[ECOLOG-L] Ph.D. Assistantships in Community, Ecosystem, and Restoration Ecology

[Elizabeth King]

Ph.D. Assistantships at University of Georgia:
Community, Ecosystem, Restoration Ecology

I am accepting applications for two Ph.D. assistantships at University of
Georgia, available through three possible Ph.D. programs: Ecology, Forestry
& Natural Resources, or Integrative Conservation. I am seeking students
interested in the following research topics:

1) Dryland Dynamics and Pastoralist Sustainability in East Afica:
I am seeking one student to collaborate with our ongoing research program in
Kenya.  This research agenda focuses on the dynamics of dryland ecosystem
function, degradation and restoration.  There are opportunities to
contribute to this research from a number of different perspectives,
including ecohydrology, ecosystem function, landscape ecology, community
ecology, restoration ecology, and resource management.  Please contact me to
discuss how your interests and background may complement the broader
research objectives.

2) Legacies of Land Use and Climate Change Responses in Southeastern U.S.
Coastal Systems. I will be launching a new research initiative on the
Georgia coast, primarily focused on salt marshes.  I am offering a Ph.D.
assistantship for a student to develop a research program that contributes
to some dimension of the the broader initiative's theme and objectives.
Contact me, and I would be happy to further discuss the emerging vision for
this project and breadth of opportunities it offers.  Disciplinarily, there
is scope for students with diverse interests, including ecohydrology,
ecophysiology, community ecology, and restoration ecology.

Deadlines depend on the Ph.D. program you wish to join, but are coming up
very soon, so please contact me as soon as possible if you are interested in
applying:  egking(at)princeton.edu (I will be moving to UGA in January.)

Students applying through Forestry would receive a TA/RAship, and the
application deadline to the School is Jan 1st.  Students applying through
Ecology would receive a TAship.  The Ecology deadline is Jan 1, but to be
considered for additional internal funding and for funding to attend the
graduate recruitment weekend, you must apply BY DEC 5TH.  Those interested
in the Integrative Conservation program can apply through Ecology or
Forestry, and should talk to me or consult the UGA website for more info. 

For more information, contact me:
Elizabeth King
Lecturer & Research Scholar
Dept. of Ecology & Evolutionary Biology
Princeton University
Princeton, NJ 08544
egk...@princeton.edu 
(you can email me to set up a telephone/skype appt)
website: www.princeton.edu/~egking

Starting Jan 2012:
Assistant Professor
Odum School of Ecology and
Warnell School of Forestry & Natural Resources
University of Georgia
Athens, GA

[ECOLOG-L] Postdoc: U.B.C. Biodiversity Research Centre

[David Inouye]

Postdoctoral Fellows
Fellowship Opportunity
As a part of our NSERC CREATE training program in 
biodiversity research, 
we seek applicants for a 2-year postdoctoral fellowship in the U.B.C. 
Biodiversity Research Centre 
(www.biodiversity.ubc.ca). The Centre is made 
up of over 50 faculty members with interests in ecology, evolution, 
systematics, biodiversity and conservation. Preference will be given 
to candidates with bold ideas, demonstrated research ability, and 
strong communication skills. The successful candidate will be 
expected to conduct original research on core problems in 
biodiversity, foster interactions within the Centre, run a seminar 
series, and organize a retreat. Postdoctoral fellows funded by the 
Biodiversity Research Centre typically interact with several lab 
groups. Candidates are welcome to contact potential collaborating 
labs in the Centre to inquire about current and potential research 
activities, but it is not necessary to apply to work with a specific 
faculty member.


Starting date, 1 September 2012.
Salary $43,000 per yr.
Research stipend: $7,000 per yr.
Send curriculum vitae, three letters of reference, and a statement of 
overall scientific goals and interests (approximately 2 pages) to the 
address below. Reference letters will be accepted electronically, and 
must be sent directly by the referee.

Search Chair, Biodiversity Research Centre, U.B.C.,
6270 University Blvd., Vancouver, B.C., Canada V6T 1Z4.
(Fax 604-822-2416, e-mail biodiversity.cen...@ubc.ca).
Closing date for application, January 12 2012.

The University of British Columbia hires on the basis of merit and is 
committed to employment equity. We encourage all qualified candidates to apply.

[ECOLOG-L] IGERT PhD Fellowships for N cycling research and policy

[Shelley Pressley]

Washington State University

Nitrogen Systems:  Policy-oriented Integrated Research and Education (NSPIRE
)

Interdisciplinary research focused on nitrogen cycle processes in the
environment integrated with experiential learning of public policy.
http://igert.nspire.wsu.edu

Up to 8 PhD research assistantships will be available to join a
collaborative team working on understanding environmental aspects of the
nitrogen cycle and putting that information into context for policy
development.  With funding from the National Science Foundation’s
Integrative Graduate Education and Research Traineeship program (IGERT),
the individual fellows will pursue disciplinary research important for the
overall theme, and work together to identify and address interdisciplinary
issues critical for development of effective public policy related to
environmental nitrogen.

