96th ESA Annual Meeting (August 7 -- 12, 2011)

GK-12 graduate fellowship experience: Learning to communicate ecological research by teaching longleaf pine fire ecology to minority high school students
Monica H. Moss Watkins, The University of Southern Mississippi

I did it! – Faculty experiences using diagnostic assessment and active teaching to transform ecology courses
Nicole T. Welch, Mississippi University for Women; Charlene D'Avanzo, Hampshire College; Charles W. Anderson, Michigan State University; Nancy J. Pelaez, Purdue University

Does instructor title matter? Undergraduate perception of biology graduate teaching assistants
K. Denise Kendall, University of Tennessee - Knoxville; Elisabeth E. Schussler, University of Tennessee - Knoxville

Research-oriented education at the intersection of biology and mathematics: The undergraduate training in theoretical ecology research (UTTER) program
James P. Grover, University of Texas at Arlington; Hristo V. Kojouharov, University of Texas at Arlington; Betty Scarbrough, University of Texas at Arlington; Alicia Prieto Langarica, University of Texas at Arlington; Laura D. Mydlarz, University of Texas at Arlington; Laura Gough, University of Texas at Arlington; D.L. Hawkins, University of Texas at Arlington; Christopher Kribs-Zaleta, University of Texas at Arlington; Benito Chen-Charpentier, University of Texas at Arlington

Education and ecology: Assessing the quality of a graduate student driven workshop for teachers
Carolyn M. Barrett, University of Illinois at Urbana-Champaign; Hillary Z. G. Lauren, University of Illinois; Barbara Hug, University of Illinois; James Planey, University of Illinois; Feng Sheng Hu, University of Illinois at Urbana-Champaign

Student performance relates to mentoring session attendance, math level, and student motivation in large-lecture introductory biology course
David J. Grisé, Texas A&M University-Corpus Christi; Caitlin M. Bailey, Texas A&M-Corpus Christi; Mariela Rivera, Texas A&M-Corpus Christi

Efficacy of peer-review to improve student performance in scientific writing
Kristen K. Cecala, University of Georgia; Amy D. Rosemond, University of Georgia

Integrated lab curricula as a research training tool in a comprehensive institution
Christopher T. Ivey, California State University, Chico; Kristopher A. Blee, California State University, Chico

Sci*Five: A promising model to enhance ecology research in the elementary science classroom
Yeni Violeta Garcia, University of Northern Colorado

Long term ecology research in an introductory lab: Do students learn from previous results?
William J. Cromartie, Stockton University

Interdisciplinary lunch discussions on the interface between economics and environmental issues
David E. Gammon, Elon University; Jennifer M. Platania, Elon University; Susan Manring, Elon University; David Munoz, Elon University

PS 2 - Education: Pedagogy and Faculty Development