Browsing by Author "Farrell, Kaitlin J."

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    Continental-scale decrease in net primary productivity in streams due to climate warming
    Song, Chao; Dodds, Walter K.; Ruegg, Janine; Argerich, Alba; Baker, Christina L.; Bowden, William B.; Douglas, Michael M.; Farrell, Kaitlin J.; Flinn, Michael B.; Garcia, Erica A.; Helton, Ashley M.; Harms, Tamara K.; Jia, Shufang; Jones, Jeremy B.; Koenig, Lauren E.; Kominoski, John S.; McDowell, William H.; McMaster, Damien; Parker, Samuel P.; Rosemond, Amy D.; Ruffing, Claire M.; Sheehan, Ken R.; Trentman, Matt T.; Whiles, Matt R.; Wollheim, Wilfred M.; Ballantyne, Ford (2018-06)
    Streams play a key role in the global carbon cycle. The balance between carbon intake through photosynthesis and carbon release via respiration influences carbon emissions from streams and depends on temperature. However, the lack of a comprehensive analysis of the temperature sensitivity of the metabolic balance in inland waters across latitudes and local climate conditions hinders an accurate projection of carbon emissions in a warmer future. Here, we use a model of diel dissolved oxygen dynamics, combined with high-frequency measurements of dissolved oxygen, light and temperature, to estimate the temperature sensitivities of gross primary production and ecosystem respiration in streams across six biomes, from the tropics to the arctic tundra. We find that the change in metabolic balance, that is, the ratio of gross primary production to ecosystem respiration, is a function of stream temperature and current metabolic balance. Applying this relationship to the global compilation of stream metabolism data, we find that a 1 degrees C increase in stream temperature leads to a convergence of metabolic balance and to a 23.6% overall decline in net ecosystem productivity across the streams studied. We suggest that if the relationship holds for similarly sized streams around the globe, the warming-induced shifts in metabolic balance will result in an increase of 0.0194 Pg carbon emitted from such streams every year.
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    Dynamic modeling of organic carbon fates in lake ecosystems
    McCullough, Ian M.; Dugan, Hilary A.; Farrell, Kaitlin J.; Morales-Williams, Ana M.; Ouyang, Zutao; Roberts, Derek C.; Scordo, Facundo; Bartlett, Sarah L.; Burke, Samantha M.; Doubek, Jonathan P.; Krivak-Tetley, Flora E.; Skaff, Nicholas K.; Summers, Jamie C.; Weathers, Kathleen C.; Hanson, Paul C. (2018-10-24)
    Lakes are active processors of organic carbon (OC) and play important roles in landscape and global carbon cycling. Allochthonous OC loads from the landscape, along with autochthonous OC loads from primary production, are mineralized in lakes, buried in lake sediments, and exported via surface or groundwater outflows. Although these processes provide a basis for a conceptual understanding of lake OC budgets, few studies have integrated these fluxes under a dynamic modeling framework to examine their interactions and relative magnitudes. We developed a simple, dynamic mass balance model for OC, and applied the model to a set of five lakes. We examined the relative magnitudes of OC fluxes and found that long-term (> 10 year) lake OC dynamics were predominantly driven by allochthonous loads in four of the five lakes, underscoring the importance of terrestrially-derived OC in northern lake ecosystems. Our model highlighted seasonal patterns in lake OC budgets, with increasing water temperatures and lake productivity throughout the growing season corresponding to a transition from burial- to respiration-dominated OC fates. Ratios of respiration to burial, however, were also mediated by the source (autochthonous vs. allochthonous) of total OC loads. Autochthonous OC is more readily respired and may therefore proportionally reduce burial under a warming climate, but allochthonous OC may increase burial due to changes in precipitation. The ratios of autochthonous to allochthonous inputs and respiration to burial demonstrate the importance of dynamic models for examining both the seasonal and inter-annual roles of lakes in landscape and global carbon cycling, particularly in a global change context. Finally, we highlighted critical data needs, which include surface water DOC observations in paired tributary and lake systems, measurements of OC burial rates, groundwater input volume and DOC, and budgets of particulate OC.
