[ECOLOG-L] Graduate Position: U Oregon Ecology Evolutionary Biol.
Applications are now being accepted for integrative graduate education in Ecology, Evolution, Development, and Genomics at the University of Oregon (UO). The Department of Biology and the Center for Ecology and Evolutionary Biology (CEEB) at the University of Oregon seek outstanding applicants for the PhD program. We are looking for highly motivated students who wish to develop high-caliber research programs in any area of ecology and evolutionary biology. CEEB consists of a dynamic, energetic, and highly interactive group of faculty members, graduate students, and postdocs whose research interests are world-renowned and span traditional disciplines. Particular strengths of the group include molecular evolution, evolutionary genetics and genomics, evolution of development, and microbial, population, community, and ecosystems ecology. CEEB maintains close ties with other research institutes and departments on campus, including the Institutes of Molecular Biology and Neuroscience, the Oregon Institute of Marine Biology, and the Departments of Chemistry, Geography, Computer Science, Geology, and Landscape Architecture. Our integrative approach to research and graduate education is supported by numerous grants, training grants, and fellowships from both federal and privately-funded sources. The University of Oregon is located in the heart of Eugene, a progressive and very livable city of approximately 200,000 people. Eugene provides many opportunities for intellectual and cultural stimulation, and its location is ideal for the naturalist at heart being within an easy 1-2 hour drive of both the Cascade Mountains and the Oregon Coast. It is consistently voted one of the top ten greenest cities in the U.S. For more information about CEEB and individual faculty research interests, please see the CEEB website (http://ceeb.uoregon.edu) as well as individual lab websites. For information about graduate studies in the Department of Biology, or to submit an online application, please see: http://biology.uoregon.edu/graduate/apply.php/ . The deadline for online applications is December 15, 2010. For specific inquiries about the graduate application process, please contact the Biology Department Graduate Recruiting Coordinator, Lynne Romans (lrom...@uoregon.edu).
[ECOLOG-L] Assistant Professorship in Aquatic Ecology, Ohio State University
*Assistant Professorship in Aquatic Ecology, The Ohio State University, School of Environment Natural Resources.* This is a 9-month, tenure-track position with 50% research and 50% teaching; start date is October 1, 2011. We seek an individual who applies quantitative, computational, or modeling approaches to understanding populations of aquatic biota. The successful candidate will complement current expertise in wetlands, streams, rivers, and/or coastal ecosystems. We especially encourage applications from those with expertise with autotrophs, aquatic invertebrates, and/or amphibians. The successful applicant is expected to develop an externally-funded, rigorous research program in aquatic ecology that has interdisciplinary alliances and focuses on graduate education. We encourage collaboration with established centers and programs at OSU, such as the Olentangy River Wetland Research Park (http://swamp.osu.edu), the Aquatic Ecology Lab ( http://www.ael.osu.edu/), and the Ohio Water Resources Center ( http://wrc.osu.edu/index.html. The successful candidate is expected to teach at least one of the required courses within the undergraduate curricula of Environmental Science (Water Option) and/or Fisheries Science. Other undergraduate and graduate courses should complement existing offerings. Applicants should have Ph.D. with a strong academic background in aquatic ecology or related area. Strong quantitative skills in population ecology and teaching experience are preferred. Applicants should send (1) letter of interest summarizing areas of expertise, research interests, teaching and outreach philosophy, career goals, and experience, (2) curriculum vita, and (3) contact information for three references to: Amanda Rodewald, Search Committee Chair, School of Environment Natural Resources, The Ohio State University, 2021 Coffey Road, Columbus, Ohio 43210-1085, 614-247-6099, rodewal...@osu.edu. Applications will be reviewed starting November 29, 2010 and continue until a suitable candidate is identified.
