Abstract. Salt marsh ecosystems have been considered not susceptible to nitrogen overloading because early studies suggested that salt marshes adsorbed excess nutrients in plant growth. However, the possible effect of nutrient loading on species composition, and the combined effects of nutrients and altered species composition on structure and function, was largely ignored. Failure to understand interactions between nutrient loading and species composition may lead to severe underestimates of the impacts of stresses. We altered whole salt marsh ecosystems (;60 000 m 2 /treatment) by addition of nutrients in flooding waters and by reduction of a key predatory fish, the mummichog. We added nutrients (N and P; 15-fold increase over ambient conditions) directly to the flooding tide to mimic the way anthropogenic nutrients are delivered to marsh ecosystems. Despite the high concentrations (70 mmol N/L) achieved in the water column, our annual N loadings (15-60 g NÁm À2 Áyr À1 ) were an order of magnitude less than most plot-level fertilization experiments, yet we detected responses at several trophic levels. Preliminary calculations suggest that 30-40% of the added N was removed by the marsh during each tidal cycle. Creek bank Spartina alterniflora and high marsh S. patens production increased, but not stunted high marsh S. alterniflora. Microbial production increased in the fertilized creek bank S. alterniflora habitat where benthic microalgae also increased. We found top-down control of benthic microalgae by killifish, but only under nutrient addition and in the opposite direction (increase) than that predicted by a fish-invertebrate-microalgae trophic cascade. Surprisingly, infauna declined in abundance during the first season of fertilization and with fish removal. Our results demonstrate ecological effects of both nutrient addition and mummichog reduction at the whole-system level, including evidence for synergistic interactions.

in the fertilized system but could not be accurately calculated in the reference system due to rapid (,4 h) NO 3 À turnover. Over the fiveday paired tracer addition, sediments sequestered a small fraction of incoming NO 3 À , although the efficiency of sequestration was 3.8% in the reference system and 0.7% in the fertilized system. Gross sediment N sequestration rates were similar at 13.5 and 12.6 molÁha À1 Ád À1 , respectively. Macrophyte NO 3 À uptake efficiency, based on tracer incorporation in aboveground tissues, was considerably higher in the reference system (16.8%) than the fertilized system (2.6%), although bulk uptake of NO 3 À by plants was lower in the reference system (1.75 mol NO 3) than the fertilized system (;10 mol NO 3 À Áha À1 Ád À1 ). Nitrogen processing efficiency decreased with NO 3 À load in all pools, suggesting that the nutrient processing capacity of the marsh ecosystem was exceeded in the fertilized marsh.

Leading community college change initiatives from midlevel leadership positions is challenging. This chapter reviews the experiences of two midlevel leaders who led change on their campuses. They describe the work of their leadership efforts, including their relationships with faculty, administrators, students, and the challenges, rewards, and lessons learned.

Bringing metacognition onto college campuses is a transformational experience for students and faculty as well as their institutions. In this chapter, we share a collection of metacognitive activities and describe their value in and outside of the classroom based upon our experiences in the community college setting. These activities are easily implemented and help students take ownership of their learning.

This chapter presents the leadership journeys of five faculty who participated in the SAGE 2YC: Faculty as Change Agents project. These faculty stories illustrate the influence of the project on their leadership and work as mid-level administrative or grassroots leaders. Key to the project was the explicit inclusion of leadership development in the professional development (PD). Learning about organizational frames and leadership approaches, the experience of faculty participants designing and leading their own workshops, and the resulting community of practice contributed to the leadership development of faculty participants. Implications and recommendations for leadership development of faculty members, critically important for colleges, concludes the chapter.