Symposia : Organized Oral Sessions : Special Sessions : Evening Sessions : Workshops

Command Spanish: survival Spanish for the non-native speaker scientist in the field
Saturday, August 5; Sunday, August 6, 8 am -12 pm
Organizers: Sybil Jackson Carter, Jacoby Carter

This program is NOT designed for bilingual scientists. Rather it is intended for use by scientists and other support staff who need to know limited and focused amounts of Spanish to function more productively in the field. Unlike traditional Spanish classes that attempt to teach the whole language over an unspecified time period, Command Spanish® classes utilize techniques that teach specific occupational language components in a limited time period. Basic expressions, cultural components, emergency vocabulary, and specific scientific field vocabulary will be covered using phonetic encoding, non-grammar based materials, generic Spanish, and qualified Command Spanish® certified instructors. This workshop is for two half days from 8 am -12 pm. Note: Registrants are expected to participate in both days of this two-day workshop.

Modeling patterns and dynamics of species occurrence
Saturday, August 5,, 8 am -5 pm
Organizers: Darryl MacKenzie, James Nichols

The occurrence of a species across a set of landscape units is a fundamental concept in ecology (e.g., species distribution, habitat modeling, metapopulation studies, long-term monitoring programs). However, to make robust conclusions about patterns and dynamics of species occurrence two important sampling issues must be explicitly accounted for; 1) only a fraction of the landscape units may be surveyed; and 2) the species may not always be detected when present at a landscape unit.

In this 1-day workshop participants will be introduced to the following topics: cutting-edge statistical methods for modeling patterns and dynamics of species occurrence, using models to address interesting ecological hypotheses, key aspects to designing studies of species occurrence, and available computer software with worked examples and exercises. Attendees have the opportunity to a copy of the instructor's recently published book Occupancy Estimation and Modeling: Inferring Patterns and Dynamics of Species Occurrence at the special discounted price of US$55 (RRP US$64.95). Contact Darryl (darryl@proteus.co.nz) to place your order which must be received by 24 July. For more information visit www.proteus.co.nz

Addressing environmental problems to stimulate undergraduate learning
Saturday, August 5; Sunday, August 6, 8 am -5 pm
Organizers: Michele Hluchy, James Haynes

Over the past two decades, we have developed a multidisciplinary approach to science education that uses environmental impact analysis as a theme to tie together the complex array of sampling/classification skills, research/analytical techniques, scientific theories, and communication skills that students need to address environmental problems. Although there are many types of environmental analyses (assessments, audits, technical reports, etc.), just as there are different strategies to facilitate science education, we have found that focusing on environmental impact statements (EISs) offers a broad based, pedagogically sound and accessible way to introduce undergraduate students and faculty to applied environmental problem solving at the same time we are teaching how science in any discipline is done. Creative faculty across the nation, in disciplines ranging from earth sciences and biology to chemistry, engineering, geography and sociology, have adapted and implemented our approach in their courses and programs and the National Science Foundation has awarded us with a CCLI-National Dissemination grant to present workshops on this approach regionally and nationally. Over the course of the two-day workshop we will: discuss the approach, providing fully-documented summaries with easily adaptable sample exercises of the teaching methods and curricula; work with participants to develop ways to integrate this approach into their own courses/curricula; and provide strategies and methods to write competitive proposals to external agencies for funding to help them implement some of the exercises on their campuses. An example exercise will also be done by the participants. Upon completion of this workshop you will be reimbursed $50 for the registration.

Ecoinformatics—using informatics tools to enhance the productivity of ecology researchers
Saturday, August 5, 8 am -12 pm
Organizers: Anne Fiala, Nalini Nadkarni, Judy Cushing, J. Lee Zeman

