[ECOLOG-L] Fwd: Env. Scientist; Contract Job Posting; Anchorage, Alaska

[Charlene Andrade]

Environmental Scientist
NOAA Office of Response and Restoration (Northwest Region) (contract 
position)

Anchorage, Alaska

I.M. Systems Group, Inc. (IMSG) (www.imsg.com), a Federal Government 
Contractor located in Rockville, Maryland is currently seeking to hire 
an Environmental Scientist to assist NOAA's Northwest Region of the 
Office of Response and Restoration's 
(http://response.restoration.noaa.gov/) Assessment and Restoration 
Division (ARD --NW) with the development of damage assessment 
capabilities for oil spills that may occur in the Alaskan Arctic. The 
position will focus primarily on the Arctic and will also provide ARD 
support functions to other regions in Alaska as needed. ARD -- NW is 
based in Seattle, Washington. This position will be based in Anchorage, 
Alaska.
The Assessment and Restoration Division's mission is to protect and 
restore coastal and marine resources injured by the release of oil or 
hazardous substances or direct physical impacts such as vessel 
groundings. Responsibilities of the incumbent will include: conducting 
studies to determine the appropriate type and scale of restoration to 
compensate the public for natural resource injuries; providing technical 
support to the NOAA Office of General Counsel and the Department of 
Justice in natural resource damage litigation; managing research 
conducted by academic experts and consulting firms; and developing 
improved, cost-effective methods and procedures for conducting natural 
resource damage assessments.
As the Arctic environment becomes more accessible due to climate change, 
ongoing and new uses such as oil exploration and production, shipping, 
commercial fishing, and tourism will place this fragile, poorly 
understood and challenging environment, as well as the traditional 
Alaskan Native way of life which depends upon it, at increasing risk 
from accidental releases of oil or hazardous substances. While disaster 
prevention is the primary goal, there is still a compelling need to 
prepare for the assessment and restoration of environmental injuries 
should an accident happen. ARD-NW is working with multiple partners to 
understand and prepare for such events so that the best possible damage 
assessment and restoration options are available to support the health 
and integrity of the Arctic environment and people who depend upon it.as 
invertebrates, fish and marine mammals, as well as benthic, pelagic, 
ice, nearshore coastal and river habitats that reflect the best 
available scientific, cultural and logistical information for Arctic Alaska.
? Develop concepts and approaches for evaluating economic, cultural and 
historic/archeological resource losses.
? Assist in the development of other existing, new or innovative damage 
assessment and restoration tools for adaptation to Arctic Alaska.
? Coordinate with other NOAA staff in developing options and projects to 
restore injured Arctic habitats, species, and human uses.

Qualifications:
IMSG is seeking a self-motivated, energetic, strategic thinker that is 
comfortable working both independently and with others and possesses the 
following:
? Bachelors, Master's or Doctorate degree in environmental science, 
preferably in one or more of the following areas: aquatic toxicology, 
fisheries ecology, environmental engineering, or environmental policy

? Strong verbal and writing skills
? Strong computer and analytical skills
? Experience working with interdisciplinary groups
The following qualifications are desired:
? Experience in assessing risk or injury to marine or aquatic species 
and habitats in northern climates is highly desirable
? Knowledge of damage assessment laws, regulations and implementation 
procedures is highly desirable
? Experience in evaluating effects of oil and hazardous materials 
released into the coastal environment

? Experience working in litigation
? Experience with environmental issue negotiations
? Knowledge of Arctic Native cultures
To Apply:
Qualified candidates may apply by e-mailing a resume, the contact 
information for three (3) references and a cover letter explaining how 
their qualifications meet the needs of the job requirement (MS Word 
format strongly preferred) to the following email address: j...@imsg.com 
with the subject heading NOA11035-- Environmental Specialist - 
Anchorage. The salary range for this position is low to mid 50'sK to 
60'SK, depending on qualifications.
IMSG offers an outstanding benefits package including company paid 
medical benefits and three weeks paid time off.

IMSG is an Equal Opportunity Employer and Veteran Friendly.

[ECOLOG-L] Job: marine spatial analyst

[David Inouye]

*Job Title:* Marine Spatial Analyst
*Job Location*: Stennis Space Center, Mississippi, USA
*Job Type*: Full time Contract Position
*Company*: CSS-Dynamac** (http://www.consolidatedsafety.com/)
*Start Date*: Jan 2, 2012 or until filled
*Where To Apply*: https://jobs-consolidatedsafety.icims.com/jobs/1354/job
*Salary: $ *Negotiable (commensurate with experience)

*Responsibilities:*
A person with academic training in marine biology, ecology, fisheries,
and spatial or landscape ecology is being sought for a full-time
contract position with the National Oceanic and Atmospheric
Administration's (NOAA) National Centers for Coastal Ocean Science
(NCCOS), Center for Coastal Monitoring and Assessment (CCMA),
Biogeography Branch. The Branch conducts ecological studies that map,
characterize, assess, and model the spatial distributions and movements
of estuarine and marine organisms across habitats throughout the United
States and Island Territories. The successful candidate will have the
following core responsibilities.

Provide statistical and analytical support to projects that map marine
ecosystems and the distributions of biota in the Gulf of Mexico. Initial
efforts will focus on mapping fish and their associated habitats.
Specific duties include:

*
Produce detailed statistical summaries of collected data (e.g.
estimates of means and variance by seasons, year, other categories,
quantiles summaries, etc.);
*
Evaluate and analyze field data to create maps of benthic habitats
and species distributions;
*
Develop cartographic products and associated metadata;
*
Assist with writing technical reports and journal articles; and,
*
Travel to agencies (federal, state, academic) that may provide data
or expertise to vet analytical approaches or products.

Provide statistical and analytical support for other Biogeography Branch
projects including work with deep-water corals, coastal pollution, and
marine birds and mammals.

*Essential Qualifications: *

* Master of Science degree in a Biology, Ecology, Zoology, or a
related field;
* Excellent written and oral communication skills;
* Graduate training in statistics and demonstrated experience in
multivariate statistics;
* Relevant experience or academic training in Geographic Information
Systems, especially ArcGIS;
* Knowledge of marine biology and spatial ecology.

*Preferred Qualifications:*

* Experience with ArcGIS editing and the use of ArcGIS extensions,
such as Spatial Analyst, 3D Analyst and Geostatistical Analyst;
* Experience with GIS modeling techniques;
* Experience with statistical software e.g., SAS, Primer and/or JMP;
* Knowledge of coastal and marine ecosystems in the Gulf of Mexico.