[ECOLOG-L] Graduate Assistantships in Aquatic Ecology, Ohio State University
*Graduate Research Assistantships (Multiple Ph.D. M.S. Positions)* *The Ohio State University - Aquatic Ecology Laboratory (AEL)* *Drs. James E. Bauer, Stuart A. Ludsin, Elizabeth A. Marschall* Openings are available for M.S. and Ph.D. students to conduct basic and applied research in aquatic ecology in a variety of systems using field, laboratory, experimental, and modeling approaches. Research topics include: * 1)* exploring life-history traits and optimal energy and parental effort allocation in a changing environment (*Marschall*); *2) *understanding how population structure, community and ecosystem processes, and abiotic factors interact to drive recruitment of top predators (e.g., largemouth bass, hybrid striped bass) in Ohio reservoirs (*Marschall/Ludsin*); *3)*identifying factors that regulate population dynamics and life-history strategies of *Chaoborus* (a predatory invertebrate) and its role in driving community dynamics, energy flow, and fish recruitment in Ohio reservoirs (* Ludsin*); *4)* understanding the genetic and ecological basis, as well as associated costs, for coping with environmental stress in animals (*Ludsin*); *5)* better understanding the biogeochemical cycling of carbon and associated elements in aquatic systems including lakes, rivers, estuaries, and coastal ocean waters (*Bauer*); *6)* quantitatively evaluating the sources of autochthonous and allochthonous materials supporting aquatic food webs, using isotopic and biogeochemical approaches (*Bauer*); and *7)*assessing the roles of biotic (e.g., microbial) and abiotic (e.g., light) factors in controlling the cycling and fate of dissolved and particulate organic matter in different aquatic systems (*Bauer*). *Location*: Successful candidates will join a dynamic, interactive group of students, post-docs, visiting scholars, and faculty at The Ohio State University’s Aquatic Ecology Laboratory (AEL) within the Department of Evolution, Ecology, and Organismal Biology (EEOB). *Qualifications: * Successful applicants will be creative, motivated, and capable of working effectively both independently and in collaborative groups. A degree in biology, ecology, biogeochemistry, chemistry, general aquatic sciences, or a related field is desired. Students must have strong writing and quantitative skills. *Salary:* ~$2,050/month plus full tuition waiver and some health benefits. Full support will be provided for the entire degree program. *Start date:* Summer or fall 2011. *How to apply:* EEOB graduate application procedures and forms can be found at *http://excelsior.biosci.ohio-state.edu/~eeob/drupal//?q=graduatehttp://excelsior.biosci.ohio-state.edu/~eeob/drupal/?q=graduate * and OSU Graduate School requirements at http://gradadmissions.osu.edu/. The deadline for all graduate admissions applications is January 15, 2011. International and U.S. applicants seeking University Fellowship support ( http://gradadmissions.osu.edu/OSUFellowships.htm) must submit official applications by Nov. 30, 2010 and Jan. 15, 2011, respectively. As part of the AEL's unofficial screening of interested applicants, please email to Drs. Jim Bauer (bauer@osu.edu), Stuart Ludsin (ludsi...@osu.edu), or Elizabeth Marschall (marschal...@osu.edu): 1) a letter of interest that briefly describes your educational and research background, indicates which research topics interest you most, and specifies if you are interested in pursuing a M.S. or Ph.D.; and 2) a resume (or curriculum vitae) that also includes your GPA, GRE scores, and (if applicable) TOEFL/TSE scores. Unofficial screening of interested applicants will begin during late November. *Contact information: *For additional information, visit http://www.ael.osu.edu/ or contact Drs. Bauer, Ludsin, or Marschall at the above email addresses (or by regular mail at Aquatic Ecology Laboratory, The Ohio State University, 1314 Kinnear Road, 227 Research Center, Columbus, OH 43212).* ***
Re: [ECOLOG-L] what makes a biology program good?
Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm
[ECOLOG-L] Postdoctoral Position in Conservation Ecology to Work in the Cape Horn Biosphere Reserve, Chile
POSITION: Postdoctoral Fellow in Conservation ecology DEGREE REQUIREMENTS: Candidates must have obtained their doctorate after 31 December 2004 or obtain it 30 days prior to the initiation of their contract. LOCATION:Puerto Williams, Chilean Antarctic Province (Cape Horn Biosphere Reserve) Chile CONTRACTING INSTITUTION: University of Magallanes (UMAG) ASSOCIATED INSTITUTIONS: Institute of Ecology and Biodiversity University of North Texas WORK CONDITIONS: One year contract with possible permanent contract POTENTIAL PROJECTIONS: After PBCT project funding ends, potential full-time contract in the UMAG interaction with centers of research excellence in Chile and internationally DEADLINE: Review of applications will begin on 25 November 2010 and continue until position is filled BEGINNING OF ACTIVITIES: As early as November 2010 and no later than January 2011 NATIONALITY: Preference for Chilean nationals/residents CONTEXT OF THE POSITION: The Omora Ethnobotanical Park is a Long-Term Socio-Ecological Research (LTSER) site, coordinated by the University of Magallanes in conjunction with the Institute of Ecology and Biodiversity and the Omora Foundation in Chile, and with the University of North Texas, the Center for Environmental Philosophy and OSARA in the US. This is the first explicitly marine-terrestrial study site in Chile and in addition constitutes the research, education and conservation center for the Cape Horn Biosphere Reserve (CHBR). This location will provide the selected postdoctoral fellow with a unique opportunity to participate in a project that allows for constant collaboration with world-class researchers and academic intuitions and in addition is a part of one of eight Centers of Scientific Excellence in Chile, supported by the Millennium Scientific Initiative (Ministry of Planning) and the Bicentennial Basal Financing Program (Chilean Science Commission). In 2008, the Omora Park received the Science and Practice of Ecology and Society Award, and in 2010 won 2nd prize in the Raanan Weitz Competition for Innovation in Sustainable Development. The postdoctoral appointment is being made available as part of a national initiative, called the Bicentennial Program, and aims to insert Ph.D.-level scientists in academia. The position entails a year postdoctoral term with a subsequent possible commitment of a full-time contract from the university, pending successful completion of fellowship. JOB DESCRIPTION: The person selected for this position will have the position of postdoctoral fellow and should collaborate in one or more of the following areas: 1. Conduct research in priority lines for the Omora Park: a) ornithology b) socio-ecological studies c) impacts of invasive exotic species 2. Integrate research with ongoing education initiatives led by the Omora Park in the Cape Horn Biosphere Reserve 3. Link research to broader approaches to conservation of biological and cultural diversity, specifically conducting and implementing conservation and ecotourism activities in the context of the Cape Horn Biosphere Reserve, and the Omora Park as a site of the Chilean Long-Term Socio-Ecological Research Network (LTSER-Chile). General research objective: Develop studies that integrate ecological research into the implementation of conservation and ecotourism activities in the context of the Cape Horn Biosphere Reserve, and the Omora Park as a site of the Chilean Long-Term Socio-Ecological Research Network (LTSER-Chile). The selected person should also fulfill the following research and outreach related responsibilities: 1. Help supervise and manage volunteers and students from national and international programs 2. Coordinate and collaborate with international postgraduate field courses (UMAG-University of North Texas) with an interdisciplinary and biocultural conservation focus (www.chile.unt.edu) 3. Provide site-based oversight of the development of associated projects (student projects, monitoring programs and data bases) 4. Participate in the development of environmental education programs for the local community 5. Link research with projects and initiatives in the area of ecotourism 6. Collaborate in the development of the graduate masters of science program at UMAG, entitled Management and Conservation of Subantarctic Natural Resources. The specific expected results of this position include: a. Expand the present research related to avian ecology, building on the Omora Parks status as the longest running forest bird monitoring program in southern South America. b. Re-enforcement of academic collaborations and joint publications based on the long-term studies in the Cape Horn Biosphere Reserve c) Developing scientific tourism in coordination with researchers, graduate students, and private operators at the Omora Park d. Collaborate in existing graduate courses at the UMAG and create a new graduate course in the UMAG that focuses on the specialty of the
Re: [ECOLOG-L] what makes a biology program good?
