Printed Program (PDF) - Ecological Society of America

TUESDAY
4:30 pm-6:30 pm
monitoring in citizen science projects: Lessons learned
from Project BudBurst.
PS 20-32 Garcia, YV, University of Northern Colorado. Field research
experiences and middle school girls: Supporting ecological
literacy and improving science perceptions.
PS 21 - Education: Pedagogy
Exhibit Hall DE, Oregon Convention Center
PS 21-33 Baack, EJ and EA Lynch, Luther College. Developing
institutional support for land stewardship at a Midwestern
liberal arts college.
PS 21-34 Switzer, CM, University of New Mexico. Inspiring future
ESA members in elementary or middle school, using placebased
inquiry.
PS 21-35 Grisé, DJ, CM Bailey, M Rivera, C Speights and AM
Johnson, Texas A&M-Corpus Christi. Expansion of a
successful mentoring program in an introductory biology
course.
PS 21-36 Miller-Struttmann, N1 and C Galen2, (1)University of
Missouri, (2)University of Missouri-Columbia. ShowMe
Nature GK-12: It works because great minds don’t think
alike.
PS 21-37 Schussler, EE and JK Hickson, University of Tennessee -
Knoxville. Changing undergraduate confidence in a large
introductory biodiversity course.
PS 21-38 Preston, DL and PG Taylor, University of Colorado at
Boulder. Global change in the K-12 classroom: An
environmental outreach curriculum with mutual benefits for
scientists and society.
PS 21-39 Runck, C, J Russell, A D’Costa, M Schlueter, A Barrera, D
Barnes and R Haining, Georgia Gwinnett College. Inclusive
and longitudinal educational research tools for promoting
engaged student learning: Bridging the undergraduate
experience with biodiversity and DNA barcoding.
PS 21-40 Rhode Ward, J, JL Horton and HD Clarke, University of North
Carolina at Asheville. Implementing a research-infused
botanical curriculum at a public liberal arts university.
PS 21-41 Stoffel, JL, N George, K McCarville, J Butikofer and K Opel,
Upper Iowa University. Ecology education in the postsecondary
setting: Opportunities abound for integration
and transference.
PS 21-42 Ellison, AM1, ER Boose2, M Friedl3, CM Hart1, BS
Lerner4, N Nkongolo5, LJ Osterweil6, MV Patel2, AD
Richardson2 and J Tang7, (1)Harvard Forest (Harvard
University), (2)Harvard University, (3)Boston University, (4)
Mt. Holyoke College, (5)Lincoln University, (6)University
of Massachusetts, (7)Marine Biological Laboratory. Group
projects and group mentorship: Building research teams
and building capacity at the Harvard Forest Summer
Research Program in Ecology.
PS 21-43 Johns, JS and B Lindh, Willamette University. Sustainable
agriculture education in the liberal arts? The case for
instituting an experiential agroecological curriculum at
Willamette University’s Zena Farm.
PS 21-44 Lake, JK, Adrian College. Combining low-tech hands-on
with high-tech computer simulations to model community
dynamics in undergraduate ecology courses.
PS 21-45 Singer, F and J Hagen, Radford University. Meandering
mealworm metapopulations in mesocosms go horizontal.
PS 21-46 Lanza, J, University of Arkansas at Little Rock. Seed
germination as a model of developing inquiry laboratory
exercises.
PS 21-47 Keller, DA1, SR Archer2, K Predick2 and TD Sutton2, (1)
Sonoran Science Academy Davis-Monthan, (2)University of
Arizona. The K-12 standards conundrum: Math, ecology,
and authentic research.
PS 21-48 McGranahan, DA, Sewanee: The University of the South.
Critiquing conventional and alternative agriculture in the
environmental studies classroom with ecological diversity
theory and Integral Ecology.
PS 21-49 Garrigan, DA and LR Huaracha, Carthage College. Using
visual imagery and service learning to teach ecological
concepts.
PS 21-50 Rockwood, LL, George Mason University. Vision and
Change: Biology curriculum reform at George Mason
University.
