficacy are reviewed. In addition, to assist instructors venturing into problem‐based learning, successful applications are highlighted and selected resources are provided for getting started.

The Campus Wells Program: preserving and re-tasking

I used existing groundwater monitoring wells in the Back Bay area of Boston, MA as an effective way to teach the applied aspects of integrating the natural world with the built environment. These wells were installed as part of engineering studies for construction and rehabilitation of campus buildings, and through their use in laboratory exercises, undergraduate students developed valuable, field-based insight into the physical meaning of environmental science, mathematical models of groundwater movement, and the practical knowledge of professional practice. I arranged ongoing permission to access these wells and prevent them from being plugged once construction was completed. I compiled the existing long-term well data from both the Northeastern University Physical Plant office and the geotechnical engineering firm who installed the wells, providing students with context for their field measurements in lab.This project gave undergraduate students in introductory and upper division environmental science courses an opportunity to learn about water quality issues, construction and excavation issues, architectural retrofitting, and historical water table changes through analysis of the data. Close proximity of the wells to the classroom made possible many independent student projects.Through the Campus Wells Program, I involved the working community - including the Physical Plant staff at multiple colleges, and professional geologists in the geotechnical engineering consulting firm - in the learning process. Students recognized that their class laboratory exercises contributed real data to a long-term study of the hydrogeology of the campus, giving students buy-in to the project. The Campus Wells Program is a virtually cost-free, practice-oriented teaching opportunity that any university undergoing construction or site cleanup can implement.

Improving Student Learning Through an Interdisciplinary Case Study: Exploring Eutrophication in Lake Erie

This pedagogical project examined how embedding an interdisciplinary case study in an undergraduate ecology course impacted student learning outcomes. Specifically, we examined learning outcomes following participation in a group-based case study project, which asked students to adopt the role of an expert phycologist, microbiologist, agronomist, or limnologist in order to jointly investigate the problem of eutrophication in Lake Erie. We examined student learning outcomes on exam questions that tested students’ knowledge of eutrophication compared to their performance on exam questions that tested knowledge of course content taught using traditional lecture-based methods. We also examined how students’ recognition of the value of interdisciplinary approaches to solving science problems changed across the semester, as well as changes in students’ views of the ways in which the skills and knowledge of their major could contribute to solving eutrophication problems and the complex problem of climate change. Results indicated significant increases in student understanding of eutrophication through comparisons of pre- and posttest scores, and dramatic twofold increases in student learning on the eutrophication exam questions relative to the content taught using traditional instructional methods. Interestingly, at the end of the course, the non-science majors in the course were more likely to endorse interdisciplinary approaches for solving complex science problems than were the science majors in the course. Implications for educational practices for both major and nonmajor science courses are discussed.

Profile of Animal Ecology Field trip: Description of Students’ Identification Skills and Classification Skills

This study aimed to describe the activities in the field trip of animal ecology course and describe the identification and classification skills of students at Animal Ecology course. Also, this study describes students responses on-field activities. This study uses a quasi-experimental method using only post-test design. Data analysis using quantitative descriptive analysis techniques. The research subject as many as 30 students to take the test and 40 students are given a questionnaire. The results showed that the CPL course and CPL subjects not relevant to the fact that in both CPL there are some points the use of science and technology, the reality in the learning process technology, it is also supported by student response on the issue. The identification and classification skills of students included in the category sufficient. Analysis of Pearson correlation between the identification and classification skills showed no significant relationship (-.107), it is contrary to some assumptions that states that the ability to identify a basis for classification capability. Thus the results of this study can be used as an input or reference to the development of the program of courses, especially in the subject of animal ecology. Keywords:Animal ecology fieldtrip; Classification skills; Identification Skills ebird

Promoting Quantitative Skills in Introductory Classes Using Optimal Foraging Theory and a Model-Assisted Activity.

TMathematical models help students identify and understand underlying scientific patterns, while improving and reinforcing quantitative skills. However, they are often omitted from introductory undergraduate science classes. As a result, math-heavy theories, like optimal foraging theory, are often omitted from these classes. While optimal foraging easily fits into the curriculum of any class discussing food webs and energy transfer, this theory is often not explained until the graduate level. In this article, I describe a quantitative-rich lesson paired with a hands-on active learning module (or alternatively, a demonstration). This lesson was used in an introductory-level environmental science course but is suited for a range of biology and environmental science classes or laboratories.

Teaching Genetic Linkage and Multiple Crossovers with Sets of Cards as Chromosomes.

TMathematical models help students identify and understand underlying scientific patterns, while improving and reinforcing quantitative skills. However, they are often omitted from introductory undergraduate science classes. As a result, math-heavy theories, like optimal foraging theory, are often omitted from these classes. While optimal foraging easily fits into the curriculum of any class discussing food webs and energy transfer, this theory is often not explained until the graduate level. In this article, I describe a quantitative-rich lesson paired with a hands-on active learning module (or alternatively, a demonstration). This lesson was used in an introductory-level environmental science course but is suited for a range of biology and environmental science classes or laboratories.