The Canopy Database Project (http://canopy.evergreen.edu) brings together forest canopy researchers and computer scientists to address issues of data acquisition, management, analysis, and exchange for canopy studies at all stages of the research process. We have developed ecoinformatics tools for ecologists, documented and published datasets that use these tools, and characterized forest canopy structures. With support from the National Science Foundation we have developed three prototype tools: 1) a database designer (“DataBank”) which helps ecologists design, archive, and mine field databases without specialized database knowledge; 2) a visualization tool (“CanopyView”) which creates forest structure data visualizations from DataBank datasets; and 3) a reference website for canopy research (the Big Canopy Database (BCD, canopy.evergreen.edu/bcd). With these tools, forest ecologists can reap the benefits of databases and visualization without learning a computer programming language. Ecologists working outside canopy studies, such as grassland researchers, have also found these tools useful. We will introduce these tools in a hands-on workshop for ecologists. We will first compare merits of spreadsheets and databases. Then we will demonstrate DataBank by creating a customized Microsoft Access database package that includes data-entry forms and html and ecological metadata language ( EML ) documentation. Finally, we will visualize sample forest structure datasets using CanopyView. This workshop will enhance each participant's ability to carry out his/her research, including synthetic research, which requires combining of data from multiple sources. Participants are encouraged to bring Windows O/S laptops to the workshop. Attendees will receive a CD containing the tools, presentation slides, relevant papers, and visualization samples.

Using and contributing to EcoEd.net--the ESA 's digital library for ecology education
Sunday, August 6, 8 am -12 pm
Organizers: Jason Taylor, Ken Klemow

The Internet has revolutionized ecology teaching by giving instructors access to a wealth of resources like images, text-based information, and data. Those resources are typically made available by faculty who post files to their own websites, and must be found through search engines or hit-or-miss strategies. To improve the exchange of digital resources useful for teaching ecology, the Ecological Society of America ( ESA ) has created Ecoed.net, which is part of the National Science Foundation's National Science Digital Library. The goal of Ecoed.net is to provide educators an effective, easy to use website to contribute and locate peer reviewed, scientifically and pedagogically sound ecology education content, including images, lab exercises, data, essays, and other materials. Ecoed.net is a partner in the Bioscience Education Network ( BEN ), a collaboration of more than ten professional societies and coalitions of biology education partners. BEN is funded by the National Science Foundation and coordinated by the American Association for the Advancement of Science (AAAS). Thanks to renewed funding awarded in fall 2005, Ecoed.net promises to become THE website for all educators interested in obtaining or sharing digital resources covering a diverse array of ecological topics. To help ecologists effectively build and use Ecoed.net, the ESA 's Education Office is organizing a workshop that will have three purposes. First, workshop participants will become familiar with the history, organizational structure, and holdings of the website. The workshop organizers will show participants how to access EcoEd.net, and will demonstrate strategies for locating and obtaining content material of interest. Second, workshop participants will provide feedback concerning their perception of the site's effectiveness as a clearinghouse for digital ecology resources. Participants will work individually and in small groups to explore the site's holdings and comment on strengths and weaknesses in content and tools for identifying curricular resources contained by the site. Third, participants will learn how to contribute content to the site; thereby establishing a network of content providers that will ensure Ecoed.net achieves its goal of providing the best possible digital resources for teaching all areas of ecology.

Using the urban social-ecological system as a platform for integration of local and scientific knowledge
Sunday, August 6, 8 am -12 pm
Organizers: Hoski Schaafsma, Sara Borgström

One of the current issues of concern for ecosystem management is how to maintain biodiversity and create sustainable social-ecological systems. This issue has come into sharp focus as populations aggregate into expanding urban centers, making the interactions between the physical urban areas and their expansive ecological footprints even more obvious. The urban environment is a diverse center of different ways of knowing. One of these ways of knowing is local ecological knowledge, an upstart in the field, which has recently begun to gain acceptance by scientists and policy makers as an important additional source of knowledge about ecosystems on a local level. Local ecological knowledge is based on long-term close interactions between human communities and ecosystems. For this workshop we propose an integrated use of local ecological knowledge and scientific ecological knowledge systems to address the topic of Urban Ecological Knowledge. We want to challenge the participants to use this platform for investigating integration of different knowledge systems in order to identify methods for creating and maintaining sustainability. We will begin the session with a panel of speakers who will address issues of local ecological knowledge and urban ecology. Following that, we will break into working groups to develop methods of incorporating different knowledge bases into ways to understand sustainable social-ecological systems.

