ILTER supports globally comparative and synthetic analyses over time and space in search of general ecological principles prevailing across biomes, environmental zones, ecosystem types and scales. It thereby enables the expansion of scientific opportunities and knowledge, and delivering reliable information for evidence-based policy.
ILTER Science Committee
The ILTER Science Committee oversees the ongoing ILTER Research Initiatives by providing guidance in terms of the overall ILTER goals. It helps promoting current initiatives, and also reviews and evaluates them. It collects annual reports and impact sheets, and proposes new or amended Research Initiatives. The ILTER Science Committee also develops scientific programmes for ILTER events , evaluates abstracts received by prospective speakers, and provides session leaders.
The members of the ILTER Science Committee:
- Chair: Peter Haase (Germany)
- Aurora Gaxiola Alcantar (Chile)
- Martin Forsius (Finland)
- Nancy Grimm (USA)
- Kinga Krauze (Poland)
- Michael Liddell (Australia)
- David Lindenmayer (Australia)
- Daniel Orenstein (Israel)
- Hideaki Shibata (Japan)
- Melinda Smith (USA)
Within ILTER several science initiatives have been organized and implemented to foster international collaborations among researchers by maximizing the strengths of the global ILTER network of site-based research infrastructures. They cover various research disciplines and topics such as community ecology, biodiversity, biogeochemistry, ecosystem service, socio-ecology, water and material cycles, sustainability and resilience. Sseveral of these initiatives receives partial funding from ILTER.
ILTER members collectively carry out a wide range of educational activities, in the field, laboratory and classroom. Their sites and the databases they develop create a number of unique educational opportunities for enhancing ecological and socio-ecological literacy. These unique aspects include:
- The ability to monitor long-term patterns and phenomena
- The ability to analyze and synthesize the data collected at different stations
- The ability to undertake learning relating to large-scale processes typical of most of the systems on Earth
- The accumulation of data from different systems and over time by different educational communities enables the development of unique mutual relationships.
- The potential for interdisciplinary and multidisciplinary generalization is more similar to the context of problem solving in the real world.