[ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
[ECOLOG-L] Postdoctoral/senior researcher posts, ecological interactions and ecological genetics, Finland
3-4 postdoctoral/senior researcher posts in ecological interactions and ecological genetics, University of Turku, Finland Ecological interactions and ecological genetics is one of six areas of research strength at the University of Turku. The Department of Biology hosts three ISI Highly cited scientists and a national Center of Excellence focussed on research in this area, including projects on trophic and interspecific interactions, life-history evolution, environmental ecology, and ecological and evolutionary genetics (see http://www.sci.utu.fi/biologia/en/research/research_projects/ for more details) 3-4 research positions (initially for 1 year but extension to 3 years is possible) are available to further strengthen the University’s research profile in these fields. The postdoctoral/senior researchers will be expected to take part in the planning and research in existing projects and/or their own projects. Researchers selected for the posts are required to have a doctoral degree, demonstrated ability to conduct independent scientific research and to supervise MSc and PhD students. The salary is according to the salary system of Finnish universities (approx €2,900 - €4,000 per month). Applications should include a CV including degrees obtained, prior research and supervision experience, publication list, a max. 1 page letter of motivation, a research plan (max. 5 pages) and contact information for 2 referees. The positions are available from 1st June 2010. Turku, Finland’s 5th largest city (176 000 people), is located in the South-Western part of Finland. It has a rich cultural history and is the gateway to a beautiful archipelago. The University of Turku is one of the major multidisciplinary universities in Finland and the City of Turku was ranked third in the most recent classification of medium-sized ‘Smart Cities’ (http://www.smart-cities.eu) For more information, contact: Prof. Erkki Korpimäki, tel. +358-2-3335699, eko...@utu.fi Prof. Pekka Niemelä, tel. +358-2-333 5777, pekka.niem...@utu.fi Prof. Craig Primmer, tel. +358-2-333 5571, craig.prim...@utu.fi Applications (preferably by email) to maija-liisa.airaksi...@utu.fi or Maija-Liisa Airaksinen, Department of Biology, University of Turku, FIN- 20014 Turku, Finland, fax. +358-2-333 6598 Deadline for applications is 10 May 2010.
Re: [ECOLOG-L] M.S. student wanted to model the effects of climate change and urbanization
M.S. student wanted to model the effects of climate change and urbanization on the major ecosystems of Long Island, New York M.S. position modeling the effects of climate change and urbanization on the major plant ecosystems of Long Island, New York. The objective of this project is to model the predicted changes in the distributions of the major plant species that structure the most important ecosystems of Long Island at chosen future time slices. The models will include consideration of sea level rise and increasing urbanization. The student will use existing data sets and GIS data and work with The Nature Conservancy, Natural Area Inventory, and Dr. Luca Luiselli, an ecological modeler (F.I.Z.V. (Ecology) and Centre of Environmental Studies, Rome). The student will be enrolled at Hofstra University. The position comes with full tuition remission, but does not include salary or housing. There may be opportunities for teaching positions and other employment as well as housing. The project may involve field work but will mostly require a detailed evaluation of previously collected data. The candidate will be part of a research group composed of professors and students in the Hofstra University Center for Climate Study (HUCCS), spearheaded by Dr. E. Christa Farmer (Geology). One branch of the research, headed by Dr. David Weissman (Physics), will study the effect of rain on the CO2 absorption in the ocean using space-based microwave radar. The research project advertised here is headed by Drs. Russell Burke Myla Aronson (Biology). The third branch of HUCCS research will investigate paleotempestology, or the study of prehistoric hurricanes from the geologic record, and will be spearheaded by Dr. Farmer. The results from these studies will be disseminated to the scientific community through publications and presentations at scientific meetings, and to the public through a museum exhibit. Qualifications: A bachelor's degree in biological sciences, with experience in both plant ecology and GIS. A strong interest in conservation, quantitative ecology, and statistics. The successful applicant must be accepted as a graduate student in the Department of Biology at Hofstra University, a small but intensive graduate program with new undergraduate and graduate degree programs in Urban Ecology. Documents to provide by e-mail : Send a short letter of introduction, a CV, unofficial copies of academic transcripts, and the name and e-mail address of 3 references to Dr. Burke at russell.l.bu...@hofstra.edu and Dr. Aronson myla.aron...@hofstra.edu The evaluation of candidates will begin immediately and continue until the position is filled Myla F.J. Aronson, Ph.D. Assistant Professor Department of Biology Hofstra University 325 Gittleson Hall Hempstead, NY 11549 myla.f.aron...@hofstra.edu Office: 516-463-5527 Fax: 516-463-5112
