{"id":1007,"date":"2012-10-31T22:22:45","date_gmt":"2012-10-31T22:22:45","guid":{"rendered":"https:\/\/esa.org\/fed\/?page_id=1007"},"modified":"2012-10-31T22:22:45","modified_gmt":"2012-10-31T22:22:45","slug":"additional-resources","status":"publish","type":"page","link":"https:\/\/esa.org\/scalingup\/resources\/additional-resources\/","title":{"rendered":"Additional Resources"},"content":{"rendered":"
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Teaching Resources<\/h1>\n

There are many useful online resources available to help one address the issues of ecology education. A few of those resources are highlighted below:<\/p>\n

Eco Ed Digital Library<\/a><\/h3>\n

Guide to Long-Term and Continental Data Sources in Environmental Sciences for Undergraduate Education EcoTrends<\/a><\/h3>\n

Biological Inventories of World Protected Areas<\/a><\/h3>\n

\u201cTeaching with Large Data Sets\u201d<\/a><\/h3>\n

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Eco Ed Digital Library<\/h2>\n

Other Resources: https:\/\/esa.org\/education_diversity\/fed\/teaching.resources<\/a><\/p>\n

Submit\u00a0a Teaching Resource<\/h3>\n

We also welcome submissions of teaching resources at ESA\u2019s EcoEd Digital Library<\/a>. We especially welcome images(photos and\u00a0figures), labs, classroom activities and field activities related to continental-scale education.<\/p>\n

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Guide to Long-Term and Continental Data Sources in Environmental Sciences for Undergraduate Education EcoTrends<\/h2>\n

\thttps:\/\/www.ecotrends.info\/EcoTrends\/index.jsp<\/a><\/p>\n

\tOriginal data source(s):<\/strong><\/p>\n

\tLTER network and additional long-term ecological research facilities.<\/p>\n

\tPrincipal topics of data:<\/strong><\/p>\n

\tBiogeochemistry (e.g. water chemistry, litterfall, decomposition); biotic (e.g. cover, productivity); climate; human activities (e.g. farming, land use.)<\/p>\n

\tGeographic coverage:<\/strong><\/p>\n

\tCurrently 50 sites, mostly contiguous U.S. states, but also Alaska, Puerto Rico, Antarctica and Moorea coral reef.<\/p>\n

\tTemporal scope:<\/strong><\/p>\n

\tLong-term data sets of various lengths, some data back to 19th century.<\/p>\n

\tData and output formats:<\/strong><\/p>\n

\tData are available as time series. Most data are available as monthly or yearly averages. Data can be presented as html tables, downloaded as .csv or depicted as line or scatter graphs with time as the X-axis.<\/p>\n

\tReview:<\/strong><\/p>\n

\tEcoTrends is primarily organized for examining trends over time for a single site (or a few sites). The EcoTrends interface and search features are straightforward and intuitive and users can quickly begin generating graphs and downloading data with little or no instruction. The graphs generated are limited to ones with time as the X-axis variable. Up to four items can be plotted on a single graph (e.g. a single variable at four sites, four variables for one site, etc.). To compare data across a broad range of sites, the data must be downloaded one site at a time and processed with external data analysis and visualization software. Similarly, to compare variables with one another, the data must be downloaded and then processed with external software. The ease with which data can be located, downloaded and graphed makes this a very useable database to use for classroom activities exploring the temporal dynamics of environmental processes.<\/p>\n

\tTips to facilitate data access:<\/strong><\/p>\n

\tBrowsing or a search will lead to a list of available data sets. For each set there are icons for downloading the data (as .csv), viewing the data as a plot, saving the data to a personal \u201cdata store\u201d or viewing meta-data (\u201cview dataset details\u201d). Non-intuitively, to view a data table in the browser one first opens the meta-data window, and this includes an option for viewing the data as html.<\/p>\n

\tSite manager \/ Contact person:<\/strong><\/p>\n

\tChristine Laney, EcoTrends Project Coordinator, ecotrend@nmsu.edu<\/a><\/p>\n

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\tBiological Inventories of World Protected Areas<\/h2>\n

