[ECOLOG-L] Faculty credit for Undergraduate Research???

[Riccardo Fiorillo]

Dear members,

I hope you can help. Here at Georgia Gwinnett College, our Biology Majors are 
required to have a research experience or complete an internship somewhere off 
campus.

many of our students choose to do research with a faculty member who agrees to 
mentor the student through a semester long research project...some of us are 
spending 6-8 hours a week working with these students but unfortunately do not 
receive any credit for doing so...this is in addition to our full teaching load.

We are trying to determine whether other institutions that have similar 
requirements for students, or offer this research experience as an elective,  
compensate their faculty and if so how?

if you can help, please copy and paste the following questions and your answers 
in an email and send  them directly to me at rfior...@ggc.edu

1) Institution/department ___

2) your institution offers   B.S. _   M.S. ___  PhD 

3) Is the research experience a requirement or an elective ___

4) is research experience a 1 semester course or a 2 semester sequence 
___

5) how many credit hours do students receives ___

6) what is your full time teaching load (number of hours in the classroom per 
week)
   

7) are faculty compensated and if so how (course release, teaching load credit, 
etc.)??


I thank you for your time and attention

Riccardo Fiorillo, PhD
Associate Professor of Biology
School of Science and Technology
Georgia Gwinnett College
1000 University Center Lane
Lawrenceville, GA 30043

Office: A1115
Cell: 770-853-5744
rfior...@ggc.edu

[ECOLOG-L] Tenure Track Position Available, University of Idaho

[Vierling, Lee]

Assistant Professor, Department of Conservation Social Sciences, University of 
Idaho
The College of Natural Resources, University of Idaho, invites applications for 
an academic‐year, tenure‐track
position as an Assistant Professor in the Department of Conservation Social 
Sciences (CSS). The faculty member
will contribute to the department’s interdisciplinary faculty, a diverse group 
of social scientists with a national and
international reputation in teaching, research, and service. We seek a faculty 
member trained in a social science
discipline (including, but not limited to demography, economics, human 
dimensions of natural resources,
wilderness and protected area policy, political science, social psychology, or 
sociology). A research program that
incorporates one or more of the following thematic areas is desirable: 
consequences of climate change, fisheries
management, human dimensions of wildfire, statistical estimation or modeling 
human behavior in space and time.

Responsibilities/Duties
The position is approximately 50% research, 40% teaching/advising, and 10% 
outreach and service.
Research responsibilities: Develop an outstanding externally funded research 
program that complements existing
CSS faculty expertise; develop new research directions for people, protected 
areas, and public lands; and work in
an interdisciplinary setting with other biophysical and social science faculty. 
We seek someone who is motivated
to develop an outstanding program of research and graduate education and an 
individual who thrives in a team
environment.
Teaching responsibilities: 2‐3 undergraduate and/or graduate courses per year. 
Examples might include social
science research methods, public involvement, introduction to human dimensions 
of natural resources,
conservation planning and management, or conservation social sciences field 
studies. The teaching assignment will
be negotiated with the department head, but in any case will leave time for 
research and scholarship.

Required Qualifications:
PhD in a social science or related field awarded by date of hire (preferred 
start date is January 1, 2014); experience
and interests relevant to protected areas and conservation systems (e.g., 
national parks, forests, conservation
areas); ability to compete for external funding; ability to publish in refereed 
journals; success applying social
science to natural resource or protected area management; ability to teach 
graduate and undergraduate courses
effectively; skill in verbal and written communication; interest in working 
across diverse disciplines; strong skills in
statistical analysis and interpretation of data; potential to advise 
undergraduate students and mentor graduate
students.

Desired Qualifications:
Skills in social science methods and data analysis; ability to build teams and 
create a collaborative work
environment; outreach experience with diverse stakeholder groups; ability to 
develop cross‐campus collaborations
and partnerships; familiarity with geospatial analysis; interest in working 
with student organizations; interest in
developing on‐line courses.

Contact/Application procedure: To apply online, please visit 
www.uidaho.edu/human‐resources. We request a
letter of application, curriculum vitae, transcripts, a statement of teaching 
philosophy, a statement of research
interests, and contact information for three references.

Closing date for applications: The search will be closed when a sufficient 
number of qualified applicants have been
identified, but not prior to October 14, 2013.