Notes from an introductory course on Field Systems Ecology

For over 40 years, Professor Bernie Patten, offered a course on Field Systems Ecology at the University of Georgia in Athens, Georgia, USA. The course combined systems analysis approaches and natural field ecology in a way that gave the students new perspectives on making conceptual and formal models of the natural world. The course employed extensive use of outdoor field laboratories at a nearby park, which had multiple ecological habitats. The main progression was to go from simple observations to “seeing systems” to modeling by learning how to ask pertinent systems-oriented questions. This started with a structured walk through the six identified subsystems (forest ridgetop, forest slope, field, lake, stream, and wetland) and proceeded to specific field sampling techniques for the terrestrial and aquatic environments. In addition to the field labs, the course required two weekend camping trips, one to the Great Smokey Mountain National Park in the Appalachian Mountains and one to the Okefenokee Swamp/Cumberland Island National Seashore. The idea was to use the two weekend trips to frame the local watershed scale processes at the continental scale. In this manner, students could observe and measure ecosystem processes and interactions at multiple scales. The notes, which are reproduced below, have been further modified for use at Towson University which utilizes a local park in Baltimore County called Oregon Ridge Park and weekend trips to Catoctin National Park and Chesapeake Bay. The general approach of these notes should have universal appeal to anyone teaching or taking a systems ecology course.

The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

A Classroom Simulation Activity to Visualize Energy and Matter Transformation in Cellular Respiration and Photosynthesis

Undergraduate introductory biology students at the university level often struggle to trace movement of matter and energy through catabolic and anabolic processes in biological systems. A sequential guided simulation of cellular respiration and photosynthesis provides students an opportunity to actively model and visualize matter transformation and energy accumulation and degradation through the movement of molecular and energy “game pieces.” The activity was designed to help students generate a simplified outline of these two highly complex processes, while reinforcing the principles of conservation of matter and energy. My students participated in this activity during peer-led review sessions in an undergraduate, introductory, majors biology course (ca.150 students in 18 SI sessions over two semesters), but instructors could also easily adapt it for use in small lecture or laboratory classrooms, introductory cell biology, physiology, and ecology courses, or with high school students.

How can Smartphone-Based Internet Data Support Animal Ecology Fieldtrip?

Identification and classification skills must be owned by the students. In animal ecology course, the identification and classification skills are necessary to study animals. This experimental study aims to describe the identification and classification skills of students on animal ecology field trip to studying various bird species using smartphone-based internet data. Using Involving 63 students divided into 7 groups for each observation station. Data of birds were sampled using line transect method (5000 meters/station). The results showed the identification and classification skills of students are in sufficient categories. Most students have difficulties because of the limitations of data on the internet about birds. In general, students support the use of smartphones in field trip activities. The results of this study can be used as a reference for the development of learning using smartphones in the future by developing application about birds. The outline, smartphones can be used as a method of alternative learning but needs to be developed for some special purposes.

Freshwater bloom‐forming cyanobacteria and anthropogenic change

This lecture (∼ 45‐55 slides) will be aimed at senior undergraduate students and graduate students in aquatic sciences with little background in phycology. This lecture could be used in a Aquatic Ecology or Sciences (Limnology) course, an Ecology course, a Phycology course, Environmental Science.Cyanobacteria that may lead to blooms encompass a wide range of different functional groups. We will present:1) the evolutionary history of cyanobacteria (2‐3 slides) (this helps explain some of their present‐day traits)2) basic biology and physiological/ecological traits of planktonic cyanobacteria that are most often associated with visible biomass accumulations (“blooms”) in freshwater/brackish systems of various regions of the world. Traits to be considered include: capacity for N fixation, nutrient uptake and storage (C, N, P), siderochromes, buoyancy regulation (gas vacuoles, mucilage), life cycles, growth rates vs. loss rates (resistance to grazing), allelopathy (negative vs. positive biotic interactions) Functional groups. Planktonic genera may also produce toxins, contributing to harmful algal blooms. (∼12‐14 slides).3) Cyanotoxins: the principal types of toxins produced and their effects (persistence) will be compared, along with theories as to the biological function of these compounds. (∼ 6 slides)4) Specific case studies of blooms types under different climates: e.g. scum‐forming, metalimnetic, dispersed (∼6)5) The factors that appear to explain and control cyanobacterial dominance will be presented, including nutrient effects, temperature, and food chain changes. These factors vary across temporal and spatial scales. Evidence for eutrophication and climate change in mediating directly or indirectly the frequency and severity of freshwater cyanobacterial blooms will be considered (∼8‐10).6) Research avenues Controversial or unresolved topics: e.g. invasiveness?, cosmopolitan or geographically restricted (e.g. endemism? in hot spring taxa), toxin concerns and bioaccumulation), nitrogen fixation (“pretenders”), nutrient stoichiometry. Unexplored diversity at different levels (molecular, chemical, taxonomic), techniques for controlling cyanobacteria blooms, the future for cyanobacteria under climate change scenarios (∼4)7) General references, web resourcess and primary articles. (∼2)8) Questions and potential experiments for instructors and students will be provided at the end of the lecture (supplementary slides).

