Cargando…

The Batrachian Barf Bowl: An authentic research experience using ecological data from frog diets

Authentic research experiences (AREs) are a powerful strategy for inspiring and retaining students in science, technology, engineering, and math (STEM) fields. However, recent demand for virtual learning has emphasized the need for remote AREs that also foster a sense of community and interpersonal...

Descripción completa

Detalles Bibliográficos
Autores principales:	Larson, Joanna G., Crowell, Hayley L., Walsh, Lisa L., Davis Rabosky, Alison R.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	John Wiley and Sons Inc. 2022
Materias:	Academic Practice in Ecology and Evolution
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9288929/ https://www.ncbi.nlm.nih.gov/pubmed/35866014 http://dx.doi.org/10.1002/ece3.9095

Ejemplares similares

Engaging online students by activating ecological knowledge
por: Hines, Stacy L., et al.
Publicado: (2020)

The role of replication studies in ecology
por: Fraser, Hannah, et al.
Publicado: (2020)

Last and corresponding authorship practices in ecology
por: Duffy, Meghan A.
Publicado: (2017)

When are hypotheses useful in ecology and evolution?
por: Betts, Matthew G., et al.
Publicado: (2021)

Online but not remote: Adapting field‐based ecology laboratories for online learning
por: Richter, Christoph F., et al.
Publicado: (2020)

EcoEvoApps: Interactive apps for theoretical models in ecology and evolutionary biology
por: McGuire, Rosa M., et al.
Publicado: (2022)

Breaking barriers? Ethnicity and socioeconomic background impact on early career progression in the fields of ecology and evolution
por: Wanelik, Klara M., et al.
Publicado: (2020)

Assessing opportunities and inequities in undergraduate ecological forecasting education
por: Willson, Alyssa M., et al.
Publicado: (2023)

A checklist for choosing between R packages in ecology and evolution
por: Lortie, Christopher J., et al.
Publicado: (2020)

Cultivating inclusive instructional and research environments in ecology and evolutionary science
por: Emery, Nathan C., et al.
Publicado: (2020)

DIY ecology class: Transitioning field activities to an online format
por: Creech, Catherine, et al.
Publicado: (2020)

Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution
por: Brandt, Samantha, et al.
Publicado: (2020)

Demography, education, and research trends in the interdisciplinary field of disease ecology
por: Brandell, Ellen E., et al.
Publicado: (2021)

Design of tables for the presentation and communication of data in ecological and evolutionary biology
por: Remshard, Miriam, et al.
Publicado: (2023)

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond
por: Harris, Breanna N., et al.
Publicado: (2020)

Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward
por: Bacon, Karen L., et al.
Publicado: (2021)

Power, pitfalls, and potential for integrating computational literacy into undergraduate ecology courses
por: Farrell, Kaitlin J., et al.
Publicado: (2018)

Field courses narrow demographic achievement gaps in ecology and evolutionary biology
por: Beltran, Roxanne S., et al.
Publicado: (2020)

Perspectives on facilitating dynamic ecology courses online using active learning
por: Gahl, Megan K., et al.
Publicado: (2020)

Teaching quantitative ecology online: An evidence‐based prescription of best practices
por: Acevedo, Miguel A.
Publicado: (2020)

Preprinting is positively associated with early career researcher status in ecology and evolution
por: Wolf, Jesse F., et al.
Publicado: (2021)

Undergraduates' perceptions on emergency remote learning in ecology in the post‐pandemic era
por: Pagani‐Núñez, Emilio, et al.
Publicado: (2022)

Is ecology different when studied with citizen scientists? A bibliometric analysis
por: Castagneyrol, Bastien, et al.
Publicado: (2023)

A practical introduction to microbial molecular ecology through the use of isolation chips
por: Alessi, Anna M., et al.
Publicado: (2018)

Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses
por: Smith, Kevin G., et al.
Publicado: (2022)

A systems change framework for evaluating academic equity and inclusion in an Ecology and Evolution Graduate Program
por: Wallace, Kelly J., et al.
Publicado: (2020)

Cultivating scientific literacy and a sense of place through course‐based urban ecology research
por: Valliere, Justin M.
Publicado: (2022)

Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network
por: Styers, Diane M., et al.
Publicado: (2021)

Gender diversity of editorial boards and gender differences in the peer review process at six journals of ecology and evolution
por: Fox, Charles W., et al.
Publicado: (2019)

YIMBY—Yes, In My BackYard!—The successful transition to a local online ecology field course
por: McKinnon, Laura
Publicado: (2020)

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences
por: Perrin‐Stowe, Tolulope I. N., et al.
Publicado: (2023)

You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience
por: McGill, Bonnie M., et al.
Publicado: (2021)

Macrosystems EDDIE teaching modules significantly increase ecology students' proficiency and confidence working with ecosystem models and use of systems thinking
por: Carey, Cayelan C., et al.
Publicado: (2020)

Engaging students through online video homework assignments: A case study in a large‐enrollment ecology and evolution course
por: Gerhart, Laci M., et al.
Publicado: (2021)

Comparing study features is easy but identifying next steps is hard: Evaluating critical thinking through the Biology Lab Inventory of Critical Thinking in Ecology
por: Heim, Ashley B., et al.
Publicado: (2023)

Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons
por: Super, Laura, et al.
Publicado: (2020)

An at‐home laboratory in plant biology designed to engage students in the process of science
por: Schnell, Laura J., et al.
Publicado: (2021)

A resource for understanding and evaluating outcomes of undergraduate field experiences
por: Shortlidge, Erin E., et al.
Publicado: (2021)

Using primary literature on SARS‐CoV‐2 to promote student learning about evolution
por: Hsu, Jeremy L.
Publicado: (2020)

Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity
por: Weilhoefer, Christine L., et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_rm05r34tqvq4smucsgu2ahd08s