*Where to Apply*:
https://jobs-consolidatedsafety.icims.com/jobs/1354/job
 

Re: [ECOLOG-L] Summary of Ecology in AP responses

[Joey Smokey]

Hi all,

As a biology major recently graduated, as well as a science and math tutor,
I have also seen the trouble of AP credits in science programs. Many of my
peers who "think" they are ready for college-level science from AP classes
seem to struggle the most. I also tend to be old-fashioned in thinking that
AP coursework tends to be weak and any credit should be given to electives
or non-major classes.

Like somebody mentioned earlier, if students are ready for college, just
send them to college. I think Head Start and Running Start programs are far
more successful than AP and honors programs in high school.

Joey Smokey
WSU Vancouver

On Mon, Nov 21, 2011 at 12:17 PM, Corbin, Jeffrey D. wrote:

> Hello Ecologgers - Thank you for your quick and numerous responses to my
> query about the treatment of ecology in AP classes. I received a wide range
> of responses and suggestions. Some summaries:
>
> Regarding the coverage of ecology in high school AP classes:
>
> -  Based on the College Board's published coverage of biology
> material, ecology is 10% of the test. This is comparable to the percentage
> for cells, evolutionary biology, and heredity. ("Structure and function of
> [organisms]" gets a much larger 32%, but that also encompasses many topics)
>
> -  The logical point was made that if a student received a 4 or 5,
> then the student must have retained enough of the ecology material.
>
> -  Several current or former H.S. teachers emailed me to say  that
> ecology is well-covered.
>
> -  However, I also received far more comments from individuals who
> said that their own AP class barely, if at all, covered ecology. Anecdotal
> evidence yes, but it was a common comment
>
> Regarding the awarding of credit in college:
>
> -  I agree with the comments of many that to award credit to
> biology majors for a high school class is to place a lot of faith in high
> school instruction without any oversight.
>
> -  Many institutions offer no credit; many others offer non-major
> credit for a 4 or 5 on the AP.
>
> If nothing else, this informal survey did forestall a hasty decision on
> our part, and I think we are going to do a more complete survey of what is
> common for Colleges and Departments like ours.
>
> Thanks again for all of the generous responses.
>
> -Jeff
>
> ***
> Jeffrey D. Corbin
> Department of Biological Sciences
> Union College
> Schenectady, NY 12308
> (518) 388-6097
> ***
>

[ECOLOG-L] Marine Ecologist Position at Western Washington University

[Kathy Van Alstyne]

MARINE ECOLOGIST at SHANNON POINT MARINE CENTER, WESTERN WASHINGTON UNIVERSITY

The Shannon Point Marine Center (SPMC) is seeking an entry level marine 
ecologist, preferably with research interests in some aspect of marine 
biodiversity, to fill a part-time position of Marine Scientist (Exempt 
Professional position).  The appointment will cover half-time salary plus 
benefits for the period June 1, 2012-August 31, 2014 (27 months).  The monthly, 
half-time salary rate will be $2500 ($30,000 per year) plus a full package of 
benefits.  See the SPMC web site (www.wwu.edu/spmc) for a complete description 
of programs and facilities. Extension of the appointment past August 31, 2014 
is possible should the program be extended.  The incumbent will be authorized 
to earn additional salary up to 50% of the full-time rate from grants, 
contracts or temporary teaching assignments.  

The position is funded by an allocation to SPMC from the university to 
implement a pilot program entitled Focus in Marine Science Undergraduate 
Program (FIMSUP; www.wwu.edu/fimsup).  Duties associated with the appointment 
will include management and instruction of an intensive two-week, 5-credit 
introductory course in marine science annually during September, prior to the 
start of the Fall Quarter.  The course, to be offered to a cohort of incoming 
freshmen with high academic qualifications, will be laboratory and field 
intensive.  The incumbent will also be responsible for offering two 1-credit 
Current Topics in Marine Science seminars each quarter on the main campus, 
supervising the research projects of a student participant in the NSF-sponsored 
SPMC Research Experiences for Undergraduates Site and Multicultural Initiatives 
in Marine Science: Undergraduate Participation programs, and offering an upper 
division undergraduate/graduate course in area of specialty.  In order t!
 o supervise students, the incumbent will be expected to set up an active 
research program upon arrival at SPMC.  For more information about FIMSUP, see 
the link on the SPMC web site.

Qualifications: Required: Doctorate degree related to some aspect of marine 
ecology; ability to implement a research program at SPMC.  Preferred: 
experience providing college level instruction in the ocean sciences; 
demonstrated familiarity with topical issues in marine science; experience in 
study of biodiversity; experience supervising independent research on the part 
of undergraduates, experience working with students belonging to groups 
under-represented in science.

Application Instructions and Requested Documents: Please visit 
https://jobs.wwu.edu/JobPosting.aspx?JPID=2884 to submit your application via 
WWU's Electronic System for Employment (EASE). Note: You will need to use 
Internet Explorer to access our online application system.

A cover letter describing background and experience relevant to the position, 
an updated curriculum vitae, and names and e-mail addresses of three references 
are required.

Applicants must meet all required qualifications listed above.

Closing Date Notes: Application review begins January 4, 2012; position is open 
until filled.

Recruitment #: 110750

WWU is an equal opportunity/affirmative action employer, committed to 
assembling a diverse, broadly trained faculty and staff. Women, minorities, 
persons with disabilities and veterans are encouraged to apply. All new 
employees must comply with the immunization policy and show employment 
eligibility verification as required by the U.S. Citizen and Immigration 
Service before beginning work at WWU. A thorough background check will be 
conducted on all new hires. For disability accommodation, call (360) 650-3774.

[ECOLOG-L] PhD Assistantship - Spatial Ecology / Coastal vertebrate species response to climate change and sea level rise

[Nate Nibbelink]

We are seeking a highly motivated graduate student (PhD preferred, MS
considered) to work on a project assessing the vulnerability of coastal
vertebrates to climate change and sea level rise. The successful candidate
will employ GIS-based models to assess which vertebrates will be most
sensitive to changes in climate and sea level rise, and what habitat
management options may exist to enhance the ability of these vertebrates to
persist in the coastal region. Qualified candidates will be given
flexibility to develop their own interests on this project; however s/he
will focus on modeling species occupancy as a function of landscape
structure and potential landscape change due to climate and sea level rise.
The research will involve field work to address species occupancy across a
range of coastal landscape configurations, and will use spatial modeling
tools to evaluate both vulnerability and adaptation/mitigation options.

Qualifications: The successful applicant will be motivated, have
well-developed writing and communication skills, strong work ethic, and
ability to work cooperatively in team setting.  Experience doing field work
in rough conditions is preferred.  Proficiency using ArcGIS for spatial
analysis, some programming experience, strong quantitative skills, and most
of all… creative energy, are required!  An MS in an ecological field, or
substantial equivalent experience, is necessary for PhD consideration; some
relevant experience outside academic programs is required for MS
consideration.  Minimum entry requirements are 3.0 GPA and combined verbal +
quantitative GRE score > 1200 for PhD (3.0 GPA + 1000 GRE for MS).