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequent task work. The participants of this study were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six weeks environmental science course. The script divided the group work into three phases, namely: the orientation phase, intermediate phase, and reflection phase. The script was put in use by prompting questions that were delivered to the students on tablets. Question prompts instructed groups to plan their collaborative processes, and to stop and reflect on the efficiency of their strategies and outcomes of their learning process. The data were collected by videotaping the groups’ face-to-face work and analysed by focusing on verbalised monitoring interactions. More active and less active script discussions were differentiated in terms of the length and the quality of discussion. The results show that the macro script was used more thoroughly at the beginning of the group activities for orientation than for coordinating the progress or reflecting on the performance. Active script discussions involved more monitoring activities, especially providing socio-emotional support. Once socio-emotional support was stimulated in the more active script discussion, it tended to follow-up during the task work. It can be concluded, that the groups appropriated the script differently in different situations and with varied success. The implications of facilitating socio-cognitive and socio-emotional monitoring in collaborative learning are discussed.

Effect Analysis on Pedagogical Practice of Environmental Science Courses in English Lectured by Foreign Expert in Provincial Agricultural University

Employing foreign experts to lecture specialized courses is an important measure to implement educational internationalization strategy in the local provincial agricultural universities in China. This paper analyzed the pedagogical effect of a foreign expert employed for teaching environmental science courses in English at Qingdao Agricultural University (QAU). The students gave a high evaluation to the foreign expert for teaching the specialized courses, despite their English was not good enough. The students believed that there were some aspects that the Chinese teachers could learn from the foreign expert, such as the combination of theory and practice, classroom management, and communication with the students, especially the constructivist teaching mode. The Chinese domestic teachers were suggested to apply the foreign experts’ methods in constructing the real scene, real case, guiding and eliciting questions, and encouraging students to participate and communicate in the classroom.

Changing Student Conceptions of Arid, Urban Watershed Management

AbstractDespite the central importance of water, few students have the opportunity to study water resources management in secondary education. Even in tertiary education—unless they major in water resources or a closely related field—they are likely to receive only a week or two of instruction about water resources in introductory science courses. Typical instruction in such courses is textbook‐based, with the course instructor lecturing on a broad range of topics. Complicating this, little is known about student preconceptions, which may interfere with—or be used to support—learning. We sought to identify preconceptions in an introductory environmental science course at an urban, research (R1) university in the arid Southwest of the United States. We used a pre/post design to assess student preconceptions about their urban campus watershed and designed a brief, experiential learning exercise. While experiential learning is common in water resources management programs, it is less common in introductory courses. We developed a coding scheme to analyze the pre‐ and post‐test responses; results showed students held normative and non‐normative preconceptions. There was significant growth in students’ conceptual understanding between the pre‐test and post‐test, (t(33) = −2.25, p < .05), with a small to medium effect size, d = −0.393. This finding supports the use of experiential learning as a means to teach students about water resources, even in an introductory course. Understanding students’ preconceptions of arid, urban watersheds can assist in how to better design curriculum. Such improvements in curricular design can empower students to make better decisions about urban watersheds.

Western Faculty Profile: Dr. Graham Thompson

Dr. Graham Thompson is an Associate Professor in the Department of Biology at the University of Western Ontario. He completed his Bachelor of Science and Master of Science in Zoology at the University of Guelph, before going on to complete his PhD in Genetics and Evolution at LaTrobe University. He then went on to complete postdoctoral fellowships at James Cook University, Simon Fraser University and the University of Sydney. He currently teaches undergraduate biology courses, including Animal Behaviour, Behavioural Genetics, and Behavioural Ecology, as well as a graduate seminar course in Behavioural Ecology. His research focuses on the biological basis of insect social behaviour. Dana Nguyen, a member of the Academic Affairs Committee for WURJHNS, had the pleasure of interviewing Dr. Thompson to learn more about his career path and his research.

John R. Stinchcombe.

John R. Stinchcombe.

Campus as a Living Laboratory for Sustainability: The Chemistry Connection

In the undergraduate curriculum, chemistry and sustainability connect easily and well. Topics in chemistry provide instructors with opportunities to engage students in learning about sustainability; similarly, topics in sustainability provide instructors with opportunities to engage students in learning chemistry. One’s own college or university campus is a useful source of content related both to sustainability and to chemistry. To obtain this content, instructors must seek out and learn from those working in campus facilities and operations. For the past five years, the approach of utilizing campus-based content was employed by the authors in teaching an introductory environmental science course. This paper describes three topics from this course that general chemistry instructors can use to help students make connections to sustainability: the carbon cycle, the carbon footprint, and the energy required to heat water. These topics are presented with the hope that instructors will use them with data from their institutions, utilizing their own campus as a “living laboratory” for sustainability.