Search Results (2)

Ecological forecasting is an emerging approach to estimate the future state of an ecological system with uncertainty, allowing society to better manage ecosystem services. Ecological forecasting is a core mission of the U.S. National Ecological Observatory Network (NEON) and several federal agencies, yet, to date, forecasting training has focused on graduate students, representing a gap in undergraduate ecology curricula. In response, we developed a teaching module for the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration; MacrosystemsEDDIE.org) educational program to introduce ecological forecasting to undergraduate students through an interactive online tool built with R Shiny. To date, we have assessed this module, “Introduction to Ecological Forecasting,” at ten universities and two conference workshops with both undergraduate and graduate students (N = 136 total) and found that the module significantly increased undergraduate students’ ability to correctly define ecological forecasting terms and identify steps in the ecological forecasting cycle. Undergraduate and graduate students who completed the module showed increased familiarity with ecological forecasts and forecast uncertainty. These results suggest that integrating ecological forecasting into undergraduate ecology curricula will enhance students’ abilities to engage and understand complex ecological concepts. Full article

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. Full article