By the end of this section, you will be able to:Define ecology and the four levels of ecological researchDescribe examples of the ways in which ecology requires the integration of different scientific disciplinesDistinguish between abiotic and biotic components of the environmentRecognize the relationship between abiotic and biotic components of the environment

Ecology For All! Is an ecology text designed in modules so that instructors can choose the pieces that make sense to assign in their context. This book has been in development for several years and is a collaborative effort of authors at Gettysburg College, Franklin & Marshall College, and University of Pittsburgh. The textbook covers a wide range of topics including Introduction to Ecology, Evolution, Adaptations to the Physical Environment, various ecological communities, Population Ecology, Behavioral Ecology, Species Interactions, Ecological Succession, Biogeochemical Cycles, Landscape Ecology, Biodiversity, Conservation Biology, and Human Impact on Global Climate among others. The authors have presented on it at the Ecological Society of America meeting and the book continues to evolve.

Introduction to the basic principles of ecology and evolutionary biology emphasizing quantitative approaches and hypothesis testing. Scientific reasoning, computer literacy, and writing skills are developed in the laboratory.

Ecologies of Construction examines the resource requirements for the making and maintenance of the contemporary built environment. This course introduces the field of industrial ecology as a primary source of concepts and methods in the mapping of material and energy expenditures dedicated to construction activities.

This course provides a review of physical, chemical, ecological, and economic principles used to examine interactions between humans and the natural environment. Mass balance concepts are applied to ecology, chemical kinetics, hydrology, and transportation; energy balance concepts are applied to building design, ecology, and climate change; and economic and life cycle concepts are applied to resource evaluation and engineering design. Numerical models are used to integrate concepts and to assess environmental impacts of human activities. Problem sets involve development of MATLABĺ¨ models for particular engineering applications. Some experience with computer programming is helpful but not essential.

Applied ecology is a framework for the application of knowledge about ecosystems so that actions can be taken to create a better balance and harmony between people and nature in order to reduce human impact on other beings and their habitats.

Students learn about the concepts of the tragedy of the commons and sustainability in the Course Introduction. Project 1 builds on these concepts by having students analyze their family’s ecological footprint using data they collect by auditing their use of various resources. Students then propose how they their family live more sustainably. Part of Sprocket's AP environmental science course.

Students explore their own Ecological Footprint in the context of how many Earths it would take if everyone used the same amount of resources they did. They compare this to the Ecological Footprint of individuals in other parts of the world and to the Ecological footprint of a family member when they were the student's age.

This course presents the principles of evolution, ecology, and behavior for students beginning their study of biology and of the environment. It discusses major ideas and results in a manner accessible to all Yale College undergraduates. Recent advances have energized these fields with results that have implications well beyond their boundaries: ideas, mechanisms, and processes that should form part of the toolkit of all biologists and educated citizens.

Ecology is the study of how living things interact with each other and their environment. This includes living things (biotic factors) and non-living things (abiotic factors).

Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

Ecologies of Construction examines the resource requirements for the making and maintenance of the contemporary built environment. This course introduces the field of industrial ecology as a primary source of concepts and methods in the mapping of material and energy expenditures dedicated to construction activities.

This books is a general introduction to Marine Ecology, accompanying a lecture and excursion. It targets students without prior knowledge of the subject. The content is taken largely from Wikipedia, but curated and augmented by the authors.

Students learn how rooftop gardens help the environment and the lives of people, especially in urban areas. They gain an understanding of how plants reduce the urban heat island effect, improve air quality, provide agriculture space, reduce energy consumption and increase the aesthetic quality of cities. This draws upon the science of heat transfer (conduction, convection, radiation, materials, color) and ecology (plants, shade, carbon dioxide, photosynthesis), and the engineering requirements for rooftop gardens. In the associated activity, students apply their scientific knowledge to model and measure the effects of green roofs.

About this book
Origin story
I (Erin) began this book project after participating in the Open Pedagogy Incubator hosted by the NC State University Libraries in 2020, with the goal of making my course materials – and information about Applied Ecology – more broadly accessible to students, educators, and the general public. Rather than impose my sole voice, perspective, and biases, I restructured my course assignments to enable student creation of the content you will encounter in this book. The assignments are open-ended and open-world, motivating students to collaborate with each other and to seek knowledge beyond the classroom, and thus embody core characteristics of the discipline of Applied Ecology as well as Open Education and Universal Design for Learning. I hope that by centering student voices and by highlighting diverse scientists, research systems and ecosystems, this work empowers the reader and highlights the relevance of Applied Ecology in our everyday lives.

Intended use
This book is formatted to provide information about key ecological principles, concepts, and processes, explored and applied across various contexts. The text can be used as a foundational or supplementary text for ecology courses, or as a standalone reference for students in formal academic settings or beyond.

The Vocabulary terms at the beginning of each chapter are listed in the order that students will encounter them while reading the blog-style summary for that chapter. The Glossary lists all terms in the entire book in alphabetical order, for quick reference as needed.

We have provided an appendix with skeletal outlines that students can use to guide their notetaking. I also intend to compile a companion volume for educators, containing templates for each assignment used to guide the student works presented here.

Accessibility
We use sans-serif fonts to facilitate readability in digital format and by readers who are neurodivergent. We also support screen readership through alt-text images.

" We will cover fundamentals of ecology, considering Earth as an integrated dynamic system. Topics include coevolution of the biosphere, geosphere, atmosphere and oceans; photosynthesis and respiration; the hydrologic, carbon and nitrogen cycles. We will examine the flow of energy and materials through ecosystems; regulation of the distribution and abundance of organisms; structure and function of ecosystems, including evolution and natural selection; metabolic diversity; productivity; trophic dynamics; models of population growth, competition, mutualism and predation. This course is designated as Communication-Intensive; instruction and practice in oral and written communication provided. Biology is a recommended prerequisite."

The ecological autobiography is a multi-stage reflective and written exercise that draws on students' personal history and experiences as they consider the ecological context of some period of their lives. The goal is to individually and collectively explore how the landscapes and ecological communities we have inhabited influence us as individuals, set the context of our lives, and influence our expectations of landscape.

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This short lesson was designed in collaboration with a 7th grade Life Science teacher (Paul Jeffery). The idea behind the lesson is to help students better understand ecological and geographical classifications by teaching them at the same time in their Life Science class and their Geography class. Teaching the two classifications together will help reinforce the idea of classification. While this lesson would best be taught outdoors it can also be adapted to the indoors.

Students analyze data on temperature and precipitation collected from 26 different Long Term Ecological Research sites and compare them with annual net primary productivity. The students then form an ecological rule to explain their results.