My teaching interests are primarily
in the fields of ecology, evolution, and conservation biology. Understanding
ecological and evolutionary relationships is crucial for a variety of scientific
questions, both esoteric and applied. My teaching goal is to provide
an understanding of the biological principles that underlie the incredible
complexity of natural systems. I attempt to inspire students to continue
study in these topics, or at least to apply general ecological/evolutionary
theory to their own interests in biology. For students that do not
continue in biology, my goal is to broaden their knowledge of the interrelationships
of organisms in nature, how these relationships evolve, and why these organisms
and their habitats need preservation and careful management.
I am strongly committed to teaching students through a multidimensional approach.
I use lectures to clearly outline concepts and provide relevant examples
from the primary literature. I use laboratory and field experiments
to demonstrate lecture topics, and computer simulation to tackle concepts
which are not feasible in the normal laboratory setting (e.g., predator-prey
interactions). When possible, I integrate independent research projects
into courses. Independent projects provide students with a relatively
short-term, hands-on experience in using the scientific method, applying
concepts learned in class to relevant problems, and gaining experience
in scientific writing and presentation. Finally, I evaluate students
rigorously, using homework assignments, scientific papers, and examinations
designed to test a student's progress and to clarify the topics covered
in class. I believe the combination of interesting lectures, laboratories,
student projects, and rigorous testing is an ideal learning environment
in which to expand a student's understanding of the world.
Undergraduate and Graduate Research
I am firmly committed to promoting
the development of future biologists through research experience. I believe
that graduate and undergraduate research is a crucial part of the biological
community's responsibility to educate students and to promote our field,
and I am dedicated to make it a focal point of my academic career.
I have incorporated undergraduates
into my research as much as possible. Since 1990, I have advised
or co-advised over 20 undergraduates in various research projects.
These projects have experienced incredible success: ten of the students
have completed extensive projects which are in the process of being published
or which have been published (see curriculum vitae), and all of the students gained extensive experience in science and academia. Most of the
students either continued their studies in graduate school or are working
in ecology or wildlife biology positions. One is in a postdoctoral
associate.
URSA Video Highlight
I began advising graduate
students in 1996. I have since mentored four graduate students, one
of whom has completed a M.S. The other students are in progress.
I look forward to advising more graduate students in the future, and leading
them to a fulfilling and productive career in biology.
I am strongly committed to teaching students through a multidimensional approach.
I use lectures to clearly outline concepts and provide relevant examples
from the primary literature. I use laboratory and field experiments
to demonstrate lecture topics, and computer simulation to tackle concepts
which are not feasible in the normal laboratory setting (e.g., predator-prey
interactions). When possible, I integrate independent research projects
into courses. Independent projects provide students with a relatively
short-term, hands-on experience in using the scientific method, applying
concepts learned in class to relevant problems, and gaining experience
in scientific writing and presentation. Finally, I evaluate students
rigorously, using homework assignments, scientific papers, and examinations
designed to test a student's progress and to clarify the topics covered
in class. I believe the combination of interesting lectures, laboratories,
student projects, and rigorous testing is an ideal learning environment
in which to expand a student's understanding of the world.
Associated links: