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Understanding how anthropogenic disturbances affect plant–pollinator systems has important implications for the conservation of biodiversity and ecosystem functioning. Previous laboratory studies show that pesticides and pathogens, which have been implicated in the rapid global decline of pollinators over recent years, can impair behavioral processes needed for pollinators to adaptively exploit floral resources and effectively transfer pollen among plants. However, the potential for these sublethal stressor effects on pollinator–plant interactions at the individual level to scale up into changes to the dynamics of wild plant and pollinator populations at the system level remains unclear. We developed an empirically parameterized agent‐based model of a bumblebee pollination system called SimBee to test for effects of stressor‐induced decreases in the memory capacity and information processing speed of individual foragers on bee abundance (scenario 1), plant diversity (scenario 2), and bee–plant system stability (scenario 3) over 20 virtual seasons. Modeling of a simple pollination network of a bumblebee and four co‐flowering bee‐pollinated plant species indicated that bee decline and plant species extinction events could occur when only 25% of the forager population showed cognitive impairment. Higher percentages of impairment caused 50% bee loss in just five virtual seasons and system‐wide extinction events in less than 20 virtual seasons under some conditions. Plant species extinctions occurred regardless of bee population size, indicating that stressor‐induced changes to pollinator behavior alone could drive species loss from plant communities. These findings indicate that sublethal stressor effects on pollinator behavioral mechanisms, although seemingly insignificant at the level of individuals, have the cumulative potential in principle to degrade plant–pollinator species interactions at the system level. Our work highlights the importance of an agent‐based modeling approach for the identification and mitigation of anthropogenic impacts on plant–pollinator systems.

In our increasingly data-driven society, it is critical for high school students to learn to integrate computational thinking with other disciplines in solving real world problems. To address this need for the life sciences in particular, we have developed the Bio-CS Bridge, a modular computational system coupled with curriculum integrating biology and computer science. Our transdisciplinary team comprises university and high school faculty and students with expertise in biology, computer

science, and education.

Our approach engages students and teachers in scientific practices using biological data that they can collect themselves, and computational tools that they help to design and implement, to address the real-world problem of

pollinator decline.

Our modular approach to high school curriculum design provides

teachers with the educational flexibility to address national and statewide biology and computer science standards for a wide range of learner types. We are using a teacher- leader model to disseminate the Bio-CS Bridge, whose components will be freely

available online.