5 Student pre-course preparation
5.1 Lectures
To ensure students have the required background in plant functional and climate change ecology and the methodologies, students are assigned readings before the course. During earlier iterations, readings were merely assigned, but as the course evolved we shifted to a more active model where students read papers and then discuss them within their groups. Readings include foundational papers for trait-based ecology, background on the study region, and at least one paper that helps understand the work going on in each group. In addition to these general readings, students are assigned several papers focused on their particular group.
Background on the places and experiments is in Alpine ecosystems, the Three-D project, and the INCLINE project. The reading records are in course_papers.bib. Add a paper there, then add its key under the course it belongs to.
The same foundational papers were assigned as general reading on almost every course. They are listed once. Open a course to see the background that was specific to that place, and the papers for each group.
Shared general reading, PFTC 2–7
(Boeck et al. 2015; Lavorel and Garnier 2002; McGill et al. 2006; Violle et al. 2012; Pérez-Harguindeguy et al. 2013; Reich 2014)
Pérez-Harguindeguy et al. (2013) was not on the PFTC 6 general list. Reich (2014) was not on the PFTC 2 general list.
PFTC 1China
| Group | Readings |
|---|---|
| General | ? |
| 2. Leaf ecophysiology | (Diemer and Korner 1996; Korner and Diemer 1987; Mahan and Upchurch 1988; Michaletz et al. 2015) |
PFTC 2China
| Group | Readings |
|---|---|
| General, in addition to the shared list | (Enquist et al. 2015; Guittar et al. 2016; Michaletz et al. 2015) |
PFTC 3Peru
| Group | Readings |
|---|---|
| General, in addition to the shared list | (Forrestel et al. 2017; Michaletz et al. 2016; Oliveras et al. 2014; Urrego et al. 2011) |
| 1. Plant traits along an elevation gradient (fire?) | (Enquist et al. 2017a, 2015) |
| 2. Leaf ecophysiology | (Berry and Bjorkman 1980; Michaletz et al. 2015; Wang et al. 2017; Yamori et al. 2014) |
| 3. NA | N/A |
| 4. Ecosystem CO2 fluxes | (Everwand et al. 2014; Goud et al. 2017; Metcalfe et al. 2011) |
PFTC 4Svalbard
| Group | Readings |
|---|---|
| General, in addition to the shared list | (Asner et al. 2017a; Bockmühl 2008; Elberling 2007; Forrestel et al. 2017; Ingolfsson 2004; Jetz et al. 2016; Jónsdóttir 2005) |
| 1. Plant traits along an elevation gradient and with warming. 1b Polyploidy in Saxifraga | (Enquist et al. 2017a, 2015) |
| 2. Leaf ecophysiology | (Berry and Bjorkman 1980; Michaletz et al. 2015; Rogers et al. 2017; Wang et al. 2017; Yamori et al. 2014) |
| 3. Plant and bryophytes traits along a nutrient gradient | (Ellis 2005; Kichenin et al. 2013; Lepš et al. 2011; Siefert et al. 2015; Zmudczynska et al. 2008) |
| 4. Ecosystem CO2 fluxes | (Everwand et al. 2014; Goud et al. 2017; Hudson et al. 2011; Metcalfe et al. 2011; Virkkala et al. 2018) |
| 5. Remote sensing of plant traits | (Asner et al. 2017a; Assmann et al. 2019; Bratsch et al. 2016; Davidson et al. 2016; Juutinen et al. 2017; Schneider et al. 2017; Schweiger et al. 2018; Thomson et al. 2018; Zagajewski et al. 2017) |
PFTC 5Peru
PFTC 6Norway
PFTC 7South Africa
5.2 Online lectures
We include lectures on core subjects as part of each course. During our earlier courses, these were included in the beginning of each course. However, we found that this was a sub-optimal approach, as it cut into time available for field work and analysis, and participants were often suffering from severe jet lag. In response, we now hold the background lectures online in the months before the course, increasing time in the field and giving the students the necessary background information sooner (Geange et al., 2021).
Open a course to see the lectures. P is pre-course and D is during the course. A star marks a lecture added because of the COVID lockdown in Peru. No lecture topics were recorded for PFTC 1.
To let people watch a lecture or open the slides, add a link in the Materials column: [Video](https://...) or [Slides](https://...). Leave the cell empty when there is nothing to link yet.