Research Topics (regional modeling, measurements and analyses)
•   Hydrological N transport and fate,
•   Crop N use and soil N cycling,
•   N dynamics in terrestrial and aquatic ecosystems,
•   Atmospheric N transport and fate,
•   Biosphere/atmosphere interactions,
•   Subsurface N fate and transport,
•   Animal systems and nitrogen dynamics,
•   Analysis of climate and land use change impacts.

Benefits of the Program
•   Full graduate support including two years of NSPIRE support with
$30,000/year stipend
•   Integrated graduate curriculum
•   Paid policy internship for 3 months with a US or International
organization

Applicants are encouraged to apply to one of the following colleges within
Washington State University: College of Agricultural, Human and Natural
Resources, the College of Engineering and Architecture, or the College of
Sciences.

Eligibility
Applicants must be a U.S. Citizen or permanent resident. Successful
applicants must be entering or within their first year of a PhD program at
Washington State University and join the program in the fall of 2011.
Deadline for receipt of applications is January 27, 2012. EEO/AA/ADA

For more information, visit the web page: http://igert.nspire.wsu.edu


**

[ECOLOG-L] Request for photo: ritualized mammal neck-bite

[Clara B. Jones]

Listserv: For an article on the ritualized mammalian neck-bite, I am
attempting to locate a photo more exotic than the obvious female domestic
cat transporting her kit. If you are inclined to share such, you would, of
course, retain copyright and receive generous acknowledgment. Thank you for
considering this request.  clara

-- 
Clara B. Jones
[Still playing the game with entropy...]
Blog: http://vertebratesocialbehavior.blogspot.com
Twitter: http://twitter.com/cbjones1943
Cell Phone: 828-279-4429

[ECOLOG-L] Fwd: Dear Colleague Letter: Cyberinfrastructure in Support of Biological Sciences

[David Inouye]

From: National Science Foundation Update 

This information has recently been updated, and is now available.
Dear 
Colleague Letter: Cyberinfrastructure in Support of Biological Sciences


Available Formats:
HTML: 
http://www.nsf.gov/pubs/2012/nsf12019/nsf12019.jsp?WT.mc_id=USNSF_179
PDF: 
http://www.nsf.gov/pubs/2012/nsf12019/nsf12019.pdf?WT.mc_id=USNSF_179


Document Number: nsf12019

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

[Melissa Barlett]

I feel like I need to add my personal story and two cents into this one.



I didn't take an AP Bio class, I took the AP bio test. I had a college
level textbook and a study hall because my school didn't offer the course
or the test (which I also had to pay for).



I got a 5, and I got to AP out of one semester of Biology and was bored to
tears during the second semester.



Now, I'm probably one of those exception cases, but I'm also a biologist
and college educator who knows that, honestly, our first year students
don't remember most of what they learn in Bio 101.



What I think an AP class should denote is that this student was willing to
put in more work than necessary to graduate, and that they have seen that
information and would most likely recall it if they needed to, for example,
in that future Microbiology or Cell Biology class that the intro courses
"prepare" you for.



What college really needs is a complete overhaul of introductory science
courses into something where students actually learn science instead of
memorizing a thousand facts that they will forget 999 of. However, that is
another topic.



What I would hope is that a student, such as myself, who put in the work to
take the AP test (which, by the way, includes open ended questions that you
have to understand to get credit for), would get some credit for it.



Also, I couldn't take college classes in high school, not with two working
parents and no transportation, plus I had to be in high school. The nearest
community college was 30 min away, and real college, probably 45 to an
hour. And this was NJ, I can only imagine other places.



Sure, maybe AP classes aren't quite college, but getting a 4 or 5 on the AP
exam isn't exactly a piece of cake either.



Dr. Melissa Barlett
Mohawk Valley Community College
Utica, NY





-Original Message-

From: Ecological Society of America: grants, jobs, news
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Merran

Sent: Tuesday, November 22, 2011 1:07 PM

To: ECOLOG-L@LISTSERV.UMD.EDU

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



This was my experience:



I took many different AP classes in high school, and while maybe I was just
lucky enough to have a good public school, the classes were rigorous and my
classmates were bright.  Most importantly, we were in those classes because
we wanted to be and were interested in the subject material.  The class
sizes were small and I received a high amount of personal attention.



I will never forget my first college-level science class.  We were in an
auditorium.  I didn't know my professor and he didn't know me.  My
classmates were there to check off a requirement.  I went from an
interactive learning environment to trying to stay awake.  I didn't receive
any personal attention; I felt completely anonymous.  I lost my enthusiasm
and interest in a matter of weeks.



I can't tell you how much more enjoyable and easier it was to learn basic
science in high school.  I wouldn't recommend the college 101,
auditorium-style approach to anyone.



Merran Owen



On Tue, Nov 22, 2011 at 10:14 AM, joseph gathman wrote:



> Personal anecdote:

>

> While conducting part of a workshop for HS teachers, I gave them 20

> minutes of my freshman Intro Bio lecture on basic chemistry concepts

> (what's an atom, what are the types of molecular bonds, the really

> simple stuff that I shouldn't have to cover in college).