\thttp:\/\/www.ice.ucdavis.edu\/bioinventory\/bioinventory.html<\/a><\/p>\n

\tOriginal data source(s):<\/strong><\/p>\n

\tSeveral databases associated with the U.N. Man and the Biosphere program are incorporated, including ACCESS, MABFlora\/MABFauna and BioMon.<\/p>\n

\tPrincipal topics of data:<\/strong><\/p>\n

\tSpecies occurrences for fish, mammals, amphibians, reptiles, birds and plants, for protected areas.<\/p>\n

\tGeographic coverage:<\/strong><\/p>\n

\t1415 sites in 133 countries.<\/p>\n

\tTemporal scope:<\/strong><\/p>\n

\tNo indication is given of the dates at which areas were surveyed.<\/p>\n

\tData and output formats:<\/strong><\/p>\n

\tData can be output as species lists for individual protected areas or as lists of areas of occurrence for individual species. Either type of list can be viewed onscreen or downloaded as .csv files. These files contain additional data columns not seen onscreen (e.g. reproductive status of population, abundance).<\/p>\n

\tReview:<\/strong><\/p>\n

\tThis site provides species occurrence data for a very large number of sites. The quality and comprehensiveness of this data undoubtedly vary. For example, one reserve of 6500 km2 has a plant list of only 40 species. Primary references are given for the species lists for each protected area, although many of these primary sources may be difficult to obtain. The lists on the website were apparently last updated in 2005. Despite these limitations, the large number of protected areas included makes this a useful resource for examining broad-scale patterns of distribution of flora and vertebrate fauna.<\/p>\n

\tTips to facilitate data access:<\/strong><\/p>\n

\tWhen browsing for species lists, one first obtains a list of protected areas by country. Clicking on an individual area brings up a box that includes the species counts for each taxa for that area. One has to then click on the name of the area in that box to open another box that contains links to the species lists.<\/p>\n

\tSite manager\/ Contact person:<\/strong><\/p>\n

\tRobert J. Meese rjmeese@ucdavis.edu<\/a><\/p>\n

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\t\u201cTeaching with Large Data Sets\u201d<\/h2>\n

\ttaken from Teaching Issues and Experiments in Ecology<\/em> (TIEE<\/em>)<\/p>\n

\t1. Using Data in the Classroom \u2013 A Site for Educators and Resource Developers<\/p>\n

\tEngaging students in using data to address scientific questions has long been an integral aspect of science education. Today\u2019s information technology provides many new mechanisms for collecting, manipulating, and aggregating data. In addition, large on-line data repositories provide the opportunity for totally new kinds of student experiences. This site provides information and discussion for educators and resource developers interested in effective teaching methods and pedagogical approaches for using data in the classroom.<\/p>\n

\t2. For Curriculum Resource Developers <\/p>\n

\tA special goal of this site is to provide information for those developing data access and manipulation tools that will help them create resources well-suited for educational use. Developers are invited to join the using-data discussion list as a venue for developing dialog with educators who will use their products. The \u2018For Developers\u2019 portion<\/a> of the site aggregates recommendations from the education community for product development.<\/p>\n

\t3. Data Discovery Toolkit and Foundry<\/p>\n

\tThe NASA project \u201cData Discovery Toolkit and Foundry\u201d a good model for use of large, real-time data sets for inquiry-based learning.<\/p>\n<\/div>\n<\/div>\n

Back to Top<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

[custommenu menu=TeachingResources] Teaching Resources There are many useful online resources available to help one address the issues of ecology education. A few of those resources are highlighted below: Eco Ed Digital Library Guide to Long-Term and Continental Data Sources in Environmental Sciences for Undergraduate Education EcoTrends Biological Inventories of World Protected Areas \u201cTeaching with Large Data Sets\u201d Eco Ed Digital…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":39,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1007","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/pages\/1007","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/comments?post=1007"}],"version-history":[{"count":0,"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/pages\/1007\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/pages\/39"}],"wp:attachment":[{"href":"https:\/\/esa.org\/scalingup\/wp-json\/wp\/v2\/media?parent=1007"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}