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Long Term Field Studies

Literature

Journal Publications

  1. Gibson, D.J., Middleton, B.A., Saunders, G.W., Mathis, M., Weaver, W.T., Neely, J., Rivera, J., & Oyler, L.M. 1999. Learning ecology by doing ecology: Long-term field experiments in succession. American Biology Teacher, 61: 217-222.
  2. Oyler, M., Rivera, J., Roffel, M., Gibson, D.J., Middleton, B.A. & Mathis, M. 1999. The macaroni lab: A directed inquiry project on predator-prey relationships. American Biology Teacher, 61: 39-41.
  3. Rice, M.R., Middleton, B.A., & Gibson, D.J. 1998. Fractal analysis of movement pathways of earthworms in vegetated versus unvegetated areas. Bios, 69: 176-184.
  4. Spyreas, G., Gibson, D.J., & Basinger, M. 2001. Endophyte infection levels of native and naturalized Fescues in Illinois and England. Journal of the Torrey Botanical Society, 128: 25-34.
  5. Spyreas, G., Gibson, D.J., & Middleton, B.A. 2001. Effects of endophyte infection in tall fescue (Festuca arundinacea; Poaceae) on community development. International Journal of Plant Sciences, 162:1237-1245.
  6. Middleton, B.A., D. J. Gibson, & A. Lumpe. Trees in old field succession.
  7. Experiments to Teach Ecology, Volume II. ESA EdWeb, Ecological Society of America, Baltimore, MD. in press.

Theses and Dissertations

  1. Bhattacharyya, Sumita. 1999. An evaluation of an inquiry based field laboratory. M.S. thesis, SIUC.
  2. Brandon, Alice. 2000. The effects of Lespedeza cuneata, an introduced species, on a old-field plant community. M.S. thesis, SIUC.
  3. Mathis, Marilyn. 2001. Deer herbivory and old field succession. PhD Dissertation, SIUC.
  4. Spyreas, Greg. 2000. Community diversity and endophyte infection levels in the genus Festuca. M.S. thesis, SIUC.

Abstracts from Presentations

  1. Ecological Society of America. Annual Meeting, Providence, Rhode Island, August 10-14, 1996.

    GIBSON, D. J., MIDDLETON, B., A, & G. W. SAUNDERS. The establishment of a long-term field experiment to enhance undergraduate ecology education. Bulletin of the Ecological Society of America, 77, No 3, (Supplement): 162.(Poster presentation).

    Much of the best ecological research is conducted using long-term field experiments. However, undergraduate ecological field exercises generally involve short term experiments or mensurative habitat studies such as listing species abundances from contrasting areas. To address this dichotomy between teaching and research, we are establishing a long-term field experiment designed to address topics of ecological succession in abandoned farm fields. Elementary, middle, and high school pre- and in-service teachers, and students enrolled in the Environmental Studies Program at SIUC will participate in the establishment, maintenance, data collection, and analysis of the field experiment. We present here the results of the first year of this intervention. Pre- and post-tests are used to evaluate the efficacy of involving undergraduate students in long-term ecological research. Because of this approach, students' will better appreciate how research is conducted in the natural sciences.

  2. International Wetlands Meeting, Australia. September 22-28, 1996.

    MIDDLETON, B.A, D.J. GIBSON & G.W. SAUNDERS. Wetland succession studies for undergraduate education.