[ECOLOG-L] Post-Doc: Quantitative Ecologist / Geomorphologist
The University of Maryland Center for Environmental Science is seeking a postdoctoral researcher to model multiple aspects of the impact of global change on the biodiversity of coastal ecosystems. We anticipate the position starting in summer or fall 2010 and lasting for up to three years. The project is based at the Appalachian Laboratory (www.al.umces.edu) in Frostburg, Maryland, with Drs. Andrew Elmore, Katia Engelhardt, Matt Fitzpatrick, and Robert Gardner. The objective of our research is to forecast the impact of global environmental change on coastal ecosystems located within the tidal portions of the Potomac River of the Chesapeake Bay watershed. We will especially focus on regional forecasts of habitat change and species invasions, and local predictions of biodiversity gain and loss as a consequence of sea-level rise. An emphasis will be placed on ecogeomorphic feedbacks that highlight the importance of interactions between sediment dynamics and vegetation diversity in the maintenance of complex tidal freshwater marsh surfaces. The project is highly interdisciplinary, integrating remote sensing of marsh surface elevations (LiDAR); species distribution modeling, extensive field observations on the interactions between elevation, sediment dynamics and marsh vegetation; and spatially explicit simulation modeling (e.g., CAPS and Sea Level Affecting Marshes Model - SLAMM). We seek an imaginative individual with strong programming and general quantitative skills who can support development and application of integrated and spatially explicit ecogeomorphic and biodiversity models. The individual should also be willing to conduct vegetation field work under strenuous conditions. The intention of the project is to aid coastal management decisions, so applicants must be interested in bridging the gap between basic and applied science. Required Qualifications - A Ph.D. in coastal ecology, geomorphology, quantitative ecosystem sciences, landscape ecology, or a related field; - Experience conducting quantitative analyses and modeling with ecological or geomorphological data; - Experience integrating ecological and geomorphic models with climate models; - Experience working with collaborators from diverse backgrounds and capacity and interest to work with interdisciplinary teams; - Excellent communication and computer skills. How to Apply: For full consideration, please submit a cover letter, CV, and the names of three references to sea...@al.umces.edu with QUANTITATIVE SCIENTIST listed in the subject line. We will begin reviewing applications May 15, 2010 and the position will remain open until filled. The University of Maryland Center for Environmental Science is committed to equal opportunity through affirmative action in employment and we are especially eager to identify minority persons and women with appropriate qualifications.
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Alisha I'm glad to see you bringing this topic up. I've been wondering what the climate for graduate students is like at different institutions. I think it is important to know because, in my experience, your description of the value of graduate students (at least to the University Administrators) is much like my own. I have to wonder if this is part of the reason for the decline of science and innovation at least in the United States. Why remain in a field where you don't feel valued? If the graduate students are the future of science and technology one would think that there would be value in spending time, money, and effort in training these students and giving them a good work environment. I would like to think we are in the minority, but I have to wonder... Julie On Thu, Apr 22, 2010 at 7:49 AM, Alisha Dahlstrom alisha.dahlst...@gmail.commailto:alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
Re: [ECOLOG-L] Camera Help Needed
Miranda others, Finding a relatively inexpensive solution to a long term photography setup may not be possible. Here are some ideas though. A couple of reasonably priced cameras with housing exist that can be set to do time-lapse pictures where you specify the time the camera is on (e.g. 7-8AM) and the picture interval (e.g. 15min). This would give you 2-4 pics per day. You have a 4MP camera option (PlantCam) for $80 not including memory cards and possible DIY power options http://swampschool.org/new/outdoor-nature-cameras/wetland-plantcam/ (note: they show some wetland field applications on this website) I just purchased one of these but haven't started using it yet but can possibly answer some related questions. For the price it looks like it will work well. The Swampschool mentions the unit will run for ~8wks. Might go longer with lithium batteries... Whether you can ID birds with only 4MP is another question. A higher end 8MP option with motion sensor capabilities and time-lapse capabilities (probably like those described above) is the Wingscapes BirdCam 2.0 (http://www.wingscapes.com/productdetail.aspx?id=WSCA02) ($199). Both products are actually made by Windscapes. I don't know if this will also run for 8wks or not. For DIY power options, you may want to check out this forum (http://www.timescapes.org/phpBB3/viewforum.php?f=12sid=fce0929ad7886c3 9ca92703c42d305c4) on how to power time-lapse camera rigs. You can pretty much modify anything to run off extended power... This website also has information on DIY