The Institution: Established in 1889, the University of Idaho is the state’s 
land-grant institution, offering the only natural resources programs in Idaho. 
The main campus is located on the beautiful Palouse in the vibrant university 
community of Moscow, alive with social, cultural, and year-round outdoor 
activities. Many opportunities exist for collaboration with faculty from the 
University of Idaho and Washington State University (7 miles away in Pullman, 
WA), citizens, communities, industry, and state and federal agencies. The 
college manages several outstanding field stations and is known for its engaged 
field studies and outreach programs.  The College of Natural Resources has 
three departments (Fish and Wildlife Sciences; Forest, Rangeland, and Fire 
Sciences; and Conservation Social Sciences) and offers eight undergraduate 
degree programs, Master of Natural Resources
(professional degree), Master of Science in Natural Resources, and PhD in 
Natural Resources. The college has 600 undergraduate majors and over 200 
graduate students.

Re: [ECOLOG-L] "Emergent" functions contributing to the functional diversity of a community?

[Burchsted, Denise]

What about the fungus + phototroph association that made colonization of 
dry land possible?

(e.g., 
http://www.duluth.umn.edu/~jetterso/Pages%20for%20Plant%20Diversity%20Web%20Site/documents/plantfungihistoryTREE.pdf)

 - Denise

-- 
Denise Burchsted, PE, PhD
Assistant Professor, Department of Environmental Studies
mail: Mailstop 2001, Keene State College, Keene NH 03435-2001
office: (603) 358-2176, Putnam Science Center room 236


On 9/6/2013 6:05 AM, Aabir Banerji wrote:
> Hi, Duncan.
>
> I do regard secondary phytochemicals as functional traits.  Do you know if 
> phytochemicals can blend with each other or otherwise enhance each other's 
> potency to create an emergent defense cocktail?  Something that would deter 
> consumers that would not be deterred by any of the individual components?
>
> ~ Aabir
>
>
> - Original Message -
> From: Duncan Thomas
> To: Aabir Banerji
> Cc: ECOLOG-L@listserv.umd.edu
> Sent: Fri, 06 Sep 2013 03:03:18 - (UTC)
> Subject: Re: [ECOLOG-L] "Emergent" functions contributing to the functional 
> diversity of a community?
>
>
>
> If you include plant secondary phytochemicals as functional
>
> traits, then the fitness of an individual can be increased by having neighbors
>
> that use different functional traits for their chemical defenses, reducing 
> the local
>
> density of taxon-specific pathogens. Unfortunately, I don’t know of any
>
> publications that have looked at functional traits this way for natural 
> systems
>
> or for inter-cropping.
> Duncan Thomas
>
>
>
> On Thu, Sep 5, 2013 at 2:53 AM, Aabir Banerji  
> wrote:
>
>
>
> Dear fellow ECOLOG users,
>
>
>
>
>
> The relationship between functional diversity and taxonomic diversity in 
> ecological communities isn't always linear.  I imagine the simplest case of 
> non-linearity is where there is a lot of functional redundancy among 
> phylogenetically diverse taxa.  The opposite extreme (a depauperate community 
> having a lot of functional diversity) is also possible... e.g., where 
> generalist populations exhibit complex demographic structures or inducible 
> polymorphisms.
>
>
>
>
>
>
>
> What I'd like to know, though, is if there is evidence of taxa fulfilling 
> functions by associating with one another.  It's one thing for a species to 
> enter a new niche by relying on the product or ability of a different species 
> (such as a beneficial symbiont).  It's another for different species to 
> combine complementary products or abilities to create/achieve something that 
> no one species in the community is able to produce or achieve by itself (an 
> "emergent" function).  This latter phenomenon would be something akin to 
> neighborhood habitat amelioration... or, perhaps, something more general that 
> includes neighborhood habitat amelioration.
>
>
>
>
>
>
>
> Would any of you happen to know of recent reviews or articles that address 
> this topic?  Or some really good examples of it, perhaps?
>
>
>
>
>
> Thanks in advance!
>
>
>
>
>
> ~ Aabir
>
>
>
>
>
>
>
>
> Dr. Aabir Banerji
>
>
> Postdoctoral Associate
>
>
> Institute of Evolutionary Biology and Environmental Studies
>
>
> University of Zurich
>
>
> aabir.bane...@ieu.uzh.ch

[ECOLOG-L] PhD Position in Stress Ecology, Penn State University

[MICHAEL J SHERIFF]

PhD Position in Stress Ecology and Maternal Stress Effects
Department of Ecosystem Science and Management
Pennsylvania State University
Supervisor: Dr. Michael Sheriff

I am searching for a PhD student to work in the field of stress ecology and, 
particularly, maternal stress effects. The project is open ended and would be 
designed by the student within those fields. The position is fully funded for 
the first three years, including tuition and summer salaries. The starting date 
is flexible but preference will be for a starting date this coming summer 
(2014)or September (2014). 

