Eric G. Strauss

Mate location, population growth and species extinction

The effects of mate location efficiency on the dynamics of population growth and extinction were modeled with a view towards future species conservation efforts. Mate location is shown to be based on the Allee principle. Higher population densities produce greater mate location success rates. Low population densities generate population growth rates that are smaller than mortality rates, and, thus, produce a condition leading to species extinction. A survey of animal phyla suggests that selection for behaviors, morphology and physiology, which either temporarily increase mating season population densities or effectively increase population densities by increasing the distance from which a mate can be recognized, has shaped the evolution of species. A mechanism is provided for understanding this process of extinction, and a framework is presented for constructing a management plan for species at risk.

Movement and Activity Patterns of Eastern Coyotes In a Coastal, Suburban Environment

Abstract We studied the activity of 11 and movement of 6 radio-tagged eastern coyotes (Canis latrans var.) inhabiting suburban Cape Cod, MA between June 1998 and August 2001. Coyotes were nocturnal year round except for breeding females, which were active day and night during April–June. Twenty four-hour movements of coyotes ranged up to 31.9 linear km and averaged 23.5 ± 7.3 (SD) km from 5–14 radio-fixes during each 24 hr monitoring period. There was no difference between male and female movement rates. Coyotes moved through altered open areas more than expected when compared to residential and natural areas. Coyotes inhabiting urbanized areas generally use residential areas for traveling and/or foraging.

The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers’ use of a year-long high school urban ecology curriculum and how teachers’ self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum.

Urban environmental education: leveraging technology and ecology to engage students in studying the environment

In this paper, we describe the outcomes of the first year of an intensive, urban ecology focused, summer program for urban high school youth. Students in our program conduct scientific investigations of their urban ecosystems while exploring potential career options in science and technology fields. In conducting their investigations, the students used geographic information systems (GIS) coupled with computer modeling tools and visualization software to explore the ecological services provided by their urban forest canopy and the impact of urban noise upon birdsong. The goal of the program was to improve students’ self-efficacy toward science and their sense of environmental stewardship. To that end, we conducted pre–post surveys of students on their beliefs regarding their (1) science self-efficacy, (2) science interest, (3) environmental stewardship and (4) career knowledge and career awareness. In this paper, we focus our discussion on the first three outcomes and found that participation in our program significantly improved students’ science self-efficacy and environmental stewardship. We found that by engaging students in locally, focused, in-depth and targeted environmental science investigations, students could develop the confidence to investigate and solve local problems that increased their confidence in their ability to do and study science.

Space use by resident and transient coyotes in an urban–rural landscape mosaic

Abstract Context. Coyotes (Canis latrans) have adapted successfully to human landscape alteration in the past 150 years and in recent decades have successfully moved into urban areas. While this causes concern about human–wildlife conflicts, research also suggests that coyotes tend to avoid humans and human activity in urban areas. For improving management, a better understanding of space use by coyotes is needed. Aims. To study how coyote social behaviour influences fine-scale space use in urban areas we present results from an extensive, multi-year GPS telemetry study (2005–13). The study area in coastal Rhode Island is a mosaic of rural, suburban and urban land use and coyotes have only recently arrived. Methods. We differentiated between two social classes: residents (individuals that have established a territory; n = 24) and transients (individuals that have no territory; n = 7). Space use was analysed using mixed effect models and detailed land-cover data. Key results. Coyotes tended to select for agricultural and densely vegetated land cover and against land used for housing and commerce. Pasture and cropland were preferred by residents and avoided by transients, especially at night, indicating the role of agricultural land as prime foraging habitat. Both groups selected densely vegetated land cover for daytime shelter sites. Transients selected for densely vegetated land cover both day and night, indicating use for both shelter and foraging. Resident coyotes avoided high- and medium-density housing more than transients. Conclusions. We interpret land-cover selection by resident coyotes as indicative of coyote habitat preference, while transients more often occupied marginal habitats that probably do not reflect their preferences. Differences in land cover selection between residents and transients suggest that transients have a corollary strategy to avoid residents. Implications. With cover and food appearing to be important drivers of space use, coexistence strategies can build on controlling food resources as well as on the tendency of coyotes to avoid humans. Nevertheless, transients, having the need to avoid territorial resident coyotes as well, show a reduced aversion to land cover with high human activity, creating a higher potential for human–wildlife conflicts.

Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies

Bohr’s often quoted phrase “reduce experience to order” highlights that studying science is about collecting data through experiences, inferring patterns or relationships in those experiences, and then developing explanations that provide understanding into why certain patterns emerge and others do not. Geospatial technologies offer educators powerful learning resources to engage students in this scientific process. For 3 years, we have been using a range of geospatial technologies including online applications such as Google Earth to powerful desktop applications such as geographic information systems (GIS) to assist teachers who are introducing their students to the rapidly emerging field of urban ecology. Geospatial technologies along with computational modeling tools have proven to be a powerful way to support teachers and students as they critically examine their own neighborhoods.

Engaging Students in Scientific Inquiry: Successes and Challenges of Engaging Non-science Majors in Scientific Inquiry

Abstract Recent publications, including Vision and Change in Undergraduate Biology Education (American Association for the Advancement of Science, 2009) and A New Biology for the 21st Century (National Research Council, 2009), highlight needed changes for undergraduate science education. These include a shift away from traditionally structured lab courses toward more authentic scientific inquiry experiences in undergraduate science laboratories. The aim of these reform initiatives is for students to develop not only conceptual understanding of the big ideas of science but also the skills required to conduct an investigation and an understanding of science as a human process of constructing scientific knowledge (National Research Council, 2011). The work that we describe here examines the challenges and successes of engaging nonscience majors in a large introductory university-level science course in conducting scientific inquiry. To understand the course structure and the nature of the laboratory experiences, we describe two different lab experiences. In both cases, students engaged in guided inquiry and then were asked to engage in a more open-ended inquiry experience. Our findings suggest that students need significant scaffolding to make the transition from more guided inquiry to more open-ended inquiry.

Applying remote sensing to urban ecosystem dynamics: Opportunities for understanding and managing the ballona wetland system in Los Angeles

Anthropogenic impacts on ecosystems are prevalent and pose significant risks to vulnerable systems. In particular, wetland ecosystems are often found in urban centers with dense populations and rapid changes. Wetlands provide opportunities to study impacts of rapid urbanization and expansion, climate effects and pollution. The outcomes of human activities directly impact wetlands through coupled human-natural processes, including activities such as agriculture, oil extraction and resulting land cover changes, as well as indirect effects across the entire global biosphere. Here we examine human impacts of the last several years on the La Ballona Wetland Complex in Los Angeles, California, and discuss how remote sensing techniques and modeling can provide better understanding not only for this important wetland area in a megacity but for other wetland areas in other parts of the world.