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Abstract Ecosystems around the globe are experiencing changes in both the magnitude and fluctuations of environmental conditions due to land use and climate change. In response, ecologists are increasingly using near‐term, iterative ecological forecasts to predict how ecosystems will change in the future. To date, many near‐term, iterative forecasting systems have been developed using high temporal frequency (minute to hourly resolution) data streams for assimilation. However, this approach may be cost‐prohibitive or impossible for forecasting ecological variables that lack high‐frequency sensors or have high data latency (i.e., a delay before data are available for modeling after collection). To explore the effects of data assimilation frequency on forecast skill, we developed water temperature forecasts for a eutrophic drinking water reservoir and conducted data assimilation experiments by selectively withholding observations to examine the effect of data availability on forecast accuracy. We used in situ sensors, manually collected data, and a calibrated water quality ecosystem model driven by forecasted weather data to generate future water temperature forecasts using Forecasting Lake and Reservoir Ecosystems (FLARE), an open source water quality forecasting system. We tested the effect of daily, weekly, fortnightly, and monthly data assimilation on the skill of 1‐ to 35‐day‐ahead water temperature forecasts. We found that forecast skill varied depending on the season, forecast horizon, depth, and data assimilation frequency, but overall forecast performance was high, with a mean 1‐day‐ahead forecast root mean square error (RMSE) of 0.81°C, mean 7‐day RMSE of 1.15°C, and mean 35‐day RMSE of 1.94°C. Aggregated across the year, daily data assimilation yielded the most skillful forecasts at 1‐ to 7‐day‐ahead horizons, but weekly data assimilation resulted in the most skillful forecasts at 8‐ to 35‐day‐ahead horizons. Within a year, forecasts with weekly data assimilation consistently outperformed forecasts with daily data assimilation after the 8‐day forecast horizon during mixed spring/autumn periods and 5‐ to 14‐day‐ahead horizons during the summer‐stratified period, depending on depth. Our results suggest that lower frequency data (i.e., weekly) may be adequate for developing accurate forecasts in some applications, further enabling the development of forecasts broadly across ecosystems and ecological variables without high‐frequency sensor data.

Abstract Communicating and interpreting uncertainty in ecological model predictions is notoriously challenging, motivating the need for new educational tools, which introduce ecology students to core concepts in uncertainty communication. Ecological forecasting, an emerging approach to estimate future states of ecological systems with uncertainty, provides a relevant and engaging framework for introducing uncertainty communication to undergraduate students, as forecasts can be used as decision support tools for addressing real‐world ecological problems and are inherently uncertain. To provide critical training on uncertainty communication and introduce undergraduate students to the use of ecological forecasts for guiding decision‐making, we developed a hands‐on teaching module within the Macrosystems Environmental Data‐Driven Inquiry and Exploration (EDDIE; MacrosystemsEDDIE.org) educational program. Our module used an active learning approach by embedding forecasting activities in an R Shiny application to engage ecology students in introductory data science, ecological modeling, and forecasting concepts without needing advanced computational or programming skills. Pre‐ and post‐module assessment data from more than 250 undergraduate students enrolled in ecology, freshwater ecology, and zoology courses indicate that the module significantly increased students' ability to interpret forecast visualizations with uncertainty, identify different ways to communicate forecast uncertainty for diverse users, and correctly define ecological forecasting terms. Specifically, students were more likely to describe visual, numeric, and probabilistic methods of uncertainty communication following module completion. Students were also able to identify more benefits of ecological forecasting following module completion, with the key benefits of using forecasts for prediction and decision‐making most commonly described. These results show promise for introducing ecological model uncertainty, data visualizations, and forecasting into undergraduate ecology curricula via software‐based learning, which can increase students' ability to engage and understand complex ecological concepts.

Freshwater ecosystems provide vital services, yet are facing increasing risks from global change. In particular, lake thermal dynamics have been altered around the world as a result of climate change, necessitating a predictive understanding of how climate will continue to alter lakes in the future as well as the associated uncertainty in these predictions. Numerous sources of uncertainty affect projections of future lake conditions but few are quantified, limiting the use of lake modeling projections as management tools. To quantify and evaluate the effects of two potentially important sources of uncertainty, lake model selection uncertainty and climate model selection uncertainty, we developed ensemble projections of lake thermal dynamics for a dimictic lake in New Hampshire, USA (Lake Sunapee). Our ensemble projections used four different climate models as inputs to five vertical one-dimensional (1-D) hydrodynamic lake models under three different climate change scenarios to simulate thermal metrics from 2006 to 2099. We found that almost all the lake thermal metrics modeled (surface water temperature, bottom water temperature, Schmidt stability, stratification duration, and ice cover, but not thermocline depth) are projected to change over the next century. Importantly, we found that the dominant source of uncertainty varied among the thermal metrics, as thermal metrics associated with the surface waters (surface water temperature, total ice duration) were driven primarily by climate model selection uncertainty, while metrics associated with deeper depths (bottom water temperature, stratification duration) were dominated by lake model selection uncertainty. Consequently, our results indicate that researchers generating projections of lake bottom water metrics should prioritize including multiple lake models for best capturing projection uncertainty, while those focusing on lake surface metrics should prioritize including multiple climate models. Overall, our ensemble modeling study reveals important information on how climate change will affect lake thermal properties, and also provides some of the first analyses on how climate model selection uncertainty and lake model selection uncertainty interact to affect projections of future lake dynamics.

Abstract Conducting ecological research in a way that addresses complex, real‐world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub‐discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.

Ecological forecasting is an emerging approach to estimate the future state of an ecological system with uncertainty, allowing society to better manage ecosystem services. Ecological forecasting is a core mission of the U.S. National Ecological Observatory Network (NEON) and several federal agencies, yet, to date, forecasting training has focused on graduate students, representing a gap in undergraduate ecology curricula. In response, we developed a teaching module for the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration; MacrosystemsEDDIE.org) educational program to introduce ecological forecasting to undergraduate students through an interactive online tool built with R Shiny. To date, we have assessed this module, “Introduction to Ecological Forecasting,” at ten universities and two conference workshops with both undergraduate and graduate students (N = 136 total) and found that the module significantly increased undergraduate students’ ability to correctly define ecological forecasting terms and identify steps in the ecological forecasting cycle. Undergraduate and graduate students who completed the module showed increased familiarity with ecological forecasts and forecast uncertainty. These results suggest that integrating ecological forecasting into undergraduate ecology curricula will enhance students’ abilities to engage and understand complex ecological concepts.

Stratification has a considerable influence on lake ecology, but there is little understanding of past or future changes in its seasonality. Here, the authors use modelling and empirical data to determine that between 1901–2099, climate change causes stratification to start earlier and end later.