camera enclosures so you could go that route and use the previously mentioned Canon CHDK route. However, there are a lot of factors to consider when doing these (internal glare off glass, humidity) besides the obvious power and memory issues. Some pricey options (~$2K) can be found in a few different places- https://www.harbortronics.com/Products/TimeLapsePackage/ and http://www.video-monitoring.com/products.htm (I think you can rent these) If you google sciencelookers you'll see that this person has made some really inexpensive longterm time-lapse cameras and enclosures. Not sure if he/she'll loan you or sell you one... Cheers, Kurt ___ Kurt Reinhart, Ecologist USDA-Agric. Research Service Fort Keogh Livestock Range Research Laboratory 243 Fort Keogh Road Miles City, MT 59301-4016 Ph: (406) 874-8211 email: kurt.reinh...@ars.usda.gov personal educational website: http://www.iecology.net/ -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Miranda Redmond Sent: Wednesday, April 21, 2010 1:04 PM Subject: Camera Help Needed Hi, I am looking to set up field cameras at different wetland sites to get an idea of what bird species are present. I would like the camera to be able to: -stay out in the field for 4 months without needing to be checked on -have a timer setting where it could take a few photos every morning (on a timer, ie one at 7 am and one at 8am) -be protected and safe from the elements -be fairly inexpensive I was thinking I could hook up the camera to a car battery or solar panels, and hopefully get a camera with an intervalometer built in. Does anyone have any recommendations? I know trail camera's have the power supply set up and will last in the field for a few months, but they are only used for taking motion detection photos. Let me know if you have any ideas and recommendations! Thank you! Miranda Redmond mirandaredm...@gmail.com (415) 300-6901
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Alisha, As an abd PhD student I sympathize with your situation. I would like to see my department function without the graduate student population, as they teach many of the classes, produce the majority of the first-author publications, write many of the funding grants, and even take on the peer-review responsibilities of their advisers. On the food-chain of university politics, however, graduate students are very clearly on the bottom. Part of this is justifiable, as we are generally earning a stipend plus free tuition and health insurance, which is not an insubstantial sum. Having written some funding grants, I've become aware of just how much it costs to keep me around! The part that is often underestimated, however, is that the quality of any department is 1) dependent on the quality of the faculty, yes, but 2) also dependent on the quality of the graduate students. As a guy that had options, I came to my present school for three main reasons: 1) I liked my adviser and his realm of study 2) I liked the departments commitment to graduate student funding 3) I liked the graduate student facilities. Honestly, I would have gone somewhere else if I was introduced to the situation you describe. I suppose I'm not directly answering your question, as I don't know of a study specifically assessing the value of graduate students, and workloads and support differ greatly from lab to lab. I've witnessed labs where the great majority of the value being attributed to the faculty member was being produced by graduate students, and I've witnessed quite the opposite. Nonetheless, when a faculty member interviews they always have some common concerns: what's my salary, how much lab space, what's my start-up. Don't think that graduate students aren't doing the same thing (I was), and in my mind, the reason why the best schools are attracting the best graduate students comes down to these fundamental (and rather unscientific) concerns. On Thu, Apr 22, 2010 at 1:34 AM, Alisha Dahlstrom alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
[ECOLOG-L] Abstracts Due 5/19 for Arthropod Genomics Symposium
http://www.k-state.edu/agc/symp2010/Announcement.pdf ***Print this e-mail from a PDF*** Arthropod Genomics: New Approaches and Outcomes 4th ANNUAL ARTHROPOD GENOMICS SYMPOSIUM June 10 13, 2010, in Kansas City, USA Symposium Website: www.k-state.edu/agc/symp2010 We welcome your participation in the 4th Annual Arthropod Genomics Symposium! Two new features have been added to the Symposium website: 1) A list of registered participants, and 2) Roommate matching. You still have time to register and make arrangements to attend!!! Deadlines: Wed., May 19 Poster Abstract Submissions: Six platform presentations will be chosen from submitted poster abstracts. Please follow GUIDELINES http://www.k-state.edu/agc/abstracts/index.html posted to symposium website. Wed., May 19 Hotel Reservations at the KC Marriott on the Plaza Wed., May 19 Registration: Registration will continue to be accepted after May 19, if space is available. REGISTRATION: The registration fee is $395 ($225 for graduate and undergraduate students) on or before Wednesday, May 19, and will include a welcome reception Thursday evening, breakfast and lunch on Friday and Saturday, and breakfast on Sunday. SYMPOSIUM PROGRAM: The symposium sessions will begin Thursday evening, June 10, and continue on Friday and Saturday, with additional events Saturday evening and Sunday morning. Speakers will present new insights from genomic