For further information please send a CV and a letter of interest (which
should include a description of past research experience and skills) to Dr.
Nate Nibbelink (na...@uga.edu). Review of applicants will begin immediately
and competitive candidates will be invited to submit a full application. 
Our search will continue until a suitable candidate is found.

Salary: Competitive stipend, tuition remission, health insurance options
Last Date to apply: January 1, 2012 for University of Georgia fellowship
consideration, otherwise open until filled.
Contact: Nate Nibbelink
Warnell School of Forest Resources
University of Georgia
Athens, Georgia 30602-2152
e-mail: na...@uga.edu

[ECOLOG-L] Assistant Professor of Wildland Fire Science - University of Idaho

[Alistair Smith]

Assistant Professor of Wildland Fire Science
Department of Forest, Rangeland, and Fire Sciences
University of Idaho

The Department of Forest, Rangeland, and Fire Sciences seeks a new faculty 
member who uses geospatial and quantitative tools to address wildland fire 
science questions, and who can teach effectively to fire professionals and 
students online and in person. The College of Natural Resources 
(www.cnr.uidaho.edu), University of Idaho, invites applications for an 
academic-year, tenure-track faculty position as an Assistant Professor in 
Wildland Fire Science to help shape our rapidly expanding Wildland Fire 
Program. We have a strong 30-year history in our nationally and 
internationally distinctive Geospatial and Wildland Fire Programs. Our BS 
degree in Fire Ecology and Management is the only such degree in the USA, 
and we have strong graduate programs in geospatial and fire science 
research. Idaho is a natural laboratory with strong gradients from 
sagebrush steppe to forest and alpine environments, encompassing both 
wilderness and developing urban areas. This backdrop provides opportunities 
to explore challenging science and management issues in natural resource.

RESPONSIBILITIES/DUTIES: 

The position is approximately 40% teaching and advising, 50% research and 
10% outreach/service. 

· Research responsibilities: Develop a nationally recognized, externally 
funded research program that uses geospatial and other quantitative 
approaches to advance knowledge in wildland fire science. Collaborative 
work is encouraged with scientists from natural resource, environmental, 
social, biological, wildlife, and atmospheric sciences from within the 
University of Idaho, other universities, agencies, and other stakeholders. 

· Teaching responsibilities: Develop and teach graduate and undergraduate 
courses for fire students online and in person focusing on geospatial 
applications in fire science. Advise undergraduate and graduate students. 

· Service and outreach responsibilities: Extend wildland fire science to 
natural resource managers, scientists and other stakeholders by 
participating in the design and delivery of symposia, workshops, web sites 
and related outreach activities, including regional science delivery 
consortia. 

REQUIRED QUALIFICATIONS: 

Completed Ph.D. at the time of starting the position with experience in 
application of geospatial and other quantitative approaches to advance 
knowledge in wildland fire science; demonstrated ability to compete for 
funding to support your research; research submitted to refereed journals; 
and experience in teaching undergraduate or graduate courses in natural 
resources or related topics.

DESIRED QUALIFICATIONS: 

Skill in verbal and written communication; experience in fire-related 
fieldwork; research published in refereed journals; experience in 
developing and teaching in person undergraduate or graduate courses in 
wildland fire science or related topics; demonstrated ability in designing 
a quality online learning experience; experience in geospatial analysis and 
interpretation of data; demonstrated success at applying science to natural 
resource management; and interest in working across diverse disciplines and 
ecosystems. 

APPLICATION PROCEDURE: 

Apply online at http://www.hr.uidaho.edu. We request a letter of 
application; curriculum vitae; a statement of your vision for the future of 
wildland fire science and how you would contribute to the UI program 
through your teaching, research and outreach activities; academic 
transcripts; and contact information for three references. Review of 
applications will begin January 22, 2012 and will continue until a 
successful candidate is chosen with a prospective starting date of August 
2012.

CONTACT:  

Alistair Smith, Chair of Search Committee   
University of Idaho
Department Forest, Rangeland, and Fire Sciences
Moscow, ID  83844-1133
Email: alist...@uidaho.edu, Phone: 208-885-1009

https://www.sites.uidaho.edu/AppTrack/Agency/Applicant/ViewAnnouncement.asp?
announcement_no=1012146 

[ECOLOG-L] Executive Director Division of Earth and Ecosystem Sciences, Desert Research Institute, deadline extended

[Paul Verburg]

Desert Research Institute invites applications and nominations for Executive
Director, Division of Earth and Ecosystem Sciences (DEES)

Reporting to the Executive Vice President for Research, the Executive
Director’s primary function is to support, facilitate, and grow divisional
research activities through strong leadership utilizing the Division’s
scientific skills. DEES has roughly 60 faculty/staff and 50 graduate
research assistants/hourly employees and conducts approximately $10 million
in research annually in the areas of genomics, microbiology, ecology,
quaternary geology, geomorphology, soil science, geochronology, cultural
heritage management, and remote sensing/GIS.

The Desert Research Institute (DRI), the non-profit environmental research
institution of the Nevada System of Higher Education, strives to be a world
leader in environmental sciences through the application of knowledge and
technologies to improve people’s lives throughout Nevada, the United States
and the world. DRI has research divisions in Atmospheric Sciences,
Hydrologic Sciences, and Earth and Ecosystem Sciences. 

Applicants must have 1) a Ph.D. or equivalent graduate degree in
archaeology, biology, geology, earth sciences or related field or
professional experience commensurate with an advanced degree, 2) broad
understanding of earth and ecosystem sciences, 3) evidence of success in
building and leading research programs in governmental, private sector or
university setting, 4) evidence of significant scientific achievement
including a record of peer-reviewed publications, 5) demonstrated experience
managing fiscal budgets for similar sized organizations, 6) management
experience in supervising personnel, conducting performance appraisals, and
managing conflict. US Citizenship and ability to obtain and maintain both US
Department of Energy "Q" and US Department of Defense Top Secret clearances
are required.

Applications must refer to #30-001 and include: 1) cover letter describing
your qualifications, 2) summary of career interests and goals, 3) current
CV, 4) contact information for three professional references. To apply, send
materials to recr...@dri.edu. Review of applications will begin immediately
and continue until the position is filled; however, priority will be given
to applications received by January 13, 2012. For a complete job description
and details regarding the application process, go to: www.dri.edu/employment
or call (775) 673-7332.  DRI is an AA/EEO Employer.

[ECOLOG-L] Summary of Ecology in AP responses

[Corbin, Jeffrey D.]