Projecting rates of invasive spread from demographic and dispersal data
Sunday, August 6, 8 am -12 pm
Organizers: Hal Caswell, Michael Neubert

The spread of an invasive species is determined by its demography and its patterns of dispersal. Demography describes how individual organisms “move” by development, through their life cycle. Studies of dispersal focus on how individuals “move”, via passive or active transport, through space. Recent developments have shown how to combine demography and dispersal into a single model incorporating both kinds of “movement.” In these models—integrodifference matrix population models—both development and dispersal can be stage-dependent. The models project the speed with which a population will invade an unoccupied space. This workshop will present an introduction to these models. Topics to be covered include: computation of the invasion speed from demographic and dispersal data; sensitivity and elasticity analysis of the invasion speed; LTRE analysis of the response of invasion speed to variation in dispersal and demography; and effects of seasonality, environmental stochasticity, two-sex interactions, and animal-mediated dispersal.

Ecology? Help establish guidelines for what every citizen should know
Sunday, August 6, 1-5 pm
Organizers: Rebecca Jordan, John Vaughn, Alan Berkowitz, Frederick Singer

The general public requires an understanding of general ecological concepts so they can help make decisions about the conservation and management of our resources. Given the development facing communities, it is essential that we promote ecological understanding in learning at all levels, from the primary classroom to adult opt-in experiences. Ecological principles should be infused into scientific and environmental literacy standards (e.g., K-12 standards, adult literacy guidelines, professional development benchmarks). To accomplish this, we need to answer: “What should every citizen know about ecology?” We are seeking to aid formal and informal educators in determining which concepts comprise essential understanding. Much of the educational information and resources provided by ESA are intended for undergraduate coursework and specialized study. Now, it is necessary for ecologists to consider the most important themes that all citizens need to understand. Following the model of Trombulak et al. (2004, Conservation Biology) which established conservation literacy benchmarks, we have planned a workshop for this endeavor. Themes to be considered were compiled by the working group (listed elsewhere) from ecology and environmental education texts. Workshop participants will divide into teams and amend themes as seen fit. Points of understanding that will help address each theme will then be listed. Output will be collected and compiled. The working group will mediate points of contention and a document will be distributed for participant review. A consensus document will be presented to the education committee during the following annual ESA meeting and is intended to appear as a publication in an ESA journal.

Practitioner research with TIEE
Sunday, August 6, 1-5 pm
Organizers: Charlene D'Avanzo, Bruce Grant, Deborah Morris

This workshop is designed to facilitate the use of TIEE (Teaching Issues and Experiments in Ecology) to help faculty improve their teaching and their students' learning. We will guide participants through the process of studying the effects of using a specific TIEE activity (e.g., an Issue or Experiment) on student learning based on underlying theories and research methods from educational and cognitive research. Ecologists may be surprised that faculty can study their own teaching scientifically and use their research findings to improve learning in their classes (from small seminars to large lecture classes). We refer to this as “practitioner research.” Participant outcomes include: 1) improved skills at asking researchable questions about teaching and learning; 2) broader base of assessment/research approaches and methods; and 3) enhanced ability to interpret one's research findings to modify one's teaching, i.e., to find out what works and why. Faculty who have already done “practitioner” research with TIEE will also describe their research and what they have learned about teaching and learning as a result.

Lessons from minority students: what educators need to know
Sunday, August 6 1-5 pm
Organizers: Katherine Hoffman, Melissa Armstrong

This workshop will provide information and techniques for educators to better engage minority students in the classroom, lab, field, and research programs. With input from students and education professionals, learn how to create a teaching environment that attracts and embraces diversity. Many people want to know how to enrich their ecology institutions and programs with greater cultural diversity; this workshop will provide concrete ideas on how this can be accomplished. Also learn more about positive mentoring to culturally diverse students and the many meaningful ways you can communicate with students to be a good mentor.

How to do collaborative ecological teaching and research using web pages and online resources: a watershed approach
Sunday, August 6, 1-5 pm
Organizers: Carolyn Thomas, Bob Pohlad

