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REEFS 2025

17th Resources for Ecology Education Fair & Share (REEFS)

Monday, August 11 11:45 AM – 1:15 PM ET

2025 ESA Annual Meeting, Baltimore, MD

Teaching resources from the workshop can be found here!

Learning Activities 

Monday, August 11th

11:55am – 12:25pm PT (Round 1 Presenters)

12:30pm – 1:00pm PT (Round 2 Presenters)

Descriptions (Round 1)

Presentation 1: Putting students in the driver’s seat of rapid ecological research

Author: Abraham Borker, University of California Santa Cruz

Audience level: Introductory Biology for majors, Introductory Biology for non-majors, Introductory Biology for mixed majors, Introductory Ecology for non-majors, Introductory Ecology for majors, Introductory Environmental Science for majors, Introductory Environmental Science for non-majors, or mixed, Advanced Ecology course

Abstract: Practicing scientific skills has powerful links to STEM identity, motivation, and achievement. Experiential learning helps students practice, perform, and reflect on science skills; however, students rarely direct their own research from the ideation stage. When students are able to direct their own research, it is often high-stakes (eg. semester-long immersions or theses). The first time students are given agency over the entirety of the scientific process, the stakes and anxiety can prevent healthy boundary-pushing and experimentation in research. As a remedy, we have designed a “Rapid Research Assignment” that can be done in as little as a single three-hour lab period. The assignment is open-ended and inquiry-based, allowing students a low-stakes opportunity to experiment with the entire scientific process. Students work in small groups to identify an ecological pattern, formulate a hypothesis, design a study, collect and analyze data, and communicate their findings to peers. I will present multiple transferable design principles, based on a decade of experience with the assignment, materials for implementation, and a facilitator guide.

Extent this learning activity is developed: Highly developed, implemented multiple times in a classroom, lecture or laboratory

Presentation 2: Highlighting scientist identities and fostering data literacy in ecology using BioGraphI

Author: Emily Rauschert, Cleveland State University

Audience level: Introductory Biology for majors, Introductory Biology for non-majors, Introductory Biology for mixed majors, Introductory Ecology for non-majors, Introductory Ecology for majors, Introductory Environmental Science for majors, Introductory Environmental Science for non-majors, or mixed

Abstract: The BioGraphI Curriculum (Biologists and Graph Interpretation) helps students master data literacy skills while also engaging with the work and pathways of scientists from many different backgrounds and identities. Each BioGraphI module involves classroom activities designed to enhance student’s quantitative skills, as well as interviews with the scientists who conducted the research highlighting their journeys as scientists. In this REEFS session, we will explore the BioGraphI project and highlight some modules focused on key ecological topics.

Extent this learning activity is developed: Newly developed, implemented once or twice in a classroom, lecture or laboratory

Presentation 3: Earth’s Changing Ecosystems: Case Studies and Curriculum for Undergraduate Classrooms

Author: Jessica Rush, University of Colorado Boulder

Audience level: Introductory Ecology for majors, Introductory Environmental Science for majors, Advanced Ecology course

Abstract: This library of five case studies provides exercises and curriculum support for upper-level undergraduate courses in ecology, as well as sub-fields within Earth and environmental sciences. The case studies are designed to integrate foundational concepts in fundamental and applied ecosystem science, and to provide students with opportunities to build their skills in data exploration and analysis, analyze evidence-based conservation issues, and create conceptual models of ecosystems subjected to perturbations like climate change and invasive species. The case studies can be used individually, or as a suite assigned over a semester. Instructors can adjust the pace at which students work on the parts of each case study, modify their environmental settings for the local region, or adapt the content for introductory four-year college students or those in two-year programs. The goal is that these case studies are both highly adaptable to instructors’ classroom needs and provide a means to assess students’ skill development using real-world issues.