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    Enhancing collaboration between ecologists and computer scientists: lessons learned and recommendations forward
    Carey, Cayelan C.; Ward, Nicole K.; Farrell, Kaitlin J.; Lofton, Mary E.; Krinos, Arianna, I.; McClure, Ryan P.; Subratie, Kensworth C.; Figueiredo, Renato J.; Doubek, Jonathan P.; Hanson, Paul C.; Papadopoulos, Philip; Arzberger, Peter (Ecological Society of America, 2019-05)
    In the era of big data, ecologists are increasingly relying on computational approaches and tools to answer existing questions and pose new research questions. These include both software applications (e.g., simulation models, databases and machine learning algorithms) and hardware systems (e.g., wireless sensor networks, supercomputing, drones and satellites), motivating the need for greater collaboration between computer scientists and ecologists. Here, we outline some synergistic opportunities for scientists in both disciplines that can be gained by building collaborations between the computer science and ecology research communities, with a focus on the benefits to ecology specifically. We also identify past contributions of computer science to ecology, including high-frequency environmental sensor technology, advanced supercomputing capacity for ecological modeling, databases for long-term and high-frequency datasets, and software programs for ecological analyses, to anticipate future potential contributions. These examples highlight the power and potential for further integration of computer science technology and ideas into the ecological research community. Finally, we translate our own experiences working together as a team of computer scientists and ecologists over the past decade into a conceptual framework with recommendations for supporting productive collaborations at the interface of the two disciplines. We specifically focus on how to apply best practices of team science for bridging computer science and ecology, which we advocate will substantially benefit ecology long-term.
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    From concept to practice to policy: modeling coupled natural and human systems in lake catchments
    Cobourn, Kelly M.; Carey, Cayelan C.; Boyle, Kevin J.; Duffy, Christopher J.; Dugan, Hilary A.; Farrell, Kaitlin J.; Fitchett, Leah Lynn; Hanson, Paul C.; Hart, Julia A.; Henson, Virginia Reilly; Hetherington, Amy L.; Kemanian, Armen R.; Rudstam, Lars G.; Shu, Lele; Soranno, Patricia A.; Sorice, Michael G.; Stachelek, Joseph; Ward, Nicole K.; Weathers, Kathleen C.; Weng, Weizhe; Zhang, Yu (Ecological Society of America, 2018-05-03)
    Recent debate over the scope of the U.S. Clean Water Act underscores the need to develop a robust body of scientific work that defines the connectivity between freshwater systems and people. Coupled natural and human systems (CNHS) modeling is one tool that can be used to study the complex, reciprocal linkages between human actions and ecosystem processes. Well‐developed CNHS models exist at a conceptual level, but the mapping of these system representations in practice is limited in capturing these feedbacks. This article presents a paired conceptual–empirical methodology for functionally capturing feedbacks between human and natural systems in freshwater lake catchments, from human actions to the ecosystem and from the ecosystem back to human actions. We address extant challenges in CNHS modeling, which arise from differences in disciplinary approach, model structure, and spatiotemporal resolution, to connect a suite of models. In doing so, we create an integrated, multi‐disciplinary tool that captures diverse processes that operate at multiple scales, including land‐management decision‐making, hydrologic‐solute transport, aquatic nutrient cycling, and civic engagement. In this article, we build on this novel framework to advance cross‐disciplinary dialogue to move CNHS lake‐catchment modeling in a systematic direction and, ultimately, provide a foundation for smart decision‐making and policy.
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    Macrosystems EDDIE Teaching Modules Increase Students’ Ability to Define, Interpret, and Apply Concepts in Macrosystems Ecology
    Hounshell, Alexandria G.; Farrell, Kaitlin J.; Carey, Cayelan C. (MDPI, 2021-07-26)
    Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students’ understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student’s self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1–3 h) macrosystems activities into ecology courses can improve students’ ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the first documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula.