The workshop will be led by ecology professors from six different colleges in the Southern Appalachians (participants in a collaborative small watershed research and teaching project called Collaboration through Appalachian Watershed Studies (CAWS)). The link to “Icons and Upstarts in Ecology” theme is through the upstart idea of collaborative research projects, like the acid deposition study (2005 CAWS project) being conducted at 5 different small college campuses, instead of the iconic model of research universities. We will show that education of students and the public about how watershed processes work is just as important as the iconic model of pure research by research scientists in our work to preserve our Earth. These CAWS scientists have been using the lab exercises from the online Small Watersheds Lab Exercise eManual in a variety of classes, sharing online their data collected on their watershed by classes, and having their students use the other colleges' watershed data to better understand the dynamic processes of a variety of small watersheds in the Southern Appalachians. These professors will share their experience and expertise in using these online lab exercises with the workshop participants. The workshop is a ½ day workshop with the following outline of activities: a) History and Evolution of the CAWS Collaboration by Dr. Carolyn L. Thomas and Evolution of the Web Page by Dr. Bob R. Pohlad, Ferrum College ; b) Overview of the Watershed Methods Manual by Dr. Jeffery Simmons, West Virginia Wesleyan; c) Workshop participants will perform 1 or 2 lab exercises from the eManual which include cross campus students and scientists led by Dr. Karen Kuers, University of the South and Dr. Richard Moyer, King College; and d) How to establish your own watershed site by Dr. Susan Monteleone, Lindsey Wilson College and Dr. Mark Lassiter and Professor Mike Sonnenberg, Montreat College

A conceptual model for integration of social, ecological, and economic rangeland research
Sunday, August 6, 1-5 pm
Organizers: Kristie Maczko, R. Dennis Child, Dan McCollum

Workshop participants will have the opportunity to critique and improve a conceptual model of interactions among social, ecological, and economic aspects of rangeland research and resource management in the context of an indicator-based assessment system. Ecological systems and processes, including reproduction, growth, death, decomposition, succession, migration, adaptation, water cycles, nutrient cycles, and carbon cycles, stage the biological interactions underlying forest and rangeland ecosystem viability. Social and economic infrastructures and processes, including demand, investment, depreciation, management, social regulation, production, consumption, social interaction, and institutional processes, characterize rangeland use and management, as well as the context in which rangelands improve or decline. These systems and processes intertwine and feedback, altering natural and human capital and conditions over time. The Sustainable Rangelands Roundtable ( SRR ) has developed an integrated conceptual framework to capture complex relationships among ecological and natural resource processes and intricate interactions with social and economic processes, capacities, and capitals. The SRR conceptual framework flows through three tiers of increasing specificity to show relationships among bio-physical and socio-economic indicators. Tier 1 represents Earth's ecosystems generally as two interacting environmental and human sub-systems. Tier 2 shows more detail about key conditions in each sub-system and elaborates processes that may change those conditions. In Tier 2, process lists remain general to provide a basis for integrating multiple resource systems such as forests, rangelands, and/or water resources. Tier 3 identifies conditions and processes relevant to a rangeland resource system in specific and illustrates the important interactions among rangeland ecosystem components. Please join us for presentation and discussion of SRR 's conceptual model.

A brief introduction to hierarchical Bayesian modeling in ecology
Sunday, August 6, 8 am -5 pm
Organizers: Kiona Ogle, Inés Ibáñez, Brian Beckage, Janneke Hille, Ris Lambers

Ecologists and environmental scientists are often faced with analyzing relatively complicated data. For example, ecological data sets are often spatially, temporally, or hierarchically structured; they may be missing relevant information; and they likely arise from nonlinear (and non-Gaussian) processes. Additionally, many contemporary problems in ecology require the synthesis of multiple sources and types of data. To accommodate the complexity of ecological data, hierarchical Bayesian statistical methods are emerging as a powerful tool for analyzing such data. The purpose of this day-long workshop is to provide an overview of hierarchical Bayesian modeling at a relatively introductory level. This includes presentation and discussion of basic concepts, including important elements of Bayesian statistics and the general hierarchical modeling framework. We will also provide a brief overview of WinBUGS (a free software package for Bayesian analyses) and we will illustrate how it c an be used to implement a hierarchical Bayesian model. To complement the technical details, we will present case studies that employ hierarchical Bayesian analysis, where we focus on the modeling procedure in addition to the ecological problem. By the end of the workshop, participants will be able to understand the fundamentals of hierarchical Bayesian modeling. We will provide reference materials so that participants can explore the topic in greater depth. These materials should serve as a jumping-off point for those interested in employing the methods in their own research or for those who simply want to familiarize themselves with the topic. Participants are requested to bring their own laptops; no computers will be provided!

