Ecologists are increasingly using a macrosystems approach, which combines simulation models and large datasets, to understand ecological feedbacks across multiple, interconnected spatial and temporal scales. Integrating macrosystems approaches, simulation modeling, and other advanced computational skills into undergraduate ecology curricula is essential to build skills that will enable students to harness the ecological data revolution as they move forward in their careers. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry & Exploration) educational program, we developed a suite of four hands-on, data-driven modules to introduce macrosystems ecology concepts and simulation modeling to undergraduate students at a range of experience levels. Each module combines high-frequency environmental sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with whole-lake ecosystem simulation models to guide students through inquiry-based activities. To date, we have assessed these modules in 24 undergraduate ecology courses at 18 colleges and universities across a range of institution types, using student pre- and post-module questionnaires to test whether using guided modules to explore ecosystem simulation models can effectively teach students macrosystems concepts and approaches.
Results/Conclusions
Our Macrosystems EDDIE assessments indicate that using data-intensive, whole-ecosystem simulation models as part of inquiry-based modules can advance undergraduate students’ understanding of macrosystems ecology. Data from over 200 students’ paired pre- and post-module assessments indicate that completing a Macrosystems EDDIE module significantly increases students’ self-reported proficiency, confidence, and likely future use of both simulation models and high-frequency data. Using models to develop and test hypotheses also increased students’ perceptions of the value of both high-frequency data and multiple model simulations to predict potential effects of climate- and land-use change. In addition, students were more likely to correctly interpret complex model outputs after completing a Macrosystems EDDIE module. Importantly, students’ system thinking skills and ability to use macrosystems approaches to address ecological problems, as quantified from their responses to open-ended questions, significantly increased as a result of completing a module. Together, our results suggest that integrating simulation modeling and macrosystems approaches into undergraduate ecology courses will improve students’ abilities to interpret complex and non-linear dynamics in ecosystems, and better prepare them to answer complex, data-intensive ecological questions.