Embracing Winter: The Unique Ecology Course at Dartmouth
February presents a frigid landscape at Dartmouth College, where icy temperatures and snow-covered paths become the norm. While many students retreat indoors to escape the cold, participants in BIOL 61, titled “End of Winter: Winter Ecology,” are choosing to venture outside.
A Groundbreaking Course Development
Biology instructor Caitlin Hicks Pries initiated this course after winning a National Science Foundation grant aimed at blending research with education. Her work on snowmelt dynamics at the Dartmouth Skiway inspired her to craft this innovative class focused on winter ecology.
“I was taken aback by the absence of a dedicated winter ecology course; it is such an integral facet of both Dartmouth’s environment and student experience,” Pries remarked.
An Interactive Learning Experience
The core focus of BIOL 61 is engaging students in hands-on research projects that analyze how variations in snow depth influence local ecosystems. “I sought a method for collecting data that would actively involve every student,” she explained. “Together, we will compile an extensive dataset from which each group will derive their specific research projects.”
Field Research Adventures
Students embark on field trips to locations like Pine Park throughout the beginning weeks of the term to lay the groundwork for their experiments. Claire Cohenuram ’26 shared her enthusiasm: “I thoroughly enjoyed being outdoors during those early weeks; most sessions were spent scouting sites or setting up equipment.”
Noah da Silva ’25 described how projects are divided among three groups within the class—each focusing on diverse aspects of winter ecology research. By term’s end, these teams will amalgamate their findings into cohesive studies.
- “One team investigates weather changes by measuring factors like snow depth and surface temperatures,” da Silva noted.
- “Another focuses on small mammals through setting up baited traps in wooded areas.” He added detail about his own project involving game cameras placed strategically around Pine Park for tracking larger wildlife movements such as deer and foxes.
A Memorable Connection with Nature
Noah described capturing wildlife moments through these cameras as one of his favorite experiences: “Most cameras recorded nothing notable, but spotting animals interacting with nature during winter was rewarding.” Similarly, Anna Chabica ’25 expressed excitement over surveying small mammals throughout their ongoing month-long data collection project.
A Positive Shift towards Outdoor Learning
The nature-focused aspect of BIOL 61 fully immerses students in harsh winter conditions while fostering outdoor education appreciation. For da Silva, this unique format embodies what he desired from a winter curriculum: “This course has allowed me to deeply engage with our seasonal environment.”
Cohenuram echoed similar sentiments regarding outdoor learning versus traditional classrooms: “It’s invigorating being active outdoors while interacting casually with classmates instead of being confined indoors.” Adding layers to classroom discussions enriches not only academic understanding but personal engagement with nature as well:
“The knowledge gained transforms my perception whenever I stroll outside post-class; everything appears freshly interpreted through my newly acquired understanding,” Noah reflected.
Shed Light on Winters’ Challenges for Wildlife
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Even though Cohenuram hails from New England herself, she found new insights regarding winters’ difficulties for living organisms throughout this study:
“I’ve never truly considered how demanding winters can be—having always lived amidst forests—it deepens my appreciation for them. After all these organisms endure some formidable conditions yearly.”
The Impact Of Climate Change On The Season We Love
However soberingly promising its lessons may be about survival and adaptation amid seasonal changes—da Silva pointed towards climate change threatening consistent winters.
“It’s disheartening observing winter gradually fading away while enrolled,” he acknowledged adding that such realities compel critical conversations among us as we explore our relationship across ecosystems impacted by human actions.”
Catalyzing Future Opportunities In Understanding Ecosystems
As she looks ahead toward subsequent iterations curriculums built around hands-on discoveries surrounding other iconic settings like Mount Moosilauke or different sections within Dartmouth’s Grant systemgoing forward glimpse funding possibilities manage planned expansions offering much more than simply wintry explorations involving ecological literacy.
“I hope I’ll get another chance teaching this subject next year because it’s been genuinely delightful working together,” concluded Professor Pries.