{"id":2180,"date":"2024-04-18T12:28:49","date_gmt":"2024-04-18T12:28:49","guid":{"rendered":"https:\/\/esa.org\/4dee\/?page_id=2180"},"modified":"2024-10-01T17:01:30","modified_gmt":"2024-10-01T17:01:30","slug":"presentations","status":"publish","type":"page","link":"https:\/\/esa.org\/4dee\/extravaganza\/presentations\/","title":{"rendered":"4DEE Extravaganza Presentations"},"content":{"rendered":"

This two-day showcase featured many innovative ideas to increase your impact on student learning and eco-literacy aligned with ESA\u2019s Four-Dimensional Ecology Education (4DEE) Framework!<\/span><\/p>\n

Meet the scholars presenting who also participated in the Transforming Ecology Education to 4D<\/em> <\/a>Faculty Mentoring Networks (FMN) here!<\/a><\/p>\n

Video recordings of Keynote Speakers are now available on ESAVideos<\/a>!<\/h2>\n\n\n\n\n
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Program chair:
\nJennifer Doherty, Ph.D.
\n<\/strong>Michigan State University<\/strong><\/p>\n

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April 24, 2024<\/strong><\/p>\n

Keynote
\n<\/strong>Jenny Dauer, Ph.D.<\/strong>
\n\u00a0<\/span>University of Nebraska-Lincoln<\/span><\/strong><\/p>\n<\/td>\n

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April 30, 2024\u00a0<\/strong><\/p>\n

Keynote
\n<\/strong>Shahnaz Masani, Ph.D.
\n<\/strong>Michigan State University<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Keynote and Presentations<\/h2>\n

April 24, 2024<\/h2>\n

11:00 AM \u2013 1:00 PM Eastern Time<\/strong><\/h3>\n

Welcome by Program Chair, Dr. Jennifer Doherty, Michigan State University<\/strong><\/span><\/p>\n

Keynote Speaker: Jenny Dauer, University of Nebraska -Lincoln
\n<\/strong>Using 4DEE to support students\u2019 decision-making about ecology issues<\/strong><\/em><\/span><\/p>\n

Watch the presentation here!<\/span><\/strong><\/a><\/p>\n

Our ecology students need to not only understand ecological concepts, but also be prepared to apply evidence to complex societal decision-making and to consider tradeoffs in decisions that impact human-environment interactions. In this presentation, Dauer will present how policy-level structured decision-making about a complex ecological issue can offer the opportunity for students to apply concepts, ecology practices and cross-cutting themes to understand how humans and the environment are intertwined.<\/p>\n

Breakout Sessions<\/h2>\n

Program subject to change<\/em><\/p>\n

Breakout 1<\/h3>\n

1a) Erin McKenney<\/span>
\n<\/strong>North Carolina State University<\/p>\n

Integrating 4DEE into curriculum mapping<\/strong><\/p>\n

The 4DEE framework provides a valuable tool for curriculum mapping. We used 4DEE mapping to verify coverage and gaps in ecological training for a new proposed undergraduate major in Applied Ecology. 4DEE mapping informs student elective selection and program assessment.<\/p>\n

1b) Jenise Snyder<\/span>
\n<\/strong>Ursuline College<\/p>\n

An interwoven ecology field lab sequence for biology majors<\/strong><\/p>\n

A laboratory sequence of 4 interconnected field labs for biology majors spanning weather\/climate, soil, decomposition, and biodiversity will be described.\u00a0 The sequence is progressive, utilizing data collected for each topic and increasingly complex statistical methods.\u00a0 The 4DEE framework will be provided for each topic.<\/p>\n

Breakout 2<\/h3>\n

2a) Lauren Stoczynski<\/span>
\n<\/strong>Purdue University<\/p>\n

Patterns and processes in landscape ecology: land use interactions with stream fish communities across scales<\/strong>\u00a0<\/a><\/p>\n

This teaching resource covers all four dimensions of the ecology education framework. I\u2019ll talk about ways to implement this resource online or in person and welcome discussion especially on the incorporation of graph interpretation within ecology lectures and labs.<\/p>\n

2b) Justin R. St Juliana<\/span><\/strong>
\nCornell University<\/span><\/p>\n

Using Active Learning to Bring 4DEE into Lectures<\/strong><\/p>\n

I will discuss a lecture structure that uses active learning to incorporate ecological practices and human environment interactions into lectures.<\/p>\n

Breakout 3<\/h3>\n

3a) Natasha Woods<\/span>
\n<\/strong>Moravian University<\/p>\n

Succession Case Study: Impact of Geographic Position on Biodiversity in Mid-Atlantic Forest Communities<\/a><\/strong><\/p>\n

The 4DEE framework was used to create a data-centered teaching module using tree census data from two pre and post disturbance communities, allowing students to compare successional trajectories after a decade of recovery.<\/p>\n

3b) 4DEE Leadership Meet and Greet<\/strong><\/p>\n

Have some feedback on 4DEE to share? Want to know what is on the horizon? Join this informal chat with Chris Beck, Emory University, 4DEE Subcommittee chair; Teresa Mourad, ESA Director of Education and Diversity Programs to learn more and explore how you can be involved!<\/p>\n