Multiple linear regression using R
Sunday, August 6, 9 am -5 pm
Organizers: Rohan Sadler, Candan Soykan

Ecologists explore relationships between multiple processes in ecological systems as a natural consequence of ecological systems being highly complex. Consequently, data are often multivariate with important correlations “hidden” by complex interactions between processes. Multiple linear regression is a fundamental statistical analysis by which significant interactions can be identified and separated from “noise”. The workshop will serve as a practical introduction to the R statistical language by having participants step through the process of multiple linear regression. No knowledge of R is assumed. Hence, participants begin with the basics of R syntax and progress with a series of “mini-labs”. Topics include: data management; exploratory analysis of multivariate data; defining and using qualitative factor variables; applying and interpreting the model; variable selection; and regression diagnostics. Coverage of the topics will necessarily be brief, but participants will have successfully applied multiple linear regression tools to “real” ecological data by the end of the workshop. Participants are requested to bring their own laptops with R pre-loaded as no computers will be provided.

Innovative teaching and active learning in the biological sciences
Sunday, August 6, 8:30 am -4:30 pm
Organizers: Diane Ebert-May, Janet Batzli, Douglas Luckie

We invite postdoctoral fellows, graduate students, and early career faculty to participate in a workshop modeling ‘scientific teaching', learning, and assessment in undergraduate science courses. We especially want to meet the needs of these future faculty and faculty early in their teaching careers. The workshop is based on current research about undergraduate science curriculum reform, how students learn, and how assessment improves student learning. We will focus on teaching in both large and small courses and address the hows and whys to: (1) actively engage students in learning in classroom and laboratory environments, (2) use cooperative learning, (3) develop multiple kinds of assessments based on goals that provide substantive data about student learning, (4) analyze and use assessment data to improve instruction, (5) use technology-based tools to improve learning, and (6) use an assessment database. We also will address the realities of time (again and again), student course evaluations, faculty evaluations, and establishment of networks for intellectual and practical support in teaching. By the end of the workshop, participants should be ready to design their first course and implement these ideas on the first day of class this fall! The fee includes continental breakfast, lunch, and snacks. For more information please contact: Diane Ebert-May, Michigan State University , 517-432-7171, ebertmay@msu.edu

Highlights of SEEDS campus ecology chapters
Monday, August 7, 11 :30 am-1:15 pm
Organizers: Katherine Hoffman, Melissa Armstrong, Jeramie Strickland

Campus Ecology Chapters are one key component of the ESA 's SEEDS program, which strives to diversify and advance the profession of ecology by promoting opportunities that stimulate and nurture the interest of underrepresented students. Numbering almost thirty, SEEDS Campus Ecology Chapters serve as local affiliates of the program, furthering the mission of SEEDS through ecology education, outreach, recruitment, and career development on campuses throughout the country. At this workshop, Chapters represented at the Annual Meeting will share their accomplishments from the past academic year. Chapter projects have included constructing a greenhouse, building a nature trail, planting native species on campus, and organizing a conference on Native American pathways in ecology. All are welcome to attend and this session will be especially useful for those who are interested in starting a Chapter. Lunch is provided.

Opportunities for funding in environmental biology and related areas at NSF
Monday, August 7, 11 :30 am-1:15 pm
Organizers: Henry Gholz, Martyn Caldwell, Saran Twombly, Emily Leichtman

National Science Foundation (NSF) program directors from the Division of Environmental Biology (DEB) and related programs will discuss sources of funding for environmental research, including the core research-funding programs within DEB and other research and educational programs in the Directorate for Biological Sciences as well as in other NSF directorates. The current status of each program and target dates for proposal submission will be shown. Key aspects of the peer review process and suggestions for writing successful research proposals will also be discussed. More importantly, program directors will provide honest answers to questions regarding NSF funding for ecological research. Our goal is to provide insight into the opportunities and process for obtaining NSF support for environmental research and education projects. Lunch is provided.

