More Like this

1. Greenhouse gas flux measurements at the zero curtain, North Slope, Alaska, 2012-2021

   https://doi.org/10.18739/A2ZG6G80B  

   Zona, Donatella ( January 2021 , NSF Arctic Data Center)

   Climate change is affecting the Arctic at an unprecedented rate, potentially releasing substantial amounts of greenhouse gases (CO2 (carbon dioxide) and CH4 (Methane)) from tundra ecosystems. Measuring greenhouse gas emissions in the Arctic, particularly outside of the summer period, is very challenging due to extreme weather conditions. This research project provided the first annual balance of both CH4 and CO2 fluxes in a total of five sites spanning a 300Km transect across the North Slope of Alaska (three sites in Barrow, one site in Aquasuk, and one site in Ivotuk). The results from the continuous year-round CH4 fluxes across these sites showed how cumulative emissions for the cold season accounted on average for 50% of the annual budget (Zona et al., 2016), a notably higher contribution than previously modelled, and also higher than observed in boreal Alaska. The analysis of the cold period CH4 fluxes suggested that the presence of an unfrozen soil layer in the fall and early winter was a major control on cold season CH4 emissions (Zona et al., 2016). We also cross-compared all instruments measuring ecosystem scale CO2 and CH4 fluxes operating at our sites, which allowed us to make recommendation of the best performing instruments under these extreme weather conditions. The best performing instruments were closed path analyzers and intermittently heated sonic anemometers which had the highest final data cover. A continuously heated anemometer increased data coverage relative to non-heated anemometers, but resulted in an overestimation of the fluxes (Goodrich et al., 2016). We developed an intermittent heating strategy that was only activated when the data quality was low, and appeared to be the preferable method to prevent icing while avoiding biases to the measurements. Closed and open-path analyzers showed good agreement, but data coverage was much greater when using closed-path analyzers, especially during winter (Goodrich et al., 2016). Given the importance of vegetation on greenhouse gas emissions, we also investigated the role of different vegetation types under a broad range of environmental conditions on the CH4 emissions. We found that vegetation type can be a very useful tool to describe the spatial variability in CH4 emissions over the landscape (McEwing et al., 2015), and that just two vegetation types were able to explain about 50% of the variability in CH4 fluxes across ecosystems even hundreds of kilometers apart (Davidson et al., 2016a). To upscale these plot scale fluxes we completed high resolution vegetation maps in each of our tower sites (Davidson et al., 2016b), which are the finest resolution maps currently available from these sites, and also contributed to larger scale mapping effort (Walker et al., 2016). The soil microbial analysis from soil cores collected across our sites showed an association between overall microbial diversity and latitude, with a higher diversity found in the northerly site and lower diversity in the southerly site, contrary to current knowledge (Wagner et al., accepted). We also measured CH4 and CO2 concentrations in the soil, which showed to be orders of magnitude higher than in the atmosphere (Arndt et al., 2016). Our results contributed to model development (Xu et al., 2016; Kobayashi et al., 2016; Liljedahl et al., 2016; Luus et al., 2017), and to a wide variety of other projects as shown by the hundreds of download of our data from Ameriflux. Overall, this grant resulted in the publication of 25 peer reviewed journal articles, including in high impact factor journals such as PNAS (Proceedings of the National Academy of Sciences of the United States of America), and Nature Climate Change, in addition to five more in review and in preparation, and supported the research of seven PhD students, two master students, and ten undergraduate students. 

   more » « less
2. Enlisting historically excluded undergraduates in the effort to extend knowledge of West Antarctica’s bedrock, through course-based undergraduate research experiences (cures) and Art-Science initiatives

   Siddoway, Christine ; Thomson, Stuart ; Taylor, Jennifer ; Pepper, Marty ; Furlong, Heather ; Ruggiero, Joe ; & Reed, Brandon ( September 2022 , 29th West Antarctic Ice Sheet workshop)