approaches in arthropods and describe the development of tools for genomic analysis. Workshops will be held Thursday prior to the Symposium and Saturday morning. Activities will conclude by noon on Sunday, June 13. ROUNDTABLE DISCUSSION: Sunday morning will highlight a roundtable discussion led by members of the ArthropodBase Consortium regarding the generation of integrated arthropod genome databases and tools for genome projects. Symposium attendees are invited to join the fun as we share our progress by providing feedback on these projects and proposing new possibilities. FUNDING AGENCY PRESENTATIONS: Representatives from national funding agencies will make short presentations about funding philosophies and opportunities within their programs. Following each presentation, the floor will be open for questions and discussion. Speakers include: Alan Christensen, NSF Adriana Costero, NIAID, NIH Mary F. Purcell-Miramontes, USDA, NIFA PRE-SYMPOSIUM WORKSHOP: Thursday afternoon, June 10, 4:00-6:00 pm Navigating NCBIs resources for insect genomics. Terence Murphy, NCBI/NIH, will provide training on utilizing NCBIs resources for insect genomics. Topics will include accessing data in the RefSeq and Entrez Gene databases, BLink, BLAST, NCBIs Map Viewer, and other resources. Issues regarding the submission of data to NCBI and options for linking outside resources to NCBIs databases will also be discussed. There is no cost to attend this optional workshop, but registration is requested. WORKSHOP/SEMINAR: Saturday morning, June 12, 10:00-11:30 am MAKER: Genome annotation made easy. Carson Holt, University of Utah, will provide a basic overview of MAKER and demonstrate both the command line version and the new online MAKER Web Annotation Service (MWAS). MAKER is a portable and easily configurable genome annotation pipeline. Its purpose is to allow smaller eukaryotic and prokaryotic genome projects to independently annotate their genomes and create genome databases. MAKER identifies repeats, aligns ESTs and proteins to a genome, produces ab initio gene predictions and automatically synthesizes these data into gene annotations having evidence-based quality values. Several use-case scenarios with example data and results will also be presented. ORGANISM MEETINGS: Friday afternoon/evening, June 11, 5:15-? p.m. Meet with scientists who are also working with your organism of interest during small group gatherings. Group leaders will be identified to coordinate topics and lead discussions. Additional information will be posted to the conference website as details are finalized. Keynote Speaker: *Nora J. Besansky, University of Notre Dame Population genomics of adaptation and speciation in malarias vector Featured Speakers: *Michael Akam, University of Cambridge, United Kingdom The genome of the Geophilomorph centipede, Strigamia maritima *Scott J. Emrich, University of Notre Dame Opportunities and challenges of non-model transcriptome sequencing: From corn to wild butterflies and moths *Matthew Hudson, University of Illinois at Urbana-Champaign Exploring the evolution of social behavior using genome sequencing and analysis *Anthony A. James, University of California Message in a battle, using whole genome expression analyses to fight vector-borne diseases *Michael R. Kanost, Kansas State University Functional genomics of cuticle sclerotization in Tribolium castaneum *Fabrice Legeai, INRA,
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Alisha, While the documentation of the value of graduate students and their services to academia may not exist or be easy to find, there seem to be studies looking at the value of graduate student accommodations in recruitment to a graduate program. That is, better facilities can attract better graduate students, particularly important for lower ranking schools or programs. For example: http://ajae.oxfordjournals.org/content/86/1/175.abstract Hence, you may want to amend your strategy by pointing out the value of a program treating its grad student well to the program's efforts to improve its rankings. Best of luck, David Blersch SUNY Buffalo Julie Byrd Hebert wrote: Alisha I'm glad to see you bringing this topic up. I've been wondering what the climate for graduate students is like at different institutions. I think it is important to know because, in my experience, your description of the value of graduate students (at least to the University Administrators) is much like my own. I have to wonder if this is part of the reason for the decline of science and innovation at least in the United States. Why remain in a field where you don't feel valued? If the graduate students are the future of science and technology one would think that there would be value in spending time, money, and effort in training these students and giving them a good work environment. I would like to think we are in the minority, but I have to wonder... Julie On Thu, Apr 22, 2010 at 7:49 AM, Alisha Dahlstrom alisha.dahlst...