[ECOLOG-L] Cluster Hire in Limnology

[Kevin McCluney]

*CLUSTER HIRE IN LIMNOLOGY*

Bowling Green State University is pleased to announce a cluster hire in the
area of environmental problems of watersheds in our Department of
Biological Sciences and School of Earth, Environment, and Society (SEES).
The first two positions in this cluster hire are a biological limnologist
and a physical limnologist.  Applicants are expected to develop a highly
productive, collaborative, and externally funded research program, and
contribute to the teaching/service missions of our undergraduate and
graduate programs.

*Biological Limnologist*:  Tenure-Track Assistant Professor in Biological
Sciences.  The successful candidate will conduct innovative research that
addresses questions at break-through spatial and temporal scales. The
biological limnologist will develop a research program that addresses
biological processes in freshwater, especially research relatable to
pressing aquatic issues in the lower Great Lakes such as harmful algal
blooms, invasive species, water quality, and climate change.

*Physical Limnologist*:  Tenure-Track Assistant Professor in SEES.  We seek
candidates with research expertise in physical aspects of lake systems
(including the watershed) with potential applications to environmental
problems in the Great Lakes, including but not limited to hydrologic
modeling, environmental sedimentology, anthropogenic tracers, and coastal
processes.

Applicants should submit a cover letter, CV, statements of research and
teaching interest/experience, and representative publications in one
electronic file (pdf) by January 4, 2016 to:  *Biological Limnologist
Search*, Kelly Stewart (kstew...@bgsu.edu) or *Physical Limnologist Search*,
Pat Wilhelm (pwil...@bgsu.edu). If you have any questions, please email the
Search Chairs, George Bullerjahn (biological) at bull...@bgsu.edu or James
Evans (physical) at evan...@bgsu.edu.  Applicants should arrange for three
reference letters to be delivered by the same date.  Ph.D. is required at
the time of appointment, and post-doctoral experience is preferred.  Start
date is August 2016.

For more information visit
http://www.bgsu.edu/arts-and-sciences/biological-sciences.html or
http://www.bgsu.edu/arts-and-sciences/earth-environment-and-society.html.
BGSU is an AA/EEO/Vet employer. We encourage applications from women,
minorities, veterans, and persons with disabilities regardless of age,
gender identity, genetic information, religion, or sexual orientation.
--
Kevin E. McCluney, PhD
Assistant Professor
Department of Biological Sciences
Bowling Green State University
Bowling Green, OH  43403-0208
Office: 451D Life Sciences
Lab webpage: http://blogs.bgsu.edu/mccluneylab/

google.com/+KevinMcCluney
https://twitter.com/KevinEMcCluney
http://www.researchgate.net/profile/Kevin_McCluney

Re: [ECOLOG-L] Preschool field class

[Malcolm McCallum]

I used to do extension type teaching at an aquarium.
At five years some students know a little more than you expect, but others
will understand little.
It is usually best to emphasize very very basic stuff.

For example, collecting leaves off the ground, then placing the leaves
behind a piece of paper and coloring with a crayon on the paper.
This will create an impression of the leaf as the crayon will be darker
where the leaf veins are.  The kids will be pretty impressed with this.
YOu can teach them some basic things about leaves.  Some are round, some
are jagged, some are smooth.  And I mean basic.  Touching
leaves with their fingers to notice some are rough and soe are smooth.

Emphasize texture (feel), color, shapes.  Very very basic.

With animals, watch an episode of the Crocodile hunter and up the tone
about 200%.
There is a bird, isn't it beautiful?  Birds have feathers and a beak and
scaley legs.

At this age, bird, mammal, is a very advanced concept, and frankly some
won't grasp it.  THen again, I guess some adults don't grasp it either!
(hehe).
Most kids this age will recognize cow, monkey, pig, mouse.  But if you try
to go deeper say, dairy cow, beef cow, spider monkey, rat, mouse, shrew,
they can't handle it.  They are just learning to identify the things around
them.  Even identifying differnet trees from the leaves might be too much.
They don't understand different kinds of trees, just that trees have
leaves, and leaves can be different shapes.

Also, it is best to be over-the-top enthusiastic about trivial things.

