PARENT SESSION
Poster Session 16: Ecology Education
Tuesday, August 9, 5:00 PM - 6:30 PM, Exhibit Hall 220 A-E, Level 2, Palais des congrès de Montréal
If we take them, they will learn: Field-based exercises in a non-major's ecology course.
Simon, Deb*,1, Hunt, Jodee , Griffin, Carol1, Snyder, Eric1, 1 Grand Valley State University, Allendale, Michigan, USA
ABSTRACT- Ever since the release of the Sustainable Biosphere Initiative in 1991, ESA members have been encouraged to educate students and inform the public about the biosphere's declining state and ecology's critical role in reversing anthropogenic degradation of ecological systems in favor of developing and implementing sustainable practices. The recent release of the Visions Committee's call to action further amplifies our charge: ecologists bear significant responsibility for shepherding human society towards a sustainable future. Ecology educators are central to achieving this goal, especially those teaching pre-service K-12 teachers and undergraduates pursuing professions far afield from environmental concerns- i.e., our general education students. No one disputes the value of taking students to the ecosystems we address in introductory ecology and environmental sciences courses. Unfortunately, shrinking budgets, increasing enrollment, and limited resources constrain our ability to offer field-based courses for gen ed students. Grand Valley State University, located near Grand Rapids, is Michigan's fastest-growing State University. Enrollment has more than doubled since 1994, and GVSU currently serves more than 22,000 students, including many who are first in their family to attend college. As GVSU morphed to a medium-sized institution, Michigan experienced significant economic decline. Despite budgetary constraints, we continue offering an ecosystem-based course in water resources. Students explore systems ranging from a eutrophic pond to coastal dunes, streams, and a bog. They also visit wastewater treatment and water filtration facilities, completing an anthropocentric hydrologic cycle. Lab-based exercises are few, but provide experience modeling stormwater runoff and monitoring point-source pollution. Even students initially reticent about science courses are enthusiastic by the end, and they understand their role in anthropogenic disturbance of watersheds. This is the ideal means of engaging professionals as they shape their world view. Touch a few pre-service teachers, would-be entrepreneurs, future engineers and architects while they are developing professional goals and ethics, and watch your ecological influence cascade to society. While difficult, it can be done.
Key words: undergraduate education, general education, ecosystem-based laboratories, Sustainable Biosphere Initiative