A good source of information could come from the consumers rather than the sellers. So a good source for digging into it should be the national or regional education assessments. This of course is a country sensitive issue, and whether or not such assessments exist is a matter. From my personal experience I will add flexibility, as one required item in a good program, or perhaps a more comprehensive word would be adaptation, because all the wonderful items listed by Malcolm, will be really booster if adaptation to the external environment (e.g. changing tendencies, discoveries and needs) is ensured. Perhaps my views are too generalists, but are based on my experience from Latin America. Eric 2010/11/12 Aimee Phillippi aphilli...@unity.edu Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [ malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm -- Eric Flores De G. NO EXCUSES...EXECUTE
Re: [ECOLOG-L] what makes a biology program good?
Along with Malcom's comments on courses, I suggest that good undergraduate biology programs should provide a range of opportunities for students to engage in authentic research - whether through coursework, independent study, or summer research experiences. On Fri, Nov 12, 2010 at 7:14 AM, Aimee Phillippi aphilli...@unity.edu wrote: Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm -- Laurie Anderson (Laurel J. Anderson) Associate Professor Network Coordinator of the Ecological Research as Education Network (EREN) Department of Botany/Microbiology Ohio Wesleyan University Delaware, OH 43015 740-368-3501 ljand...@owu.edu
Re: [ECOLOG-L] Question about covariate.
This seems to me a rather serious issue, but one that comes up more frequently than it should. Let's assume the treatments were applied at random to the plots. There are two options with regard to pre conditions. One is to apply the treatments at random and simply remain blind to any existing variation among the plots. This approach relies on the process of randomization to provide adequate dispersion across the existing variation and deconfound existing variation and applied treatment. This is statistically valid, quite common, but does have its risks. The risk is that things can go wrong in the randomization processes and confounding does occur - you simply don't know it and must interpret your results under the assumption that treatment was the only factor that varied systematically. Treatments effects can be washed out or observed variation may be driven by the unmeasured variation in pre existing conditions. However, you are statistically justified in accep! ting the results as they present themselves. They may simply be wrong. Prior knowledge of variation among plots is important in the decision to go this route. The second approach is the one that you took, which is to pre sample the plots to assess the variation in conditions. The value here is that you have a lot more information you can potentially bring to bear. The point that is most often missed is that it also allows you, and I would suggest requires you, to carefully tune your design to account for the existing variation. The risk in taking pre samples is that if you don't fine tune your design, you are still stuck with the information from the pre sample. It can't be ignored or simply made to go away. Thus, once you make the decision to pre sample plots, it is CRITICAL to use that variation in the assignment of treatments to assure adequate dispersion of treatments across the existing variation. I think the proper approach here would have been to block the plots by seedling health and then randomly apply the treatments within blocks. Alternatively one could use a stratified random assignment of plots, though this! limits the ability to extract information. The covariate approach ONLY works if there is no confounding of pre existing variation and treatment (and no interaction). I hate to be dour, but I'm not sure I see a way out of this situation. Can you really hope to determine whether it is treatment or initial seedling health that is driving the results? One would have to know more of the details, but either way the robustness of the results that typically derive from an experiment are seriously compromised. Had you blocked by seedling condition you could look at the effect of seedling health, treatment and their interaction. I think the most frustrating thing in such situations is that one ends up thwarted by one's own best intentions. On 11/11/10 3:04 PM, Jing Luo luoj...@gmail.com wrote: Dear All, I have a question about including covariates in the ANOVA analysis. We grew corn seedlings in about 32 field plots and then applied 4 different treatments to study their responses (plot is the experiment unit). However, we noticed quite big variation of seedling healthiness from plot to plot BEFORE the treatments were applied. So we scored the healthiness from 1 to 5 (least healthy to most healthy) and planned to include this as a covariate in the model. During data analysis, I noticed that the healthiness was confounded with treatments, with some treatments applied to most of the healthy plots, and other treatment applied to most of the not healthy plots (we could not control that because treatment to each plots was pre-determined). As a result, the analysis on some of the variables show some strange patterns, especially when the healthiness covariate was significant in the model. For one variable, for example, the least-square mean estimates of the four treatments were A=B=CD if covariate was NOT included, but became A=B=DC if covariates was included in the model. I acknowledge that covariates serve their important role in controlling factors that were not imposed by the treatment. However, I am just wondering when the covariate is confounded with treatment, and had significant affect on the results, can we argue that the covariate could be excluded from the model? Have you ever have to deal with this similar situation before? Any thoughts will be appreciated. Thanks. Jing Luo
Re: [ECOLOG-L] what makes a biology program good?