At that age, gaining appreciation is vital, but the content will be very
very shallow, repetative, and you have to be over-the-top enthusiastic.
A point worth noting is that the over-the-top enthusiasm sometimes helps
with undergrads and grads too.  :P

Here is a video of me with my daughter this spring with seeds.
She is 4.5 yrs here, and can already read and do some basic addition and
multiplication.
However, this is close to how you need to deliver stuff.  I'm showing her
the different seeds we are planting.

https://www.youtube.com/watch?v=xiZW8SnT_OQ

Its kind of funny, because in a way teaching little kids is so darn
applicable to teaching undergrads it is funny, you are just going faster
and more in depth with the higher students! (well, that depends too!
Ok, I better stop this line of comedy or I'll get in trouble!).  There is
huge development in capacity to learn differences between things from about
3 to 5.  Real concepts, even good and bad, are difficult for them even at
5.

I went ahead and posted this response to the listserv because it might
elicit more responses from teh environmental education folks on here.  They
surely can send you to some resources.  A lot of this stuff is already done
by others and you can just adapt them.  There is a lot of 4-H,
boyscout/girlscout/brownie badge stuff, and various programs like Project
WET out there.  I designed a number of education programs while at the
aquarium focused on aquatics.  Heck, I set up this one program that was
teaching preschoolers about the ocean world by making crafts.  I coined it
the Art-Sea Craft-Sea Program.  The kids would make an octopus out of a
marshmallow and whip licorice (Made that up myself), there were a butt-load
(and industry term there) of different things I pretty much cranked out in
an afternoon from scratch.  I just made them up and wrote them down.  IT
was very successful.  That was done for pre-schoolers.  Making things fun,
or remembering what you saw are good activities.  Briing them outside, let
them touch a snail, then, bring them back in and spend an hour drawing
snails if they can draw.  Or, making snails out of clay.

KEEP IT REALLY SIMPLE.

On Fri, Nov 13, 2015 at 3:56 AM, J C Voltolini  wrote:

> Dear friends,
>
> I am a University teacher and education coordinator in Brasil and our
> Departament is testing a new Biology curriculum with courses like teaching
> ecology, botany, zoology, microbiology.
>
> The idea is to develop methods to teach these areas in public secondary
> schools but now I was invited to teach a field class for preschool kids (5
> years).
>
> I would to share ideas because the school is near a rainforest fragment
> with howler monkies, a very good place to teach! I am thinking in an
> practice about observation of plants to understand the structure of the
> rainforest comparing herbs, brushes and trees. Any ideas?
>
> Some pictures of my teaching ecology activities:
> https://www.facebook.com/ecotrop/media_set?set=a.10207129950628258.1073741841.1266679242=3=83
>
> Prof. Dr. J. C. VOLTOLINI
> Biology Department
> Universidade de Taubaté
>



-- 
Malcolm L. McCallum, PHD, REP
Link to online CV and portfolio :
https://www.visualcv.com/malcolm-mc-callum?access=18A9RYkDGxO

 “Nothing is more priceless and worthy of preservation than the rich array
of animal life with which our country has been blessed. It is a
many-faceted treasure, 

[ECOLOG-L] PhD in evolutionary ecology at the University of Florida

[Andrea Lucky]

PhD in evolutionary ecology at the University of Florida (reposting). 

The Lucky lab at UF is recruiting graduate students for Fall 2016. The 
general focus of the position will be on the impact of native and exotic ant 
biodiversity on ecosystems. Students interested in joining the lab will have 
the opportunity to develop their own research focus in this area. Relevant 
topics include systematics, population genetics, symbiosis and community 
phylogenetics. Experience with the following is an asset: insect 
classification, collections management, morphological or molecular 
systematics, bioinformatics, fieldwork. Applicants with academic interest in 
evolutionary processes in social insects or invasion ecology are especially 
encouraged to apply. 