Extent this learning activity is developed: Highly developed, implemented multiple times in a classroom, lecture or laboratory

Presentation 4: Exploring Soil Microbes for DNA Analysis and Bioactive Potential Research

Author: Amanda Zirzow, Florida SouthWestern State Collge

Audience level: Introductory Biology for majors, Introductory Biology for non-majors

Abstract: This activity engages students in authentic, course-based undergraduate research by guiding them through the isolation and characterization of soil-dwelling Streptomyces and related actinobacteria. Students collect and document local soil samples, grow microbial isolates, extract genomic DNA, and assess DNA quality using a NanoDrop spectrophotometer and gel electrophoresis. The project integrates molecular biology techniques with ecological relevance, offering students a window into microbial diversity and potential bioactivity, such as antibiotic production. Designed with flexibility in mind, the activity can be adapted for both in-person and remote learning environments using digital collaboration tools, video demonstrations, and home sampling kits. It promotes equitable participation by providing scaffolded instructions, peer interaction, and low-cost materials. By the end of the project, students gain experience in data interpretation, scientific communication, and hypothesis-driven research. This presentation will include implementation tips, examples of student work, and opportunities to discuss inclusive adaptations across various course levels.

Extent this learning activity is developed: Highly developed, implemented multiple times in a classroom, lecture or laboratory

Presentation 5: Leveraging iNaturalist to teach community ecology concepts and data literacy

Author: Ann Thijs, The University of Texas at Austin

Audience level: Introductory Ecology for majors

Abstract: This activity introduces the community ecology concepts of species richness and evenness [CEC], along with practices such as calculating diversity indices and constructing rank abundance curves, while also building data literacy skills [EP].
As a pre-activity framed as a “mental wellness break” following the first midterm, students use iNaturalist to document pollinators on campus [HEI]. Later in the semester, student groups formulate a hypothesis about species diversity across space and/or time [CCT], then select relevant iNaturalist datasets for analysis. Students are encouraged to focus on taxa of personal interest and receive guidance on handling large, messy datasets. They are asked to identify potential biases in citizen science data.
The activity supports both conceptual and skill-based learning. Students appreciated the opportunity to explore their own interests—popular taxa included birds, mammals, reptiles, fish, butterflies, plants, and fungi. Summative assessments indicate that students showed stronger mastery of core concepts (species richness, evenness, and rank abundance) compared to those in previous semesters.

Extent this learning activity is developed: Newly developed, implemented once or twice in a classroom, lecture or laboratory

Descriptions (Round 2)

Presentation 1: Fire and Animals-Authentic inquiry project and citizen science engagement

Author: Ben Wu, Texas A&M University

Audience level: Introductory Ecology for non-majors, Introductory Ecology for majors

Abstract: This authentic inquiry project enables student engagement in the whole process of scientific inquiry to experience ecology practices as ecologists do and to enhance their skills in critical thinking, quantitative reasoning, and communication. It’s based on game cam data from research on influence of fire on animal distribution and behavior in savanna ecosystems and an associated Zooniverse citizen science project. Each student will engage in the Zooniverse project and learn about the animals and contexts and share an interesting observation with peers; develop a testable hypothesis based on observations from game cam photos and design methods to test the hypothesis; collect and analyze data; interpret results and write an inquiry report; conduct peer review; and revise own report based on peer feedback. Students give each other feedback in online groups throughout the project. Each student completes a survey and evaluates a sample report both before and after the inquiry project.

Extent this learning activity is developed: Highly developed, implemented multiple times in a classroom, lecture or laboratory

Presentation 2: Exploring differentially expressed genes via gene ontology

Author: Jennifer Blake-Mahmud, Hope College

Audience level: Advanced Ecology course, Other science course

Abstract: This computer-based lab uses real transcriptomic data to help students explore sex-based or tissue-based differences in gene expression. Pilot sequence data were sequenced from samples collected and extracted by undergraduates from native striped maple trees. Initial stages of go enrichment have been performed, with students able to conduct the final steps investigating a comparison of their choosing. Multiple comparisons are possible, including differences within a sex between tissue types (e.g. male and female leaves) or within a tissue type between sexes (e.g. male to female flowers).