I recently moved into academia after spending 15 years working for non-profit and state government. I have been on many search committees for both permanent positions and seasonal positions. So, I may have a somewhat unique perspective on this question. Without a doubt, in order of importance, the four skills considered most are: 1) Excellent writing skills (not necessarily technical writing) 2) Working knowledge and experience in GIS 3) Field experience (not just an occasional lab but rigorous outdoor experience) even if the current position in question is not primarily field oriented. 4) Proficiency in basic statistics (i.e., able to interpret results presented in papers even if the precise statistical methods are unknown) Number 3 has become increasingly more difficult to find. For students with only a BS, that experience is obtained through seasonal field jobs after graduation. In fact, I can't recall a single situation where we hired a permanent employee at an entry level position that came directly from an undergraduate degree program without some type of professional field experience outside of academia. Even graduate students often must obtain field experience via seasonal jobs before landing a permanent position. I think that shows our universities are generally doing a poor job preparing students for careers in ecology outside of academia. Also, it's far more likely to find a student that can explain ecological processes on African savannas than a student that can describe local ecosystems and natural communities. Two more comments: Ecological modeling is of very little or no interest yet many recent graduates I have interviewed emphasize that experience. Finally, the degree or concentration area is the least important (e. g., wildlife biology vs. ecology vs. environmental science vs. natural resource management). The specific degree program is of little interest - or inconsequential -- if the student possesses skills 1 - 4 above. Of course, this is my personal experience and I'm sure others might disagree with my list. Christopher Heckscher Delaware State University From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of Aimee Phillippi [aphilli...@unity.edu] Sent: Friday, November 12, 2010 7:14 AM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm
[ECOLOG-L] Ph.D. Assistantship in Climate Change Fores t Dynamics‒ Colorado State University.
Ph.D. Assistantship in Climate Change and Forest Dynamics ‒ Colorado State University. We seek a Ph.D. candidate to join a dynamic team of field, experimental and quantitative ecologists for a research project on climate change and forest dynamics starting June 1st, 2011. The research will focus on quantifying and modeling the response of tree species distribution and abundance to climate change. Rigorous field studies and experiments will be used to build quantitative relationships, and the results will be integrated in a spatially-explicit, individual-based dynamic forest simulator (SORTIE-ND; http://www.sortie-nd.org), where scenarios of climate change, range expansion/contraction, competitive interactions, and disturbance-climate dynamics (esp. fire) will be explored. This research will focus on linking field research and modeling, and the use of advanced data analysis based on likelihood methods and information theory. More information on this project and the broader research interests of the lab are available at: http://hla.colostate.edu/faculty/martin.htm This project requires a love of mountains, given the physically-demanding nature of fieldwork in the Rockies. The assistantship includes a graduate student stipend, health insurance benefits, and the cost of tuition. Colorado State University is located in Fort Collins, Colorado, known for its sunny clime, friendly denizens, and world class outdoor activities. Preferred Qualifications and Skills. We seek candidates with proficiency/experience in at least some of the following areas: * Field work experience * Spatial, GIS, and/or Remote Sensing experience * Interest or experience using quantitative models of forest dynamics (e.g. SORTIE). * Statistical, quantitative, and programming skills (R, S-plus, etc.). * Knowledge of the relevant flora of the Rocky Mountain region * Excellent writing and communication skills. Applications for this position should be submitted through CSU’s Graduate Degree Program in Ecology (http://www.ecology.colostate.edu/). The Graduate Degree Program in Ecology at Colorado State University is a highly-ranked, interdisciplinary program for graduate students and provides a vibrant community for ecological education and research. Applicants are encouraged to apply as soon as possible, but no later than January 1st 2011. For information or questions please contact: Dr. Patrick H. Martin, patrick.mar...@colostate.edu
Re: [ECOLOG-L] what makes a biology program good?
