For over three decades, ecologists have attempted to define “ecological literacy” and have offered alternative approaches toward identifying fundamental concepts deemed essential to undergraduate ecology education. Over the past three years, an ESA Task Force has debated alternative conceptual models, ultimately developing a four dimensional ecology education (4DEE) framework that has been posted to the ESA website at http://www.esa.org/4DEE. The dimensions include core concepts arranged in the traditional ecological hierarchy, cross-cutting themes, the human dimension, and skills / practices. The 4DEE approach recommends structuring ecology courses to emphasize student learning in each of these four dimensions and their integration. But is that possible? In this organized oral session, we use multiple cases to demonstrate 4DEE in action. It is the first such session at an ESA meeting to feature the implementation of the 4DEE framework. Our suggested list of speakers will present examples ranging from small group to large classroom learning experiences. These experiences vary in that some are embedded in the field while others in the classroom or online. What is common, however, to these examples is the integration of human dimensions and fundamental ecological concepts embedded into larger cross cutting themes such as evolution, biodiversity, scale, etc. Furthermore, all of these cases feature students engaging in practical skill development that helps develop not only the toolbox of future ecologists but also the basic systemic understanding necessary for decision-making on the part of ecologically-minded citizens. Assessment is critically important to teaching within the 4DEE framework. We, therefore, include a set of talks that focus on student performance within cases. These performance evaluations foster an evidence-based approach to support both student successes and areas for further development. Through the use of goal-oriented assessment items, model-based teaching and learning, and responsive examination, student responses are measured during performance, which gives a more reliable picture of skill attainment. This series of talks will set the stage for ongoing design and sharing of relevant teaching tools to shape the future of undergraduate ecological education.