   An enormous reserve of information about the subglacial bedrock, tectonic and topographic evolution of Marie Byrd Land (MBL) exists within glaciomarine sediments of the Amundsen Sea shelf, slope and deep sea, and MBL marine shelf. Investigators of the NSF ICI-Hot and NSF Linchpin projects partnered with Arizona Laserchron Center to provide course-based undergraduate research experiences (CUREs) for from groups who do not ordinarily find access points to Antarctic science. Our courses enlist BIPOC and gender-expansive undergraduates in studies of ice-rafted debris (IRD) and bedrock samples, in order to impart skills, train in the use of research instrumentation, help students to develop confidence in their scientific abilities, and collaboratively address WAIS research questions at an early academic stage. CUREs afford benefits to graduate researchers and postdoctoral scientists, also, who join in as instructional faculty: CUREs allow GRs and PDs to engage in teaching that closely ties to their active research, yet provides practical experience to strengthen the academic portfolio (Cascella & Jez, 2018). Team members also develop art-science initiatives that engage students and community members who may not ordinarily engage with science, forging connections that make science relatable. Re-casting science topics through art centers personal connections and humanizes science, to promote understanding that goes beyond the purely analytical. Academic research shows that diverse undergraduates gain markedly from the convergence of art and science, and from involvement in collaborative research conducted within a CURE cohort, rather than as an individualized experience (e.g. Shanahan et al. 2022). The CUREs are offered as regular courses for credit, making access equitable via course enrollment. The course designation carries a legitimacy that is sought by students who balance academics with part-time employment. Course information is disseminated via STEM Bridge programs and/or an academic advising hub that reaches students from groups that are insufficiently represented within STEM and cryosphere science. CURE investigation of Amundsen Sea and WAIS problems is worthy objective because: 1) A variety of sample preparation, geochemical methods, and scientific best-practices can be imparted, while educating students about Antarctica’s geological configuration and role in the Earth climate system. 2) Individual projects that are narrowly defined can readily scaffold into collaborative science at the time of data synthesis and interpretation. 3) There is a high likelihood of scientific discovery that contributes to grant objectives. 4) Enrolled students will experience ambiguity and instrumentation setbacks alongside their faculty and instructors, and will likely have an opportunity to withstand/overcome challenges in a manner that trains students in complex problem solving and imparts resilience (St John et al., 2019). Based on our experiences, we consider CUREs as a means to create more inclusive and equitable spaces for learning to do research, and a basis for a broadening future WAIS community. Our groups have yet to assess student learning gains and STEM entry in a robust way, but we can report that two presenters at WAIS 2022 came from our 2021 CURE, and four polar science graduate researchers gained experience via CURE teaching. Data obtained by CURE students is contributing to our NSF projects’ aims to obtain isotope, age, and petrogenetic criteria with bearing on the subglacial bedrock geology, tectonic and landscape evolution, and ice sheet history of MBL. Cited and recommended works: Cascella & Jez, 2018, doi: 10.1021/acs.jchemed.7b00705 Gentile et al., 2017, doi: 10.17226/24622 Shanahan et al. 2022, https://www.cur.org/assets/1/23/01-01_TOC_SPUR_Winter21.pdf Shortlidge & Brownell, 2016, doi: 10.1128/jmbe.v17i3.1103 St. John et al. 2019, EOS, doi: 10.1029/2019EO127285. 

   more » « less
3. Designing a Curriculum to Broaden Middle School Students' Ideas and Interest in Engineering

   Stevens, Shawn Y. ; Littenberg-Tobias, Joshua ; McKneally, Ranida ; Cayko, Ethan ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   Designing a Curriculum to Broaden Middle School Students’ Ideas and Interest in Engineering As the 21st century progresses, engineers will play critical roles in addressing complex societal problems such as climate change and nutrient pollution. Research has shown that more diverse teams lead to more creative and effective solutions (Smith-Doerr et al., 2017). However, while some progress has been made in increasing the number of women and people of color, 83% of employed engineers are male and 68% of engineers are white (NSF & NCSES, 2019). Traditional K–12 approaches to engineering often emphasize construction using a trial-and-error approach (ASEE, 2020). Although this approach may appeal to some students, it may alienate other students who then view engineering simply as “building things.” Designing engineering experiences that broaden students’ ideas about engineering, may help diversify the students entering the engineering pipeline. To this end, we developed Solving Community Problems with Engineering (SCoPE), an engineering curriculum that engages seventh-grade students in a three-week capstone project focusing on nutrient pollution in their local watershed. SCoPE engages students with the problem through local news articles about nutrient pollution and images of algae covered lakes, which then drives the investigation into the detrimental processes caused by excess nutrients entering bodies of water from sources such as fertilizer and wastewater. Students research the sources of nutrient pollution and potential solutions, and use simulations to investigate key variables and optimize the types of strategies for effectively decreasing and managing nutrient pollution to help develop their plans. Throughout the development process, we worked with a middle school STEM teacher to ensure the unit builds upon the science curriculum and the activities would be engaging and meaningful to students. The problem and location were chosen to illustrate that engineers can solve problems relevant to rural communities. Since people in rural locations tend to remain very connected to their communities throughout their lives, it is important to illustrate that engineering could be a relevant and viable career near home. The SCoPE curriculum was piloted with two teachers and 147 seventh grade students in a rural public school. Surveys and student drawings of engineers before and after implementation of the curriculum were used to characterize changes in students’ interest and beliefs about engineering. After completing the SCoPE curriculum, students’ ideas about engineers’ activities and the types of problems they solve were broadened. Students were 53% more likely to believe that engineers can protect the environment and 23% more likely to believe that they can identify problems in the community to solve (p < 0.001). When asked to draw an engineer, students were 1.3 times more likely to include nature/environment/agriculture (p < 0.01) and 3 times more likely to show engineers helping people in the community (p< 0.05) Additionally, while boys’ interest in science and engineering did not significantly change, girls’ interest in engineering and confidence in becoming an engineer significantly increased (Cohen’s D = 0.28, p<0.05). The SCoPE curriculum is available on PBS LearningMedia: https://www.pbslearningmedia.org/collection/solving-community-problems-with-engineering/ This project was funded by NSF through the Division of Engineering Education and Centers, Research in the Formation of Engineers program #202076. References American Society for Engineering Education. (2020). Framework for P-12 Engineering Learning. Washington, DC. DOI: 10.18260/1-100-1153 National Science Foundation, National Center for Science and Engineering Statistics. (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019. Special Report NSF 17-310. Arlington, VA. https://ncses.nsf.gov/pubs/nsf21321/. Smith-Doerr, L., Alegria, S., & Sacco, T. (2017). How Diversity Matters in the US Science and Engineering Workforce: A Critical Review Considering Integration in Teams, Fields, and Organizational Contexts, Engaging Science, Technology, and Society 3, 139-153. 

