Tue, Aug 16, 2022: 10:00 AM-10:20 AM
520F
Background/Question/MethodsEcological research is often motivated by the need to protect biodiversity. Much of this research is focused along a continuum of understanding the mechanisms that maintain diversity and the potential impacts of external stressors on diversity. While this work continues to enhance our understanding of ecological theories, it has clear implications for the management of open spaces. Moreover, this type of research provides a unique opportunity to enhance science education by promoting learning that is anchored in local phenomena. Here, I highlight how ecological research can be interwoven to service multiple areas critical to enhancing our social-ecological adaptive capacity. I focus on a case-study of the federally protected Stephens’ Kangaroo Rat (SKR, Dipodomys stephensi) and a novel invasive plant that threatens the quality of its protected habitat. A convergent observation by multiple land managers of an increasingly dominate yellow button aster promoted a multifaceted research effort to understand the impacts of Oncosiphon piluliferum on grassland habitat. I summarize ecological research outlining impacts of the novel plant invader, how these findings informed land management and inspired K-12 lesson plans.
Results/ConclusionsWe found that despite being a key granivore in these grasslands SKR avoided seed from the invasive plant. We also found that the invasive plant eroded the benefit native forbs received from soil microbial communities. At the same time, we conducted additional research to identify the appropriate herbicides to control the invader, where we identified herbicides that worked at stopping initial germination (i.e. pre-emergents) vs reducing seed production (i.e. post emergents). These findings were regularly shared to stakeholders via regional management meetings. Land managers have used these different herbicide options to prioritize management efforts. This work was incorporated into K-12 science education outreach, where teachers were provided lesson plans amenable to remote instruction. The lesson prompted students to explore concepts of population dynamics, consumer-producer interactions, and invasiveness via simulation models. Students were then provided an opportunity to test a hypothesis by manipulating the model. This lesson exposed students to core ecological concepts that were anchored in a conservation need within their community. Building relationships with land managers and K-12 teachers contributed to the multi-faceted impact of this research. This collective effort highlights the potential increased reach of science when it is coproduced with a community of scientists and stakeholders.
Results/ConclusionsWe found that despite being a key granivore in these grasslands SKR avoided seed from the invasive plant. We also found that the invasive plant eroded the benefit native forbs received from soil microbial communities. At the same time, we conducted additional research to identify the appropriate herbicides to control the invader, where we identified herbicides that worked at stopping initial germination (i.e. pre-emergents) vs reducing seed production (i.e. post emergents). These findings were regularly shared to stakeholders via regional management meetings. Land managers have used these different herbicide options to prioritize management efforts. This work was incorporated into K-12 science education outreach, where teachers were provided lesson plans amenable to remote instruction. The lesson prompted students to explore concepts of population dynamics, consumer-producer interactions, and invasiveness via simulation models. Students were then provided an opportunity to test a hypothesis by manipulating the model. This lesson exposed students to core ecological concepts that were anchored in a conservation need within their community. Building relationships with land managers and K-12 teachers contributed to the multi-faceted impact of this research. This collective effort highlights the potential increased reach of science when it is coproduced with a community of scientists and stakeholders.