Stoichiometry of the soil-plant-atmosphere continuum: a long-term ecological field-based curriculum for biology undergraduates

生物科学(61)。在生态学学科中，对种群、群落和生态系统的研究给寻求为本科生提供独立或合作研究机会的生物教师带来了独特的困难。这些领域的调查通常需要长期或大规模的实地研究和多学科培训。该项目正在丰富一所小型私立学院的生态学课程，通过建立一个长期的生态化学计量学实地研究，本科生可以在从一年级到四年级的所有教学水平上从事真实的研究。这项实地研究将通过三门课程的生态学课程实施，其中包括一门团队讲授的入门调查课程、一门中级生态学课程和一门高级独立研究研讨会。学生研究多种化学元素的平衡及其对植物种群的分布和生产力、群落结构以及生态系统功能和服务的影响。教师和学生作为共同研究人员并肩工作，调查开放式问题。通过描述土壤-植物-大气连续体中特定物种的元素组成和元素运动，学生们正在提供新的和详细的数据，使碳和养分收支的量化得到改进。该项目正在建立一个框架，将生物地球化学研究整合到本科课程和生态学本科研究项目中。学生学习的重点是通过使用通常仅限于研究型大学的最先进的技术和设备收集、分析、解释和展示可发布的数据来应用科学方法。学生们在大学内部的座谈会以及地区和国家会议上展示他们的发现。在这个项目中开发的课程材料和数据正在通过科学和教育会议、期刊和NSF赞助的传播项目传播，如美国生态学教学问题和实验(TIEE)和理科教学改革学院(FIRST III)。评估包括检查该项目对学生留住理科学科的影响，特别是对代表性不足的学生的影响。

Biological Sciences (61). Within the discipline of ecology, the study of populations, communities, and ecosystems presents unique difficulties for biology instructors seeking to provide undergraduates with independent or collaborative research opportunities. Investigations in these areas typically require long-term or large field studies and training in multiple disciplines. This project is enriching the ecology curriculum at a small private college by establishing a long-term field study in ecological stoichiometry in which undergraduates can engage in authentic research at all levels of instruction, from freshman to senior year. The field study is being implemented across a three-course ecology curriculum that includes an introductory team-taught survey course, an intermediate level ecology course, and an advanced independent research seminar. Students investigate the balance of multiple chemical elements and their influence on distribution and productivity of plant populations, community structure, and ecosystem functions and services. Teachers and students work side-by-side as co-researchers, investigating open-ended questions. By characterizing species-specific elemental composition and elemental movement in the soil-plant-atmosphere continuum, students are contributing novel and detailed data, enabling improvements in the quantification of carbon and nutrient budgets. The project is establishing a framework for integrating biogeochemical research into undergraduate courses and undergraduate research projects in ecology. Student learning is focusing on application of the scientific method through collection, analysis, interpretation, and presentation of publishable data using state-of-the-art techniques and equipment typically limited to research universities. Students are presenting their findings at intra-college symposia and regional and national meetings. Course materials and data developed in this project are being disseminated through scientific and education meetings, journals, and NSF-sponsored dissemination projects such us Teaching Issues and Experiments in Ecology (TIEE) and Faculty Institutes for Reforming Science Teaching (FIRST III). Assessment includes examining the impact of the project on student retention in the science disciplines, particularly underrepresented students.