The research focus of my lab (see michaeljsheriff.weebly.com for further 
details) addresses one of the fundamental questions in biology: what limits and 
regulates animals in their natural world?  Our approach is to bridge 
physiology, behavior, and ecology to understand how animals interact with the 
world around them. As such, we are broadly interested in the underlying 
physiological mechanisms by which ecological interactions (predation, 
competition, climate, etc…) alter behavior and cause changes in reproduction, 
survival, and ultimately population demography and community structure. 
Projects in my research group are centered on two major themes: 

1) How ecological stressors drive changes in free-living animals’ physiology 
and behavior, how this impacts reproduction and survival and how this drives 
changes in population dynamics and ultimately community structure.

2) How maternal stress may impact offspring physiology, behavior and fitness.

I place a premium on analytical skills, writing ability, research experience, 
hard work, and enthusiasm. If and when you decide to contact me, please take 
some time and write a thoughtful letter (because this is more likely to 
generate a thoughtful response). Please send me your CV, GRE test scores 
(Canadian students don’t need to send this if they do not have it), and 
transcripts. Tell me a bit about your interests, and why you’re interested in 
working with our group.

If you are interested in joining our research group please contact me via email 
at mj...@psu.edu. 


-- 
Michael J Sheriff
Assistant Professor, Mammalogy and Ecology
Department of Ecosystem Science and Management
Penn State University
phone. 814 863-0135
http://michaeljsheriff.weebly.com

[ECOLOG-L] Supply Shock – Free Copies for Ecologgers

[Rentz Hilyer]

“All who are serious about the big picture of biodiversity conservation
should read this book.  It will change your idea of what the future can be,
and how to create that future.”


–Paul Beier, President, Society for Conservation Biology



The Center for the Advancement of the Steady State Economy (CASSE) has an
offer for Ecologgers.  We're offering free copies of Supply Shock - for a
limited time - and asking for reviews.  Reviews can be in any outlet: trade
magazines, academic journals, newspapers, blogs, or even bookseller
websites such as Amazon.com (where Supply Shock averages a 5-star rating).

At CASSE, we're serious about advancing the steady state economy and we
think Supply Shock is the perfect vehicle in ecological circles.  See the
newly developed www.supplyshock.org  to whet your appetite and spur your
social media activity.



To receive your free copy of Supply Shock, email us with your intent to
publish - or at least submit - a book review.  In your email, please
indicate the expected outlet of your review, and your physical address for
mailing.  We must receive your request by September 30, and your review
should be submitted by December 15.  CASSE reserves the right to deliver
electronic copies (especially for overseas requests).



“Czech’s vision of ‘steady statesmanship’ is impressive and convincing, and
this book easily qualifies as one of the key manuals for those who care
about the world and its inhabitants.”

–Lynn Greenwalt, former Director, U.S. Fish and Wildlife Service



Rentz Hilyer, Projects Director
Center for the Advancement of the Steady State Economy
www.steadystate.org

rentzhil...@steadystate.org
571-501-6691

[ECOLOG-L] tenure-track position in Physiological Ecology, UMass-Amherst

[Lynn Adler]

Dear all,

There is an opening for an Assistant Professor position in Physiological 
Ecology at UMass-Amherst. I would be grateful if you can forward this 
email to interested parties.


The job ad and information on applying can be found here:

http://www.bio.umass.edu/biology/sites/imladris.bio.umass.edu.biology/files/umassbiology.physecoadtopost.v2.pdf

Please direct any questions to Jeff Podos, the search chair: 
jpo...@bio.umass.edu



--

Lynn S. Adler, Associate Professor
Biology Department
221 Morrill Science Center South
611 North Pleasant Street
University of Massachusetts Amherst
Amherst, MA  01003

lsad...@ent.umass.edu
Phone:  413-545-1060
FAX:  413-545-3243
people.umass.edu/lsadler/

[ECOLOG-L] Field Course in Tropical Entomology

[Peter Lahanas]

2013 Winter Course Announcement (December 20, 2013-January 9, 2014)
 
FIELD COURSE IN TROPICAL ENTOMOLOGY
 
COURSE LOCATION: Bocas del Toro Biological Station, Boca del Drago, Isla
Colon, Republic of  Panama.  The biological station is located on a beach
facing the Caribbean Sea.  Coral reef and seagrass ecosystems lie out in
front of the station and lowland tropical rain forests lie directly behind. 
This juxtaposition of the two most biologically diverse ecosystems provides
tremendous opportunities for education and research.  See
http://www.itec-edu.org/entomology2.html  for details.
 