Malcolm, this might be controversial, but I would say the program needs to be large enough (have enough faculty and students) that diversity of thoughts and breadth of training (for faculty) are sufficient. I know some advocate small programs for personal attention, especially for undergraduates. However, I have known programs where there simply were not enough faculty members to properly cover the subjects taught, and people without sufficient training and knowledge in a discipline taught it. I would also consider the research opportunity for undergraduates (a given for graduates, but in some programs, undergraduate access to research is limited). Bottom line is, the reputational vetting that programs get mostly works, AND what's good for one student may not be good for another. One always has to keep in mind that students may be limited in their ability to choose a program due to family or other constraints, and they must then make do with the program they can access (such as a regional school because they can't move away). That doesn't mean that they can't get an excellent education in such circumstances, even if the program is less than the best. One should not overlook these regional school programs as potentially excellent either. Some of them are. David malcolm McCallum malcolm.mccal...@herpconbio.org wrote: I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm On Thu, Nov 11, 2010 at 6:57 PM, mcnee...@cox.net wrote: Malcolm, are you talking about an academic, degree offering biology program? Ph.D. level, Masters level, undergraduate? Objective of the program -- is it to train folks in an applied discipline like wildlife biology, or is it a basic biology program? Do you include botany programs, zoology programs, or just programs labeled biology? More later, David McNeely malcolm McCallum malcolm.mccal...@herpconbio.org wrote: Hi, My brother asked this question: What standards would you use to evaluate whether a biology program is viable, good, excellent in educational quality? IT got me thinking? What do you think? -- Malcolm L. McCallum Managing Editor, Herpetological Conservation and Biology Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent Green is People! Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. -- David McNeely -- Malcolm L. McCallum Managing Editor, Herpetological Conservation and Biology Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent Green is People! Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. -- David McNeely
[ECOLOG-L] Environmental Sciences PhD Program at Wright State
Pursue a Ph.D. in Environmental Sciences at Wright State University The Environmental Sciences Ph.D. program at Wright State University in Dayton, Ohio invites applicants for Fall 2011 admission. The program provides courses, research opportunities and training to students to better understand and solve complex environmental problems, such as those caused by anthropogenic pollutants, increased greenhouse gas emissions, invasive species, habitat fragmentation and loss of biodiversity, that can affect both human and ecosystem health. Our students receive training in preparation for careers in academia, state and federal agencies, industry, and non-profit organizations. Through a rigorous core curriculum and dissertation research, our interdisciplinary program is designed to broadly expose students to both traditional and emerging areas of environmental sciences, and offers the ability to focus on research in a more defined area. Our program includes faculty in the departments of Biological Sciences, Earth and Environmental Sciences, Chemistry, Physics, Biochemistry and Molecular Biology, Pharmacology and Toxicology, and Mathematics and Statistics. The program offers competitive stipends for graduate students ($22,660 for Fall 2010) along with a waiver of tuition costs for full-time students. Applicants are also eligible for consideration to receive a prestigious Yellow Springs Instruments (YSI) Fellowship for the first year in the program, awarded to highly qualified students enrolling for Fall 2011. Applicants are encouraged to contact program faculty in their areas of interest prior to completing the application. To apply online and to read more about our program and its curriculum, research, faculty and student profiles, please visit our main program website at: http://www.wright.edu/academics/envsci/index.html Questions about our program may be directed to our program office: Ms. Cathy Kempf, Administrative Specialist 114 Biological Sciences I Wright State University Dayton, OH 45435 Phone: (937) 775-3273 FAX: (937) 775-3485 Office Hours: 8:30 a.m.–5:00 p.m. Monday–Friday e-mail: director.env...@wright.edu ** Don Cipollini, PhD Professor, Plant Physiology/Chemical Ecology Director, Environmental Sciences PhD Program Wright State University Department of Biological Sciences 3640 Colonel Glenn Highway Dayton, OH 45435 Phone: 937-775-3805 FAX: 937-775-3320 Email: don.cipoll...@wright.edu Web: http://www.wright.edu/~don.cipollini
[ECOLOG-L] Travel Awards - Ecology of Soil Microorganisms 2011, Prague
S Young Scientist Travel Award The Enzymes in the Environment Research Coordination Network will support air travel (up to $1250 per awardee) for 2-3 young scientists to present enzyme-related research. To Attend the International Conference — Ecology of Soil Microorganisms ( http://www.soilmicrobes.org/): Microbes as Important Drivers of Soil Processes, Prague, Czech Republic, April 27 - May 1, 2011 To qualify for a Young Scientist Grant the applicant must be: * an undergraduate, graduate student, or post doc at a US institution * the senior author on a poster or volunteered oral presentation related to enzymes in the environment. The candidate must prepare the following and send these as attachment in one email (in Subject Line of email put “EMT – US Travel Grant”) to mawal...@nrel.colostate.edu: * One-page vita file as pdf; * A brief description of recent and current research program (1-pg max, pdf file); * A copy of your submitted abstract; * Send one signed letter as pdf from your supervisor with a recommendation and verification that you are a student or post doc (this can be emailed directly from the reference). The application, vita, and research statement are due by 12:00 p.m. Eastern Standard Time USA, December 5, 2010 All inquires about this award program and application process should be directly to Dr. Matt Wallenstein (mawal...@nrel.colostate.edu). Awardees will be notified before January 15, 2011.
Re: [ECOLOG-L] what makes a biology program good?