@gmail.commailto:alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Alisha, I am a PhD student at New Mexico State University and my advisors always found a way to provide me with a private office space (that I had to share with only another student), travel money, or anything else I needed along the way so I consider myself very lucky in that respect. However, NMSU does not provide a tuition waiver to grad students and we have to come up with it. I personally think that cramming 40 people in one room, is unproductive, unethical, and maybe even unsafe (depending on the capacity of the room). I would say it is unusual but I am curious to see if there are other people in such situation. We have a computer lab with maybe ten computers and when there are more than 5 students working there, there is always chatting and distractions so I cannot imagine how it would be with 40. If I were you I would try to gather all the grad students and discuss the issue bringing up all the pros and cons and then I would try to have a faculty meeting to find a solution. There must be a health and safety department in your institution, I would also try to talk about them about your health concerns (mold, ventilation etc.). I would not ignore safety issues (i.e. fire hazards, how many doors are in that room?) Good Luck. Andrea Alisha, As an abd PhD student I sympathize with your situation. I would like to see my department function without the graduate student population, as they teach many of the classes, produce the majority of the first-author publications, write many of the funding grants, and even take on the peer-review responsibilities of their advisers. On the food-chain of university politics, however, graduate students are very clearly on the bottom. Part of this is justifiable, as we are generally earning a stipend plus free tuition and health insurance, which is not an insubstantial sum. Having written some funding grants, I've become aware of just how much it costs to keep me around! The part that is often underestimated, however, is that the quality of any department is 1) dependent on the quality of the faculty, yes, but 2) also dependent on the quality of the graduate students. As a guy that had options, I came to my present school for three main reasons: 1) I liked my adviser and his realm of study 2) I liked the departments commitment to graduate student funding 3) I liked the graduate student facilities. Honestly, I would have gone somewhere else if I was introduced to the situation you describe. I suppose I'm not directly answering your question, as I don't know of a study specifically assessing the value of graduate students, and workloads and support differ greatly from lab to lab. I've witnessed labs where the great majority of the value being attributed to the faculty member was being produced by graduate students, and I've witnessed quite the opposite. Nonetheless, when a faculty member interviews they always have some common concerns: what's my salary, how much lab space, what's my start-up. Don't think that graduate students aren't doing the same thing (I was), and in my mind, the reason why the best schools are attracting the best graduate students comes down to these fundamental (and rather unscientific) concerns. On Thu, Apr 22, 2010 at 1:34 AM, Alisha Dahlstrom alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Hello everyone, I replied directly to Alisha this morning, but I want to throw my hat into the discussion too! These are just my feelings, mind, but I feel like there are/should be studies our there on the value (direct and indirect) that graduate students bring to an institution...perhaps through economics or education departments...or academic administration programs? If we teach courses (I too am a graduate student), then the university is paying a lower salary to a MS or PhD student than to an educator/scientist who already has a MS or PhD. That's a cost savings right there, and that's just for one graduate student teaching one lab. Here are some other cost-benefit analyses I'm thinking of: Research value: direct (paying a technician or post-doc instead of a grad student) Research value: indirect (ideas, project development, contribution to other projects) Sources of funding: grants, fellowships, etc from outside the institution lowers the bottom line for the institution! Graduate tuition and fees: fewer graduate students, I know, but more expensive tuition And then there are the inherent value or value-added components that are less easy to compare but important regardless, and graduate students definitely contribute to these areas. Research: value of federal grant awards and accomplishment; completion of research Publication value to major professors, researchers, PI's Publication value to the institution: name recognition, promotion, publicity Value of research to the institution: promotion, name recognition, greater good If universities are not valuing graduate students, then I don't think they're considering the bottom line, especially once you start considering the direct, indirect, and inherent value aspects that graduate students bring to an institution. If there aren't papers on this topic, maybe we should be writing them! Cheers, Lyndell On Thu, Apr 22, 2010 at 1:34 AM, Alisha Dahlstrom alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
[ECOLOG-L] Graduate position available on NSF-funded project