Qualifications: 
•Demonstrated ability to complete projects and publish results.
•Degree in entomology, ecology and evolutionary biology or relevant 
biological science (Master’s degree preferred). 
•Competitive GRE scores required; Minimum GPA of 3.5.  
•Proficiency in English (written and oral) communication. 
Interested candidates should send CV, statement of interest and names and 
contact information of three references to alu...@ufl.edu with the subject 
header PHD POSITION. Deadline is Nov 15, 2016. Start date in Fall 2016. 
Dr. Andrea Lucky. University of Florida Entomology/Nematology. Gainesville, 
FL 32611-0620, USA. Email: alu...@ufl.edu. Website: www.andrealucky.com

[ECOLOG-L] Seasonal Research Assistant, Bat Ecology and WNS - Texas

[Missy Meierhofer]

Please follow the link for a detailed description of the job and how to
apply: http://wfscjobs.tamu.edu/jobs/research-assistant-bats-texas/



If you have any questions, please email me at melissa.meierho...@ag.tamu.edu


Melissa Meierhofer, M.S.
Research Associate
Texas A Institute of Renewable Natural Resources
1500 Research Parkway, Suite 110
College Station, TX 77843

Re: [ECOLOG-L] Entry/Mid Level Natural Resources Career Opportunities

[Kyle Taylor]

Jacquelyn -

You might have better luck on the TAMU job boards.  Lots of jobs for wildlife 
technicians. If you don't have a graduate degree, that's sort of where you 
start.  http://wfscjobs.tamu.edu/job-board/

I did a stint in the student conservation association after getting my BSc.  
Lots of fun monitoring work in the backcountry.  Pay only covers beer and 
student loan minimums -- but it's a blast and gets you in contact with 
agencies.  Sign up on thesca.org and check out the placements.  

Happy hunting and good luck.

Kyle

> On Nov 12, 2015, at 9:53 AM, Jacquelyn Livingston  wrote:
> 
> Hello All,
> 
> 
> I often see great opportunities for Masters and/or PhD students being shared 
> through ECOLOG-L, so I thought I would reach out to the community to inquire 
> of entry/mid level opportunities. 
> 
> My name is Jacki Livingston, I'm a recent graduate of the University of 
> Minnesota with a BS in Environmental Science, Policy, and Management. 
> I have experience working with a state agency, state commission, and 
> non-profit organization. I am very much willing to relocate and am 
> particularly interested in marine resources.
> 
> 
> 
> All the best,
> Jacki Livingston
> 
> 
> p.s. I do not wish to offend anyone with this e-mail, and I sincerely hope 
> that I have not over-stepped the bounds of this listserv. My genuine intent 
> is only to utilize the great networking opportunity that this listserv offers.
> 
> -- 
> | Jacquelyn Livingston | University of Minnesota |
> | B.S. Environmental Science, Policy, & Management |
> | Policy, Planning, Law, and Society |
> | https://www.linkedin.com/in/jacquelynlivingston |

[ECOLOG-L] AIBS Emerging Public Policy Leadership Award

[David Inouye]

AIBS has just released the application for the 2016 Emerging Public 
Policy Leadership Award. The award recognizes graduate students in 
the biological sciences who have demonstrated initiative and 
leadership in science policy.


Award recipients receive an expense-paid trip to Washington, DC to 
meet with policymakers about federal support for the biological 
sciences. The program includes a day of policy and communications 
training and the opportunity to network with other scientists.


Past award winners have cited their participation in the program as 
fundamental in shaping their career trajectory. You can read about 
the outcomes of the program 
here. 



The application deadline is January 10, 2016. The application is 
available at 
www.aibs.org/public-policy/eppla.html. 

Re: [ECOLOG-L] Entry/Mid Level Natural Resources Career Opportunities

[Ryan Klausch]

Jacquelyn,

Ditto what Kyle said. The SCA is a good place to start (at one point, I saw
positions working for the Navy related to marine resources among others). I
completed 3 stints with them after undergrad.

Another good organization is the American Conservation Experience (ACE).
They have an amazing program that utilizes Direct-hire Authority for
Federal jobs. First, you complete an 11-week internship. Given that you do
well and meet the requirements, a hiring manager can appoint you to a
permanent position and bypass the usual USAjobs process. The next round of
DHA positions will probably go out late winter/early spring.
http://www.usaconservation.org/ is their website. At this point the
internships have been with the Bureau of Land Management, but I believe
this DHA program can be applied to all U.S. Dept. of Interior agencies.