PS 22 - Education: Research And Assessment
Exhibit Hall DE, Oregon Convention Center
PS 22-51 Griscom, HP, KO Cresawn and PM Ludwig, James Madison
University. Using DQCs to evaluate student retention
of central biological concepts though a sequence of
introductory biology courses.
PS 22-52 Loya, LJ, Saint Francis University. Challenges to
implementing an ecology-based immersion semester
program for undergraduates: What influences student
participation?.
PS 22-53 Chynoweth, MW, LM Ellsworth, DK Iwashita and CA
Lepczyk, University of Hawaii at Manoa. Human population
growth: A need to raise awareness in our university
curricula.
PS 22-54 Maskiewicz, AC1 and DD Vanderburg2, (1)Point Loma
Nazarene University, (2)Madison High School. Helping
students develop principle-based accounts of ecosystem
functioning: A study of the effectiveness of an instructional
intervention.
PS 22-55 Stylinski, CD1, S Palmquist2, JE Heimlich2 and R Youngs2,
(1)University of Maryland Center for Environmental Science,
(2)Institute for Learning Innovation. Climate change
education in free-choice-learning settings: Approaches and
beliefs of education staff.
PS 22-56 Rice, J, JH Doherty and CW Anderson, Michigan State
University. Teaching principles first leads to large gains in
student understanding of carbon-transforming processes.
PS 22-57 D’Avanzo, C1, JH Doherty2 and CW Anderson2, (1)
Hampshire College, (2)Michigan State University. Beyond
development and dissemination: The Diagnostic Questions
Clusters (DQCs) project as a model for transforming
introductory level courses.
PS 22-58 Roehrig, GH, D Bhattacharya and JR Corney, University of
Minnesota. Assessing teachers’ conceptual framework for
understanding climate literacy principles.
PS 22-59 Hartley, LM1, C D’Avanzo2, JL Momsen3 and A Maskiewicz4,
(1)University of Colorado Denver, (2)Hampshire College, (3)
North Dakota State University, (4)Point Loma Nazarene
University. Diagnostic question clusters: Differences in
discourse in physical and life sciences can be confusing for
ecology students.
PS 23 - Education: Tools And Technology
Exhibit Hall DE, Oregon Convention Center
PS 23-60 Lindquist, ES1, LJ Anderson2 and K Kuers3, (1)Meredith
College, (2)Ohio Wesleyan University, (3)Sewanee: The
University of the South. Variation of repeated DBH
measurements by students in the Ecological Research as
Education Network’s (EREN) Pilot Permanent Forest Plot
Project (PFPP).
PS 23-61 Klemow, KM1, P Allen2, D Kirschtel3, KL Shea4, T Mourad5
and C Smith5, (1)Wilkes University, (2)Cornell University, (3)
Interlochen Arts Academy, (4)St. Olaf College, (5)Ecological
Society of America. Using data discovery to promote
ecological understanding in undergraduate ecology
courses: The EcoEdDL and Science Pipes collaboration.
PS 23-62 Jensen, CXJ and A Cohen, Pratt Institute. The Evolution of
Sustainable Use, a flash-based classroom tool for teaching
population biology and sustainable resource management.
PS 23-63 Sivek, SC, Linfield College. The role of city magazines in
informing the public about local ecological issues.
PS 23-64 Douglas, KE1, AL Porzecanski1, EC Vintinner1, N
Christensen, KG Wheeler3, BC Weeks1 and EJ Sterling1,
(1)American Museum of Natural History, (2)Water Balance
Consulting. Exploring the Colorado River Basin: An
interactive water management exercise.
PS 23-65 Bennett, I and M Farooque, Arizona State University.
Tinkering with the temperature of the planet earth and
designing synthetic organism: Engaging high school age
students in participatory decision making about science
and society.
PS 23-66 Hernandez, RR1, MS Mayernik2, ML Murphy3 and MF
92 ESA 97th Annual Meeting, August 5 - 10, 2012, Oregon Convention Center