   more » « less
4. Long-Term Community Dynamics Reveal Different Trajectories for Two Mid-Atlantic Maritime Forests

   https://doi.org/10.3390/f12081063  

   Woods, Natasha N. ; Tuley, Philip A. ; Zinnert, Julie C. ( August 2021 , Forests)

   null (Ed.)

   Maritime forests are threatened by sea-level rise, storm surge and encroachment of salt-tolerant species. On barrier islands, these forested communities must withstand the full force of tropical storms, hurricanes and nor’easters while the impact is reduced for mainland forests protected by barrier islands. Geographic position may account for differences in maritime forest resilience to disturbance. In this study, we quantify two geographically distinct maritime forests protected by dunes on Virginia’s Eastern Shore (i.e., mainland and barrier island) at two time points (15 and 21 years apart, respectively) to determine whether the trajectory is successional or presenting evidence of disassembly with sea-level rise and storm exposure. We hypothesize that due to position on the landscape, forest disassembly will be higher on the barrier island than mainland as evidenced by reduction in tree basal area and decreased species richness. Rate of relative sea-level rise in the region was 5.9 ± 0.7 mm yr−1 based on monthly mean sea-level data from 1975 to 2017. Savage Neck Dunes Natural Area Preserve maritime forest was surveyed using the point quarter method in 2003 and 2018. Parramore Island maritime forest was surveyed in 1997 using 32 m diameter circular plots. As the island has been eroding over the past two decades, 2016 Landsat imagery was used to identify remaining forested plots prior to resurveying. In 2018, only plots that remained forested were resurveyed. Lidar was used to quantify elevation of each point/plot surveyed in 2018. Plot elevation at Savage Neck was 1.93 ± 0.02 m above sea level, whereas at Parramore Island, elevation was lower at 1.04 ± 0.08 m. Mainland dominant species, Acer rubrum, Pinus taeda, and Liquidambar styraciflua, remained dominant over the study period, with a 14% reduction in the total number of individuals recorded. Basal area increased by 11%. Conversely, on Parramore Island, 33% of the former forested plots converted to grassland and 33% were lost to erosion and occur as ghost forest on the shore or were lost to the ocean. Of the remaining forested plots surveyed in 2018, dominance switched from Persea palustris and Juniperus virginiana to the shrub Morella cerifera. Only 46% of trees/shrubs remained and basal area was reduced by 84%. Shrub basal area accounted for 66% of the total recorded in 2018. There are alternative paths to maritime forest trajectory which differ for barrier island and mainland. Geographic position relative to disturbance and elevation likely explain the changes in forest community composition over the timeframes studied. Protected mainland forest at Savage Neck occurs at higher mean elevation and indicates natural succession to larger and fewer individuals, with little change in mixed hardwood-pine dominance. The fronting barrier island maritime forest on Parramore Island has undergone rapid change in 21 years, with complete loss of forested communities to ocean or conversion to mesic grassland. Of the forests remaining, dominant evergreen trees are now being replaced with the expanding evergreen shrub, Morella cerifera. Loss of biomass and basal area has been documented in other low elevation coastal forests. Our results indicate that an intermediate shrub state may precede complete loss of woody communities in some coastal communities, providing an alternative mechanism of resilience. 

   more » « less
5. Empower Community to Use LA City’s Data Portal and GeoHub for Public Good: The Perfect Marriages of GIS and Big Data, Education and the Urban Community, Public University and Nonprofits

   Scott-Johnson, P. ( March 2020 , CSU geospatial review)

   In 2018, California State University Los Angeles (Cal State LA) received a $1 M, 3-year National Science Foundation grant designed to use Big Data and geographic information system (GIS) science to promote active learning and curricular enhancements for community engagement and civic learning. We developed strategic partnerships with the City of Los Angeles Chief Data Officer, and with Community Partners’ Senior Program Director and Programs and Operations Manager. Each of these organizations offered the integrity and vitality necessary for engaging Cal State LA students and faculty, serving local nonprofits and communities, and promoting the City of Los Angeles’ data initiatives through the LA GeoHub and Open Data Portal (ArcNews 2016). This project closely aligns with the universities’ mission (Gomez et al. 2019) to transform local communities by providing underserved residents access to data and technology (Willner 2019). 

   more » « less