Best,

Ryan
On Nov 13, 2015 4:49 PM, "Kyle Taylor"  wrote:

> Jacquelyn -
>
> You might have better luck on the TAMU job boards.  Lots of jobs for
> wildlife technicians. If you don't have a graduate degree, that's sort of
> where you start.  http://wfscjobs.tamu.edu/job-board/
>
> I did a stint in the student conservation association after getting my
> BSc.  Lots of fun monitoring work in the backcountry.  Pay only covers beer
> and student loan minimums -- but it's a blast and gets you in contact with
> agencies.  Sign up on thesca.org and check out the placements.
>
> Happy hunting and good luck.
>
> Kyle
>
> On Nov 12, 2015, at 9:53 AM, Jacquelyn Livingston  > wrote:
>
> Hello All,
>
>
> I often see great opportunities for Masters and/or PhD students being
> shared through ECOLOG-L, so I thought I would reach out to the community to
> inquire of entry/mid level opportunities.
>
> My name is Jacki Livingston, I'm a recent graduate of the University of
> Minnesota with a BS in Environmental Science, Policy, and Management.
> I have experience working with a state agency, state commission, and
> non-profit organization. I am very much willing to relocate and am
> particularly interested in marine resources.
>
>
>
> All the best,
> Jacki Livingston
>
>
> p.s. I do not wish to offend anyone with this e-mail, and I sincerely hope
> that I have not over-stepped the bounds of this listserv. My genuine intent
> is only to utilize the great networking opportunity that this listserv
> offers.
>
> --
> | Jacquelyn Livingston | University of Minnesota |
> | B.S. Environmental Science, Policy, & Management |
> | Policy, Planning, Law, and Society |
> | https://www.linkedin.com/in/jacquelynlivingston |
>
>

Re: [ECOLOG-L] Preschool field class

[Jerry Tyrrell]

As someone who is new to environmental education (pre-school to middle
school) this has been extremely helpful, and I would love to hear what
others have to say.

My two cents is to divert their attention from individual goals (we picked
radishes and each kid wanted to have the BIGGEST radish - it was a
distraction from the lesson). Focus on the group goals - lets see how many
radishes we can all pick together, or in the forest, how many different
kinds of seeds can we find.

Looking forward to continued discussion!
Jerry

On Fri, Nov 13, 2015 at 1:13 PM, Nancy Dammann 
wrote:

> Hi,
> A couple of brief thoughts:
> Enthusiasm and getting kids to notice and observe and then remember seem
> to be the keys in many successful programs.
> Getting them to use their physical bodies is also very helpful-- move the
> way an animal moves, or have them stand in different arrangements to
> understand the way forest structure works.
> And enthusiasm enthusiasm and building on their creativity.
>
> So for instance, you might have the kids sit, lay down, or stand, silently
> facing towards the rainforest (not each other) for 2-3 minutes. Keep it
> short. They are little so time seems much longer. Ask them first to just
> close their eyes and listen. After about 30 seconds ask them to see if they
> can hear new sounds. After thirty more seconds ask them to see if they can
> smell things )eyes still closed) and then have them open their eyes and
> just look. When the 2 minutes ends you can ask them to describe the sounds,
> smells, and what they saw. They will probably at first think it  was very
> quiet and then be surprised at how much noise (insects, birds, monkeys,
> wind) they heard... You can talk about how full of life your rainforest is.
> How all the sounds/smells help us recognize different species etc. this
> would highlight things like diversity, complexity. If you know that some
> important things are no longer present--you could talk about what sounds
> are missing from the forest.
>
> Then you could take them on a short walk that might highlight some
> different things you would love them to know or observe. Maybe 2-3
> different habitats within the forest. You could tell them for instance to
> pretend that they are tree seeds that have just fallen and need to grow
> into trees. Ask them what they need to grow (water, light, etc). Have them
> stand in different spots--are they getting enough light to grow? Do they
> have enough room? You can talk in really general terms about how different
> species have different requirements. Or you could have them each pick a
> species( animal or plant) and as they walk try to find a place that could
> be a good home. If they start getting bored/distracted/rowdy ask them to
> walk the way their species would move.
>
> Let them act things out, have them try to learn how to make a howler
> monkey call, and then talk a little about howler monkeys.
>
> Pick a couple of things you would like them to go home having a little
> more idea about and find lots of ways to keep introducing it.
>
> Also, though they mostly won't remember the terms and details, you may be
> surprised. My nieces went to an entirely outdoor nursery school (rain,
> shine, or snow). One day when I was visiting I asked the older one what she
> had learned in school that day--she said she learned about hibbbernnanation
> (hibernation, she was three). I asked her what that was (I hadn't
> understood what she said), she said it was when animals slept all winter.
> She then through herself on the floor and stuck her arms and legs in the
> air, "like this she said." Details aside, my niece is now nine, and I often
> call on her for natural history information.
>
> They may not remember the details--but the feeling, your enthusiasm, and
> some big points will probably stick.
>
> Best
> Nancy
>
>
> El viernes, 13 de noviembre de 2015, J C Voltolini 
> escribió:
>
>> Dear friends,
>>
>> I am a University teacher and education coordinator in Brasil and our
>> Departament is testing a new Biology curriculum with courses like teaching
>> ecology, botany, zoology, microbiology.
>>
>> The idea is to develop methods to teach these areas in public secondary
>> schools but now I was invited to teach a field class for preschool kids (5
>> years).
>>
>> I would to share ideas because the school is near a rainforest fragment
>> with howler monkies, a very good place to teach! I am thinking in an
>> practice about observation of plants to understand the structure of the
>> rainforest comparing herbs, brushes and trees. Any ideas?
>>
>> Some pictures of my teaching ecology activities:
>> https://www.facebook.com/ecotrop/media_set?set=a.10207129950628258.1073741841.1266679242=3=83
>>
>> Prof. Dr. J. C. VOLTOLINI
>> Biology Department
>> Universidade de Taubaté
>>
>
>
> --
>
> Nancy M. Dammann, Ph.D.
> Conservation Biologist/Political Ecologist
>
>
> VASI Coordinating Team Member
>

[ECOLOG-L] NSF Graduate Research Internship Program opportunity at USGS, Hawaii

[Stephanie Yelenik]

The National Science Foundation (NSF) Graduate Research Internship 
Program (GRIP) provides NSF graduate fellows with internship 
opportunities for professional development and network expansion at 
federal facilities. This is a great way to add an applied research 
component to a dissertation/thesis, see options for research careers 
outside of academia, and make connections with the U.S. Geological 
Survey. The USGS Pacific Island Ecosystems Research Center in Hawaii 
Volcanoes National Park has two opportunities listed for potential 
interns, both of which concern the impact of invasive animals on 
Hawaiian forest communities. Project 1 looks at the impacts of these 
animals on plant communities, while Project 2 studies invasive rat 
foraging behavior to help predict impacts on bird communities. You must 
be a current NSF fellow to apply.

Project 1: Invasive animal species threaten intact Hawaiian forest 
communities by disrupting plant-pollinator mutualisms and incurring high 
levels of flower and seed predation. Removing such invaders requires 
large management funds, although the efficacy for restoring ecological 
functions to forests is yet unclear. Our objective is to advance 
understanding of how invasive animal removals affect plant community 
dynamics. USGS scientists are implementing a large-scale, replicated, 
experimental removal of invasive yellowjacket wasps, Argentine ants, and 
rats from mesic forest communities in Hawaii Volcanoes National Park. 
The successful intern will use this opportunity to lead studies on the 
response of the plant community to these removals. The successful 
candidate will work with mentors to design and implement monitoring 
and/or experiments that test plant community response to invasive animal 
removals. Possibilities include: (1) investigating the effects of 
yellowjacket removal on flower abundance and fruit set in target 
species; (2) conducting seed predation experiments to investigate the 
effects of rats on seed availability; (3) testing the effects of 
argentine ants on seed dispersal and seedling emergence; (4) conducting 
seed addition and weed removal experiments to ask how ecologically 
important plant-pollinator mutualisms and seed predation are for plant 
communities relative to other ecological factors.