>

> After the 20 minutes, there was silence.  The teachers were astonished

> - not that I would lecture on such elementary ideas (as I had

> expected), but that it went so fast.  One of them said, "What you just

> covered in 20 minutes is a third of my semester", and the others

> nodded.  My turn to be astonished.  I can't even imagine how you could

> stretch that stuff out for more than a week.

>

> The point: if a student takes AP Bio, they MIGHT just be getting what

> you and I consider a proper HS bio class.  Certainly not college-level
biology.

>

> Joe

>

> > Subject: Re: 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

[ECOLOG-L] Ph.D. Student in Fish Ecology

[Tim Bonner]

Department of Biology
Texas State University

Salary:  Supported by research and teaching assistantships

Closing Date:  12/15 or until filled (start Spring or Summer 2012)

Responsibilities:  Student is expected to develop, conduct, and direct
research that address theoretical and applied aspects of larval fish ecology
in warm-water streams and rivers of western gulf slope drainages.  Factors
influencing timing and duration of larval drift will be assessed, along with
life history and habitat associations of non-drifting larval fish community.  

Qualifications:  BS/MS in Biology, Zoology, Fisheries Science, or closely
related field.  Student will be highly motivated, able to work independent,
and have previous experiences with field work and stream fishes.  Student
must meet requirements for admission into Ph.D.-Aquatic Resources Program
(http://www.aquaticresources.bio.txstate.edu/)  

Send cover letter, CV, and contact information for 3 professional references
to Timothy H. Bonner, tbon...@txstate.edu

[ECOLOG-L] Job: field botany, summer 2012, Indiana Dunes National Lakeshore

[David Inouye]

Field Botany Opportunity

Summer 2012

Persons with strong interest in plants, good botanical/field taxonomical
skills and who enjoy field work are encouraged to apply! Full Time Summer
Employment with the National Park Service at Indiana Dunes National
Lakeshore.

Job Description: This is a vegetative sampling position. Establish and
sample vegetation and fuels in fire effects monitoring plots in a variety
of vegetation/fuel model types, and in accordance with established
methodologies and guidelines. Accurately and efficiently identify plants to
species and record field data. Identify grasses, sedges, herbs, shrubs, and
trees to species in field by sight or by dichotomous keys for less commonly
encountered species. Navigate to plots using compass, maps and GPS. Must be
able to work cooperatively as a member of a crew, as well as
independ-ently. Field work will account for approximately 80% of the work
week. Office work includes data entry using custom-ized database software,
verification of data entry quality, download of digital cameras and GPS
receivers. Although principle duties will be collecting and processing
vegetation data, the incumbent may collect weather and fire behavior data
on prescribed fires, serve as a member of a fire crew, or complete
additional projects, as needed. This is a field position which regularly
involves exposure to severe weather (high heat and humidity), ticks, and
mosquitoes and carry-ing heavy gear in rough terrain. Job Title/Grade:
Biological Science Technician (Fire Effects Monitoring/Field Botany),
GS0404-05. Per Hour: $16.41/hr.

Qualifications Required: Applicants must possess one year of specialized
experience*; OR have successfully completed a full four (4) year course of
study leading to a bachelor's degree with major study or at least 24
semester hours in Biology, Botany, Chemistry, Statistics, Entomology,
Wildlife Management, Physics, Agriculture, or Mathematics; OR possess
equivalent combinations of both experience and education. *Specialized
experience is experience which equipped the applicant with the necessary
knowledge, skills, and abilities to perform the work (i.e. research
activity in the biological field with specialization in botany, forestry,
ecology, or plant pathology, or any type of nursery work that requires
growing and maintenance of plants, etc). Note: At least 6 semester hours
of the education must have been in courses directly related to
plant/botany.


Apply through USAjobs.gov: Follow this link
http://www.usajobs.gov/GetJob/ViewDetails/303091200?share=email, or search
usajobs.gov for Porter, IN.


Note: Students who will be students next fall (fall 2012) may apply though
student application. Email mary_fisher-dun...@nps.gov until 12/15/2011 (or
after 12/15/2011 email dan_morf...@nps.gov) with subject line as "2012
Summer Student Fire Effects Position" to receive application instructions
and forms.


If you have questions about this position, please contact Fire Management
Officer, Dan Morford at 219-395-8840.


Deadline is 1/3/2012.







Mary Fisher-Dunham
Biological Science Technician
Fire Effects
Indiana Dunes National Lakeshore
1100 N. Mineral Spring Road
Porter, Indiana 46304
219-926-7561 ext 8414 or 219-395-8414
Fax 219-926-8516
mary_fisher-dun...@nps.gov

Visit the National Lakeshore Fire website @
http://www.nps.gov/indu/parkmgmt/firemanagement.htm, 

[ECOLOG-L] 10 month paid Botany Internship - Carson City, NV - Applic ation deadline: Dec. 1, 2012. CLM Internship Program

[CLM Internship Info]

Start Date: February 1, 2012. 