This is a very interesting question. My answer is split into general features to help answer Malcolm's part and specific examples to help address Aimee's question. General features of a good course: A targeted multi-disciplinary course integrates learning from a variety of disciplines through project work or fieldwork. It delivers the learning outcomes and fosters independent thought and a skillset that can be applied to a wide range of situations. Specific course components: I'm familiar with two different approaches to prepare students for a biological work environment. One course sends students on appropriate placements during the penultimate year. Another course sets specific modules based on ecological consultancy-related work, in which students work in communities and in small groups to deliver a particular project. This might be a five year habitat management plan, a local biodiversity action plan or a nature trail. It is a real-life situation, and the students learn to apply their ecological theory, but also take into account the needs and wishes of the community. It has been so successful in the past that some students set up a company to carry out community projects like this. I hope that helps both Aimee and Malcolm. Best wishes Caitriona On 12 November 2010 12:14, Aimee Phillippi aphilli...@unity.edu wrote: Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [ malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm
[ECOLOG-L] Recommendation?: ecology text for non-majors
Hi, I am looking for suggestions on a textbook to use for an undergraduate course in Ecology for non-majors. I'd appreciate any suggestions ... thanks! Mary Beth
Re: [ECOLOG-L] what makes a biology program good?
GIS while valuable to certain areas of biology, is basically worthless to a clinical biologist. Maybe a more generalized idea would be providing a working knowledge of the technology used in the specific subdiscipline? On Fri, Nov 12, 2010 at 8:30 AM, Christopher Heckscher checksc...@desu.edu wrote: I recently moved into academia after spending 15 years working for non-profit and state government. I have been on many search committees for both permanent positions and seasonal positions. So, I may have a somewhat unique perspective on this question. Without a doubt, in order of importance, the four skills considered most are: 1) Excellent writing skills (not necessarily technical writing) 2) Working knowledge and experience in GIS 3) Field experience (not just an occasional lab but rigorous outdoor experience) even if the current position in question is not primarily field oriented. 4) Proficiency in basic statistics (i.e., able to interpret results presented in papers even if the precise statistical methods are unknown) Number 3 has become increasingly more difficult to find. For students with only a BS, that experience is obtained through seasonal field jobs after graduation. In fact, I can't recall a single situation where we hired a permanent employee at an entry level position that came directly from an undergraduate degree program without some type of professional field experience outside of academia. Even graduate students often must obtain field experience via seasonal jobs before landing a permanent position. I think that shows our universities are generally doing a poor job preparing students for careers in ecology outside of academia. Also, it's far more likely to find a student that can explain ecological processes on African savannas than a student that can describe local ecosystems and natural communities. Two more comments: Ecological modeling is of very little or no interest yet many recent graduates I have interviewed emphasize that experience. Finally, the degree or concentration area is the least important (e. g., wildlife biology vs. ecology vs. environmental science vs. natural resource management). The specific degree program is of little interest - or inconsequential -- if the student possesses skills 1 - 4 above. Of course, this is my personal experience and I'm sure others might disagree with my list. Christopher Heckscher Delaware State University From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of Aimee Phillippi [aphilli...@unity.edu] Sent: Friday, November 12, 2010 7:14 AM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm -- Malcolm L. McCallum Managing Editor, Herpetological Conservation and Biology Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent
[ECOLOG-L] Job: Greater Yellowstone Coalition,, WY Director
WYOMING DIRECTOR Cody (Preferred) WY Greater Yellowstone Coalition (GYC) seeks an experienced and motivated Wyoming Director (WD) to work on conservation programs and develop active constituencies for protecting the Greater Yellowstone Ecosystem (GYE). Using a team approach with GYC staff in Wyoming, Montana and Idaho offices, the WD is responsible for developing and implementing GYC s policies and strategies on a range of public and private land conservation issues in the Wyoming portion of the GYE, and representing GYC in the media and to the public. The WD supervises staff in two offices in Wyoming. S/he also serves on a leadership team in managing GYE-wide conservation issues. Preferably based in Cody, WY. Full-time. Competitive salary and benefits. EOE. View complete job description, application details at http://www.greateryellowstone.org/www.greateryellowstone.org. Applications due 12-15-10. No phone calls please. -- Receive hundreds of job vacancies when you order ECO's biweekly newsletter. Order a subscription today at http://www.ecojobs.com/www.ecojobs.com and not miss that perfect job! Prices start at $29 with a money back guarantee.
[ECOLOG-L] Postdoc: Biogeography, Loyola Univ. of Chicago
Postdoc in Biogeography A postdoctoral position is available in Sushma Reddy's lab at Loyola University Chicago. The lab focuses on molecular systematics and biogeography of birds, using genetic and distributional data to study patterns of diversification. The postdoc will be responsible for analyzing large-scale distributional datasets of passerine birds on continental systems, with a focus on tropical Asia and Africa. S/he will use databases of species localities to infer species ranges, analyze broad geographic patterns of diversity, and for integrating phylogenetic information with distributional data for historical biogeographic analyses. The postdoc will participate in ongoing research projects but is also expected to take the lead on other studies of their own interest. While the position is research-based, opportunities for teaching are available. The successful candidate should have experience in historical biogeography methods, working with geographical databases of species distributions, and using niche modeling applications, GIS, and other biogeographic programs. Relevant analytical and data handling skills, publication record, and an ability to communicate within a research team are a must. Experience with birds or the Old-World tropics is preferable but not required. Applicants must have a Ph.D. in biology or a related field. The position is available for 1 year with the possibility for renewal depending on satisfactory performance. Anticipated start date is on or before Jan 1, 2010 and salary is competitive with NSF/NIH rates. Inquires should be sent to: sreddy6[at]luc.edu. Applications, including CV, research statement, and contact information for three references, should be submitted to: http://www.careers.luc.edu/www.careers.luc.edu. Review of applicants will start mid-November and continue until the position is filled. Loyola University Chicago is an Equal Opportunity/Affirmative Action employer with a strong commitment to diversifying its faculty. Applications from women and minority candidates are especially encouraged.