Hello Ecologgers - Thank you for your quick and numerous responses to my query 
about the treatment of ecology in AP classes. I received a wide range of 
responses and suggestions. Some summaries:

Regarding the coverage of ecology in high school AP classes:

-  Based on the College Board's published coverage of biology material, 
ecology is 10% of the test. This is comparable to the percentage for cells, 
evolutionary biology, and heredity. ("Structure and function of [organisms]" 
gets a much larger 32%, but that also encompasses many topics)

-  The logical point was made that if a student received a 4 or 5, then 
the student must have retained enough of the ecology material.

-  Several current or former H.S. teachers emailed me to say  that 
ecology is well-covered.

-  However, I also received far more comments from individuals who said 
that their own AP class barely, if at all, covered ecology. Anecdotal evidence 
yes, but it was a common comment

Regarding the awarding of credit in college:

-  I agree with the comments of many that to award credit to biology 
majors for a high school class is to place a lot of faith in high school 
instruction without any oversight.

-  Many institutions offer no credit; many others offer non-major 
credit for a 4 or 5 on the AP.

If nothing else, this informal survey did forestall a hasty decision on our 
part, and I think we are going to do a more complete survey of what is common 
for Colleges and Departments like ours.

Thanks again for all of the generous responses.

-Jeff

***
Jeffrey D. Corbin
Department of Biological Sciences
Union College
Schenectady, NY 12308
(518) 388-6097
***

Re: [ECOLOG-L] Treatment of Ecology in AP classes

[Cochran-Stafira, D. Liane]

We only give credit for a non-majors course.  No credit towards majors freshman 
bio.  We just don't trust what the high schools cover.  Lots of schools around 
here teach anatomy as the AP course.  So, we made the decision long ago to not 
give any credit to the incoming bio majors.  If they had a good course, then it 
should help them in our courses.  I took AP bio and did not receive any credit 
from Northwestern, and that was long ago.  
 
Liane
 

D. Liane Cochran-Stafira, Ph.D.
Associate Professor
Department of Biological Sciences
Saint Xavier University
3700 West 103rd Street
Chicago, Illinois  60655

phone:  773-298-3514
fax:773-298-3536
email:  coch...@sxu.edu
http://faculty.sxu.edu/~cochran/

 



From: Ecological Society of America: grants, jobs, news on behalf of David L. 
McNeely
Sent: Mon 11/21/2011 10:37 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Re: [ECOLOG-L] Treatment of Ecology in AP classes



I can't speak directly to the question of whether the classes provide adequate
coverage of any given topic.  Consulting the AP web site confirms your 
suspicion that ecology coverage comes last in the course.  And of course, 
whether any given topic is covered adequately is strictly dependent on the 
school and the teacher, not the topical listing on the web site.  I can say, 
from having served as a grader for the AP Biology exam, that ecology is well 
covered on the exam.

That said, I also suspect that ecology may be a subject that gets less than full
coverage in some of the classes because of sequencing.  Also, it is typically
covered in most intro biology courses late in the second semester if a two
semester course.  So, if you are wanting to assign credit according to coverage
(seems to make sense), the proposal to give credit for the ecology portion of
your course may be out of sync with the sequencing in the AP course.

FWIW, I have long had a problem with AP coursework.  Many schools likely do a
good job with it -- but, and I know, I am an old school curmudgeon -- if these
kids are ready for college, just send them to college.  If they are not ready,
don't let a high school offer them college level courses.  But of course, that
is a fight long ago lost.

mcneely
 "Corbin wrote:
> Hello Ecologgers - My department is trying to figure out how to best assign 
> credit to incoming students who get 4's and 5's on the AP Biology exam. One 
> proposal is to give them credit for the first class in our Intro Bio 
> sequence, which happens to be the one that presents ecology (along with 
> evolution and genetics).
>
> I suggested that this would be a mistake, as ecology is likely given short 
> shrift in many high school classes because it is at the end of all of the 
> textbooks. Quite reasonably, I've been challenged as to whether that is 
> really the case.
>
> Does anyone know of any comparison of the weight given to various biology 
> subjects (e.g. ecology, physiology, cell, etc.) in high school classes and 
> the AP exam? I still have a suspicion that ecology is the most likely to be 
> rushed or dropped, but maybe that's just because it is what happened when I 
> took it. In any case, I'd be on firmer ground if I had even one piece of 
> evidence to back it up!
>
> Thanks!
>
> -Jeff
>
> ***
> Jeffrey D. Corbin
> Department of Biological Sciences
> Union College
> Schenectady, NY 12308
> (518) 388-6097
> ***

--
David McNeely

Re: [ECOLOG-L] Treatment of Ecology in AP classes

[Bomar, Charles]

Sorry to pile on to this discussion, but in recent years I have been working 
with  many professional schools who really detest  AP credits (especially 
biology and calculus).  If students who plan on going to medical school or 
pharmacy school etc, they should be advised that those AP courses should not 
represent terminal experiences.  Thus AP credits for Cal 1 and 2 should be 
followed up at the university with the next math course ion the sequence.  One 
unnamed dean of a medical school recently told me they were no longer counting 
any AP credits that were required for Admission to their school, even though 
undergraduate programs may have done so.

Students should be advised that grabbing many AP credits in HS may  not provide 
them the end goal they seek.

###
Charles R. Bomar PhD
Applied Science Program Director
Executive Director, Orthopterists' Society
Professor of Biology
331D Jarvis Hall
University of Wisconsin-Stout
Menomonie, WI 54751
bom...@uwstout.edu
office 715-232-2562
fax    715-232-2192







-Original Message-
From: Ecological Society of America: grants, jobs, news 
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of David L. McNeely
Sent: Monday, November 21, 2011 10:37 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Re: [ECOLOG-L] Treatment of Ecology in AP classes

I can't speak directly to the question of whether the classes provide adequate 
coverage of any given topic.  Consulting the AP web site confirms your 
suspicion that ecology coverage comes last in the course.  And of course, 
whether any given topic is covered adequately is strictly dependent on the 
school and the teacher, not the topical listing on the web site.  I can say, 
from having served as a grader for the AP Biology exam, that ecology is well 
covered on the exam. 
 
That said, I also suspect that ecology may be a subject that gets less than 
full coverage in some of the classes because of sequencing.  Also, it is 
typically covered in most intro biology courses late in the second semester if 
a two semester course.  So, if you are wanting to assign credit according to 
coverage (seems to make sense), the proposal to give credit for the ecology 
portion of your course may be out of sync with the sequencing in the AP course. 
 