Application Closing Date: Dec. 1, 2012

To apply: visit www.clminternship.org

Position Reference Number: CC0212

Number of positions: 5

Agency: Bureau of Land Management

 

The Conservation and Land Management Internship Program seeks qualified
college graduates for ten-month internships beginning Feb. 1, 2012. Five
interns will be hired and to work within the Carson City District Office
area (Bureau of Land Management). 

 

Projects interns will work on include: conducting vegetation and crustacean
surveys for rare species occurrences and general vegetation surveys, using
GPS/GIS to map vegetation occurrences in aquatic habitats;
constructing/repairing protective enclosures around sensitive species
habitat; monitoring and writing conservation plans for rare plant species;
surveying for noxious weeds and applying mechanical and chemical treatments
to known to eradicate weeds from the site (training and personal protective
gear will be provided); planting and monitoring native seed or plant
material to restore native plant community; participating with the Seeds of
Success Program to collect seeds from native plants; assisting rangeland
health evaluations and fire rehabilitation and stabilization surveys; and
working on Native American ethnobotanical restoration projects.

 

Successful applicants must have knowledge of plant biology/botany, with the
ability to identify plants to the species level using appropriate botany
manuals and keys.  Knowledge of Great Basin vegetation is a plus, but that
knowledge may also be gained while on the job. Knowledge of seed collection
techniques (training will be done at Field Office or other locations).
Ability to operate an All-Terrain-Vehicle (ATV) - training and safety
certification will be provided. Internship responsibilities require outside
work involving walking, bending, climbing hills, lifting and carrying
various materials or supplies which are occasionally heavy.  Use of an ATV
will vary depending on the project.  Remote field sites will likely require
frequent camping out at the site for a period of 1-3 nights.  Daily work
shifts of 8 to 10 hours are anticipated within a 40 hour work week.

 

This area in western Nevada encompasses 5.5 million acres with a varied
landscape made up of coniferous forests of the Eastern Sierra Nevada;
pinyon-juniper woodlands/sagebrush dominated areas; and salt desert shrub
dominated areas.  Local ecosystems include high altitude-montane, sand
dunes, alkali playas, meadows, and areas recovering from wildfire.

 

 Questions about the CLM Program? Please visit www.clminternship.org

 

 

 

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

[Susan Pienta]

Thanks Merran & Melanie,

I would have to agree. I had an incredible biology teacher;my high school
anatomy and physiology class was more rigorous than many of the science
classes I took in college. I certainly would disagree with the statement
that when students are taking AP Bio they are not getting college level
education.
But as an educator myself now, I know that this isn't always the case.
However, that is perhaps more a reflection on our education system and is
an entirely different discussion.

Good luck figuring out a system that works for your school and your
students!

Susan

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

[Melanie Hedgespeth]

It has been interesting to read the responses to this topic.

Speaking from my own personal experience and having taken AP Bio in high
school, I did feel that yes, the ecology portion was a bit rushed because
it was towards the end of the curriculum. We had to study a bit of material
on our own because we didn't have time to cover it all in class before the
exam. However, we were also told by our teacher that we needed to make sure
to cover our bases in all areas when studying on our own. She also
suggested that the AP exam covers a lot of plant-related material and to
focus on that while studying since that is where previous students hadn't
done so well in the past. I felt the class in general was fine, and was
successful on the AP Exam (testing out of both semesters of college intro
bio). I was happy to not have to pay the tuition fees for 2 extra courses
and did fine in upper-level bio courses that I went on to take. I later
tutored students taking the same college intro bio course I had tested out
of, so I was able to see what the course entailed. Honestly, I believe that
the AP course I had taken in high school was just as intensive as what was
being taught at college level. However, if I would have been required to
take one semester of the intro course, I would definitely have preferred
the ecology/evolution/genetics portion since that wasn't covered as much as
the other areas in my circumstance. All in all, it seems very dependent on
the school (in terms of high school or even college) as to what level of
material the students are exposed to.

Cheers,
Melanie H.


On Tue, Nov 22, 2011 at 6:14 PM, joseph gathman  wrote:

> Personal anecdote:
>
> While conducting part of a workshop for HS teachers, I gave them 20
> minutes of my freshman Intro Bio lecture on basic chemistry concepts
> (what's an atom, what are the types of molecular bonds, the really simple
> stuff that I shouldn't have to cover in college).
>
> After the 20 minutes, there was silence.  The teachers were astonished -
> not that I would lecture on such elementary ideas (as I had expected), but
> that it went so fast.  One of them said, "What you just covered in 20
> minutes is a third of my semester", and the others nodded.  My turn to be
> astonished.  I can't even imagine how you could stretch that stuff out for
> more than a week.
>
> The point: if a student takes AP Bio, they MIGHT just be getting what you
> and I consider a proper HS bio class.  Certainly not college-level biology.
>
> Joe
>
> > Subject: Re: 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
> >
> >
>