Graduate Research Position in Hydrologic Sciences Applications are invited for a M.S. or Ph.D.-level student to fill a graduate research position that is currently available with Dr. Laurel Saito (http://www.cabnr.unr.edu/saito/) and Dr. Franco Biondi (http://wolfweb.unr.edu/homepage/fbiondi/) in the Graduate Program of Hydrologic Science (http://www.hydro.unr.edu) at the University of Nevada Reno (http://www.unr.edu). Financial support includes a monthly stipend and covers tuition and health insurance. The position will begin January 2011 and is guaranteed for one year, with a possibility of renewal for additional years. The deadline for applications to the Graduate Program of Hydrologic Science is September 1, 2010. The successful applicant will work on an NSF-funded project that involves combining dendrochronology (i.e., tree-ring analysis) with mechanistic watershed modeling to reconstruct past streamflows and examine model sensitivities and applications. This new technique is an effort to quantify the effect of watershed topography, vegetation dynamics, natural disturbance, and land use changes on proxy-augmented streamflow records. The premise of the research is that dendrohydrologists have employed sophisticated regression techniques to extend runoff records, but this empirical approach cannot directly test the influence of watershed factors that alter streamflow independently of climate. The proposed approach employs tree-ring records to generate long time series of precipitation and possibly temperature, which can be used as input to a process-based watershed model to calculate streamflow. The analysis will be conducted with data from the upper reaches of the Walker River on the boundary between the Sierra Nevada of California and the Great Basin of Nevada. Multiple tree-ring records, up to 2,300-year long, have been generated from the region and will be used as a basis for analysis. Applicants should have a B.S. in engineering, hydrology, applied statistics, applied mathematics, computer science, or a related field. The ideal candidate should have a strong quantitative background and interest in interdisciplinary surface water issues. Programming experience is particularly welcomed. Information on the application process to the Graduate Program of Hydrologic Science is available at www.hydro.unr.edu. Candidates should also check the University Graduate School website (http://www.unr.edu/grad/prospective/apply.asp), which includes information for international applicants. If you are interested in the position, please contact Dr. Saito (lsa...@cabnr.unr.edu) and/or Dr. Biondi (fbio...@unr.edu).
[ECOLOG-L] Spatial Marine Ecology course for undergraduates and post-baccalaureates
Research Apprenticeship: Spatial Ecology of Salish Sea Benthos (fall 2010) Using acoustical seafloor images, the relationship between the benthos and substrate types will be quantified. Ecological relationships between geology, geomorphology and physical oceanographic processes are critical to the mapping and understanding of marine benthic habitats. This course will investigate the application of marine ecological and geophysical techniques, seabed sampling and underwater video and still photographic sampling in the characterization of marine benthic habitats. How adequately can you determine benthic biotic community types and composition from acoustical images and other remote sensing, compared to in situ sampling using SCUBA, for example? There will be opportunities for advanced SCUBA divers to take part in sampling and surveys, although this skill is not required for the apprenticeship. CONTACT: Stacy Markman, Student Coordinator mailto:fhlad...@uw.edufhlad...@uw.edu 206-616-0699 http://depts.washington.edu/fhl/studentAutumn2010.html
[ECOLOG-L] Summer Field Assistant in Black Hills
JOB TITLE: Field Technician 40-50 hours/week. PROJECT DESCRIPTION: This project addresses the ecological impacts of nitrogen deposition on native plant communities and soils in the mixed prairie grasslands of Wind Cave and Badlands NP, South Dakota. Critical thresholds of N input will be determined at Badlands National Park and two vegetation types at Wind Cave National Park. JOB DESCRIPTION: Position Duration: (12 weeks) June-mid August, approximately 40 hours a week, 40+ hours during 2 vegetation sampling weeks. There is flexibility in the schedule but you must commit to long hours during the vegetation sampling weeks in late June and mid-August. Applications reviewed on a rolling basis; position open until filled, submit by April 30 for first consideration. The technician will perform a variety tasks related to vegetation and soil sampling. A large part of the position will be the bi-weekly watering of the plots. Technician must be able to hike short distances over rough terrain and inclement weather repeatedly with backpack sprayer on. The technician will learn and perform soil sampling, data retrieval from sensors, biological crust identification and of course, vegetation sampling. The Black Hills region is a beautiful area with unique geology, forested hills with elevations up to 7000ft and rolling grasslands supporting bison, elk and other wildlife, with major cultural and historical interest as well. Housing which is provided will either be at a private campground in a travel trailer near Wind Cave or an apartment in Custer, South Dakota. When at Badlands NP (approximately 1/3 of the time), technician will camp during the week or stay in a travel trailer when available. REQUIREMENTS: Attention to detail and good record-keeping skills. A BS/BA, or significant progress toward, in biology, ecology, environmental science, or a similar degree. Field experience preferred, at least some experience working outdoors required. Previous plant identification experience, plant taxonomy or field botany class required, though advanced identification techniques will be taught . A positive attitude, desire to work hard even in difficult conditions and gain field experience. A car would be helpful, though not required, as Custer, SD is a small, isolated town. We will not be working on the weekends. COMPENSATION: Valuable plant identification and field experience. Pay is $9.50/hr. CONTACT INFORMATION: To apply please email a cover letter, resume, and at least two references to Anine Smith, MS student, Graduate Degree Program in Ecology, aninesm...@hotmail.com
