I adapted this module for use in a first year environmental science course organized as a workshop with no homework or lectures. My adaptation reduced the background reading, turned the background into slides, changed the table, added a metacognition reflection exercise, and includes a rubric. My students enjoyed the module, and I would definitely use it again. My adaptation can be found here - https://qubeshub.org/qubesresources/publications/1164/1

I implemented this module over two 75 minute lectures in my upper division Applied Ecology course. Students completed the analyses in R and since they had been working in R all semester, no R code was given. https://qubeshub.org/qubesresources/publications/1158/1

I implemented this module as part of a non-majors Environmental Biology course. We worked on the module in the lab portion of a class. I created a pptx presentation to give a mini lecture to the students on the background and data set. The presentation can be found at: https://qubeshub.org/qubesresources/publications/1143/1

I used the guided approach for an upper level Ecology lab course. My notes can be found here: https://qubeshub.org/qubesresources/publications/541/1

I modified the open-ended approach for an upper-level ecology course. https://qubeshub.org/qubesresources/publications/532/1

The TIEE Bald Eagle Migration module was modified for an upper division biology major's ecology laboratory by adding outside reading and data sets for quantitative analysis. QUBES. doi:10.25334/Q4CQ5W

I implemented a modified version of this activity in an introductory biology for non-majors course at an open-enrollment community college. Please see the activity resources at https://qubeshub.org/qubesresources/publications/474/1

See posts by Dustin Wilgers at https://qubeshub.org/members/2954/collections/posts

This message was edited by tmourad on September 2, 2016 at 7:20 am.

We completed this activity as part of our Earth Day celebration in one 60min lecture period in my Second Semester Majors Introductory Biology Course. The course had 5 sections of 20-24 students each. We had already completed the HHMI Excel Tutorials and the TIEE Phenology and Climate Change Module in previous labs, so it was possible to complete the full guided activity (minus performing the regression analyses-we just used trend lines and R2 values) and have a short discussion in 60 min. I added an updated ppt introduction (modified from Dustin Wilgers) which can be found here: https://qubeshub.org/collections/post/1492/comment

I used this module at the end of an introductory Principles of Wildlife Management course (the course has no quantitative component). The module was used to apply wildlife management principles to a real world case study. The MSWord file has student questions that were modified from the original Guided Version of the module. Changes were made to attempt to make the questions less wordy and to add a question focused on wildlife management. I used it with freshman students who needed guidance with graphing in Excel. Questions 1-3 were assigned as homework, 4-5 were done in the computer lab (1 hr 15 min lecture), and discussion questions for homework. The Word file can be accessed at https://qubeshub.org/collections/post/1486

This message was edited by aprilann on May 23, 2016 at 12:05 pm.

This is the "condensed" version of the Eagle Lab that was done in a single lab period (~3 hours). We focused just on: Part I: How does the bald eagle population at a winter stopover change over three decades? Part II: How do salmon abundance and December temperatures influence bald eagle numbers The link to condensed lab handout is here: https://qubeshub.org/groups/esa/collections/post/1465

This module was implemented in a 1st year course (lab) designed for majors, but is also an option for non-majors to fulfill general education requirements. Before we started the lab, a PPT on quadratic regression and basic statistical analyses in Excel was presented (that PPT is available in this Collection). I then gave this brief PPT on Bald Eagles and I introduced the module. I cut the module to only the guided exercises and to work on the questions: Part I: How does the bald eagle population at a winter stopover change over three decades? Part II: How do salmon abundance and December temperatures influence bald eagle numbers? The module still took about 3 hours and 15 minutes to complete, but it all fit in the single lab period we had allotted for this particular module.  The Introductory PPT can be accessed here: https://qubeshub.org/groups/esa/collections/post/1464

A biologist and I (mathematician) co-taught this module in our Biological Diversity Lab at a small liberal arts college. Most of the students were freshman with only about half biology majors. Our Lab sections consist of 1 hour a pre-lab lecture and 3 hours of actual lab. We used this in two sections for a total of about 30 students. We lectured for about 45 minutes and then it took the students around 2 hours 20 minutes to complete the module questions using the guided approach. We used the Climate Change Phenology TIEE module in our lab before teaching this module. I think that worked very well because the quantitative material required for this lab built nicely on the material need for the phenology module. We did teach these two labs in successive weeks which might be a bit much. Next time we plan to do a less quantitative lab between these two modules. I put together a PowerPoint presentation with a quantitative review that can be accessed using the link https://qubeshub.org/groups/esa/collections/post/1454/