-- 
Melanie Hedgespeth, PhD Student
Aquatic Ecology, Dept. of Biology
Lund University
Sölvegatan 37
SE-223 62 Lund, Sweden

≈≈≈ ><{º<≈≈ ><(((º<   ≈ ><>

[ECOLOG-L] Reward Offered for Sighting of South Florida Rainbow Snake

[Allen Sa;lzberg]

Reward Offered for Sighting of South Florida Rainbow Snake

Feds May Have Prematurely Declared Species Extinct; Reward Intended to Spur 
Rediscovery, 
Protection

TAMPA, Fla.— The Center for Biological Diversity and the Center for Snake 
Conservation announced 
today that they are offering a $500 reward for the first person to document the 
existence of the 
South Florida rainbow snake. Both conservation organizations believe that the 
U.S. Fish and Wildlife 
Service last month prematurely declared the species extinct without conducting 
targeted surveys 
and despite several unconfirmed sightings.

“Declaring the South Florida rainbow snake extinct without adequate search 
effort is scientifically 
irresponsible,” said Cameron Young, executive director of the Center for Snake 
Conservation. “We 
hope that by offering a reward, we can rediscover this amazing reptile and 
implement conservation 
measures to ensure its survival into the future.”

The South Florida rainbow snake is a harmless aquatic snake that feeds 
exclusively on the 
American eel. It is known from just three specimens, the last of which was 
collected in 1952 near 
Fisheating Creek in Glades County, Fla. In early October, the Service declared 
the snake extinct, 
thereby denying it protections under the Endangered Species Act. The Service 
made its 
determination without conducting any focused surveys for the reclusive reptile 
and despite 
anecdotal evidence of snakes eating eels in the Fisheating Creek area.

“It’s heart-wrenching to think the South Florida rainbow snake could be lost 
forever,” said Collette 
Adkins Giese, a Center for Biological Diversity attorney focused on the 
protection of imperiled 
reptiles and amphibians. “But if we can find these snakes, they’d be very 
likely to get protection 
under the Endangered Species Act — the most powerful tool in the country for 
saving plants and 
animals from extinction.”

The Service announced the extinction of the South Florida rainbow snake in 
response to a petition 
filed by the Center for Biological Diversity seeking Endangered Species Act 
protection for the snake 
and more than 400 other aquatic species in the southeastern United States. If 
rediscovered, the 
rainbow snake would receive an in-depth scientific review along with 374 
species from the petition 
(including 114 in Florida), which the Service found may warrant protection 
under Act.

Background
The South Florida rainbow snake (Farancia erytrogramma seminola) is a 
subspecies of rainbow 
snake known only from a single population in Fisheating Creek, which flows into 
the western side 
of Lake Okeechobee. Fisheating Creek remains relatively pristine and could 
still support the 
snakes. But potential habitat in other parts of Florida has been severely 
degraded by 
channelization and pollution, especially agricultural runoff. The snake is 
believed to be nearly 
entirely aquatic and active only at night, making detection difficult without 
extensive and 
specialized survey effort, although there were multiple unconfirmed sightings 
of the snake in the 
late 1980s. It’s a beautiful animal, with three red stripes along its 
iridescent bluish-black back and 
a belly that is yellow and red with black spots on each scale. Adult snakes can 
be over four feet 
long.

Snakes and other reptiles are among the most imperiled vertebrate species on 
the planet. Globally, 
nearly one-quarter of all evaluated reptile species are endangered or 
vulnerable to extinction, 
according to the International Union for Conservation of Nature’s 2011 Red 
List. Also, scientists 
currently lack sufficient information to assess the status of nearly 20 percent 
of the world’s 
reptiles. Many species are disappearing faster than scientists can study them.

The Center for Biological Diversity is a national, nonprofit conservation 
organization with more 
than 320,000 members and online activists dedicated to the protection of 
endangered species and 
wild places.

The Center for Snake Conservation is a nonprofit organization whose mission is 
to promote the 
conservation of snakes and their natural ecosystems and implement positive 
change in human 
attitudes towards snakes. 

Contact:Collette Adkins Giese, Center for Biological Diversity, (651) 
955-3821
Cameron A. Young, Center for Snake Conservation, (770) 500-

[ECOLOG-L] 2012 Wetlands Jobs Outlook

[Marc Seelinger]

Hello,

I wanted to let you know that new wetlands jobs outlook has been published.
The US Department of Labor, Bureau of Labor Statistics has published its
annual jobs report.  We have weeded though all of the data and are very
pleased to report that next year looks to be an even bigger year in the
wetlands business!  All metrics point to consistent growth in this very
niche sector.

To download you own copy of our report, please go to:

http://swampschool.org/support/wetland-jobs/

Thanks and have a great holiday!

Marc Seelinger
The Swamp School
SwampSchool.org

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

[Merran]

This was my experience:

I took many different AP classes in high school, and while maybe I was just
lucky enough to have a good public school, the classes were rigorous and my
classmates were bright.  Most importantly, we were in those classes because
we wanted to be and were interested in the subject material.  The class
sizes were small and I received a high amount of personal attention.