FWIW, I have long had a problem with AP coursework.  Many schools likely do a 
good job with it -- but, and I know, I am an old school curmudgeon -- if these 
kids are ready for college, just send them to college.  If they are not ready, 
don't let a high school offer them college level courses.  But of course, that 
is a fight long ago lost. 
 
mcneely
 "Corbin wrote: 
> Hello Ecologgers - My department is trying to figure out how to best assign 
> credit to incoming students who get 4's and 5's on the AP Biology exam. One 
> proposal is to give them credit for the first class in our Intro Bio 
> sequence, which happens to be the one that presents ecology (along with 
> evolution and genetics).
> 
> I suggested that this would be a mistake, as ecology is likely given short 
> shrift in many high school classes because it is at the end of all of the 
> textbooks. Quite reasonably, I've been challenged as to whether that is 
> really the case.
> 
> Does anyone know of any comparison of the weight given to various biology 
> subjects (e.g. ecology, physiology, cell, etc.) in high school classes and 
> the AP exam? I still have a suspicion that ecology is the most likely to be 
> rushed or dropped, but maybe that's just because it is what happened when I 
> took it. In any case, I'd be on firmer ground if I had even one piece of 
> evidence to back it up!
> 
> Thanks!
> 
> -Jeff
> 
> ***
> Jeffrey D. Corbin
> Department of Biological Sciences
> Union College
> Schenectady, NY 12308
> (518) 388-6097
> ***

--
David McNeely

[ECOLOG-L] InternationalLilacSocietyFirstWeekofMay2012ConferenceinNancy,France

[cathaline Cantalupo]

Any suggestions for activities/places of interest/collections/must sees/ 
contacts would be welcomed.
THX,
Cathaline Cantalupo
Gardener
Department of Parks & Recreation
City of New York

Re: [ECOLOG-L] Treatment of Ecology in AP classes

[David L. McNeely]

I can't speak directly to the question of whether the classes provide adequate 
coverage of any given topic.  Consulting the AP web site confirms your 
suspicion that ecology coverage comes last in the course.  And of course, 
whether any given topic is covered adequately is strictly dependent on the 
school and the teacher, not the topical listing on the web site.  I can say, 
from having served as a grader for the AP Biology exam, that ecology is well 
covered on the exam. 
 
That said, I also suspect that ecology may be a subject that gets less than 
full 
coverage in some of the classes because of sequencing.  Also, it is typically 
covered in most intro biology courses late in the second semester if a two 
semester course.  So, if you are wanting to assign credit according to coverage 
(seems to make sense), the proposal to give credit for the ecology portion of 
your course may be out of sync with the sequencing in the AP course. 
 
FWIW, I have long had a problem with AP coursework.  Many schools likely do a 
good job with it -- but, and I know, I am an old school curmudgeon -- if these 
kids are ready for college, just send them to college.  If they are not ready, 
don't let a high school offer them college level courses.  But of course, that 
is a fight long ago lost. 
 
mcneely 
 "Corbin wrote: 
> Hello Ecologgers - My department is trying to figure out how to best assign 
> credit to incoming students who get 4's and 5's on the AP Biology exam. One 
> proposal is to give them credit for the first class in our Intro Bio 
> sequence, which happens to be the one that presents ecology (along with 
> evolution and genetics).
> 
> I suggested that this would be a mistake, as ecology is likely given short 
> shrift in many high school classes because it is at the end of all of the 
> textbooks. Quite reasonably, I've been challenged as to whether that is 
> really the case.
> 
> Does anyone know of any comparison of the weight given to various biology 
> subjects (e.g. ecology, physiology, cell, etc.) in high school classes and 
> the AP exam? I still have a suspicion that ecology is the most likely to be 
> rushed or dropped, but maybe that's just because it is what happened when I 
> took it. In any case, I'd be on firmer ground if I had even one piece of 
> evidence to back it up!
> 
> Thanks!
> 
> -Jeff
> 
> ***
> Jeffrey D. Corbin
> Department of Biological Sciences
> Union College
> Schenectady, NY 12308
> (518) 388-6097
> ***

--
David McNeely

[ECOLOG-L] Fisheries Biologist 7/9 (Revised)

[Brianna McDowell]

The US Geological Survey, Northern Rocky Mountain Science Center, in Bozeman 
Montana will be 
advertising for a Full-Time, Term, GS 7/9 Fisheries Biologist, GS-0482-09.  
Applications to the 
vacancy must be received on-line via USAJOBS. It is expected that the vacancy 
will be open for a 
one week during the last week of November.  The position’s focus will center 
on, but not be 
limited too, fishery issues concerning aquatic invasive species. 

Responsibilities:  Primary duties include writing and preparing protocols, 
standard operating 
procedures (SOPs), reports, and publications.  The incumbent will participate 
in planning and 
execution of complex multidisciplinary studies concerning habitats and food 
webs that support 
fishes and associated ecosystem processes.  The incumbent will organize and 
lead field-sampling 
operations at local and remote locations (may be away up to 15 days at a time). 
 The incumbent 
will ensure proper and efficient collection, handling, and transfer of samples. 
 The incumbent will 
be required to operate and manage a wide variety of specialized equipment used 
for measurement 
of biological, chemical, and physical properties of aquatic systems.  

Qualifications: This position requires specific educational course work to 
qualify, and an advanced 
degree in a fishery related field is highly preferred.  You are required to 
provide all unofficial 
transcripts (undergraduate, graduate, etc.) or list of course work, which 
includes semester hours 
earned and grade received, by the closing date of this announcement or you will 
be disqualified 
from further consideration.  This proof may be faxed, document uploaded, or 
hand delivered to the 
servicing Human Resources Office (see "Required Documents" and/or "Contact 
Information"). 
Please ensure that all documentation is legible. If you are currently employed 
by the Federal 
government in the same occupational series as the advertised position, you are 
not required to 
submit transcripts at this time. 

If you are qualifying based on specialized experience you must have one year of 
appropriate 
professional experience in fishery biology that is equivalent to at least the 
GS-07 level in the 
Federal service.  Examples include: professional experience in fishery biology 
that is equivalent to 
at least the GS-07 level in the Federal service. Examples of such experience 
could include assisting 
in the design and implementation of fishery surveys and standard fishery field 
procedures, 
technical evaluation of habitat, logistical planning of field studies, quality 
control of data collection, 
data management and analysis, and report preparation.  

You must meet all qualification and eligibility requirements for the position 
by the closing date of 
the announcement.

This position will have both a field and office administrative component.  
Individuals with skills in 
report and manuscript preparation, maintaining detailed and accurate records of 
methodologies, 
data, and data analyses performed in research are strongly preferred. 
Organizing and leading fish 
monitoring and research are also key skills for this position.  
 
