Understanding Nature

Chapters

1. Introduction

2. We stand on their shoulders

3. Biomes, life forms, and ecoregions

4. Biomes: tundra and taiga

5. Biomes: grassland

6. Biomes: shrubland, thickets, and desert

7. Biomes: savanna and forest

8. Why are biomes where they are?

9. Why are individual species where they are?

10. Introduction to evolution: the modern synthesis

11. Advances in microevolution, molecular evolution and evo-devo

12. An autobiography of the Earth

13. Introduction to statistics

14. Population ecology basics

15. Population ecology's profound questions

16. Community ecology basics

17. Theory in community ecology/competition

18. Predation

19. Succession

20. Ecosystem ecology basics

21. Energy

22. Matter

23. Ecosystem regulation

24. Landscape ecology

25. Wildlife ecology and habitat management

26. Wildlife management for temperate farms and ranches

27. Wildlife management in temperate forests

28. Conservation biology

29. Restoration ecology

30. Aquatic ecology

31. New perspectives in biogeography

32. Wicked problems

33. Epilogue - the evolution of an idea

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Rational

Most college Biology and Environmental Science majors in the U.S., at least half of whom are health pre-professionals, are required to take a course in ecology as undergraduates.  Getting them sincerely interested in ecology and having them see the relevance of the course can be a challenge.  Students do not always have the math skills necessary to appreciate some of ecology’s theoretical underpinnings.  Their decreasing familiarity with the outdoors is a major obstacle.  

 

Enter Understanding Nature:  Ecology for a New Generation.  I spent 14 years teaching ecology in the standard format, followed by seven years of experimenting with different techniques to better reach students.  Comments on course reviews went from lukewarm in the standard format to the following:

 

“Over the course of the semester, I learned so much and fell madly in love with ecology.”

“This course has significantly changed my relationship with nature.”

“Nature study has value to every person on this earth, whether they believe it or not.”

“Walking into a forest will never be the same for me in the best way possible.”

 

How did I do it?  This book challenges ecology instructors to rethink how and what they teach about nature.  In this age of nature deficit disorder, anxiety, obesity, and screen addiction, students buy in if they see nature as therapy.

 

The goals of this innovative book are to: 

   (1) provide a straight-forward resource that teaches natural history and ecological content,

   (2) provide a way to instruct students that will heal both Earth and self.