[ECOLOG-L] Postdoc: Entomologist/Insect Ecologist, Cornell
Postdoctoral Associate POSITION: Entomologist/Insect Ecologist 12-month appointment with potential for second year in the Department of Entomology, Cornell University, New York State Agricultural Experiment Station, Geneva, NY 14456. AVAILABLE: Available March 1, 2011, but can be filled at a later date. RESEARCH: The successful applicant will identify how pollination services by the common eastern bumble bee can be maximized in vegetable crops given the current difficulty and expense of relying on pollination by managed European honey bees. Landscape features, field size, food and nesting resources and other factors will be identified for conserving and increasing populations of bumble bees. This position requires collaboration with University faculty, extension educators and vegetable growers. QUALIFICATIONS: Ph.D. in entomology or related discipline. Desire an individual with a background in landscape ecology, pollinators and statistics. Experience with vegetable cropping systems is also desirable. SALARY: Starting $38,762/year with an excellent benefits package. APPLICATION: Send letter of interest, curriculum vitae, and the names and email addresses of three references to: Dr. Brian A. Nault Department of Entomology New York State Agricultural Experiment Station Cornell University 630 W. North Street Geneva, NY 14456 Email: mailto:b...@cornell.edub...@cornell.edu Phone: 315-787-2354
[ECOLOG-L] Ph.D. position: Golden Eagles and Wind energy Development
To All: If you know of any passionate and qualified students, please pass this along. Best, Gary Ph.D. Assistantship: Golden Eagles and Wind Energy Developments The New Mexico Cooperative Fish and Wildlife Research Unit (NMCFWRU) and Department of Fish, Wildlife and Conservation Ecology (FWCE) at New Mexico State University are seeking a highly motivated and talented Ph.D. student for a study on golden eagles in areas with a high potential for wind energy development in southern New Mexico. Specific research foci may include, but are not limited to population ecology, foraging ecology, and habitat and resource selection. The student will be given some discretion in the development of the focus of their dissertation research within the larger project goal of identifying areas where wind energy developments would likely have a high potential for negative impacts on golden eagles. The student will be co-advised by Drs. James Cain (NMCFWRU) and Gary Roemer (FWCE) but will apply to the Ph.D. program in the Department of Biology at New Mexico State University for the January 2011 semester and begin conducting field work in 2011. Candidates must have a M.S. degree in Wildlife, Ecology, or a related field, a GPA exceeding 3.0, and competitive GRE scores. Prior experience conducting field research on raptors is preferred as is experience modeling resource selection in a landscape context. Students will be expected to present research results at professional conferences, publish research results in peer- reviewed scientific outlets, and assist with preparation of agency reports. To apply, please email a single PDF file that includes a letter of interest describing your experience as it relates to this project, a CV; transcripts, GRE scores (unofficial copies are fine), and the name and contact information of 3 references to Dr. James Cain at jwc...@nmsu.edu Review of applications will begin December 15, 2010 Salary: $21,000 per year + out-of-state tuition waiver Gary Roemer Associate Professor Dept. Fish, Wildlife Conservation Ecology New Mexico State University Las Cruces, NM 88003 575-646-3394 (Off.) 575-646-1281 groe...@nmsu.edu http://web.nmsu.edu/~groemer/
[ECOLOG-L] Spatial Ecology of Forest Herbs
Spatial Ecology of Forest Herbs I will be accepting new students in my lab to work with the spatial ecology of forest herbs. At present my students and I are considering the mechanics of seed dispersal in forest herbs, the spatial distribution of suitable microsites, interactions with patterns of animal behavior, and spatial and temporal challenges imposed by human land use including the corridor functions of roads and trails. We combine field observation and numerical modeling of populations and landscapes. Students can work at the Masters or PhD level. Teaching Assistantships are available. Ohio University is situated in the quaint university town of Athens in the forested hills of SE Ohio. Check out my website at http://www.plantbio.ohiou.edu/index.php/directory/faculty_page/glenn_matlack/ or contact me at matl...@ohio.edu Glenn Matlack Environmental and Plant Biology Porter Hall, Ohio University Athens, Ohio 45701
Re: [ECOLOG-L] what makes a biology program good?
