I have a passion for research, and I am equally enthusiastic about teaching. On this page you will find the courses I teach and resources I recommend.
EEOB 8896.04 - Writing Science: Two-part Graduate Seminar Series
The central goal of this seminar series is to help students improve their science writing, including both manuscripts and proposals. The seminars will be independent so that students can take one or both seminars and benefit from each, with minimal overlap. I took a University Center for the Advancement of Teaching (UCAT) course-design workshop in June 2017 to help finalize the syllabus and approach for both seminars so as to maximize student learning.
EEOB 5430 – Ecology and Biology of Fishes
The syllabus and course content will differ for this course in the semester system from EEOB 626 (described above). The course will be far more interactive, as I plan to continue to infuse more opportunities for discussions of case-histories, controversial topics, and small-group exercises.
EEOB 503.01 – Introductory Ecology
This is a lecture-based undergraduate course where students learn basic ecological concepts from lectures, but then are asked to apply these concepts to novel, complex ecological problems. In this way, the course aims to challenge students to think beyond the facts and apply what they are learning. This course also has two weekly recitations, with one solely devoted to practicing math in ecology - a valuable skills for any budding ecologist.
EEOB 503.02 – Introductory Ecology Laboratory
This course introduces undergraduate students to numerous methods in ecology, including design and analysis of experiments, computer simulation modeling, field sampling, conservation area planning, and qualitative ecosystem modeling, all while closely following the material presented in lecture.
EEOB 881.04 – Computer Programming for Ecologists
Computer programming can be extraordinarily useful (sometimes a necessity) for ecologists in many facets of their research. Therefore, this course introduces the foundations of computer programming to graduate students by working through a variety of programming applications in a computer lab, including 1) automation of repetitive tasks, 2) database management, 3) permutation-based statistical analyses, and 4) construction of an individual-based ecological model. Although most work involves Matlab, students also have the opportunity to choose advanced topics for later class session, which included an introduction to programming in R and learning how to make animated figures.
EEOB 881.06 – Multivariate Statistical Tools for Ecologists
This course was initiated to fill a need in graduate education: a clear understanding of multivariate statistics. The course introduces students to a variety of multivariate statistical techniques that could be used to help explain patterns in spatially-explicit and/or time-varied ecological (and even evolutionary) data that are comprised of biological and/or environmental (habitat) variables. Using real datasets, students learn 1) how to prepare data for multivariate analysis (e.g., how to choose data transformations and distance matrices, make decisions on when to discard outliers); 2) how the technique works (in a non-mathematical way); 3) when it is appropriate to use each technique (i.e., learn the pros, cons, and assumptions of each technique); and 4) what details need to be reported when writing manuscripts.
EEOB 8896 – Foundations of Ecology
This readings- and discussion-based seminar seeks to introduce students to a small, but important, subset of ecological concepts and instill an appreciation for their evolution. In so doing, students also will gain a better understanding of how ecology has progressed as a discipline. To facilitate this understanding, students will read papers from the peer-reviewed literature, both old and new.