INSTRUCTORS:
Leonor Ceballos, Ph.D. Can. Department of Zoology. University of Melbourne,
Victoria 3010, Australia; email: lcebal...@ciencias.unam.mx.  Research
focus: topical entomology, arachnology, animal behavior and evolution,
socio-ecological systems and conservation.
 
Roberto Rojo, M.S. in Biology.  Project of The Research Field Station
Sak-kay. Carretera Federal Libre, Chetumal-Pto. Juarez, km. 283.5 Col. Ejido
Sur, CP. 77712, Playa del Carmen, Quintana Roo, Mexico; email:
rr...@riosecreto.com.   Research focus: Biospeleology, arachnology,
scientific divulgation.
 
COURSE DESCRIPTION:  This course is designed to provide the student with a
sound foundation of the wide variety of functions that insects, and other
terrestrial arthropods, can manifest during their life, such as feeding,
communication, orientation in their natural environment, reproduction, and
interactions.  The course is also designed to provide students with the
field techniques (as applied to entomology) to explore and conduct research
in tropical entomology which includes natural history observation and
experimental approaches to insect population analysis. Students will be
introduced to the diversity of tropical insects through hands- on experience
and activities in the field. The material covered is equivalent to an
undergrad university course in theoretical and practical entomology.   The
course is divided into five distinct categories: formal classroom lectures,
informal field lectures, readings, group projects and individual research
projects.
 
Also, this course will consider, in a general way, the different
methodologies used in both  
qualitative and quantitative entomology studies.  General objectives of this
course are: 1) to provide students with a general view of insects and other
terrestrial arthropods, as well as approaches employed in their study.  We
will also examine insect¹s importance and relationship to plants and other
animals and their environment; 2) to enable students with basic field
methodological tools required in entomological studies; and 3) to acquaint
students with the terminology used in entomology through selected readings.
 
Grading:  Up to 6 units of credit will be given, 3 for the lecture portion
and 3 for the field portion. A letter grade will be assigned based on exams,
reports, proposals, attendance at lectures, as well as by less tangible such
as personal attitude, motivation, and contribution to the course. A letter
reporting a grade will be made available to the student¹s institution. The
student will be responsible for providing direct evidence of participation
(e.g., lecture notes, reports, exams, etc.).
 
COURSE STRUCTURE
 
Formal lectures.  Formal lectures will take place in the classroom and will
include the use of chalk boards, and digital projector (PowerPoint). Topics
that will be covered are provided in the ³Course Schedule².  Unless
otherwise noted, these will begin at 8:00 am each morning.  Note: in some
particular days, evening lectures (beginning at 7:00 pm), will take place in
order to take up daylight hours that could be better used for field work.
 
Informal Lectures.  Informal lectures will be provided periodically during
orientation walks, during group field projects or in discussion groups.
These will cover a wide variety of topics and will generally be prompted by
what we encounter in the field, or by the direction taken during group
discussions. 
 
Readings.  Readings corresponding to lecture subjects will be assigned in
the course. We will also read and critique papers brought by students and
faculty and additional readings may be assigned from time to time. In
addition, each student will read, critique, and provide oral reports on
published papers brought to Bocas.
   
 Recommended texts:
Chapman, R. F. 1998. The insects. Structure and function. Cambridge
University Press. 
Gullan, P.J. and Cranston, P.S. 1994. The Insects: An outline of Entomology.
Nelson Thornes Ltd.
Hoque, C. H. 1993. Latin American Insects and Entomology. University of
California Press. 
 
Field Book.  A field book will be required in the course and will contain
all data related to group projects and independent research project. The
field book should also contain other incidental observations such as species
lists, behavioral notes, etc., and contain detailed location, time, and
weather infor

[ECOLOG-L] Intermships in the Rainforest of Ecuador - Conservation, Permaculture & Research in the Neo-Tropics

[Jordan Trujillo]

Third Millennium Alliance

Third Millennium Alliance (TMA) was founded in 2007 with the purchase of 100
acres and the establishment of the Jama-Coaque Reserve (JCR) in the western
province of Manabí, Ecuador, between the cities of Jama and Pedernales, and
four kilometers inland. Now encompassing over 1000 acres, the Jama-Coaque
Reserve actively protects one of the last remaining fragments of Pacific
Equatorial Forest, which is considered to be one of the most threatened
tropical forests in the world.

