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Assessing opportunities and inequities in undergraduate ecological forecasting education
Ecology and Evolution ( IF 2.3 ) Pub Date : 2023-05-02 , DOI: 10.1002/ece3.10001 Alyssa M Willson 1 , Hayden Gallo 2 , Jody A Peters 1 , Antoinette Abeyta 3 , Nievita Bueno Watts 4 , Cayelan C Carey 5 , Tadhg N Moore 6 , Georgia Smies 7 , R Quinn Thomas 8 , Whitney M Woelmer 5 , Jason S McLachlan 1
Ecology and Evolution ( IF 2.3 ) Pub Date : 2023-05-02 , DOI: 10.1002/ece3.10001 Alyssa M Willson 1 , Hayden Gallo 2 , Jody A Peters 1 , Antoinette Abeyta 3 , Nievita Bueno Watts 4 , Cayelan C Carey 5 , Tadhg N Moore 6 , Georgia Smies 7 , R Quinn Thomas 8 , Whitney M Woelmer 5 , Jason S McLachlan 1
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Conducting ecological research in a way that addresses complex, real-world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub-discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.
中文翻译：
评估本科生生态预报教育中的机会和不平等
以解决复杂的现实世界问题的方式进行生态研究需要多样化、跨学科和经过定量训练的生态学和环境科学劳动力。首先要在本科阶段公平地培训学生生态学、跨学科科学和定量技能。了解当前生态学和环境科学本科课程的情况，可以采取有针对性的干预措施来改善公平的教育机会。生态预测是生态学的一个分支学科，起源于跨学科和定量科学。我们使用生态预测来展示如何评估和最终重组生态学和环境科学本科课程以满足 21世纪的需求世纪劳动力。为了描述生态预报教育的现状，我们在三个课程层面编制了现有的生态预报教学资源：在线资源；美国大学生态预报课程；以及与生态预测相关主题的美国大学课程。我们发现了在每个课程级别向美国本科生教授哪些主题的持久模式（1）；(2) 在资源的可及性方面，就美国高等教育机构的课程可用性而言。我们制定并实施了计划，以提高生态预报本科教育的可及性和综合性，包括专门与美洲原住民本科生互动的举措以及用于在本科阶段学习定量概念的在线资源。这些步骤提高了生态预测的能力，使来自不同背景的本科生更具包容性，并让更多学生接受定量培训。
更新日期：2023-05-04
中文翻译：
评估本科生生态预报教育中的机会和不平等
以解决复杂的现实世界问题的方式进行生态研究需要多样化、跨学科和经过定量训练的生态学和环境科学劳动力。首先要在本科阶段公平地培训学生生态学、跨学科科学和定量技能。了解当前生态学和环境科学本科课程的情况，可以采取有针对性的干预措施来改善公平的教育机会。生态预测是生态学的一个分支学科，起源于跨学科和定量科学。我们使用生态预测来展示如何评估和最终重组生态学和环境科学本科课程以满足 21世纪的需求世纪劳动力。为了描述生态预报教育的现状，我们在三个课程层面编制了现有的生态预报教学资源：在线资源；美国大学生态预报课程；以及与生态预测相关主题的美国大学课程。我们发现了在每个课程级别向美国本科生教授哪些主题的持久模式（1）；(2) 在资源的可及性方面，就美国高等教育机构的课程可用性而言。我们制定并实施了计划，以提高生态预报本科教育的可及性和综合性，包括专门与美洲原住民本科生互动的举措以及用于在本科阶段学习定量概念的在线资源。这些步骤提高了生态预测的能力，使来自不同背景的本科生更具包容性，并让更多学生接受定量培训。
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