I will never forget my first college-level science class.  We were in an
auditorium.  I didn't know my professor and he didn't know me.  My
classmates were there to check off a requirement.  I went from an
interactive learning environment to trying to stay awake.  I didn't receive
any personal attention; I felt completely anonymous.  I lost my enthusiasm
and interest in a matter of weeks.

I can't tell you how much more enjoyable and easier it was to learn basic
science in high school.  I wouldn't recommend the college 101,
auditorium-style approach to anyone.

Merran Owen

On Tue, Nov 22, 2011 at 10:14 AM, joseph gathman wrote:

> Personal anecdote:
>
> While conducting part of a workshop for HS teachers, I gave them 20
> minutes of my freshman Intro Bio lecture on basic chemistry concepts
> (what's an atom, what are the types of molecular bonds, the really simple
> stuff that I shouldn't have to cover in college).
>
> After the 20 minutes, there was silence.  The teachers were astonished -
> not that I would lecture on such elementary ideas (as I had expected), but
> that it went so fast.  One of them said, "What you just covered in 20
> minutes is a third of my semester", and the others nodded.  My turn to be
> astonished.  I can't even imagine how you could stretch that stuff out for
> more than a week.
>
> The point: if a student takes AP Bio, they MIGHT just be getting what you
> and I consider a proper HS bio class.  Certainly not college-level biology.
>
> Joe
>
> > Subject: Re: 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
> >
> >
>

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

[joseph gathman]

Personal anecdote:

While conducting part of a workshop for HS teachers, I gave them 20 minutes of 
my freshman Intro Bio lecture on basic chemistry concepts (what's an atom, what 
are the types of molecular bonds, the really simple stuff that I shouldn't have 
to cover in college).

After the 20 minutes, there was silence.  The teachers were astonished - not 
that I would lecture on such elementary ideas (as I had expected), but that it 
went so fast.  One of them said, "What you just covered in 20 minutes is a 
third of my semester", and the others nodded.  My turn to be astonished.  I 
can't even imagine how you could stretch that stuff out for more than a week.

The point: if a student takes AP Bio, they MIGHT just be getting what you and I 
consider a proper HS bio class.  Certainly not college-level biology.

Joe

> Subject: Re: 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 
>
> 

[ECOLOG-L] finding work in Australia and New Zealand

[Sarah Schmid]

Dear Colleagues,

Thanks to all who responded to my recent post asking for suggestions on
finding field biology work in Australia and New Zealand. 

Many advised that contacting university department heads and individual
researchers would be the best route for jobseekers. Several websites were
also mentioned, some of which are for volunteer or non-research positions:

http://www.conjobs.co.nz/ (New Zealand)
http://www.unijobs.co.nz/ (New Zealand)
http://www.arc.gov.au/ncgp/decra.htm (Australian ARC DECRA awards, 200
across all science, open to non-citizens)
http://csiro.nga.net.au/cp/index.cfm?event=jobs.home (CSIRO, Australian
gov't positions)
 Environmental jobs in Australia http://www.envirojobs.com.au/
Science jobs in Australia http://www.researchjobs.net.au/
Australian Wildlife Society
http://www.australianwildlife.org/About-AWC/Employment.aspx
http://www.immigration.govt.nz/migrant/stream/work/workingholiday/
http://www.landcareresearch.co.nz/jobs/index.asp
www.cooeeads.com.au

New Zealand Government Jobs Online 
NRMjobs 
NZ Ecological Society http://www.nzes.org.nz/Ecology-jobs
WWF AUSTRALIA 
Plant & Food http://www.plantandfood.co.nz/page/about-us/contact/join-science/
WWF NEW ZEALAND 
Landcare Research http://www.bfound.net/login.aspx?CoId=370
http://www.doc.govt.nz/about-doc/jobs-at-doc/current-vacancies/
http://tech.groups.yahoo.com/group/jcu_volunteers/

Hope this will prove helpful to others looking for experience in the area.

Best regards,

Sarah Schmid
Botanist
Reno, NV
USA

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

[Jason Persichetti]

Apologies if I've missed it in my casual reading of the thread, but I feel
that something else important is not entering the discussion that should.
Credit for college courses earned in high school usually comes at a huge
savings for the student;  I earned 14 semester hours of credit at a rate of
$9/credit when I was in high school.  I'm sure the members of the list could
talk themselves blue in the face about the academic merits, or lack thereof,
associated with the courses that I received credit for.  The $126 I spent
represented over  $1000 savings for me relative to community college
tuition, and one should multiply that by a factor of 3-10 when considering
the savings at a university.  Finances led me to take a non-traditional
(read cheap) path to engage in academia and that savings allowed me more
latitude to explore my interests as I moved towards earning my degrees. 