Internship Opportunities: Interns are encouraged to take on high-impact and
dynamic projects; we are a young organization forging our path as we
discover it. There is a tremendous amount of work to be done and experience
to be gained – for interns and for us. Above all, creativity, innovation,
and self-motivation are the fuel of our intern program. Immediately
surrounding the house we are designing/growing/building a living laboratory
of sustainable resource management (i.e. permaculture), which also serves as
our field headquarters for biological scientific research and forest
monitoring.In addition to work managing the agroforestry production zone and
organic vegetable garden, each intern is assigned a personal project, which
is akin to a "thesis" of sort, but of a much more practical nature.
Generally speaking, there are three categories of personal projects: 1)
conservation biology research and 2) permaculture/sustainable food
production and land management, and 3) appropriate technology.

The following is a list of some of the projects we're looking to tackle
during the upcoming sessions. Some are new projects and others are ongoing
and multi-year projects. Projects with stars next to them are of high
interest and priority. When applying please prioritize three projects from
the list below in the order of most interest.

Flora & Fauna Research:
• *Ethnobotany* (requires strong Spanish-speaking skills)
• *Camera trap survey of wild felines* (ocelot, jaguarundi)
• *Monkey Troop Survey (Howler & critically endangered White Fronted Capuchin)
• *Investigation of Endangered Avifauna - (Ornithology experience and strong
Spanish-speaking skills required for community surveying)

Permaculture/Re-forestation/Food Production
• Green Building - Learn to use natural, recycled and sustainable building
materials. Upcoming projects include building an earthbag (aka super adobe)
retaining wall, use cob to plaster walls, another cob layer on the pizza
oven, re-floor the the field station with bamboo.
• Reforestation - Last year we planted 6,500 trees in one portion of our
re-forestation plot. We want to keep this momentum going this year to plant
even more trees and expand the project. Help manage tree propagation and
planting efforts.
• Production Zone Intensive – Focused on increasing food production, crop
zonification & rotation, plant propagation, care/maintenance, integrated
pest management and food preservation (ie, canning)

Appropriate Technology
• *Working with natural materials *(mainly, native bamboo and mate gourds)
to build home appliances (e.g., cutlery, drinking cups, bowls, garden pots,
balcony boxes, candle holders, etc.)
• *Design and build a non-electrical refrigerator*
• Design and build a solar food dehydrator

Fall Internship Dates:
October 20th – December 15th

Fall Application Deadline:
Monday September 16th

To see a complete program description, please visit our "Internship" page at
our website at www.tmalliance.org. Here you can download the application
form and contact details, as well as other media, such as the
intern-maintained blog, and the program FAQ.

We look forward to working with you!

Jordan Trujillo
Internship Coordinator
Third Millennium Alliance
Jama, Ecuador
www.tmalliance.org

[ECOLOG-L] Assistant Prof Plant Ecology, U Vermont

[Carol Adair]

ASSISTANT PROFESSOR IN PLANT ECOLOGY
DEPARTMENT OF PLANT BIOLOGY, UNIVERSITY OF VERMONT

The Department of Plant Biology at the University of Vermont invites
applicants for a tenure-track Assistant Professor in the field of Plant
Ecology to join a diverse group of scholars in the Department and
University. Area of expertise is open, but preference will be given to
candidates who employ innovative approaches to studying the evolution of
ecosystem function over time and space. We are especially interested in
attracting someone who integrates experimental approaches across levels from
the molecular to the landscape. 

The successful candidate will be expected to develop a nationally recognized
research program that attracts extramural funding and contribute effective
classroom teaching. The position will include teaching of both graduate and
undergraduate level courses. A Ph.D. is required, and postdoctoral
experience expected. 

Applicants should apply online at www.uvmjobs.com (posting number 0040970).
A letter of application, curriculum vitae, and a statement of interests and
vision regarding research and teaching should all be attached electronically
to the online application. In addition, applicants should enter in the
application names and email addresses for three individuals who will provide
letters of reference. 

Successful candidates will be expected to contribute to the diversity and
excellence of the academic community through research, teaching, and
service. Applicants should address their potential to make these
contributions in their cover letter. 

Review of applications will begin on November 1, 2013. Questions may be
directed to the Search Committee Chair, Dr. Jane Molofsky
(jane.molof...@uvm.edu) or the Department Chair, Dr. David Barrington
(david.barring...@uvm.edu). 

The University of Vermont is an Affirmative Action/Equal Opportunity
employer. The Department is committed to increasing faculty diversity and
welcomes applications from women, veterans and underrepresented ethnic,
racial and cultural groups and from people with disabilities.