    A common failing of undergraduate education in ecological courses is a lack of appropriate field experiences. While ecological research often uses manipulative experiments designed to meet rigorous statistical standards of replication, and dispersion of treatments to avoid the pitfalls of pseudoreplication, student training generally omits such topics. To address this dichotomy between teaching and research, a long-term field experiment to improve undergraduate teaching in ecology and environmental science is being established at Southern IL University. The long-term experiment addresses topics of ecological succession contrasting the effects of mowing and fertilizer treatments in abandoned farm fields in former bottomland forest. Students enrolled in courses, particularly those in the Environmental Studies Program as well as in-service teachers are participating in the establishment, running, data collection and analysis of the field experiment. The student's are assessing the utility of these field experiments, and will integrate research data and results in research papers and projects. Because of this intervention, student's will better appreciate the role of scientific research in understanding the natural world. An important corollary is that the students will be able to describe and articulate succession, one of the most important ecological processes in bottomland forests. The project at SIUC will be a model for other programs internationally. Dissemination of the results of this intervention will include the production of a video, publications in scientific journals, talks and presentations meetings, and the establishment of a World Wide Web site.

  3. National Association of Biology Teachers, Annual Convention, Charlotte, NC, Oct 16-19, 1996.

    SAUNDERS, G.W., GIBSON, D. J., & MIDDLETON, B. A,. The establishment of a long-term field experiment to enhance undergraduate ecology education (Oral presentation).

    This session will describe how manipulated long-term ecology field study sites are being integrated into undergraduate environmental studies courses and pre-service teacher education. Much of the best ecological research is conducted using long-term field experiments. However, undergraduate ecological field exercises generally involve short term experiments or mensurative habitat studies such as listing species abundances from contrasting areas. To address this dichotomy between teaching and research, we are establishing a long-term field experiment designed to address topics of ecological succession in abandoned farm fields. Elementary, middle, and high school pre- and in-service teachers, and students enrolled in the Environmental Studies Program at SIUC will participate in the establishment, maintenance, data collection, and analysis of the field experiment. We will present a descriptiion of the project and how it is being infused into the Environmental Studies and teacher development programs. Preliminary data describing students concepts of ecology research and appropriate methods of teaching ecology in K-12 classrooms will be presented.

  4. Ecological Society of America, Albuquerque, NM. August, 1997.

    GIBSON, D.J., MIDDLETON, B.A., & SAUNDERS, G.S. 1997. Directed inquiry in ecology instruction: the transition. Bulletin of the Ecological Society of America, 78, No 4, (Supplement): 251.(Poster presentation).

    In 1996 we set up a series of long-term, experimental field plots to be used in the teaching of ecology laboratories. Our goal is to change the curriculum to better incorporate inquiry learning. The new labs that we have designed around this field setting are being used to replace the more traditional observation-style labs in lower and upper division biology and education courses. In two-hour lower division labs, we use the directed-inquiry approach to guide the students into testing an hypothesis that they develop based upon observations that they make in the field. A three-lab sequence for general biology students allows more complex hypotheses to be tested than in a single lab. Teaching assistants are a part of this transition in instruction, so we train them in the approach by leading them in an inquiry lab before they teach their sections. Our field experiments provide the setting for a semester-long ecology methods course that met once a week for four hours to test several ecological concepts, such as mechanisms of succession. Student response to our intervention has been enthusiastic. We believe our intervention provides a more realistic setting for teaching ecology than the more traditional teaching methods..

  5. National Science Teachers Association. Boston, MA March, 1999.

    LUMPE, A.T., GIBSON, D.J., & MIDDLETON, B.A. Teaching ecology through field-based inquiry. (Oral presentation).

    Long Term Field Studies for Undergraduate Education: A Snapshot in Time" is a resource devoted to the establishment of a long term field experiment at Southern Illinois University at Carbondale. Sponsored by the National Science Foundation, the field experiment is utilized by successive classes of students enrolled in life sciences and science education courses at SIUC. Many of these studets are following an Environmental Studies Program for their minor, others are life science majors, or futire science teachers (Elementary, Middle or High School). The experiment addresses specific ecological concepts and allows students across a range of acadmic levels to collect a variety of types of data. The Long-Term Experiment is designed to address topics under the general concept of ecological succession. Short-term experiments (duration less than one semester) are conducted by students within the long-term experimental plots. Thus, the long-term experiment provides the context and framework for additional short-term experiments. Sample inquiry-based activities, lesson plans, data sets, web sites, and discussion groups will be shared during this presentation.

