The Global Institute of Sustainability (GIOS) at Arizona State University conducts research, education, and problem-solving related to sustainability, with a special focus on urban environments. Many of the research initiatives under GIOS, such as the Central Arizona–Phoenix Long-Term Ecological Research (CAP LTER) project, focus on the Phoenix metropolitan area. Greater Phoenix is one of the fastest-growing urban environments in the United States and, as such, is a preeminent laboratory for solving problems that face urban areas around the globe.

The Niwot Ridge (NWT) LTER site was one of the five original LTER sites established in 1980. The LTER program is based at the University of Colorado-Boulder and is administered through the Institute of Arctic and Alpine Research (INSTAAR) and in cooperation with the Mountain Research Station, with special use permits from the US Forest Service.

Konza Prairie Biological Station established its education program in 1996 for visitors and students interested in learning about the tallgrass prairie. With the Schoolyard LTER supplements (1998), programs for school children were developed to parallel the long-term ecological research on site and also to add information useful to scientists. Teachers participate in annual professional development workshops to learn about the prairie ecosystem, experience the protocols of several long-term scientific activities and choose one or more of these activities to add to their curriculum.

  A new Schoolyard children's book called Sea Secrets: Tiny Clues to a Big Mystery uncovers clues connecting the Cassin's Auklet from the California Current Ecosystem LTER and the Adelie penguin from Palmer Station LTER helping students understand that seabirds may be indicators of climate change.  

Schoolyards can serve as an extension of the science classroom and provide authentic research opportunities for students. Schoolyard science illustrates that science does not have to take place in a lab or an exotic location – it can take place wherever questions are asked and answers are sought. As extensions of the science classroom, schoolyards are also cost-effective as they are available on demand to students and teachers, and require no access fee or transportation costs.

The Luquillo LTER program (LUQ) provides research experiences to undergraduate students by immersing them in its active research environment. LUQ offers a variety of programs and opportunities to undergraduate students that allow them to gain research experience and technical skills in tropical ecology. Our goals are to (1) provide students with research experiences under the advice of established scientists and (2) supplement experiences with educational activities designed to equip students with the necessary tools to conduct scientific research.

Population growth has and will continue to put pressure on our water resources. Yet students are only exposed to rudimentary basics that lend themselves to engaging in indoor experimentation (e.g. water phase changes and the water cycle) and fact-based assessments. Consequently, the majority of citizens hold on to inaccurate conceptions of where water exists, how it moves, how it gets used, and how it relates to biodiversity and climate change. These more critical concepts, unfortunately, do not appear in state content standards or assessments.

We are in the process of developing a Calculus for the LIfe Sciences to serve biology majors at our institution. We have begun developing Excel labs and homework assignments in the biological contexts such as the lung, population modeling, and logistic growth. We are intersted in your feedback on these assessments in their draft stages. We also welcome any input about the course. What skills from calculus would help biology majors in their future academic endeavors?

This poster will present the draft assessments and provide space for feedback.

What mathematical skills, particularly in the area of reasoning about proportions, rate of change, and rate of growth are needed for a high school graduate to effectively use knowledge and tools from environmental science as an informed citizen in a democratic society? What are the quantitative reasoning stepping stones from elementary school through high school that might help develop this key to environmental science literacy?