Ecological Society of America | |
The First Day of Class - The Most Important | p. 6 |
Faculty: Organizing the Flow of Class | p. 10 |
Rising atmospheric CO[subscript 2] and carbon sequestration in forests | p. 13 |
Climate change: Confronting student ideas | p. 21 |
The rising tide of ocean diseases: unsolved problems and research priorities | p. 23 |
Marine Pathology: revealing the ocean's etiology to earthbound students | p. 31 |
Students: Doing Science | p. 34 |
Generality in ecology: testing North American grassland rules in South African savannas | p. 37 |
Practicing scientific inquiry: what are the rules? | p. 47 |
Divided culture: integrating agriculture and conservation biology | p. 49 |
Ecological controversy: analysis to synthesis | p. 59 |
The effects of atrazine and temperature on turtle hatchling size and sex ratios | p. 61 |
Determining confidence: sex and statistics | p. 66 |
A call to ecologists: measuring, analyzing, and managing ecosystem services | p. 68 |
Lyme disease: a case about ecosystem services | p. 77 |
Students: Reading Science | p. 80 |
Human-induced long-term changes in the lakes of the Jianghan Plain, Central Yangtze | p. 83 |
Collaborative learning - a jigsaw | p. 90 |
Loss of foundation species: consequences for the structure and dynamics of forested ecosystems | p. 93 |
Problem solving: a foundation for modeling | p. 101 |
Faculty and Students: Assessing Multiple Ways | p. 104 |
Novel weapons: invasive success and the evolution of increased competitive ability | p. 107 |
Novel assessments: detecting success in student learning | p. 115 |
Effects of deposited wood on biocomplexity of river corridors | p. 117 |
Learning through peer assessment | p. 123 |
Can crop transgenes be kept on a leash | p. 125 |
Unleashing problem solvers: from assessment to designing research | p. 133 |
Students: Preparing Homework for Class | p. 136 |
Losing pieces of the puzzle: threats to marine, estuarine, and diadromous species | p. 139 |
Active Homework - preparation for active classes | p. 147 |
The ecological-societal underpinnings of Everglades restoration | p. 149 |
Unraveling complexity: building an understanding of Everglades restoration | p. 158 |
How many endangered species are there in the United States? | p. 160 |
Here today, not gone tomorrow? | p. 168 |
Faculty: Moving from Assessment to Research | p. 170 |
E-commerce and Caulerpa: unregulated dispersal of invasive species | p. 173 |
Bridging the pathway from instruction to research | p. 179 |
Will human-induced changes in seawater chemistry alter the distribution of deep-sea scleractinian corals? | p. 183 |
Coding to analyze students' critical thinking | p. 189 |
Environmental cleanup using plants: biotechnological advances and ecological considerations | p. 191 |
Designing research to investigate student learning | p. 199 |
Analyzing results: the tip of the iceberg | p. 201 |
Faculty: A Community of Researchers | p. 204 |
Reprint Citations | p. 207 |
References | p. 209 |
Index | p. 211 |
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