[ECOLOG-L] Job: Professor and Head, Dept of Ecosystem Science & Management

[Georgianne Moore]

Professor and Head 
Department of Ecosystem Science and Management 
Texas A&M University, AgriLife Research and AgriLife Extension Service 

Applications are invited for the position of Professor and Head of the
Department of Ecosystem Science and Management at Texas A&M University,
College Station. Candidates should have demonstrated excellence in academic
administration, teaching, research or extension, and should provide evidence
of visionary leadership and a commitment to work cooperatively within a
multidisciplinary and multicultural academic community and diverse
stakeholder groups throughout Texas, the Nation, and globe. The department
has 48 full-time faculty in a state-wide program, 90 graduate students, and
200 undergraduate students. The department represents an integrated
ecosystem science and management program founded upon innovative research,
education, and outreach that is committed to stewardship of sustainable
ecosystems. Texas A&M University is the 5th largest university in the US,
enrolls more than 50,000 students, and possesses a multi-billion dollar
endowment. The College Station-Bryan community has a combined population of
175,000 and is consistently ranked among the best places to live in the country.

Applications are to be submitted electronically to
(https://greatjobs.tamu.edu NOV #07122). To request additional information,
email (a-wil...@tamu.edu) or call (979-845-5000) Dr. David D. Baltensperger,
search committee chair.

[ECOLOG-L] Post-doctoral fellowship in functional biodiversity of managed forest ecosystems

[Mike Jenkins]

Post-doctoral fellowship in functional biodiversity of managed forest 
ecosystems
Purdue University
West Lafayette, IN

Department of Forestry and Natural Resources
Hardwood Ecosystem Experiment

The Hardwood Ecosystem Experiment (HEE), coordinated by Purdue University, 
is a 100 year, landscape-level study designed to monitor the effects of 
forest management on the dynamics of plant and animal communities. The 
project is a collaboration between the Indiana Department of Natural 
Resources and researchers at Purdue University, Ball State University, 
Indiana State University, Indiana University and Drake University. It 
encompasses nine research units spread across more than 3,000 hectares of 
state-owned forestland in southern Indiana. The project began in 2006 with 
initial timber harvesting treatments being implemented in 2008 – 2009. 
Data have been collected for a wide array of vertebrate, insect and plant 
taxa throughout this time period, with some inventories having been 
conducted annually for six or more consecutive years. 

We are seeking a post-doctoral fellow to stimulate a novel research 
program that integrates these data across taxa and links multi-scale 
disturbances to changes in ecosystem structure and function. Particularly, 
the fellow would help develop metrics to assess functional diversity in 
different communities at various temporal and spatial scales. These 
metrics would then be used to develop descriptive and predictive models 
quantifying, in the context of ecosystem resistance and resilience, 
variations in functional diversity that occur in response to planned and 
stochastic disturbances and associated resource pulses. 

Candidates should have a strong analytical background and have experience 
with quantifying characteristics of a wide range of ecological communities 
at the landscape level. Candidates should also have a demonstrated 
publishing record in ecology and some experience with grant-writing. It is 
anticipated that the successful candidate will help develop proposals to 
enhance long-term funding of the HEE project.

Funding for this position will be provided, in part, through a new 
initiative of the Department of Forestry and Natural Resources (FNR) at 
Purdue University to support an internationally-recognized post-doctoral 
fellowship program (see announcement: 
https://ag.purdue.edu/fnr/Pages/NRPostdocScholars.aspx). The successful 
candidate will be selected based on the merits of a proposal submitted by 
the candidate and faculty mentors to a department-wide competition. Two 
positions will be funded, each with a duration of two years and a salary 
of $45,000 plus benefits and a discretionary fund of $5,000/yr. 

To apply, candidates should first contact a FNR faculty member to see if 
they are willing to serve as a post-doc mentor. Potential HEE mentors from 
the FNR faculty include Dr. Barny Dunning (765.494.3565, 
jdunn...@purdue.edu), Dr. Mike Jenkins (765.494.3602, jenki...@purdue.edu) 
and Dr. Mike Saunders (765.430.1440, msaun...@purdue.edu). The HEE faculty 
will review potential applicants and select 3 – 5 to prepare a draft 3 
page proposal of their work.  This draft is due to the HEE faculty by 28 
Sept 2013. We will select one candidate’s proposal to be forwarded to the 
department competition (each faculty group is limited to one nomination to 
the department).  HEE faculty will work with the selected candidate in the 
development of the draft and final proposal documents. The full department 
application consists of the proposal, an NSF-style CV, a statement of 
support from the proposed mentor, and two letters of reference. This is 
due to the department by 15 October 2013.  Additional HEE faculty who will 
be active participants in the selection process and proposal development 
while also acting as informal mentors throughout the duration of the 
postdoctoral fellowship include Dr. Jeff Holland (Purdue University, 
Department of Entomology), Dr. Joy O’Keefe (Indiana State University, 
Department of Biology) and Dr. Keith Summerville (Drake University, 
Environmental Science and Policy Program).
 