How you can REALLY achieve conservation goals: merging academic research with management and restoration
Tuesday, August 8, 11 :30 am-1:15 pm
Organizers: Alice Levine

For many researchers in academia the standard of “publish or perish” not only drives their productivity, but also defines the kinds of research questions asked and the manner in which they are investigated. Studies on conservation and restoration ecology must therefore be limited in their duration and conducted on smaller scales than what actual management decisions are applied towards. Under these conditions, is it possible for academic researchers to tackle and accomplish management-level objectives? Or is restoration itself better facilitated by working with state, federal or non-governmental organizations? How would you go about starting and running a non-governmental organization of your own instead? If these topics interest you, then don't miss this workshop! Dynamic speakers experienced in habitat protection and restoration through working with academic researchers, state, government and NGO groups, and creating and managing non-profit organizations will be in attendance to share their thoughts and experiences on these issues. Lunch is provided.

SEEDS program: how ESA members can get involved
Tuesday, August 8, 11 :30 am-1:15 pm
Organizers: Katherine Hoffman, Melissa Armstrong

ESA 's successful SEEDS (Strategies for Ecology Education, Development and Sustainability) program strives to diversify and advance the profession of ecology by promoting opportunities that stimulate and nurture the interest of underrepresented students. Celebrating its tenth year, SEEDS continues to attract highly talented students to the field of ecology through campus ecology chapters, field trips, travel awards to the ESA Annual Meeting, and undergraduate research fellowships. This workshop will provide ESA members with information on SEEDS and how they can become involved in the program. Opportunities for rewarding involvement include hosting a field trip, giving a presentation to a chapter school, and mentoring students. Lunch is provided.

Scientific teaching in environmental education: focus group discussions
Wednesday, August 9, 11:30 am -1:15 pm
Organizers: Bob Pohlad, Kathy Williams

During the 2005 ESA Meeting in Montreal a number of the education section members met to discuss "what, why, and how" we can help faculty succeed at scientific teaching in ecology. Eight focus groups were established including: 1) Standards—what do we want them to know/do; 2) Issues of diversity in class; 3) Public understanding; 4) Literature review based on cognition; 5) Distance learning; 6) Field work and IT; 7) Diagnostic assessment tools; and 8) Course design. Online discussion through the Education Section web site until the Annual Meeting will refine these groups. This session will include breakout groups to propose the next steps for action. Lunch is provided.

How to integrate educational outreach in your research studies
Wednesday, August 9, 11 :30 am-1:15 pm
Organizers: Alice Levine, Jennifer Skene

Have you ever thought about incorporating educational outreach in your research? GK-12 or related science outreach programs are becoming more commonplace in universities, providing opportunities for graduate students and professors to interact with young students. For individual researchers though, it's difficult to integrate these experiences into their own studies if they don't have the resources, know-how, or support from a larger outreach program. However, it's vital for individual scientists to learn to better communicate and continue working with the non-science community, instead of just with other scientists. Making this transition is the next great leap to developing a society that values, supports, and rewards interactions between scientists and laymen. Don't miss this workshop! All of these issues and more will be discussed by a panel of professors, graduate students, and educational outreach program coordinators with varying levels of experience integrating students and laymen volunteers into their research. Lunch is provided.

The bruchid bean beetle, Callosobruchus maculatus , a model system for inquiry-based undergraduate laboratories
Wednesday, August 9, 11 :30 am-1:15 pm
Organizers: Lawrence Blumer, Christopher Beck

Bean beetles, Callosobruchus maculatus (Coleoptera: Bruchidae), are tropical and subtropical agricultural pest insects. This species is among the most tractable and robust laboratory animal systems but it is not widely used outside of research laboratories. C. maculatus is extremely easy to manipulate and maintain and has a very rapid life cycle. Extensive past and present research on C. maculatus (more than 150 journal articles in the past 10 years) provides opportunities for connections between undergraduate laboratory studies and research in ecology, evolutionary biology, and animal behavior. The purpose of this workshop is to develop faculty expertise in the use of C. maculatus in undergraduate laboratory courses. Bean beetle culture information will be presented in this workshop including: natural history, life cycle, culture techniques, generation time at different temperatures, sex identification, handling techniques, mating beetles, and isolating virgins. Participants will get hands-on experience working with live bean beetles. An oviposition-substrate choice experimental protocol will be introduced that can be readily implemented as an inquiry-based study in introductory or advanced undergraduate laboratory courses. In this experiment, we will test the hypothesis that female bean beetles discriminate between seeds of the species from which they emerged (natal seeds) and seeds of another species that are readily accepted as an oviposition substrate. Participants will each receive a live bean beetle culture to take, a hardcopy of our bean beetle handbook, information about laboratory protocols being developed, and web resources available at our website: www.beanbeetles.org. Lunch is provided.

