Katie V. Spellman

Collaboration, interdisciplinary thinking, and communication: new approaches to K–12 ecology education

Ecologists often engage in global-scale research through partnerships among scientists from many disciplines. Such research projects require collaboration, interdisciplinary thinking, and strong communication skills. We advocate including these three practices as an integral part of ecology education at the kindergarten through 12th grade (K–12) level, as opposed to waiting until the graduate level. Current discourse about K–12 ecology education focuses on promoting lessons in which students learn science by conducting research rather than simply reading textbooks. Here, we present five models of K–12 ecology education programs that emphasize collaboration, interdisciplinary thinking, and communication within student research projects on the ecology of drylands and other ecosystems. Such practices not only provide additional skills for future ecologists but also prepare students for success in any career as well as for ecologically literate citizenship.

Educating for resilience in the North: building a toolbox for teachers

Communities at far northern latitudes must respond rapidly to the many complex problems that are arising from changing climate. An emerging body of theoretical and empirical work has explored the role that education plays in enhancing the resilience and adaptability of social-ecological systems. To foster effective, local, and timely responses of high-latitude communities to climate-driven social-ecological change, educators need access to successful and efficient teaching tools to foster resilience-promoting feedbacks. The potential for existing teaching practices to address this need, however, must be investigated and communicated to teachers. Here, I review the education and sustainability science literature for attributes of resilience to which formal education can contribute, and I investigate teaching strategies that help to enhance these attributes. Using examples from Alaska, I examine the potential for systems thinking, metacognition, scenarios thinking, citizen science, and stewardship learning to promote resilience in social-ecological systems. I begin to develop a toolbox of teaching strategies for resilience education and suggest that policy for formal schools incorporates these tools into everyday teaching practice.

Susceptibility of burned black spruce (Picea mariana) forests to non-native plant invasions in interior Alaska

As climate rapidly warms at high-latitudes, the boreal forest faces the simultaneous threats of increasing invasive plant abundances and increasing area burned by wildfire. Highly flammable and widespread black spruce (Picea mariana) forest represents a boreal habitat that may be increasingly susceptible to non-native plant invasion. This study assess the role of burn severity, site moisture and time elapsed since burning in determining the invisibility of black spruce forests. We conducted field surveys for presence of non-native plants at 99 burned black spruce forest sites burned in 2004 in three regions of interior Alaska that spanned a gradient of burn severities and site moisture levels, and a chronosequence of sites in a single region that had burned in 1987, 1994, and 1999. We also conducted a greenhouse experiment where we grew invasive plants in vegetation and soil cores taken from a subset of these sites. In both our field survey and the greenhouse experiment, regional differences in soils and vegetation between burn complexes outweighed local burn severity or site moisture in determining the invasibility of burned black spruce sites. In the greenhouse experiments using cores from the 2004 burns, we found that the invasive focal species grew better in cores with soil and vegetation properties characteristic of low severity burns. Invasive plant growth in the greenhouse was greater in cores from the chronosequence burns with higher soil water holding capacity or lower native vascular biomass. We concluded that there are differences in susceptibility to non-native plant invasions between different regions of boreal Alaska based on native species regeneration. Re-establishment of native ground cover vegetation, including rapidly colonizing bryophytes, appear to offer burned areas a level of resistance to invasive plant establishment.

Effects of non-native Melilotus albus on pollination and reproduction in two boreal shrubs

The establishment of abundantly flowered, highly rewarding non-native plant species is expected to have strong consequences for native plants through altered pollination services, particularly in boreal forest where the flowering season is short and the pollinator pool is small. In 18 boreal forest sites, we added flowering Melilotus albus to some sites and left some sites as controls in 2 different years to test if the invasive plant influences the pollination and reproductive success of two co-flowering ericaceous species: Vaccinium vitis-idaea and Rhododendron groenlandicum. We found that M. albus increased the pollinator diversity and tended to increase visitation rates to the focal native plant species compared to control sites. Melilotus albus facilitated greater seed production per berry in V. vitis-idaea when we added 120 plants compared to when we added 40 plants or in control sites. In R. groenlandicum, increasing numbers of M. albus inflorescences lowered conspecific pollen loads and percentage of flowers pollinated; however, no differences in fruit set were detected. The number of M. albus inflorescences had greater importance in explaining R. groenlandicum pollination compared to other environmental variables such as weather and number of native flowers, and had greater importance in lower quality black spruce sites than in mixed deciduous and white spruce sites for explaining the percentage of V. vitis-idaea flowers pollinated. Our data suggest that the identity of new pollinators attracted to the invaded sites, degree of shared pollinators between invasive and native species, and variation in resource limitation among sites are likely determining factors in the reproductive responses of boreal native plants in the presence of an invasive.

Resilience and Adaptation: Yukon River Watershed Contaminant Risk Indicators

River watersheds are among the most complex terrestrial features in Alaska, performing valuable ecosystem functions and providing services for human society. Rivers are vital to both estuarine and aquatic biota and play important roles in biogeochemical cycles and physical processes. The functions of watersheds have been used as vulnerability indicators for ecosystem and socioeconomic resilience. Despite a long history of human activity, the Yukon River has not received the holistic and interdisciplinary attention given to the other great American river systems. By using hypothesis-based monitoring of key watershed functions, we can gain insight to regime-shifting stresses such as fire, toxins, and invasive species development. Coupling adaptive risk management practices involving stakeholders with place-based education, especially contaminants and nutrition related, can maintain resilience within communities. The Yukon watershed provides a broadscale opportunity for communities to monitor the environment, manage resources, and contribute to stewardship policy formation. Monitoring keystone species and community activities, such as citizen science, are critical first steps to following changes to resiliency throughout the Yukon watershed. Creating a policy environment that encourages local experimentation and innovation contributes to resilience maintenance during development-imposed stress.