Table of Contents -- ACKNOWLEDGMENTS -- INTRODUCTION -- ENVIRONMENTAL INQUIRY -- MEETING THE STANDARDS -- WHY INQUIRY? -- AUDIENCE -- WHY ECOLOGY OF INVASIVE SPECIES? -- AUTHENTIC SCIENCE -- RELEVANCE -- ENGAGING STUDENTS -- INQUIRY AND ECOLOGY -- LEVELS OF INQUIRY -- COOPERATION AND PEER REVIEW IN SCIENCE -- ECOLOGICAL RESEARCH -- GUIDING STUDENT INQUIRY -- ABOUT THE STUDENT EDITION -- Section 1-Understanding Invasion Ecology -- Section 2-Invasion Ecology Protocols: Introducing Research -- Section 3-Beyond Protocols: Conducting Interactive Research -- SECTION 1 -- UNDERSTANDING INVASION ECOLOGY -- MODEL RESPONSES TO DISCUSSION QUESTIONS -- Chapter 1. Introduction -- Chapter 2. Population Ecology -- Chapter 3. Community Ecology -- Chapter 4. Ecosystem Ecology -- SECTION 2 -- INVASION ECOLOGY PROTOCOLS-INTRODUCING RESEARCH -- OVERVIEW: PROTOCOLS AND FORMS -- USING THE PROTOCOLS IN RESEARCH -- SECTION 3 -- BEYOND PROTOCOLS-CONDUCTING INTERACTIVE RESEARCH -- STEPS IN CONDUCTING INTERACTIVE RESEARCH -- EXAMPLE INTERACTIVE RESEARCH PROJECTS -- Example Interactive Research Project 1-Biological Control of Purple Loosestrife -- Example Interactive Research Project 2-Phragmites Insect Survey -- IDEAS FOR INTERACTIVE RESEARCH PROJECTS -- Studies Using Microcosms -- INQUIRY TEACHING TIPS -- Choosing a Research Question -- Allowing Time for Exploratory Research -- Research Design -- Questions about Protocols-Creating "Teachable Moments" -- Results-A Look at Variability -- Unexpected Results -- Engaging in Peer Review -- ASSESSMENT -- PERFORMANCE ASSESSMENT -- EXAMPLE ASSESSMENT RUBRICS FOR EI STUDENT RESEARCH -- Assessment Criteria for Student Research -- Assessment Rubrics for Poster Presentations -- Assessment Rubrics for Written Reports -- SAMPLE TEST QUESTIONS -- REFERENCES -- ASIAN LONGHORNED BEETLE -- BIOLOGICAL CONTROL -- CHESTNUT BLIGHT -- DEER.

EARTHWORMS -- ECOLOGY -- INQUIRY-BASED SCIENCE -- INVASIVE SPECIES -- MICROCOSMS -- PHRAGMITES -- PURPLE LOOSESTRIFE -- TAMARISK -- ZEBRA MUSSEL.