Contact:  Interested persons should follow instructions posted in the upcoming 
vacancy on 
USAJOBS 

[ECOLOG-L] 2 MSc Positions in Organic Horticultural Systems Research

[Krista Jacobsen]

*MS Graduate Student Project Opportunities

University of Kentucky, Department of Horticulture*

I am currently recruiting 2 MSc students for May or August 2012 to work on
projects focused on soil quality and plant productivity in organic
horticultural systems.  One project will focus on developing diverse crop
rotations in movable and non-movable high tunnels, and exploring the
economic tradeoffs and environmental benefits of incorporating
agroecological approaches into intensified organic vegetable production.  The
second project will focus on optimizing organic conservation tillage across
a range of production scales.  Both projects will involve field sampling of
plants and soils, laboratory analysis of soil nutrients, and analysis of
production economics.  Students will be encouraged to develop
interdisciplinary, systems level approaches and exercise their creative
intellect on both of these projects.

Work will take place at the University of Kentucky Organic Farming Unit, in
collaboration with a vibrant team of students, staff and faculty.  The UK
OFU is home to the UK Sustainable Agriculture Program Community Supported
Agriculture (CSA) project, and is a highly visible venue for teaching,
research and extension in sustainable horticultural systems only 5 miles
from the University of Kentucky campus in Lexington.  Students will be
expected to work extensively in the field with support staff to maintain
their experimental systems, so experience or interest in organic
horticultural production is desired.  Students with educational
background/training/experience in horticulture, ecology, plant and soil
science, natural resource management or related areas are encouraged to
apply.  Strong verbal, written and analytical skills, as well as a strong
academic drive are essential.

Interested applicants should send their CV, statement of purpose/cover
letter, GRE scores (unofficial is acceptable at this phase), and contact
information for 3 references.  Selection of a student will be based on
academic achievements, a passion for sustainable agriculture and organic
horticulture, reference letters and applicable previous research experience.
 Successful applicants will be asked to apply to UK’s Plant and Soil
Science Graduate Program (http://www.ca.uky.edu/pss/index.php?p=584 ).
 Interested
parties should submit their information by January 15th but earlier
submission is highly encouraged.

For more information contact Dr. Krista Jacobsen at krista.jacob...@uky.edu.

Krista L. Jacobsen, Ph.D.

Assistant Professor

Department of Horticulture

University of Kentucky

N-310C Agricultural Sciences North

Lexington, KY 40546

phone: 859.257.3921

fax: 859.257.2859

email: krista.jacob...@uky.edu

www2.ca.uky.edu/sustainableag/

[ECOLOG-L] Interdisciplinary Postdoc Opportunity, Brown University

[Downs, Martha]

*Brown University*
*Environmental Change Initiative *
*Voss Postdoctoral Research Associate 2012*



Brown University’s *Environmental Change
Initiative* seeks
candidates for one or more distinguished postdoctoral positions in
interdisciplinary environmental science. Established in 2004, Brown
University’s Environmental Change Initiative (ECI) catalyzes collaborative
research among 13 affiliated academic units and over 40 individual
researchers. Particular strengths include coastal and marine ecology,
biogeochemistry, Earth systems history, population studies, environmental
sociology, remote sensing and spatial analysis, evolutionary genetics,
ecosystem-based management, biogeography, and climate change adaptation.
Brown University maintains a cooperative research program with the Marine
Biological Laboratory (MBL) at Woods Hole, including the Ecosystems
Center and
the Josephine Bay Paul Center
in
Comparative Molecular Biology and Evolution.

Requirements for the positions include a Ph.D. in an
environmentally-related discipline, the ability to take initiative and work
independently, and strong interest in interdisciplinary science. Each
successful candidate will develop an independent research project mentored
by two faculty members working in different fields at Brown University or
the Marine Biological Laboratory.  A list of ECI-affiliated researchers is
here: http://brown.edu/Research/ECI/people/affiliates.html. Additional
faculty may be eligible to mentor projects and should contact Martha Downs (
martha_do...@brown.edu) for further information.

Prospective applicants must contact their proposed mentors to discuss their
project ideas before applying. Positions will be two-year appointments in
the Environmental Change Initiative. Associates receive a salary of
$45,000, plus benefits and a discretionary fund of $5,000/year in addition
to any research funds that may be directed to the project by mentors.

*Required project proposal (1500 words maximum, excluding references):* The
proposal should describe how the project builds on the applicant’s current
work and how it relates to the research interests of the proposed mentors.
 Proposals will be judged on scientific merit, potential for building
cross-disciplinary bridges, and an achievable research plan, given time and
budgetary constraints. *The project proposal is an essential component of
the application package and applications without proposals will not be
reviewed.*

To apply, please send the following items to bernadette_ho...@brown.edu.

   - Cover letter
   - Current CV
   - Project proposal (less than 1500 words)
   - Three letters of reference from advisors or colleagues who know the
   applicant’s work well. Letters should describe prior research experience
   and evidence of applicant’s interest, capability, and potential in
   interdisciplinary environmental research
   - Two letters of support from proposed mentors, describing the mentor’s
   interest in the applicant and the proposed project and evaluating the
   preparation of this applicant to work effectively in an interdisciplinary
   environment. Proposed mentors should send letters of support directly to
   bernadette_ho...@brown.edu



For additional information, please contact Marty Downs, Associate Director
of ECI (martha_do...@brown.edu). Applications received by January 15, 2012
will receive full consideration. Brown University is an EEO/AA employer.

PDF version
: http://brown.edu/Research/ECI/announcements/eci_postdoc_ad2012.pdf

FAQs for 
mentors
: http://brown.edu/Research/ECI/announcements/faqs_for_mentors_2012html.html


Marty Downs
Assoc. Director, Environmental Change Initiative
Brown University
401-863-3493
www.brown.edu/eci
 Environmental Events Calendar:
http://brown.edu/Research/ECI/calendar/index.html




On Fri, Nov 18, 2011 at 12:00 AM, ECOLOG-L automatic digest system <
lists...@listserv.umd.edu> wrote:

> [image: Skip repetitive navigational 
> links]<#133b7e8105b13fcd_133b50d5c00c32fd_skipnavlinks>   [image:
> L-Soft - Home of the LISTSERV mailing list manager]  
> [image:
> LISTSERV(R) 14.5]   ECOLOG-L Index - 16 Nov 2011 to 17 Nov 2011
> (#2011-320)
>
>  IndexDateLines  Subject and poster  
> 041465
> 11/1757FW: IPBES Public Forum, 29 Nov in Washington, DC
> From: Cliff Duke  
> 041466
> 11/1743Two MSc/PhD student positions in carbon biogeochemistry
> From: "Chang, Scott"  
> 041467

[ECOLOG-L] Briefing -- International Polar Year: A Focus on Knowledge to Action Tuesday November 29

[Cliff Duke]

 "International Polar Year: A Focus on Knowledge to Action." 