In the introduction to the lab, I briefly discuss how sequencing works and the rationale for using RNA vs DNA to answer certain types of questions. I also walk through an an analogy for gene ontology in preparation for their own goterm exploration.

The lab has been piloted once in an upper level undergraduate course on the ecology and evolution of sex and reproduction. It is designed to take 1.5-2 hours, including the introductory lecture. The lab requires computers for student use (two students per computer is adequate) and an internet connection. The lab has been taught once, in spring 2024. Those students were not familiar with transcriptomics prior to the lab and may or may not have had genetics yet.

Extent this learning activity is developed: Newly developed, implemented once or twice in a classroom, lecture or laboratory

Presentation 3: Land Suitability Mapping for Selected Energy Crops in Florida Using GIS

Author: Christianah Adegboyega, Florida A&M University

Audience level: Introductory Ecology for non-majors, Introductory Ecology for majors, Introductory Environmental Science for majors, Introductory Environmental Science for non-majors, or mixed

Abstract: To address the global challenge of reducing greenhouse gas emissions contributing to climate change, it is essential to explore innovative, renewable, and sustainable energy solutions. Bioenergy, derived from biological sources, plays a vital role in providing renewable options for heat, electricity, and vehicle fuel. Biofuels from food crops like sugarcane and cassava demonstrate the potential of agricultural products for energy generation, while jatropha is cultivated primarily for oil. The modules are developed and designed for undergraduate students, particularly those enrolled in any courses such as environmental science, GIS, natural resource management, agricultural science and remote sensing. Students will apply GIS and remote sensing techniques to analyze interactions among food, energy, and water resources, focusing on resilient crops. The activity incorporates the 4DEE framework – Core Ecological Concepts, Ecological Practices, Human-Environment Interactions, and Cross-Cutting Themes to enhance understanding of the FEW nexus. Through hands-on projects addressing real-world ecological challenges, students will develop critical skills in geospatial data analysis, data interpretation, and ethical considerations, preparing them for sustainable resource management. Likewise on part of the instructors, the activity is designed for those with intermediate to advanced GIS expertise, particularly in ArcGIS Pro and Google Earth Engine for spatial analysis and a basic understanding and application of the Food-Energy-Water (FEW) Nexus to guide students in making informed land-use decisions that support sustainable development goals.

Extent this learning activity is developed: In development, has not been implemented in a classroom, lecture or laboratory

Presentation 4: Trade-offs between leaf functional traits and implications for response to climate change

Author: Christopher Beck, Emory University

Audience level: Introductory Ecology for majors, Introductory Environmental Science for majors, Advanced Ecology course

Abstract: This field/lab activity challenges students to develop a sampling regime for leaves of woody plant species in their local area to test of trade-offs between leaf functional traits. Students then collect data analyze data on leaf traits such as stomatal density and specific leaf area. Finally, students are asked to interpret their results in the context of the ability of woody plant species to respond to climate change.

Extent this learning activity is developed: Newly developed, implemented once or twice in a classroom, lecture or laboratory

Presentation 5: Genetic Drift in Small Populations

Author: Tom Langen, Clarkson University

Audience level: Introductory Biology for majors, Introductory Biology for non-majors, Introductory Biology for mixed majors, Introductory Ecology for non-majors, Introductory Ecology for majors, Introductory Environmental Science for majors, Introductory Environmental Science for non-majors, or mixed

Abstract: Erosion of genetic variation can be extremely rapid in small populations. As a conservation strategy, endangered species of plants and animals are often propagated in zoos and botanical gardens. Because of space and budgetary limitations, these institutions typically can only maintain a small number of individuals of an endangered species. Thus, the risk of erosion of genetic diversity is great.

In this exercise, we will simulate changes in allele frequency at one gene locus that has two alleles, when a botanical garden population is established by collecting a small number of individuals from a large, genetically diverse population. We will examine (1) how the number of founders of the garden population affect genetic structure and (2) how propagating a garden population across several generations affects genetic structure.

Extent this learning activity is developed: Highly developed, implemented multiple times in a classroom, lecture or laboratory

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