The dynamics and role of arbuscular mycorrhizal fungi (AMF) have been well described in terrestrial ecosystems; however, little is known about how the dynamics of AMF are related to the ecology of wetland ecosystems. The seasonal dynamics of arbuscular mycorrhizal (AM) colonization within different wetland habitats were examined in this study to determine the factors that influence AM associations and to further assess the ecological role of AMF in wetlands. Fen and marsh habitats of four wetlands in west central Ohio were sampled monthly from March to September. AMF were found at all four sites for each month sampled and were present in all of the dominant plant species. A significant effect of month (P<0.001) on AM colonization did occur and was attributable to maximum colonization levels in the spring and minimum levels in late summer. This trend existed in all four wetlands in both fen and marsh habitats,regardless of variation in water levels, percent soil moisture, or available phosphorus levels. Because abiotic factors had minimal influence on AM colonization variation and the level of AM colonization paralleled plant growth patterns, we conclude that the AM seasonal dynamic was in response to plant phenology. Our data suggest that AM associations in temperate fen and marsh habitats are prevalent in the spring during new root and vegetative growth, even for plants experiencing flooded conditions. Evidence of an overriding AM seasonal trend indicates that future studies should include a seasonal component to better assess the role and distribution ofAMF in wetland ecosystems.

Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students’ reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.

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