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    Macrosystems EDDIE teaching modules significantly increase ecology students' proficiency and confidence working with ecosystem models and use of systems thinking
    Carey, Cayelan C.; Farrell, Kaitlin J.; Hounshell, Alexandria G.; O'Connell, Kristin (2020-11)
    Simulation models are increasingly used by ecologists to study complex, ecosystem-scale phenomena, but integrating ecosystem simulation modeling into ecology undergraduate and graduate curricula remains rare. Engaging ecology students with ecosystem simulation models may enable students to conduct hypothesis-driven scientific inquiry while also promoting their use of systems thinking, but it remains unknown how using hands-on modeling activities in the classroom affects student learning. Here, we developed short (3-hr) teaching modules as part of the Macrosystems EDDIE (Environmental Data-Driven Inquiry & Exploration) program that engage students with hands-on ecosystem modeling in the R statistical environment. We embedded the modules into in-person ecology courses at 17 colleges and universities and assessed student perceptions of their proficiency and confidence before and after working with models. Across all 277 undergraduate and graduate students who participated in our study, completing one Macrosystems EDDIE teaching module significantly increased students' self-reported proficiency, confidence, and likely future use of simulation models, as well as their perceived knowledge of ecosystem simulation models. Further, students were significantly more likely to describe that an important benefit of ecosystem models was their "ease of use" after completing a module. Interestingly, students were significantly more likely to provide evidence of systems thinking in their assessment responses about the benefits of ecosystem models after completing a module, suggesting that these hands-on ecosystem modeling activities may increase students' awareness of how individual components interact to affect system-level dynamics. Overall, Macrosystems EDDIE modules help students gain confidence in their ability to use ecosystem models and provide a useful method for ecology educators to introduce undergraduate and graduate students to ecosystem simulation modeling using in-person, hybrid, or virtual modes of instruction.
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    Power, pitfalls, and potential for integrating computational literacy into undergraduate ecology courses
    Farrell, Kaitlin J.; Carey, Cayelan C. (Wiley, 2018-07-30)
    Environmental research requires understanding nonlinear ecological dynamics that interact across multiple spatial and temporal scales. The analysis of long‐term and high‐frequency sensor data combined with simulation modeling enables interpretation of complex ecological phenomena, and the computational skills needed to conduct these analyses are increasingly being integrated into graduate student training programs in ecology. Despite its importance, however, computational literacy—that is, the ability to harness the power of computer technologies to accomplish tasks—is rarely taught in undergraduate ecology classrooms, representing a major gap in training students to tackle complex environmental challenges. Through our experience developing undergraduate curricula in long‐term and high‐frequency data analysis and simulation modeling for two environmental science pedagogical initiatives, Project EDDIE (Environmental Data‐Driven Inquiry and Exploration) and Macrosystems EDDIE, we have found that students often feel intimidated by computational tasks, which is compounded by the lack of familiarity with software (e.g., R) and the steep learning curves associated with script‐based analytical tools. The use of prepackaged, flexible modules that introduce programming as a mechanism to explore environmental datasets and teach inquiry‐based ecology, such as those developed for Project EDDIE and Macrosystems EDDIE, can significantly increase students’ experience and comfort levels with advanced computational tools. These types of modules in turn provide great potential for empowering students with the computational literacy needed to ask ecological questions and test hypotheses on their own. As continental‐scale sensor observatory networks rapidly expand the availability of long‐term and high‐frequency data, students with the skills to manipulate, visualize, and interpret such data will be well‐prepared for diverse careers in data science, and will help advance the future of open, reproducible science in ecology.