  6. Ecological Society America, Baltimore, MD. August, 1998.

    MATHIS, M., B.A. MIDDLETON*, D.J. GIBSON, A. LUMPE, K. KANTZ, S. BHATTACHARYYA, and G.W. SAUNDERS. Southern Illinois University, Carbondale, IL 62901 USA. Improving ecological literacy through the use of inquiry teaching approaches in long-term succession plots.

    Our project strives to improve ecological literacy by providing students with opportunities to conduct scientific experiments. We have set up experimental field plots for undergraduates to study long-term succession. The field plots provide students an experimental setting to study these processes as affected by fertilization and cutting. The curriculum has been altered so that most biology courses at our university now incorporate inquiry study as part of their ecology laboratory exercises. Students in courses design and test their own questions in the field plots as part of their coursework or as independent study projects. The teaching assistants for these courses require training in the inquiry method because few of them have prior experience in the technique. The assessment of the program consists of several approaches including an objective test of science processing skills and focus groups, and pre- and post-intervention hypothesis construction, paper writing skill, and science attitudes. The project sponsors the sharing of data and ideas with other universities via the Internet. Items available on the project web site include discussion group access, student collected data, lesson plans, and student project write-ups.

Other Presentations without published abstracts

  1. Gibson, D.J., Middleton, B.A., & Saunders, G.W. 1996. Enhancing undergraduate education in environmental science and ecology: The role of long-term field studies. SIUC Showcase for Regional Innovation, Carbondale, IL.
  2. Gibson, D.J., Mathis, M., & Weaver, T.W. 1997. How long would you survive in the wild? An experimental test of animal foraging. Lab exercise taught to students attending the 1997 Illinois Junior Science and Humanities Symposium, SIUC, Carbondale, IL.
  3. Gibson, D.J., Middleton, B.A., & Saunders, G.S. 1997. The establishment of a long-term field experiment to enhance undergraduate ecology education. Sigma Xi, Annual Research Day, Southern Illinois University. October, 1997. (Poster presentation).
  4. Mathis, M., Middleton, B.A., Gibson, D.J., Weaver, W.T. & Saunders, G.W. 1997. Long-term wetland succession research and undergraduate education. Society of Wetland Scientists Annual Meeting, June 1-6, 1997 Bozeman, Montana. (Poster presentation).
  5. Middleton, B.A., Gibson, D.J., & Saunders, G.W. 1996. Wetland succession studies for undergraduate education. INTECOL International Wetlands Conference, Australia.
  6. Middleton, B.A., Gibson, D.J., & Saunders, G.W. 1996. The Organization of Tropical Studies teaching model at Southern Illinois University. SIUC Showcase for Regional Innovation, Carbondale, IL.
  7. Saunders, G.W., Gibson, D.J., & Middleton, B.A. 1996. The establishment of a long-term field experiment to enhance undergraduate ecology education. National Association of Biology Teachers, Annual Convention, Charlotte NC.
  8. Saunders, G.W., Tripp B.B., Gibson, D.J., Middleton, B.A. 1997. Small-scale experimental research plots as tools for teaching undergraduate ecology. National Association of Biology Teachers. Minneapolis, MN October 8-10, 1997. (Poster presentation).
  9. Truskosky, D. 1997. Which items?: Techniques used to select items for the ETSP. Presented April, 1997 to Applied Research Consultants, SIUC, Carbondale, IL.
  10. Truskosky, D. 1997. Classical Test Theory vs. Item Response Theory: Lessons learned from analyses of the ETSP. Presented Sept, 1997 to Applied Research Consultants, SIUC, Carbondale, IL.

Literature Cited

Below are citations to articles that we cite in the other pages associated with this Web site, along with citations to some additional articles that we have found relevant to our project.

Ordered by first author.

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