More information about the project is available on the project’s website, 
http://heeforeststudy.org. A list of HEE publications to date is available 
in the Publications link on the project’s website. The USDA-Forest Service 
General Technical Report entitled “The Hardwood Ecosystem Experiment: a 
framework for studying responses to forest management” 
(http://www.nrs.fs.fed.us/pubs/42882) provides a broad synopsis of HEE 
research sites, project objectives and experimental design, as well as in-
depth descriptions of the numerous projects that constitute the HEE. 
Additional information regarding the project or the application process 
can be attained by contacting one of the HEE faculty listed above. 

Purdue University is an equal opportunity/equal access/affirmative action 
employer, fully committed to achieving a diverse workforce.

[ECOLOG-L] Postdoctoral Fellowships in Sustainable Development, Earth Institute

[Fellows Outreach]

Earth Institute Postdoctoral Fellowship Program in Sustainable Development

The Earth Institute seeks applications from innovative, doctoral candidates or 
recent Ph.D., M.D. and J.D. recipients interested in a broad range of issues in 
sustainable development.

The Earth Institute Postdoctoral Fellowship program provides scholars with the 
opportunity to acquire the cross-disciplinary expertise and breadth needed to 
address critical issues in the field of sustainable development such as food 
security, energy systems, climate change impacts, poverty reduction, potable 
water access, urbanization, disease and environmental degradation. Fellows will 
find many unique opportunities to acquire the breadth of expertise needed to 
address these critical issues and engage in programs at the leading edge of 
this rapidly expanding field.

The deadline to submit an application is *November 15, 2013* for fellowships 
starting in the fall of 2014. Fellowships are 24-month appointments.

For more information about the program or to apply for a Fellowship, please 
visit http://www.earth.columbia.edu/fellows or email 
mailto:fell...@ei.columbia.edu.

The program is open to U.S. and non-U.S. citizens. All doctoral requirements 
must be fulfilled and the degree awarded within 5 years before the start of the 
fellowship.

Columbia University is an affirmative action/equal opportunity employer. 
Minorities and women are encouraged to apply.

[ECOLOG-L] questions about certification as an ecologist

[Howard Whiteman]

My university is interested in promoting various certifications given our 
current curriculum.  We are wondering the degree to which others in the 
ecological field find certification as an Ecologist by ESA as an important part 
of a cv for various positions.  It doesn't seem to be very important in terms 
of entering graduate school or obtaining other academic positions, but perhaps 
its value is more in the environmental consulting industry?  If anyone has any 
insight on the value of such certification, I would sincerely appreciate it.

cheers,

Howard

Howard H. Whiteman
Department of Biological Sciences
Murray State University
Murray, KY  42071-0009

Phone: (270) 809-6753
FAX:   (270) 809-2788

http://campus.murraystate.edu/academic/faculty/hwhiteman/index.shtml


"Time is like a fuse--short and burning fast" ---Metallica

"You can take the people out of Pittsburgh, but you will never take the 
Pittsburgh out of people"--Bill Cowher

"Being me is a full time job, and I haven't missed a day yet"--Stephen Colbert

"In the face of impossible odds, people who love their country can change 
it"--Barack Obama

"Play without fear and you will be successful!  See you at center ice."--Mario 
Lemieux

"Education is the most powerful weapon which you can use to change the 
world."--Nelson Mandela

Re: [ECOLOG-L] ecology phd advisor advice wanted!

[Aaron T. Dossey]

Here's another site with discussions, article posts, and other forms of 
info related to this topic:

https://www.facebook.com/pages/National-Postdoc-Union/275402225908673

Here's an episode of Dan Rather Reports I was interviewed for in the 
spring - the whole thing is on iTunes, but let me know if for some 
reason you are unable to download and view the iTunes version.

My interview with Dan Rather Reports:
http://www.axs.tv/blogs/phdont-march-5-2013/
Available on iTunes (Episode 8):
https://itunes.apple.com/us/tv-season/phdont!/id587456488?i=615122042

I would support a "Rate My Professor/Adviser/"Mentor"/Faculty Boss" for 
grad students and postdocs, WITH specific departments, labs, etc. if 
anyone wants to work with me on it!


I will be happy to give you a ton more information and advice if you 
wish, from very detailed and specific to very broad - just let me know.


Good Luck!