Project 2: Rats have profound ecological impacts on islands due to 
depredation on native birds and other vertebrates, invertebrates, and 
plants. Black rats (Rattus rattus) occur in relatively high densities in 
mesic, montane forests of Hawaii Volcanoes National Park, where 
vegetation has been recovering following the removal of introduced 
browsing ungulates over 25 years ago. Our hypothesis is that removing 
rats and other invasive predators from these habitats will spur 
additional recovery of bird, arthropod, and plant communities. The 
overall objective is to understand how black rat foraging behavior and 
habitat use affect bird communities and otherwise impede ecosystem 
recovery in forests of varying vegetation structure and species 
composition.

If you are interested please go to http://bit.ly/1MMEFPO to read project 
descriptions and apply. If you have any questions about the projects 
please contact Stephanie Yelenik (Project 1, syele...@usgs.gov) or Paul 
Banko (Project 2, pba...@usgs.gov).

Re: [ECOLOG-L] Preschool field class

[Nancy Dammann]

Hi,
A couple of brief thoughts:
Enthusiasm and getting kids to notice and observe and then remember seem to
be the keys in many successful programs.
Getting them to use their physical bodies is also very helpful-- move the
way an animal moves, or have them stand in different arrangements to
understand the way forest structure works.
And enthusiasm enthusiasm and building on their creativity.

So for instance, you might have the kids sit, lay down, or stand, silently
facing towards the rainforest (not each other) for 2-3 minutes. Keep it
short. They are little so time seems much longer. Ask them first to just
close their eyes and listen. After about 30 seconds ask them to see if they
can hear new sounds. After thirty more seconds ask them to see if they can
smell things )eyes still closed) and then have them open their eyes and
just look. When the 2 minutes ends you can ask them to describe the sounds,
smells, and what they saw. They will probably at first think it  was very
quiet and then be surprised at how much noise (insects, birds, monkeys,
wind) they heard... You can talk about how full of life your rainforest is.
How all the sounds/smells help us recognize different species etc. this
would highlight things like diversity, complexity. If you know that some
important things are no longer present--you could talk about what sounds
are missing from the forest.

Then you could take them on a short walk that might highlight some
different things you would love them to know or observe. Maybe 2-3
different habitats within the forest. You could tell them for instance to
pretend that they are tree seeds that have just fallen and need to grow
into trees. Ask them what they need to grow (water, light, etc). Have them
stand in different spots--are they getting enough light to grow? Do they
have enough room? You can talk in really general terms about how different
species have different requirements. Or you could have them each pick a
species( animal or plant) and as they walk try to find a place that could
be a good home. If they start getting bored/distracted/rowdy ask them to
walk the way their species would move.

Let them act things out, have them try to learn how to make a howler monkey
call, and then talk a little about howler monkeys.

Pick a couple of things you would like them to go home having a little more
idea about and find lots of ways to keep introducing it.

Also, though they mostly won't remember the terms and details, you may be
surprised. My nieces went to an entirely outdoor nursery school (rain,
shine, or snow). One day when I was visiting I asked the older one what she
had learned in school that day--she said she learned about hibbbernnanation
(hibernation, she was three). I asked her what that was (I hadn't
understood what she said), she said it was when animals slept all winter.
She then through herself on the floor and stuck her arms and legs in the
air, "like this she said." Details aside, my niece is now nine, and I often
call on her for natural history information.

They may not remember the details--but the feeling, your enthusiasm, and
some big points will probably stick.

Best
Nancy

El viernes, 13 de noviembre de 2015, J C Voltolini 
escribió:

> Dear friends,
>
> I am a University teacher and education coordinator in Brasil and our
> Departament is testing a new Biology curriculum with courses like teaching
> ecology, botany, zoology, microbiology.
>
> The idea is to develop methods to teach these areas in public secondary
> schools but now I was invited to teach a field class for preschool kids (5
> years).
>
> I would to share ideas because the school is near a rainforest fragment
> with howler monkies, a very good place to teach! I am thinking in an
> practice about observation of plants to understand the structure of the
> rainforest comparing herbs, brushes and trees. Any ideas?
>
> Some pictures of my teaching ecology activities:
> https://www.facebook.com/ecotrop/media_set?set=a.10207129950628258.1073741841.1266679242=3=83
>
> Prof. Dr. J. C. VOLTOLINI
> Biology Department
> Universidade de Taubaté
>


