Where Is Garlic Mustard? Understanding the Ecological Context for Invasions of Alliaria petiolata.

The invasive plant Alliaria petiolata (garlic mustard) has spread throughout forest understory and edge communities in much of North America, but its persistence, density, and impacts have varied across sites and time. Surveying the literature since 2008, we evaluated both previously proposed and new mechanisms for garlic mustard's invasion success and note how they interact and vary across ecological contexts. We analyzed how and where garlic mustard has been studied and found a lack of multisite and longitudinal studies, as well as regions that may be under- or overstudied, leading to poor representation for understanding and predicting future invasion dynamics. Inconsistencies in how sampling units are scaled and defined can also hamper our understanding of invasive species. We present new conceptual models for garlic mustard invasion from a macrosystems perspective, emphasizing the importance of synergies and feedbacks among mechanisms across spatial and temporal scales to produce variable ecological contexts.

Effects of urbanization on the population structure of freshwater turtles across the United States.

Landscape-scale alterations that accompany urbanization may negatively affect the population structure of wildlife species such as freshwater turtles. Changes to nesting sites and higher mortality rates due to vehicular collisions and increased predator populations may particularly affect immature turtles and mature female turtles. We hypothesized that the proportions of adult female and immature turtles in a population will negatively correlate with landscape urbanization. As a collaborative effort of the Ecological Research as Education Network (EREN), we sampled freshwater turtle populations in 11 states across the central and eastern United States. Contrary to expectations, we found a significant positive relationship between proportions of mature female painted turtles (Chrysemys picta) and urbanization. We did not detect a relationship between urbanization and proportions of immature turtles. Urbanization may alter the thermal environment of nesting sites such that more females are produced as urbanization increases. Our approach of creating a collaborative network of scientists and students at undergraduate institutions proved valuable in terms of testing our hypothesis over a large spatial scale while also allowing students to gain hands-on experience in conservation science.

Developing a flexible learning activity on biodiversity and spatial scale concepts using open-access vegetation datasets from the National Ecological Observatory Network.

Biodiversity is a complex, yet essential, concept for undergraduate students in ecology and other natural sciences to grasp. As beginner scientists, students must learn to recognize, describe, and interpret patterns of biodiversity across various spatial scales and understand their relationships with ecological processes and human influences. It is also increasingly important for undergraduate programs in ecology and related disciplines to provide students with experiences working with large ecological datasets to develop students' data science skills and their ability to consider how ecological processes that operate at broader spatial scales (macroscale) affect local ecosystems. To support the goals of improving student understanding of macroscale ecology and biodiversity at multiple spatial scales, we formed an interdisciplinary team that included grant personnel, scientists, and faculty from ecology and spatial sciences to design a flexible learning activity to teach macroscale biodiversity concepts using large datasets from the National Ecological Observatory Network (NEON). We piloted this learning activity in six courses enrolling a total of 109 students, ranging from midlevel ecology and GIS/remote sensing courses, to upper-level conservation biology. Using our classroom experiences and a pre/postassessment framework, we evaluated whether our learning activity resulted in increased student understanding of macroscale ecology and biodiversity concepts and increased familiarity with analysis techniques, software programs, and large spatio-ecological datasets. Overall, results suggest that our learning activity improved student understanding of biological diversity, biodiversity metrics, and patterns of biodiversity across several spatial scales. Participating faculty reflected on what went well and what would benefit from changes, and we offer suggestions for implementation of the learning activity based on this feedback. This learning activity introduced students to macroscale ecology and built student skills in working with big data (i.e., large datasets) and performing basic quantitative analyses, skills that are essential for the next generation of ecologists.