The polar regions offer many powerful insights about Earth and its inhabitants, 
for example, how humans and animals have adapted to extreme conditions, and the 
many factors that affect the weather and climate. Understanding the Poles is 
essential to building a sustainable future.

Join us for this unique event, co-sponsored by the Canadian Embassy and the 
Polar Research Board of the National Academy of Sciences, as distinguished 
polar scientists and representatives of the polar regions discuss the legacy of 
the International Polar Year (IPY) 2007-2008 and gear up for a 2012 conference 
in Montreal that will focus on putting the research findings into action. The 
event is free and open to the public.

The program will include representatives from the Canadian Embassy and the U.S. 
Department of State, distinguished polar scientists, an Inuit representative 
from the North, and a special PolarPalooza presentation. A reception at the 
Koshland Science Museum will follow.

The event will take place 4:00-6:00 pm (with reception to follow) on Tuesday, 
November 29, 2011 in Room 100 of the National Academy of Sciences Keck Center.

Download the flyer for the event: 
http://dels.nas.edu/resources/static-assets/prb/miscellaneous/PRB-IPY_Event_Flyer.pdf

Register here: 
http://dels.nas.edu/Upcoming-Event/International-Polar-Year-Focus/AUTO-5-73-08-W
 

[ECOLOG-L] FW: IASSIST 2012 Call for Papers

[Gail Steinhart]

FYI - IASSIST welcomes contributions from beyond the social sciences.

Gail Steinhart
Research Data & Environmental Sciences Librarian, Albert R. Mann Library 
(mailing address)
Fellow, Digital Scholarship & Preservation Services, Cornell University Library
Cornell University
Ithaca, NY 14853

g...@cornell.edu
Tel: 607-255-7251


Call for Papers

Data Science for a Connected World: Unlocking and Harnessing the Power of 
Information

The theme of this year's conference is Data Science for a Connected World: 
Unlocking and Harnessing the Power of Information. This theme reflects the 
growing desire of research communities, government agencies and other 
organizations to build connections and benefit from the better use of data 
through practicing good management, dissemination and preservation techniques.

The theme is intended to stimulate discussions on building connections across 
all scholarly disciplines, governments, organizations, and individuals who are 
engaged in working with data.  IASSIST as a professional organization has a 
long history of bringing together those who provide information technology and 
data services to support research and teaching in the social sciences.  What 
can we as data professionals with shared interests and concerns learn from 
others going forward and what can they learn from us?  How can data 
professionals of all kinds build the connections that will be needed to address 
shared concerns and leverage strengths to better manage, share, curate and 
preserve data?

We welcome 
submissions on 
the theme outlined above, and encourage conference participants to propose 
papers and sessions that would be of interest to a diverse audience. Any paper 
related to the conference theme will be considered; below is a sample of 
possible topics
Topics:

  *   Innovative/disruptive technologies for data management and preservation
  *   Infrastructures, tools and resources for data production and research
  *   Linked data: opportunities and challenges
  *   Metadata standards enhancing the utility of data
  *   Challenges and concerns with inter-agency / intra-governmental data 
sharing
  *   Privacy, confidentiality and regulation issues around sensitive data
  *   Roles, responsibilities, and relationships in supporting data
  *   Facilitating data exchange and sharing across boundaries
  *   Data and statistical literacy
  *   Data management plans and funding agency requirements
  *   Norms and cultures of data in the sciences, social sciences and the 
humanities
  *   Collaboration on research data infrastructure across domains and 
communities
  *   Addressing the digital/statistical divide and the need for trans-national 
outreach

Papers will be selected from a wide range of subjects to ensure a broad balance 
of topics.

The Program Committee welcomes proposals for:
Individual presentations (typically 15-20 minutes)
Complete sessions, which could take a variety of formats (e.g. a set of three 
to four individual presentations on a theme, a discussion panel, a discussion 
with the audience, etc.)
Posters/demonstrations for the poster session
Pecha Kucha (a presentation of 20 slides shown for 20 seconds each, heavy 
emphasis on visual content) 
http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha
Round table discussions (as these are likely to have limited spaces, an 
explanation of how the discussion will be shared with the wider group should 
form part of the proposal).
[Note: A separate call for workshops is forthcoming].

Session formats are not limited to the ideas above and session organizers are 
welcome to suggest other formats.

Proposals for complete sessions should list the organizer or moderator and 
possible participants; the session organizer will be responsible for securing 
both session participants and a chair.

All submissions 
should include the proposed title and an abstract no longer than 200 words 
(note: longer abstracts will be returned to be shortened before being 
considered).  Abstracts submitted for complete sessions should provide titles 
and a brief description for each of the individual presentations.  Abstracts 
for complete session proposals should be no longer than 300 words if 
information about individual presentations are needed.

Please note that all presenters are required to register and pay the 
registration fee for the conference; registration for individual days will be 
available.

  *   Deadline for submission of individual presentations and sessions: 9 
December 2011.
  *   Deadline for submission of posters, Pecha Kucha sessions and round table 
discussions: 16 January 2012.
  *   Notification of acceptance for individual presentations and sessions: 10 
February 2012.
  *   Notification of acceptance for posters, P

Re: [ECOLOG-L] Treatment of Ecology in AP classes

[Andrew E. Scholl]

Jeff,

While I have not graded the AP biology exam, I have graded other exams, and as 
far as content covered, you really have to consider what the exams covers 
versus what is being taught in the classroom.  I have found that how material 
is covered can vary widely between class, but all the instructors are told how 
much emphasis is given to each section of material, and the teachers are 
supposed to teach the courses accordingly.  And if a section gets shortchanged 
by the instructor in the course, that will probably be reflected in the score 
of the students on the exam.  

Considering that, the best suggestion  I would offer is to refer to the 
information online about the AP exam.  That will tell you how much emphasis is 
given to the different topics of the course.  They also have sample questions 
from the past several years, so you can also see how the information is being 
tested.

You can find the breakdown of the AP Biology exam here, and there are links to 
sample questions, etc.
http://www.collegeboard.com/student/testing/ap/biology/topic.html

I hope this helps a bit,

Andy


Andrew Scholl

Assistant Professor of Geography
Director of Environmental Studies Program 
Department of Geography 
Wittenberg University 
PO Box 720 
Springfield, OH 45501-0720

Office: 110B Carnegie
Phone: 937-327-7304
Fax: 937-327-9508
asch...@wittenberg.edu


-Original Message-
From: Ecological Society of America: grants, jobs, news 
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Corbin, Jeffrey D.
Sent: Sunday, November 20, 2011 9:34 PM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: [ECOLOG-L] Treatment of Ecology in AP classes

Hello Ecologgers - My department is trying to figure out how to best assign 
credit to incoming students who get 4's and 5's on the AP Biology exam. One 
proposal is to give them credit for the first class in our Intro Bio sequence, 
which happens to be the one that presents ecology (along with evolution and 
genetics).