ATD of ATB and ISI
--
Aaron T. Dossey, Ph.D.
Biochemistry and Molecular Biology
Founder/Owner: All Things Bugs
Capitalizing on Low-Crawling Fruit from Insect-Based Innovation
http://allthingsbugs.com/about/people/
http://www.facebook.com/Allthingsbugs
https://www.facebook.com/InvertebrateStudiesInstitute
1-352-281-3643



On 9/8/2013 1:45 PM, Wendee Nicole wrote:

Hello esteemed Ecologgers!

  I would like to hear good & bad experiences of current and past grad
students (and postdocs). This is the stuff you can't find online... What
advisors do you LOVE, and which do you hate (I will keep that part
confidential!!). What university environments and towns do you love, and
hate? Granted much is individual, but that's ok. I want to hear experiences,
especially the extremesŠ (especially the lovesŠ)

Even though I have an idea of what I want to research, I have VERY diverse
interestsŠ in the ideal world it would be combining wildlife research,
policy research and poverty alleviation but like I said, that covers a whole
lot of ground. I just want to hear experiences! :)

I have searched around online but the closest to this kind of info I've
found are two sites I'll pass the links along to, in case they're beneficial
to others. I haven't found anything on specific academic advisors
(understandably) online ­ other than that rate-my-professor site, which is
more about teaching (and hotness ­ lol)!

Comments on grad school emails to professors:
http://biology.nd.edu/assets/31026/comments_on_grad_school_emails_to_profess
ors.pdf

Responses made on the Survey of Doctoral Education
 and Career Preparation for Ecology:
http://www.phd-survey.org/advice/ecology.htm

Thanks in advance!
Wendee

Wendee Nicole, M.S. Wildlife Ecology  ~ Freelance Writer * Photographer *
Bohemian

Web: [ http://www.wendeenicole.com ]
Blog: [ http://bohemianadventures.blogspot.com ]
Twitter: twitter.com/bohemianone
Email: wendeenic...@nasw.org

Write for magazines! ~ Next online class starts Sep 14, 2013



ATD of ATB and ISI
--
Aaron T. Dossey, Ph.D.
Biochemistry and Molecular Biology
Founder/Owner: All Things Bugs
Capitalizing on Low-Crawling Fruit from Insect-Based Innovation
http://allthingsbugs.com/about/people/
http://www.facebook.com/Allthingsbugs
https://www.facebook.com/InvertebrateStudiesInstitute
1-352-281-3643

Re: [ECOLOG-L] Statistical Significance in Percent Cover

[Andres Lopez-Sepulcre]

Dear Jason,

Beta regression is what you should be looking at. The beta distribution is 
appropriate for data on proportions of continuous variables (e.g. vegetation 
cover). You just need yo convert your percentages to proportions (dividing by 
ten). Each plot where you measured vegetation cover will be your replicate (or 
whatever sampling design you made) and will have a value between 0 and 1.

I hope this helps.
Andrés


Andres Lopez-Sepulcre
Laboratoire d'Ecologie, UMR 7625
Ecole Normale Superieure, Paris
alo...@biologie.ens.fr

http://www.ecoevo.net/LopezSepulcre









On Sep 8, 2013, at 7:19 AM, Jason Hernandez  wrote:

>  
>Dear Ecologgers:
>  
> I have a data set comparing percent cover in two types of habitat.  In both 
> treatments, I set my protocol such that percentages sum to 100 in each 
> sample, and then I took the averages and made pie charts to illustrate the 
> difference.  The visual difference between the two pie charts is striking: in 
> one, a single cover class fills 95% of the pie, and there are only 5 cover 
> classes all together; in the other, no one cover class is more than 45%, and 
> there are eight cover classes.
>  
> My question: how should I structure these data in order to conduct meaningful 
> statistical tests?  The sample size is (by design) the same in both 
> treatments.  Thanks.
>  
> Jason Hernandez

[ECOLOG-L] Statistical Significance in Percent Cover

[Jason Hernandez]

 
   Dear Ecologgers:
 
I have a data set comparing percent cover in two types of habitat.  In both 
treatments, I set my protocol such that percentages sum to 100 in each sample, 
and then I took the averages and made pie charts to illustrate the difference.  
The visual difference between the two pie charts is striking: in one, a single 
cover class fills 95% of the pie, and there are only 5 cover classes all 
together; in the other, no one cover class is more than 45%, and there are 
eight cover classes.
 
My question: how should I structure these data in order to conduct meaningful 
statistical tests?  The sample size is (by design) the same in both treatments. 
 Thanks.
 
Jason Hernandez