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April 30, 2024<\/h2>\n

2:00 PM \u2013 4:00 PM Eastern Time<\/strong><\/h3>\n

Welcome by Program Chair, Dr. Jennifer Doherty, Michigan State University<\/strong><\/span><\/p>\n

Keynote Speaker: Shahnaz Masani, Ph.D. Michigan State University<\/strong><\/span>
\nBridging Histories and Habitats: Building students\u2019 understanding of the historical contexts of inequities in human health and ecosystems through a course-based undergraduate research experience<\/strong><\/span><\/p>\n

Watch the presentation here!<\/a><\/span><\/strong><\/p>\n

How we can support our students in envisioning ecology as a path to social justice? Our keynote speaker presents a case study used in an introductory organismal biology lab course, where students learn core ecological concepts and practices, conduct ecological investigations,\u00a0 and trace the historical origins of inequities in human health and ecosystems within their local communities. Through this case study, students explore databases and articles, build an \u2018inequities map\u2019 that traces the impacts of policies like red-lining and urban renewal on canopy cover, heat islands, and racial disparities in asthma. In addition, they learn about community-led efforts that bring together community members, researchers, and policymakers to challenge these inequities and build a more just world.<\/p>\n

Breakout Sessions<\/h2>\n

Program subject to change<\/em><\/p>\n

Breakout 1<\/h2>\n

1a) Sara Hansen<\/span>
\n<\/strong>Central Michigan University
\nCo-authors: Anna Monfils, Central Michigan University, Deb Linton, Central Michigan University<\/em><\/p>\n

Building Biodiversity Datasets for Invasive Species<\/a><\/strong><\/p>\n

Our module guides students through the process of mapping biodiversity data and building a biodiversity dataset to study the spread and impacts of the invasive aquatic plant species, European frog-bit (Hydrocharis morsus-ranae L.).<\/p>\n

1b) Linda Auker<\/span>
\n<\/strong>Misericordia University<\/p>\n

Introducing students to Lotka-Volterra modeling in R<\/strong><\/p>\n

Learning to use R and modelling can be particularly challenging for undergraduate ecology students. Here, I will give an overview of a figure set and activity that will introduce students to Lotka-Volterra predator-prey models and R Notebooks.<\/p>\n

\u00a0<\/p>\n

Breakout 2<\/h2>\n

2a) Shamili Ajgaonkar1<\/sup>, Lynne Beaty2<\/sup>, and Miranda Kearney3<\/sup><\/span>
\n<\/strong>1<\/sup>College of DuPage, 2<\/sup>Penn State Behrend, 3<\/sup>SUNY Oneonta<\/p>\n

4DEE: Incorporating 4DEE into deer-based figure set<\/a><\/strong><\/p>\n

Through a collaborative TEE FMN experience, we leveraged the 4DEE framework to enrich a TIEE figure set on human-deer conflicts. We will share our revised figure set and insights from our FMN experience, illustrating our integrative approach.<\/p>\n

2b) Jithin Vijayan<\/span>
\n<\/strong>Nature Conservation Foundation, India<\/p>\n

4DEE\u2019s role in improving an online module for teaching tropical ecology and conservation<\/a><\/strong><\/p>\n

In light of a recently developed online module based on land-use change in the Western Ghats, I discuss how important is 4DEE\u2019s role in showcasing a tropical conservation issue, when it is deeply intertwined with the people and culture.<\/p>\n

\u00a0<\/p>\n

Breakout 3<\/h2>\n

3a) Emily Rauschert
\n<\/strong><\/span>Cleveland State University<\/p>\n

Community interactions of army ants<\/strong><\/p>\n

As part of a 4DEE FMN, I adapted a figure set about community interactions of army ants to be 4DEE aligned. I added an example involving interaction between different types of ant-following birds to allow further opportunities to interpret results.<\/p>\n

3b) Rosny Jean<\/span>
\n<\/strong>Florida A&M University<\/p>\n

Using RGB high-resolution color imagery for object-based image classification and assessing urban canopy cover<\/strong><\/p>\n

Urban trees provide a variety of benefits for a city including decreased energy expenditure, removal of pollutants, and increased property values. This figure set provides students with visual insights to interpret and understand geographical variations in distribution patterns of urban trees.<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

This two-day showcase featured many innovative ideas to increase your impact on student learning and eco-literacy aligned with ESA\u2019s Four-Dimensional Ecology Education (4DEE) Framework! Meet the scholars presenting who also participated in the Transforming Ecology Education to 4D Faculty Mentoring Networks (FMN) here! Video recordings of Keynote Speakers are now available on ESAVideos! \u00a0 Program chair: Jennifer Doherty, Ph.D. Michigan…<\/p>\n","protected":false},"author":11154,"featured_media":0,"parent":2131,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2180","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/pages\/2180","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/users\/11154"}],"replies":[{"embeddable":true,"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/comments?post=2180"}],"version-history":[{"count":76,"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/pages\/2180\/revisions"}],"predecessor-version":[{"id":2292,"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/pages\/2180\/revisions\/2292"}],"up":[{"embeddable":true,"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/pages\/2131"}],"wp:attachment":[{"href":"https:\/\/esa.org\/4dee\/wp-json\/wp\/v2\/media?parent=2180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}