I suggested that this would be a mistake, as ecology is likely given short 
shrift in many high school classes because it is at the end of all of the 
textbooks. Quite reasonably, I've been challenged as to whether that is really 
the case.

Does anyone know of any comparison of the weight given to various biology 
subjects (e.g. ecology, physiology, cell, etc.) in high school classes and the 
AP exam? I still have a suspicion that ecology is the most likely to be rushed 
or dropped, but maybe that's just because it is what happened when I took it. 
In any case, I'd be on firmer ground if I had even one piece of evidence to 
back it up!

Thanks!

-Jeff

***
Jeffrey D. Corbin
Department of Biological Sciences
Union College
Schenectady, NY 12308
(518) 388-6097
***

[ECOLOG-L] Landscape genetics course annoucement

[Lisette Waits]

Online Landscape Genetics Graduate Student Course Announcement
When: Jan 18 ­ May 2, 2012, Wed 8:30 ­ 10:30 PST, Cost $750
Course Organizers: Melanie Murphy, Helene Wagner, and Lisette Waits
Co-Instructors: Niko Balkenhol, Janine Bolliger, Sam Cushman, Rodney Dyer,
Marie-Josee Fortin, Olivier François, Stephane Joost, Nusha Keyghobadi, Erin
Landguth, and Steve Spear

Course description
This course on Landscape Genetics provides a unique opportunity for
interdisciplinary training and provides an overview of the field of
landscape genetics. The course caters to students in both basic and applied
ecology, especially conservation/population genetics, landscape ecology and
conservation biology. A key objective of landscape genetics is to study how
landscape modification and habitat fragmentation affect organism dispersal
and gene flow across the landscape. Landscape genetics requires highly
interdisciplinary specialized skills making intensive use of technical
population genetic skills and spatial analysis tools (spatial statistics,
GIS tools and remote sensing). Even when students receive disciplinary
training in these areas, educational programs often lack the necessary
linkage and synthesis among disciplines. This linkage can only be
accomplished after experts from each discipline work together to develop
guiding principles for this new research area.
Landscape Genetics will be concurrently offered at six universities in North
America and Europe giving students the opportunity to learn from
international experts and work with peers from outside institutions. For
students who are not members of the participating institutions, we are
offering a web-based online course to reach a broader audience.  Each course
meeting will start with a live web-cast lecture (no special software
required) by an expert on the topic that introduces foundations and methods
and highlights points for discussion in local seminar groups. After breaking
out into local course group discussion (including a discussion group for
online course students), a web-based discussion across campuses will wrap up
the weekly topic. Students who are unable to make it to live-cast of
lectures and need to view taped lectures should contact the course
coordinators to make special arrangements.  In addition, students may choose
to participate in optional interdisciplinary group team projects with
web-based collaboration across institutions.
Course topics
-   Landscape genetics framework, Measuring gene flow, Alternative views
of landscapes
-   Spatial analysis framework, Identifying discrete populations
-   Incorporating landscape data, Matrix resistance approaches in
landscape genetics
-   Distance-based methods, Model selection and validation
-   Role of simulation modeling, Network-based methods
-   Landscape genetics of adaptive variation
 
How to register? Contact Lisette Waits, lwa...@uidaho.edu
  to register for the class.
 
Note: University credit will not be provided but students who need course
credit can set up an independent study course at their home institution and
turn in specific assignments during the semester. Contact Lisette Waits if
you are interested in this option.
 
Funding provided by the American Genetics Association and Canadian Institute
of Ecology
and Evolution (CIEE)
 
Related American Genetic Association (AGA) and CIEE sponsored Graduate
Mini-Course in May 2012
After the course, project participants may decide to continue working on the
group research project for another term with the aim of writing a
collaborative manuscript for publication. With support from AGA and CIEE a
Graduate Mini-Course (not for credit) will be held near Toronto, Canada, May
20 ­ 26, 2012 to promote intensive collaboration on manuscripts and provide
professional networking opportunities. Participation in the Landscape
Genetics Course and in a group term project are prerequisites for the
AGA-CIEE Graduate Mini-Course, and participants will be selected primarily
based on the merit of their application and contribution to the group
project. 


-- 
Lisette Waits, PHD
Professor
Fish and Wildlife Resources
Center for Research on Invasive Species and Small Populations
Laboratory for Conservation and Ecological Genetics
University of Idaho
PO Box 441136
Moscow, ID 83844-1136
Phone: (208) 885 7823
Fax: (208) 885 9080
lwa...@uidaho.edu
http://www.uidaho.edu/cnr/fishwild/lisettewaits
http://www.cnr.uidaho.edu/crissp
http://www.cnr.uidaho.edu/lecg/
http://www.cals.uidaho.edu/igert2/

Re: [ECOLOG-L] Treatment of Ecology in AP classes

[Tom Purucker]

Hello-
Course coverage from the AP Biology web page:
-Molecules and Cells, 25%
-Heredity and Evolution, 25%
-Organisms and Populations, 50%
Generally, high school AP classes have more contact hours than the
corresponding college-level course so I do not think that they would drop
content, but that of course would be teacher/school-dependent.

http://www.collegeboard.com/student/testing/ap/sub_bio.html

Best,
Tom


On Sun, Nov 20, 2011 at 9:33 PM, Corbin, Jeffrey D. wrote:

> Hello Ecologgers - My department is trying to figure out how to best
> assign credit to incoming students who get 4's and 5's on the AP Biology
> exam. One proposal is to give them credit for the first class in our Intro
> Bio sequence, which happens to be the one that presents ecology (along with
> evolution and genetics).
>
> I suggested that this would be a mistake, as ecology is likely given short
> shrift in many high school classes because it is at the end of all of the
> textbooks. Quite reasonably, I've been challenged as to whether that is
> really the case.
>
> Does anyone know of any comparison of the weight given to various biology
> subjects (e.g. ecology, physiology, cell, etc.) in high school classes and
> the AP exam? I still have a suspicion that ecology is the most likely to be
> rushed or dropped, but maybe that's just because it is what happened when I
> took it. In any case, I'd be on firmer ground if I had even one piece of
> evidence to back it up!
>
> Thanks!
>
> -Jeff
>
> ***
> Jeffrey D. Corbin
> Department of Biological Sciences
> Union College
> Schenectady, NY 12308
> (518) 388-6097
> ***
>