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
I went to Michigan, and I would say the Ecology and Evolutionary Biology department there was pretty good to its grad students. If anything, they've been getting better since I started there nine years ago. I'm certainly glad they didn't treat us the way your department is planning to treat you. One of the hidden values of grad students to a university is the way they make it feasible to carry out major research projects. A university gets a percentage of each grant its faculty members manage to land (there may be exceptions), and a professor can get a bigger grant, and is more likely to get a grant in the first place, if there are grad students to help with the work. Also, since these big projects increase the prestige of the institution and add permanent resources, such as high-value lab equipment, they generate more income than is obvious on paper. It's easier for professors at high-prestige universities to land more grant money, and high-achieving undergrads with the potential to become rich, big-donating alumni are drawn to high-prestige universities. I don't know how strong this argument is for ecology, which doesn't bring in as much grant money or generate as many millionaire alumns as some other disciplines, but I think even ecology grad students must be a net positive for the wealth and prestige of their institutions. Abstract arguments aside, what you describe sounds like the worst work environment I've heard of any department providing its grad students (fieldwork doesn't count). If my department had gone through with a plan like that, I'd have considered taking my Master's and going elsewhere for my doctorate. Good luck. Jim On Thu, Apr 22, 2010 at 10:19 AM, Kevin Murray klmurra...@gmail.com wrote: Hello all, This is a very important topic. I dealt with similar negative attitudes towards grad students during my dissertation work. I know as scientists we like to point to empirical evidence to support a point, but I can't help you there. I don't know of any papers on the matter. However, if you want to quickly estimate your value to the university, just envision a simple scenario. Imagine if every graduate student immediately stopped doing any work whatsoever to support the university. Imagine the university's response. Their anger (and fear) will be directly proportional to your value. If you and your graduate students demand respect as a group then your value will be recognized by the university, one way or another. Good luck, Kevin On Thu, Apr 22, 2010 at 8:39 AM, Julie Byrd Hebert byr...@umd.edu wrote: Alisha I'm glad to see you bringing this topic up. I've been wondering what the climate for graduate students is like at different institutions. I think it is important to know because, in my experience, your description of the value of graduate students (at least to the University Administrators) is much like my own. I have to wonder if this is part of the reason for the decline of science and innovation at least in the United States. Why remain in a field where you don't feel valued? If the graduate students are the future of science and technology one would think that there would be value in spending time, money, and effort in training these students and giving them a good work environment. I would like to think we are in the minority, but I have to wonder... Julie On Thu, Apr 22, 2010 at 7:49 AM, Alisha Dahlstrom alisha.dahlst...@gmail.commailto:alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
In my limited experience, the graduate environment is determined by your advisor's will to provide appropriate work space and support. Having these types of conversations with potential advisors is an important aspect in choosing a program, in my opinion. In terms of graduate value to a university, remember that many grants (a huge part of university income) are coupled to providing education and support to graduate students. A lot of good points brought up in this discussion. Thanks Alisha. Tim On Thu, Apr 22, 2010 at 10:51 AM, James Crants jcra...@gmail.com wrote: I went to Michigan, and I would say the Ecology and Evolutionary Biology department there was pretty good to its grad students. If anything, they've been getting better since I started there nine years ago. I'm certainly glad they didn't treat us the way your department is planning to treat you. One of the hidden values of grad students to a university is the way they make it feasible to carry out major research projects. A university gets a percentage of each grant its faculty members manage to land (there may be exceptions), and a professor can get a bigger grant, and is more likely to get a grant in the first place, if there are grad students to help with the work. Also, since these big projects increase the prestige of the institution and add permanent resources, such as high-value lab equipment, they generate more income than is obvious on paper. It's