PFTC 1China
No lecture topics were recorded for this course.
PFTC 2China
| Topic | When | Materials |
|---|---|---|
| Welcome — introducing the themes of PFTC2 2016, with background, goals and expectations, and the sponsors | D | |
| Intro to trait based ecology | D | |
| Approaches to studying climate change impacts on plants and ecosystems | D | |
| Plant energy budgets and homeothermy: energetics, trait-environment interactions, and carbon economics | D | |
| Climate change impacts on ecosystem carbon dynamics | D |
PFTC 3Peru
| Topic | When | Materials |
|---|---|---|
| Introduction to course | D | |
| Climate change ecology in alpine regions, ecology along gradients, and how the Peru course fits in | D | |
| Introduction to trait based ecology; trait driver theory | D | |
| Overview of natural history, vegetation history of Peru and the research sites, Puna vegetation | D | |
| Introduction to tropical forests, research along (elevation) gradients in tropical forests | D | |
| Manu National Park, challenges, climate change, and research | D | |
| Introduction to carbon flux and ecosystem response to global change | D | |
| Introduction to leaf functional traits and leaf physiology | D | |
| Introduction to fire ecology in general and why it is important; the role of fire and grazing in the Puna | D | |
| Collecting ecological data, setting up experiments, etc. | D | |
| Sustainable and reproducible coding, tracking changes, data documentation, data management | D |
PFTC 4Svalbard
| Topic | When | Materials |
|---|---|---|
| Introduction to PFTC4 — aims, workflow, responsibilities, outcomes | D | |
| Climate change ecology in alpine regions: experiments, gradients, and how the Svalbard course fits in | D | |
| Introduction to trait based ecology; trait driver theory | D | |
| Introduction to Svalbard and climate change in the arctic | D | |
| OTC, ITEX site | D | |
| Snowfence experiment | D | |
| Flux course | D | |
| Introduction to drones | D | |
| Introduction to carbon flux and ecosystem response to global change | D | |
| Introduction to leaf functional traits and leaf physiology | D | |
| How to calculate and interpret community metrics from trait and compositional data | D | |
| Collecting ecological trait data, reproducible coding, how to import, clean and plot data, data checking | D | |
| Science communication | D |
PFTC 5Peru
| Topic | When | Materials |
|---|---|---|
| The ecology and natural history of the Puna | Slides | |
| Theory, background, and status of trait-based ecology | Slides Video | |
| Trait-based approaches in experiments and observational studies | Slides Video | |
| Trait-based approaches to leaf thermoregulation | Slides Video | |
| Trait-based approaches using remote sensing | Slides | |
| Introduction to the Andes to Amazon elevational gradient and ecology and natural history of the area | Video, part 1 Video, part 2 | |
| Authorship guidelines, proposing new papers, collaboration within the group | D* | |
| Pseudocode and trait distributions | D* | Video |
| How to download previous PFTC data and data exploration | D* | Video |
| Data curation and validation | D* | Slides Video |
PFTC 6Norway
| Topic | When | Materials |
|---|---|---|
| Welcome, introductions, trait based ecology | P | |
| Alpine ecosystems in Norway, overview of projects | P | |
| Intraspecific trait variation; global change; science communication | P | |
| Leaf temperature and physiology, remote sensing, carbon fluxes | P |
PFTC 7South Africa
| Topic | When | Materials |
|---|---|---|
| Welcome, introductions, overview of PFTC 7 projects, trait based ecology, and student perspective of PFTC | P | |
| Outcomes of previous courses | P | |
| Alpine ecosystems in South Africa, research in the alpine grasslands | P | |
| Leaf temperature and physiology, remote sensing, carbon fluxes | P |
5.3 Pre-course discussions
In addition to pre-course readings and lectures, later iterations of the course included virtual sessions where groups met to discuss readings, design their studies, and begin writing data documentation. Initial iterations had pre-defined research projects, but in later iterations we’ve involved students to a greater extent in the planning phase. By allowing the students to direct the research (within certain constraints), our goal is to give them a greater sense of agency and ownership of their project, as well as exposing them to more of the data life cycle, from planning all the way to publication. This phase of the course utilizes a variety of online tools, including email, Slack, Google Docs, Github, and Zoom/Skype/Teams.