I think the last thing that should be considered when getting credit and
earning a degree is saving a buck, but I can attest to the fact that for
some of us it's all that it can be about.  I'm not certain how many students
you may be missing out on if you tell them they cannot earn credit for
advanced coursework that they have already done, but the number will be
greater than 0.  Coming from a non-traditional path I have occasionally
faced questions about the rigor and depth of my education; typically those
questions come from those who are too foolish to realize that grades,
credits, and standardized test scores mean next to nothing when it really
comes down to it.  My diligence and abilities have landed me an opportunity
at an institution that is well regarded and affords me all the opportunities
I could ever need to construct the career and life that I desire, but the
educational experience in the classroom where I am at now is well below the
standard of that which I experienced at a poor to average performing public
school while earning my 14 credits on the cheap.   I may have thrived at a
traditional university and avoided many of the detours that I took along the
way were there fewer roadblocks and headaches such as if you take this AP
course you won't be able to credits at university X, Y, or Z.  I think I am
much better for the path that I ended up taking, but it wouldn't have hurt
to had those roadblocks removed to help open up other options.

I realize I may be the exception to the rule, but I am not alone.  There are
gaps in my education associated with the winding path I took in order to
allow myself to save money and still work the hours I need to in order to
pay my bills; more importantly I have experiences to fall back on that most
of my current colleagues do not.

I feel that alternative means of earning credits such as AP courses are
different, not better, not worse, than what any university can offer.  I'm
offering nothing more than an anecdote to suggest that you should consider
the message that is sent when a university refuses to accept AP credits.  I
took it as pretentious and self-serving that a university could not consider
the possibility that an equivalent and or worthwhile educational experience
for introductory courses could not be achieved elsewhere.  I chose schools
where my previous work was honored, not ignored; and where it was understood
that I was not an opportunity to collect additional tuition for repetitive
coursework, but an opportunity to bring in a student who had done some work
to set himself up to succeed in more advanced courses.

-Jason Persichetti

-Original Message-
From: Ecological Society of America: grants, jobs, news
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Jane Shevtsov
Sent: Tuesday, November 22, 2011 12:22 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Re: [ECOLOG-L] Summary of Ecology in AP responses

"Just send them to college" can only be done in cities that have colleges.
Also, AP classes are slower-paced than college courses and taught in a more
interactive manner. (AP Environmental Science, for example, is a year-long
course but replaces a one-semester course.)

I didn't take AP Bio but attended a biology magnet school that offered lots
of science courses. 90% of my first-year biology at UCLA was review. If
students who test out of intro courses are struggling, maybe it's because
they missed a chance to learn to take college science courses, not because
they missed content.

Jane Shevtsov

On Mon, Nov 21, 2011 at 1:12 PM, Joey Smokey
wrote:

> 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 th

[ECOLOG-L] Job ad- Director, Bernard Field Station, the Claremont Colleges

[Diane Thomson]

DIRECTOR, BERNARD FIELD STATION

The Claremont Colleges seek to hire a Director for the Robert J. Bernard 
Biological Field Station (BFS – www.bfs.claremont.edu), a natural area 
adjacent to the Colleges' campuses.  The BFS comprises a diversity of 
habitat types, including native sage scrub, non-native grasslands and an 
artificial lake, which are used by undergraduate courses in ecology and 
environmental biology at the five Claremont Colleges, as well as for 
student and faculty research.  

This is a full-time co-terminus staff position with 0.75 FTE devoted to 
field station direction and 0.25 FTE to teaching responsibilities in the 
Pomona College Biology Department.  The Field Station Director oversees 
the day-to-day operations of the field station, including coordinating 
field station use, maintaining the habitat and facilities, working with a 
Faculty Advisory Committee to develop and implement academic programs and 
policies, and managing financial resources, as well as establishing and 
maintaining a long-term ecological monitoring program and database of 
ecological data, projects, and results.  The Director is expected to 
participate in grant-writing and other development activities to raise 
funds for programmatic and facilities needs.

Qualifications: Ph.D. in ecology, conservation biology, or other relevant 
field and experience with biological field stations.  Strong interpersonal 
and communications skills, and a passion for the mission of field teaching 
and research are required. Experience in ecological monitoring of 
terrestrial communities and familiarity with Southern California 
ecosystems, and a record of attracting funding are preferred. Send 
curriculum vitae and statement of interest and have three letters of 
recommendation sent to the Department of Human Resources, 550 N. College 
Avenue, Pomona College, Claremont, CA 91711. Documents can be submitted by 
mail, or by email to staffj...@pomona.edu.  For more information, contact 
Dr. Jonathan Wright, Department of Biology, at jcw04...@pomona.edu. Review 
of applications will begin December 15, 2011, and continue until the 
position is filled.

Pomona College, one of the Claremont Colleges, is a highly selective, 
coeducational liberal arts college located 35 miles east of Los Angeles.  
Pomona College is an Equal Opportunity employer and especially invites 
applications from women and members of underrepresented groups.