easier for professors at high-prestige universities to land more grant money, and high-achieving undergrads with the potential to become rich, big-donating alumni are drawn to high-prestige universities. I don't know how strong this argument is for ecology, which doesn't bring in as much grant money or generate as many millionaire alumns as some other disciplines, but I think even ecology grad students must be a net positive for the wealth and prestige of their institutions. Abstract arguments aside, what you describe sounds like the worst work environment I've heard of any department providing its grad students (fieldwork doesn't count). If my department had gone through with a plan like that, I'd have considered taking my Master's and going elsewhere for my doctorate. Good luck. Jim On Thu, Apr 22, 2010 at 10:19 AM, Kevin Murray klmurra...@gmail.com wrote: Hello all, This is a very important topic. I dealt with similar negative attitudes towards grad students during my dissertation work. I know as scientists we like to point to empirical evidence to support a point, but I can't help you there. I don't know of any papers on the matter. However, if you want to quickly estimate your value to the university, just envision a simple scenario. Imagine if every graduate student immediately stopped doing any work whatsoever to support the university. Imagine the university's response. Their anger (and fear) will be directly proportional to your value. If you and your graduate students demand respect as a group then your value will be recognized by the university, one way or another. Good luck, Kevin On Thu, Apr 22, 2010 at 8:39 AM, Julie Byrd Hebert byr...@umd.edu wrote: Alisha I'm glad to see you bringing this topic up. I've been wondering what the climate for graduate students is like at different institutions. I think it is important to know because, in my experience, your description of the value of graduate students (at least to the University Administrators) is much like my own. I have to wonder if this is part of the reason for the decline of science and innovation at least in the United States. Why remain in a field where you don't feel valued? If the graduate students are the future of science and technology one would think that there would be value in spending time, money, and effort in training these students and giving them a good work environment. I would like to think we are in the minority, but I have to wonder... Julie On Thu, Apr 22, 2010 at 7:49 AM, Alisha Dahlstrom alisha.dahlst...@gmail.commailto:alisha.dahlst...@gmail.com wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth
Re: [ECOLOG-L] Grad students: what are they worth, and does their work space effect their productivity? Input gratefully accepted
Dear Alisha, I feel with you. I was fortunately to share my office only with 1-2 students as a graduate student. I can't imagine having done this with 40 folks in a room. I wished I could point you to a reference, but I am also not aware of any literature on the topic. Still, Kevin and Daniel has some interested ideas about quantifying how much graduate students contribute to your institution. Quantitative measures I am thinking about include proportion of publications published in your department with graduate students as authors coauthors, proportion of presentations or posters given by graduate students, proportion of undergraduate student contact time with graduate students. Alternatively - or in addition, you might want to track down graduate student unions and see if they have information about graduate student value. I am sure they have some info on the topic. I can tell you that Michigan State University has a graduate student union (I graduated from there...anybody out there currently at MSU who can get Alisha in touch with the president of the GA union?). Hope this helps at least a little to guide your ideas. Please put another post on this list serve once you figured this out. I would be interested in learning if and how you resolved this issue. Best of luck, Eva-Maria On Apr 21, 2010, at 10:34 PM, Alisha Dahlstrom wrote: Hi all, I am currently a phd student in my second year. Currently, within my department, grad students share a small building with several rooms, 5-7 in a room. There is a proposal to uproot all the students (and combine them with grad students in a similar department) to a renovated basement that is currently not being used because it is moldy, has poor ventilation and no natural lighting. Apart from a few short partitions, this would be a large shared space that packed as many students in as possible (about 40; you can imagine the potential noise and disruptions). As the grad student rep, when I explained this to the proponent of this new plan and asked for his justification, it was that grad students aren't worth much to a university (monetarily speaking, at least, undergrads earn a school more) and it would be nice for visitors to see all the students in one space. As this plan seems to be moving forward rapidly, I would really like to pull together some documentation that supports my belief that 1) grad students will have a higher completion rate and better output in a better (e.g., quieter and well-lit) work environment and 2) grad students are actually valuable to a university. In my cursory, search, I haven't had much luck - does anyone have any suggestions or input? Feel free to email me directly. Cheers, Alisha