Ecology in an undergraduate curriculum
Wednesday , August 9 , 11 :30 am-1:15 pm
Organizers: Jason Taylor, Saran Twombly, Carol Brewer, Jen Marangelo

In 1996, the Ecological Society of America ( ESA ) sponsored a survey of Ecology in the Undergraduate Curriculum that was sent to members at 318 institutions. Results from this survey (Brewer 1998) have motivated significant change in science education. ESA has been at the forefront of these changes through its sponsorship of innovative teaching approaches, programs to increase diversity, and its recognition of the contributions of ecological educators with the prestigious Odum Education Award. In 2004 the Education and Human Resources committee of ESA conducted a new survey to assess what progress has been made over the last 5–10 years and to identify key challenges in educating undergraduates in the broad field of ecology. This lunchtime workshop will present the result of this survey and explore with participants how data from the survey help us develop a profile of how ecology is taught. Lunch is provided.

Building an interactive database for classroom assessment
Thursday, August 10, 11 :30 am-1:15 pm
Organizers: Everett Weber, Kathy Williams, Diane Ebert-May

The objective of this workshop is to cultivate a community of ecological educators to help design and implement a database of assessment items (e.g., probing questions and rubrics for assessing responses), including associated metadata (e.g., class size and level) and student responses. With the growing number of faculty developing and using multiple forms of assessment to quantify student learning gains, there is a clear need to share and build on what others have done. In this workshop, participants will learn to use and contribute to an interactive database for student assessment instruments and data. Participants will explore a sample database of existing assessment instruments and student performance results. Participants also will review ways to contribute to the database using a variety of file formats so their items and results can be used and cited. For example, faculty might search and download questions and student responses to evolution multiple choice items or extended response questions. An important part of this workshop will be to gather information from attendees about how they might use this tool to further develop effective education metadata standards. Lunch is provided.

How to get a post-doc
Thursday, August 10, 11 :30 am-1:15 pm
Organizers: Candan Soykan, Rohan Sadler

Many graduate students stress over finding a post-doc position after graduation. Numerous factors contribute to this stress including a need to focus on one's dissertation work in order to graduate, competition for positions, family/significant other considerations, a lack of knowledge of available opportunities, and limited understanding of how to apply for a position. This workshop aims to alleviate some of that stress by highlighting the range of available post-doc opportunities, providing basic guidance on how to apply for a post-doctoral position, and offering general information on expectations, timelines, and other considerations. The workshop will include a panel of individuals representing different career stages and employment opportunities. The panelists will open with a series of brief presentations to be followed by a question and answer period. Participants will come away with a better understanding of the post-doctoral application process, the range of post-doctoral positions available to ecologists, and realistic goals in terms of publications, research, teaching, and other experiences. Lunch is provided.

Bridging the worlds of science and journalism: working with the media
Thursday, August 10, 11 :30 am-1:15 pm
Organizers: Cynthia Barakatt, Jessica Brown, Diana Wall

Learn to be an effective communicator when talking to journalists about your science. Understanding how to translate your science for different audiences is a key to success—whether talking to journalists, submitting a paper to a scientific journal, preparing a grant proposal, presenting to a public official, collaborating with a natural resource management staff, or writing an op-ed for your local paper. This interactive workshop will help you hone your ability to get the results you seek by developing clear and concise messages tailored for specific audiences and offer practical advice for interacting specifically with the media. Workshop trainers include senior scientists experienced in interacting with journalists who will share their insights and provide individual feedback on how to strengthen your message. Topics covered will include: What Do Journalists Want, Do's and Don't's, and Managing Your Message. This workshop is presented by the Aldo Leopold Leadership Program (www.leopoldleadership.org) which provides communications and leadership training fellowships for mid-career scientists. This session is appropriate for graduate students, post-docs, and early career environmental scientists as well as scientists at mid-career. The workshop trainers are from the Aldo Leopold Leadership Program and SeaWeb/COMPASS. Lunch is provided.