Ecosystem Science & Stewardship at CMC

What is ecosystem science?

Within any environment, living and nonliving things interact with each other. Together, they form an ecosystem. Ecosystem science is the study of inter-relationships among the living organisms, physical features, bio-chemical processes, natural phenomena, and human activities in ecological communities.

What does an ecosystem scientist do?

Ecosystem scientists use their expertise to solve problems on many levels. They may do field or lab work to collect and analyze data, investigating factors at play in a degraded ecosystem, predicting the effects of proposed actions, monitoring entire ecosystems, or they may study various phenomena of a single species. They use the information they gathered to describe current ecosystem health, predict future states of an ecosystem, and evaluate different management strategies to improve the health of an ecosystem.

Ecosystem scientists communicate their recommendations to private landowners, land management agencies, external clients, and policymakers, often including spatial analysis and maps made with geographic information systems (GIS).

Where does an ecosystem scientist work?

Many ecosystem scientists with a bachelor’s degree or higher work for non-profit, private, or governmental agencies, or in secondary or higher education. Job titles vary depending on education and experience; some examples include biological technician, ecologist, forester, soil conservationist, hydrologist, botanist, wildlife biologist, environmental consultant, or natural resource manager.

The Ecosystem Science & Stewardship Emphasis (AS) is offered at:

• Leadville
• Steamboat Springs
• Vail Valley at Edwards

If you live closer to a campus that is not listed above, you may be able to take some classes locally. Contact your campus for more information.

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Program Student Learning Outcomes (PSLOs) articulate what students are expected to learn while earning their degree. PSLOs reinforce important academic and professional skills and provide the college an opportunity to evaluate its performance in preparing students for future study or entry into the workforce.

Upon completing the AS with emphasis in Ecosystem Science & Stewardship, successful students will be able to:

1. Describe the components, structures, processes, and functions of diverse ecosystems.

Addressed through foundational science courses, including Science & Society, Environmental Science, General Biology I (molecular) & II (biodiversity, ecology, & evolution), General Chemistry, General College Ecology, and Physical Geography.

2. Apply conceptual knowledge, field, and laboratory skills across the key areas of Ecosystem Science & Management.

Addressed through the foundational science courses highlighted above.

3. Demonstrate mastery in the use of appropriate technology, equipment, and methodology when collecting, analyzing, interpreting, and presenting scientific data.

Measures students' ability to use scientific methodology when performing experiments or other scientific projects, including the use of relevant software and hardware.  

4. Demonstrate competency in working effectively as a member of a diverse team, both individually and collaboratively.

Teamwork is essential in today’s multidisciplinary world. Most careers involve interacting and collaborating with others. Moreover, teaching and learning from others are beneficial for deep learning; help students develop critical thinking, essential communication and collaboration skills; and build self-awareness, self-confidence, and self-regulation (Michaelsen et al. 2005, Nilson 2013).

5. Demonstrate awareness of the ethical aspects and human dimensions of scientific research and ecosystem management.

Scientific research and ecosystem management often raise ethical questions in areas that include responsibilities to the scientific community, public welfare, organismal research, species, and ecosystems. This outcome measures students’ ethical awareness and the ability to engage in ethical reflection. Ethical awareness will be introduced and discussed in the foundational courses, and a specific course in Environmental Ethics will also address this outcome.

6. Perform reflective thinking to enable self-awareness of personal attributes and meaningful demonstration of learning.

Reflection, or reflective thinking, is an essential part of experiential learning (Dewey 1938, Kolb 1984). Reflective thinking involves “consideration of the larger context, the meaning, and the implications of an experience or action.” (Branch & Paranjape 2002). In other words, reflection does not simply involve recording what a you did or plan to do. Rather, it involves considering why what you did or plan to do matters in the process, helping you better understand something while exploring emotions, feelings, reactions, and new knowledge.

Learning is interconnected, and reflection allows a space for these connections to occur. Throughout the program, students will regularly engage in learning reflections tied to the student learning outcomes.

References

Branch, W. T., & A. Paranjape. 2002. "Feedback and Reflection: Teaching Methods for Clinical Settings." Academic Medicine, 77(12): 1185-8.

Dewey, J. 1938. Experience and education. New York: Collier Macmillan.

Kolb, D. A. 1984. Experiential learning: experience as the source of learning and development. Upper Saddle, NJ: Prentice-Hall.

Michaelsen, L. K., A. B. Knight, L.D. Fink. 2004. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus, Sterling, VA.

Nilson, L. B. 2013. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing.