Flexible and Inclusive Ecology Projects that Harness Collaboration and NEON‐Enabled Science to Enhance Student Learning. Issue 2 (7th January 2022)

• Record Type: Journal Article
• Authors: Stack Whitney, Kaitlin; Heard, Matthew Joshua; Anderson, Laurel J.; Cooke, Sandra; Garneau, Danielle; Kilgore, Jason; Kolozsvary, Mary Beth; Kuers, Karen; Lunch, Claire K.; McCay, Timothy S.; Parker, Allison T.
• Is Part Of: Bulletin of the Ecological Society of America. Volume 103:Issue 2(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2022-01-07
• Subjects: 4DEE -- ecology education -- EREN -- field research -- HyFlex learning -- inclusion -- NEON -- remote learning -- undergraduate education; Ecology -- Periodicals; Ecology; Ecology; Electronic journals; Periodicals; Periodicals; Periodicals; 577.05
• DOI: 10.1002/bes2.1963
• Languages: English
• ISSNs: 0012-9623

Abstract

Abstract: The COVID‐19 pandemic significantly impacted undergraduate education and fundamentally altered the structure of course delivery in higher education. In field‐based biology and ecology courses, where instructors and students typically work collaboratively and in‐person to collect data, this has been particularly challenging. In this context, faculty from the Ecological Research as Education Network (EREN) collaborated with the National Ecological Observatory Network (NEON) to design five free‐flexible learning projects for use by instructors in varied modalities (e.g., socially distanced in‐person, remote, or HyFlex). The five flexible learning projects incorporated the Ecological Society of America's 4DEE framework and included field data collection, data analysis components, and an activity that incorporates existing NEON field protocols or datasets. Each project was designed to provide faculty members with a high degree of flexibility so that they could tailor the implementation of the projects to fit course‐specific needs. Collectively, these learning projects were designed to be flexible, inclusive, and facilitate hands‐on research while working in alternative classroom settings.