But who are the consumers? I'ld argue society is the consumer, the students are the product, the faculty are the assembly line folks, and the admin are the sellers. Malcolm On Fri, Nov 12, 2010 at 7:49 AM, Eric Enrique Flores De Gracia sail...@gmail.com wrote: A good source of information could come from the consumers rather than the sellers. So a good source for digging into it should be the national or regional education assessments. This of course is a country sensitive issue, and whether or not such assessments exist is a matter. From my personal experience I will add flexibility, as one required item in a good program, or perhaps a more comprehensive word would be adaptation, because all the wonderful items listed by Malcolm, will be really booster if adaptation to the external environment (e.g. changing tendencies, discoveries and needs) is ensured. Perhaps my views are too generalists, but are based on my experience from Latin America. Eric 2010/11/12 Aimee Phillippi aphilli...@unity.edu Being at a school that is currently revising its biology program, I'm interested in folks' opinions on this. I'm especially interested in perspectives on Malcolm's first list item. Specifically, what coursework and/or curricular experiences have people seen that best prepare students for moving into good biology-related jobs. From: Ecological Society of America: grants, jobs, news [ ecolo...@listserv.umd.edu] On Behalf Of malcolm McCallum [ malcolm.mccal...@herpconbio.org] Sent: Thursday, November 11, 2010 10:16 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] what makes a biology program good? I didn't really have anything specific in mind regarding what you listed. In fact, though most general bio programs are divided up in tracts of the programs you listed. I guess I wasn't really looking at specialized programs when I posed the question but graduate or undergraduate, generalized or specialized should not really matter all that much. I hear all of the time people say That school has a good program or that school's program is weak. But really, what makes it good vs weak? I felt it basically boiled down to the following, but wanted to see if others had different or refined views: 1) Coursework is sufficiently rigorous for students to move on into good jobs or postgraduate study. 2) students leaving the program succeed in later pursuits. 3) faculty are trained in the subjects they teach 4) courses have sufficient facilities and resources to be effective 5) courses from other disciplines (chemistry/physics/math, c) provide suffienct depth for biologists. This is just off the top of my head and pretty open-ended. Malcolm -- Eric Flores De G. NO EXCUSES...EXECUTE -- Malcolm L. McCallum Managing Editor, Herpetological Conservation and Biology Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent Green is People! Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message.
[ECOLOG-L] Job: Florida Gulf Coast University: Sustainability Science, Associate Professor
Florida Gulf Coast University: Sustainability Science, Associate Professor, Req. #1216 - Re-Announcement Job Details: Contributes to the environmental sustainability mission of the university through collaborative development of a new and growing program in Environmental Studies. Complements and extends one or more areas of emphasis in the Department of Marine and Ecological Sciences such as climate change, water resources, and impacts on terrestrial and coastal ecosystems. Teaches undergraduate and graduate courses in areas such as environmental science, environmental technologies, renewable energy systems, or sustainable resource management including water resources. Participates in a multi-disciplinary course on Perspectives on Sustainability to be launched by the U.A. Whitaker College of Engineering and the College of Arts and Sciences in Spring 2011. Upper-level courses may be offered jointly with other University institutions such as the Environmental Engineering Program in the School of Engineering; the Environmental Management program in the College of Professional Studies; the Anthropology or Social Sciences programs in the College of Arts and Sciences; or others. Minimum Qualifications: Earned Ph.D. (or recognized terminal degree in the field) from an accredited institution or equivalent accreditation in a relevant discipline within the natural or social sciences with a scholarly emphasis in sustainable environmental planning and management. Applications are only accepted online. Visit http://jobs.fgcu.edu and access Req #1216. Deadline: 12/06/2010.
[ECOLOG-L] Job: Florida Gulf Coast University: Sproul Chair: Habitat Restoration Management,
Florida Gulf Coast University: Sproul Chair: Habitat Restoration Management, Eminent Scholar, Req. # 1230 Job Details: This is an Eminent Scholar position in plant population, community or ecosystem ecology. Collaborates with existing faculty to develop a strong externally funded research program. Develops and leads a strategic plan for FGCU's new Harvey Kapnick Education and Research Center at the Naples Botanical Gardens. Teaches courses in the undergraduate Environmental Studies and graduate Environmental Science programs. Minimum Qualifications: PhD in Environmental Science, Ecology, Biology, Natural Resource Management, or related fields from an accredited institution or equivalent accreditation. Professor or advanced Associate Professor rank or equivalent credentials with a demonstrated record of achievement in academic teaching, scholarship, and service. Applications are only accepted online. To apply: Please visit http://jobs.fgcu.edu and access Req # 1230. The position is open until filled, however; for first consideration, apply before 12-06-2010.
[ECOLOG-L] Taxonomy and Ecology Integrating or Disintegrating?
Honourable Forum: Recently there was a discussion about the importance of getting nomenclature right in ecological studies. The general conclusion was that this is important. To me, the implication was that ecologists need taxonomists on the team (this may or may not always or even rarely be possible), or at least a procedure by which taxonomic accuracy can be assured. I recently attended a lecture by a botanist of regional and international repute who described a large project to compile a checklist of the vascular flora of an inadequately-explored, but quite large region. It is undeniable that this is important work, and through this person's leadership, significant additions to knowledge of the area have been made. The lecture included maps of bioregions or ecoregions. This botanist dismissed the value and importance of them, adding that they were the province of the ecologists and were highly flawed (I can't quote the lecturer precisely, but this is the best of my recollection and my distinct impression). The lecturer essentially dismissed ecology, remarking that the lecturer was interested only in individual plants and seemed contemptuous of ecologists in general, and particularly those involved in establishing the ecoregions that were a part of the lecture. I may have misunderstood, as I have long held this person in high regard, and those remarks seemed inconsistent with past behavior. Do you find this state of mind to be common among taxonomists in general or botanists in particular? Is this apparent schism real or imaginary? Other comments? WT PS: During the lecture, the speaker remarked about ecological phenomena which were not understood (no clue), but at least one reason for one phenomenon was apparent to me. I said nothing, as the lecture had been very long and the question period short.