-- 

Nancy M. Dammann, Ph.D.
Conservation Biologist/Political Ecologist


VASI Coordinating Team Member

www.proyectovasi.org

www.projectvasi.org

Cell Phone (231) 675 8242

Numero Celular 011 (231) 675 8242

Perú 951-053-658

RPM #951-053-658

 www.nancydammann.com

[ECOLOG-L] Postdoc: Boreal Landscape Carbon Dynamics and Exchanges, Sweden

[David Inouye]

 The Department of Forest Ecology and Management 
(http://www.slu.se/en/departments/forest-ecology-management/) 
conducts research and education in both basic and 
applied science in the areas of Vegetation 
Ecology, Soil Science and Forest Management. The 
major research focus is on the boreal landscape, 
including peatlands, forests and surface waters, 
but we have activities also in other biomes. The 
current position is in Soil 
Science/Biogeochemistry. In a recent evaluation 
(2009) of the university the Soil Science/Soil 
Biogeochemistry group was ranked among the top 
seven out of a total of 130 groups at the 
university. The department has about 85 members 
of staff of which 12 are professors. Research 
areas include plant-soil interactions, surface 
water hydrogeochemistry, soil chemistry, soil 
biology, biosphere-atmosphere exchange, forest 
history, forest management, forest regeneration, 
plant population and community ecology. The 
department has modern technical facilities, close 
collaboration with several state-of-the-art 
technical platforms at Umeå University, and 
access to unique long-term forest ecosystem 
experiments and other field sites.


We are seeking a highly motivated Postdoctoral 
Researcher with focus on: Boreal Landscape Carbon Dynamics and Exchanges


Project and Tasks
The postdoc will investigate the carbon balance 
of a boreal landscape in Northern Sweden. For 
this project, the postdoc will use a unique set 
up that integrates the well-established SITES 
research infrastructure of the Krycklan catchment 
with the ICOS-Svartberget tall tower flux station 
providing data of all terrestrial and aquatic C 
fluxes over a 68 km2 managed forest catchment. 
Combined with >500 forest inventory plots, 16 
long-term monitored streams, high-resolution 
Lidar scans and an advanced hydrology model, 
these state-of-the-art research tools provide 
exceptional resources for investigating forest C 
dynamics, budgets and its underlying drivers 
spanning from the plot to the landscape scale.
The successful candidate will be mainly 
responsible for processing and interpreting 
eddy-covariance data and for publishing findings 
in relevant high-rank scientific journals. 
Additional opportunities include integrating 
tower flux data with closed chamber, climate and forest inventory data.


The postdoc location is at the Forestry Faculty 
of the Swedish University of Agricultural 
Sciences (SLU), Department of Forest Ecology & 
Management, in Umeå, Sweden. The field work will 
be carried out around the ICOS Svartberget flux 
station 
(www.icos-sweden.se/station_svartberget.html) 
which includes eddy covariance and meteorological 
measurements on a 150m tall tower located within 
the Krycklan Catchment 
(http://www.slu.se/Krycklan) and Svartberget 
Experimental Forests 
(www.slu.se/en/departments/field-based-forest-research/experimental-forests/vindeln-experimental-forests/), 
SLU is an equal opportunity employer.


Further information about the position is provided by
Matthias Peichl
+46 907868463
matthias.pei...@slu.se
Associate Professor
Dept. of Forest Ecology & Management, SLU
Union representatives are Saco-Kansliet, SACO +46(0)18 671085
Hans Åkesson, ST +46(0)90 786 8342 hans.akes...@slu.se
Inga-Lis Johansson, SEKO +46(0)90 786 8210 inga-lis.johans...@slu.se
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Documents that should be included with the 
application: CV, publication list, PhD diploma, 
copies of up to three relevant publications and a 
short but well-conceived motivation letter (max. 
2 pages) outlining previous research, current 
research interests and other activities of 
relevance for the position. Names and contact 
information of at least two reference persons are 
also required. All application documents should be written in English.

Application:
We welcome your application marked with Ref no. 
SLU ua 4118/2015. Please submit your application 
to the Registrar of SLU, P.O. Box 7070, SE- 750 07 Uppsala, Sweden,
or registra...@slu.se no later than January 4, 2016.