[ECOLOG-L] Ph.D. Fellowship in Ecosystem Carbon Dynamics

[Gregory Starr]

A Ph.D. Graduate Assistantship in the Department of Biological Sciences is 
available for a highly 
motivated student to work on a large interdisciplinary project at Jones 
Ecological Research Center. 
This project focuses on developing an understanding of fire’s impact on 
ecosystem carbon dynamic 
along a natural moisture gradient in longleaf pine systems. The student will 
have the opportunity to 
interact with scientists from the University of Alabama, Joseph W. Jones 
Ecological Research Center, 
USDA Forest Service, University of Edinburgh and University of New Hampshire. A 
general knowledge 
of photosynthetic equipment, eddy covariance techniques and data logger use is 
advantageous. 
Rationale for this study: Fire regulates the dynamics of many forest 
ecosystems but in complex 
ways that remain poorly understood. Fires are a natural component of the 
ecology of forests in the 
southeastern United States. These forests are an important economic resource, 
and also govern 
critical ecosystem services such as carbon storage, sustaining biodiversity and 
watershed protection. 
The goal of this research is to determine the interactions between fire 
behavior, forest dynamics, and 
energy balance and carbon sequestration. The student will also investigate the 
role of moisture 
gradients on fires and forest processes, to improve predictions of forest 
response to precipitation 
changes expected due to global change. 
This is a fully funded assistantship that includes: stipend, health 
insurance, living quarters at the 
Jones Center, and a small research budget for the student. Interested students 
should send a copy of 
their CV, statement of research interest, and unofficial copy of transcripts to 
Dr. Gregory Starr or 
contact Dr. Starr for more details (gst...@ua.edu or 205-348-0556). 

[ECOLOG-L] Graduate Research Assistant Position – Tropic al Deforestation & Agriculture - University o f Wisconsin

[Holly Gibbs]

Graduate Research Assistant Position – Tropical Land Use Change in Brazil & 
Indonesia

The Gibbs Lab group at the University of Wisconsin-Madison has funding for a 
Graduate Research Assistant starting Fall 2012.  The student will focus on 
mapping and understanding changing land use patterns and processes in response 
to global economic drivers such as bioenergy mandates and demand-side pressures 
from Greenpeace and other NGOs.  The research will likely involve a combination 
of GIS and statistical modeling, along with stakeholder interviews in country.  
Specifically, the student will investigate the impact of demand-side policy 
levers such as Zero-Deforestation Agreements (e.g., Soy Moratorium) and 
Roundtables for Responsible Production (e.g., RSPO, RTRS, RSB) on tropical 
deforestation and agriculture as well as institutional changes along the value 
chain.

Candidates with expertise working in Brazil and Indonesia - especially those 
with strong Portuguese language skills - are encouraged to apply.  Applicant 
must be accepted into the Department of Geography or the Nelson Institute for 
Environmental Studies M.S. or Ph.D. graduate programs.  Typically, graduate 
students in our research programs have undergraduate GPAs above 3.5, and GRE 
scores in the 80th percentile or higher.  Benefits include stipend, tuition 
remission and eligibility to participate in the Graduate Student Health 
Insurance Program.  This position is for one year and renewable upon 
satisfactory progress.

Madison is widely recognized for its warm community, high quality of life, 
vibrant culture and arts scene, and easy access to natural areas.  Costs of 
living are moderate, and public transportation or bicycle paths are easy 
transportation options. 

For more information:   


 
http://www.sage.wisc.edu/people/gibbs/gibbs.html

   

Candidates should submit a cover letter detailing qualifications and research 
interests, CV, and names of three references to Holly Gibbs hkgi...@wisc.edu 
Candidates should also submit an application to the Nelson Institute for 
Environmental Studies (due Jan 15, 2012) and / or the Department of Geography 
(due Dec 15, 2011).


 

--
Holly K. Gibbs, Ph.D.
Assistant Professor
Department of Geography, Rm 373
& Center for Sustainability and the
   Global Environment (SAGE), Rm 207B
Nelson Institute for Environmental Studies

University of Wisconsin - Madison
Tel: +1-608-265-0012
Email: hkgi...@wisc.edu
Web: http://www.sage.wisc.edu/
--

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

[Jane Shevtsov]

"Just send them to college" can only be done in cities that have colleges.
Also, AP classes are slower-paced than college courses and taught in a more
interactive manner. (AP Environmental Science, for example, is a year-long
course but replaces a one-semester course.)

I didn't take AP Bio but attended a biology magnet school that offered lots
of science courses. 90% of my first-year biology at UCLA was review. If
students who test out of intro courses are struggling, maybe it's because
they missed a chance to learn to take college science courses, not because
they missed content.

Jane Shevtsov

On Mon, Nov 21, 2011 at 1:12 PM, Joey Smokey wrote:

> 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
> > ***
> >
>



-- 
-
Jane Shevtsov
Ecology Ph.D. candidate, University of Georgia
co-founder, www.worldbeyondborders.org

"She has future plans and dreams at night.
They tell her life is hard; she says 'That's all right'."  --Faith Hill,
"Wild One"