Plant‐soil research empowers students to dig deeper into restoration ecology DOI Creative Commons
Justin M. Valliere

Restoration Ecology, Journal Year: 2022, Volume and Issue: 31(3)

Published: Nov. 23, 2022

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

Language: Английский

Diversifying Ecology Education for Everyone Through More Inclusive, Interdisciplinary, and Accessible Teaching DOI Creative Commons
Loren B. Byrne, Emily S. J. Rauschert, Vikki Rodgers

et al.

Bulletin of the Ecological Society of America, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 6, 2025

Abstract Educating more students about ecology and its beneficial applications to societal issues is urgent yet challenging. To address this challenge, diversifying education a key way make inclusive, accessible, interdisciplinary for people than ever. Advancing goal requires educators develop expansive view of (1) how engage diverse undergraduate in courses, especially those from historically underrepresented groups non‐majors, (2) the interdisciplinarity content (3) learner‐centered pedagogies used students. We suggest ways that ecologists can advance “ecology everyone” including focusing on connecting students' everyday lives local (urbanized) places; applying solving problems social–ecological systems; introducing diversity worldviews science nature; adopting authentic teaching practices such as course‐based research, service learning, reflective practices. Through efforts, become positivistic pluralistic help better appreciate value society use their ecological literacy improving communities ecosystems. Successful diversification should also benefit discipline decide take potentially pursue ecology‐related careers, support ecologically based decision‐making sustainable environmentally just future all people.

Language: Английский

Citations

1
Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences DOI Creative Commons
Jake A. Funkhouser, Megan E. Gregory, Crickette Sanz

et al.

BioScience, Journal Year: 2024, Volume and Issue: 74(8), P. 567 - 576

Published: July 30, 2024

Abstract Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, behavioral biology. The benefits field are not equitably available historically excluded minoritized students. In this article, we summarize evidence indicates course-based undergraduate (CUREs) provide solution ensure equitable access life sciences. We draw our own teaching CUREs biology complete curriculum for effective largely materials-free CURE ecology (CURE-BxEco). advocate greater synthesize promote inclusivity education. proliferation such innovative pedagogical practices science because these classroom methods critical recruiting retaining students, who offer perspectives research.

Language: Английский

Citations

1
Cultivating scientific literacy and a sense of place through course‐based urban ecology research DOI
Justin M. Valliere

Ecology and Evolution, Journal Year: 2022, Volume and Issue: 12(6)

Published: June 1, 2022

Abstract Undergraduate research experiences have been shown to increase engagement, improve learning outcomes, and enhance career development for students in ecology. However, these opportunities may not be accessible all students, incorporating inquiry‐based directly into undergraduate curricula help overcome barriers participation representation inclusion the discipline. The shift online instruction during COVID‐19 pandemic has imposed even greater challenges providing with authentic experiences, but also provide a unique opportunity creative projects conducted remotely. In this paper, I describe course‐based experience (CURE) designed an upper‐level ecology course at California State University, Dominguez Hills remote learning. primary focus of student‐led activities was explore potential impacts depopulation campus on urban coyotes ( Canis latrans ), which there were increased sightings reported time. Students two studies, including evaluation wildlife activity, behavior, diversity using camera traps installed throughout analysis coyote diet data from scat dissections. used they generated information literature reviews, class discussions, meetings experts develop monitoring management plan our create posters educate public. Using as living laboratory, aimed engage meaningful while cultivating sense place, despite being online. Students’ outcomes responses pre‐ post‐course surveys highlight benefits that are anchored place‐based education emphasize importance ecological solving real‐world problems. CUREs focused local ecosystems powerful way instructors activate knowledge capitalize cultural strengths universities.

Language: Английский

Citations

6
WIP: Evaluating Entrepreneurially-minded Learning in Course-based Undergraduate Research Experiences DOI Open Access
Jeffrey P. Walters, Kayt Frisch,

Zaher Kmail

et al.

Published: Aug. 4, 2024

Abstract Our study in this Work Progress paper presents preliminary results from the first stage of a three-year research project centering on creation and validation pre-post survey instrument for evaluating entrepreneurially-minded learning (EM) students engaging course-based undergraduate experiences (CUREs). The has 18 questions asking to rate their ability perform various sub-activities within these five domains five-point likert scale. Survey included evaluation question reliability strength correlation using confirmatory factor analysis. This analysis 115 student responses who participated 12 CUREs across three different academic institutions. revealed high Cronbach Alpha Coefficient along with loadings, indicating that have good associated – thus providing robust tool EML. A showed statistically significant improvement students' EML all domains. future application more classes R4A program will seek evaluate if shifts are attained through CUREs. Additionally, by combining findings qualitative quantitative comparisons activities employed CUREs, work aim which CURE led greatest gains

Language: Английский

Citations

0
Coordination Across Expert Areas DOI

Ioan M. Ciumasu

Green energy and technology, Journal Year: 2024, Volume and Issue: unknown, P. 239 - 451

Published: Jan. 1, 2024

Language: Английский

Citations

0
Plant‐soil research empowers students to dig deeper into restoration ecology DOI Creative Commons
Justin M. Valliere

Restoration Ecology, Journal Year: 2022, Volume and Issue: 31(3)

Published: Nov. 23, 2022

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

Language: Английский

Citations

0