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    A Practical Guide for Managing Interdisciplinary Teams: Lessons Learned from Coupled Natural and Human Systems Research
    Henson, V. Reilly; Cobourn, Kelly M.; Weathers, Kathleen C.; Carey, Cayelan C.; Farrell, Kaitlin J.; Klug, Jennifer L.; Sorice, Michael G.; Ward, Nicole K.; Weng, Weizhe (MDPI, 2020-07-09)
    Interdisciplinary team science is essential to address complex socio-environmental questions, but it also presents unique challenges. The scientific literature identifies best practices for high-level processes in team science, e.g., leadership and team building, but provides less guidance about practical, day-to-day strategies to support teamwork, e.g., translating jargon across disciplines, sharing and transforming data, and coordinating diverse and geographically distributed researchers. This article offers a case study of an interdisciplinary socio-environmental research project to derive insight to support team science implementation. We evaluate the project’s inner workings using a framework derived from the growing body of literature for team science best practices, and derive insights into how best to apply team science principles to interdisciplinary research. We find that two of the most useful areas for proactive planning and coordinated leadership are data management and co-authorship. By providing guidance for project implementation focused on these areas, we contribute a pragmatic, detail-oriented perspective on team science in an effort to support similar projects.
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    Salting our freshwater lakes
    Dugan, Hilary A.; Bartlett, Sarah L.; Burke, Samantha M.; Doubek, Jonathan P.; Krivak-Tetley, Flora E.; Skaff, Nicholas K.; Summers, Jamie C.; Farrell, Kaitlin J.; McCullough, Ian M.; Morales-Williams, Ana M.; Roberts, Derek C.; Ouyang, Zutao; Scordo, Facundo; Hanson, Paul C.; Weathers, Kathleen C. (NAS, 2017-03-08)
    The highest densities of lakes on Earth are in north temperate ecosystems, where increasing urbanization and associated chloride runoff can salinize freshwaters and threaten lake water quality and the many ecosystem services lakes provide. However, the extent to which lake salinity may be changing at broad spatial scales remains unknown, leading us to first identify spatial patterns and then investigate the drivers of these patterns. Significant decadal trends in lake salinization were identified using a dataset of long-term chloride concentrations from 371 North American lakes. Landscape and climate metrics calculated for each site demonstrated that impervious land cover was a strong predictor of chloride trends in Northeast and Midwest North American lakes. As little as 1% impervious land cover surrounding a lake increased the likelihood of long-term salinization. Considering that 27% of large lakes in the United States have >1% impervious land cover around their perimeters, the potential for steady and long-term salinization of these aquatic systems is high. This study predicts that many lakes will exceed the aquatic life threshold criterion for chronic chloride exposure (230 mg L⁻¹), stipulated by the US Environmental Protection Agency (EPA), in the next 50 y if current trends continue.
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    Training macrosystems scientists requires both interpersonal and technical skills
    Farrell, Kaitlin J.; Weathers, Kathleen C.; Sparks, Sarah H.; Brentrup, Jennifer A.; Carey, Cayelan C.; Dietze, Michael C.; Foster, John R.; Grayson, Kristine L.; Matthes, Jaclyn H.; SanClements, Michael D. (2021-02)
    Macrosystems science strives to integrate patterns and processes that span regional to continental scales. The scope of such research often necessitates the involvement of large interdisciplinary and/or multi-institutional teams composed of scientists across a range of career stages, a diversity that requires researchers to hone both technical and interpersonal skills. We surveyed participants in macrosystems projects funded by the US National Science Foundation to assess the perceived importance of different skills needed in their research, as well as the types of training they received. Survey results revealed a mismatch between the skills participants perceive as important and the training they received, particularly for interpersonal and management skills. We highlight lessons learned from macrosystems training case studies, explore avenues for further improvement of undergraduate and graduate education, and discuss other training opportunities for macrosystems scientists. Given the trend toward interdisciplinary research beyond the macrosystems community, these insights are broadly applicable for scientists involved in diverse, collaborative projects.