Re: [ECOLOG-L] Non-Majors Biology
Forestry has undergraduate accreditation Tammy Tamara L. Cushing, Ph.D. Assistant Professor, Forest Management and Economics Clemson University From: Ecological Society of America: grants, jobs, news [ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Jane Shevtsov [jane@gmail.com] Sent: Sunday, May 27, 2012 11:31 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] Non-Majors Biology What disciplines other than engineering have departmental accreditation at the undergraduate level? Jane On Sun, May 27, 2012 at 2:47 PM, malcolm McCallum wrote: > The problem with biology education today is that there are: > 1) no standards for what the major is > 2) no accreditation governing what a department should comprise > > Europe now has accreditation for the discipline and if the US does not > follow suit you can watch rapidly as we not only fall behind in > biology, but basically fall like a rock in stature. > > Too many departments just wing it at the whim of the administrations' folly. > Accreditation provides the departments with significant support and > legitimacy in the face of those administrations that generally care a > lot about money and little about quality or students. > > There are more of those than we care to admit. > > Look, we can't even agree whether biodiversity concepts belong in an > intro to bio class. > I find this not only disheartening but also frightening. Where else > they going to learn it, English? > Most schools don't have an EVS course, and many never will. > > Malcolm > > On Sun, May 27, 2012 at 12:09 PM, Bill Hilton Jr. (RESEARCH) > wrote: >> With sincere respect to all of you in the fields of microbiology, genetics, >> and other laboratory-based disciplines of the life sciences, I contend the >> "Campbell Essential Biology" approach is exactly what is wrong with biology >> education today. >> >> Nearly all undergraduate and high school introductory biology courses are >> written as if EVERY student is going on to med school, nursing, or a career >> in a lab-based science. I agree it's important for an undergrad course to >> make mention of cytology, DNA, photosynthesis, etc., but I question the real >> value to students of any non-major textbook in which 12 chapters deal with >> cell-DNA and ecology, ecosystems, and the biosphere are relegated to the >> last three chapters. >> >> My guess is that 95% or more of non-majors will never have any really >> practical use for information about cell-DNA. It's complicated stuff that >> their physicians and pharmacists need to know, but what would be of >> infinitely greater value is for everyone to be familiar with basic >> principles of ecology, plant-animal interactions, pollination biology, and >> the like. Knowing about these things will enable students in general to >> understand how humans fit into and affect the world around them, and such >> understanding will help them make informed decisions about such things as >> overfishing, watersheds and wetlands, use of household pesticides and >> fertilizers--to say nothing of current controversial topics like global >> climate change, fracking, etc. >> >> We all teach what we know, of course, and the vast majority of high school >> biology teachers know what they learned in an undergrad biology courses >> taught from the "pre-med" perspective. I know from 25-plus years in the >> classroom and lab that for kids not going off to med-school the "pre-med" >> approach is often a turn-off to science, while a course that emphasizes >> ecology, the environment, field work, etc., is a turn-on. I also taught >> undergrad biology and know such is the case with many college students. >> >> Cheers, >> >> BILL >> >> >> On May 27, 2012, at 10:48 AM, Helena Puche wrote: >> >>> David, >>> >>> I used "Campbell Essential Biology" by E.J. Simon, J.B.Reece and J.L. >>> Dickey. It is a book for non-biology majors that has 20 chapters, all of >>> them with a focus on evolution and examples, and nice drawings and >>> pictures. Twelve of the 20 chapters are geared toward cell-DNA, then three >>> chapters on taxonomy and systematics. The last three include populations & >>> ecology, communities & ecosystems, and the biosphere. Therefore, you will >>> have to add extra material to recreate those last topics. >>> >>> I created several evolution labs using beans or the web pages below, >>> designed a ppt to introduce Darwin's liand thoughts, and added many lab >>> activities to learn about mark-recapture techniques, estimating population >>> growth rate & size, population growth models, climate change, and >>> identifying biomes. >>> >>> Evolution links to check are: >>> http://video.pbs.org/video/1300397304/ >>> http://evolution.berkeley.edu/evolibrary/article/0_0_0/devitt_02 >>> >>> I used those as base for the lab activities. >>> >>> Hope this helps. >>> >>> Helena >>> >>> >>> >>> Helena Puche, Ph. D. >>> >>> Adjunct Assistant Pro
[ECOLOG-L] Wildlife Biology Lecture Position at Clemson University
The School of Agricultural, Forest, and Environmental Sciences at Clemson University is seeking to fill a full-time, 9-month, non-tenure track Lecturer position, with the possibility of summer salary for teaching summer courses. The primary responsibility of this position is to teach classes for the degree program in Wildlife and Fisheries Biology. Other responsibilities may include: advising undergraduate students, serving as a general mentor for students, and performing other assigned tasks in support of teaching programs in the School. The person selected will report directly to the Director of the School. This position is a year to year appointment that is 100% teaching. Required Qualifications The applicant should have a Ph.D degree (at a minimum must be ABD) in Wildlife Biology or related discipline. The successful candidate must have excellent working knowledge of wildlife biology and management practices, and the ability to teach effectively. Specific course responsibilities include: • Fall Semester: Wildlife Biology (WFB 300) • Spring Semester: Non-Game Wildlife Management (WFB 440) • Both Semesters: Wildlife Biology Lab (WFB 301), Conservation Biology (WFB/BIOSC 313), Graduate Seminar (FNR 808) • Summer (possible): Conservation Biology (WFB/BIOSC 313) (taught online) The successful candidate must: • be able to work independently, • have excellent oral and written communication skills, and • be proficient in the use of computers (presentation software such as PowerPoint, word processing, spreadsheet, etc.). • Documented experience in teaching undergraduate students is desired. Compensation and Benefits This position will be provided a full compensation package including: a competitive salary, medical and dental insurance, and retirement program. In addition, individuals in this 9-month position will have the opportunity to obtain possible additional summer salary by teaching an online (distance education) course or other summer courses. Application Requirements The application package will include the following: a letter of interest, curriculum vita, academic transcripts, and names and addresses of four professional references. In addition, the search committee requires each applicant to include a 1 to 2 page paper that defines the applicant’s professional goals and teaching philosophy. Send application materials to the following address. Dr. Tamara Cushing, Search Committee Chair School of Agricultural, Forest, and Environmental Sciences Clemson University 261 Lehotsky Hall Clemson, SC 29634 Phone: (864) 656-0878 Fax: (864) 656-0334 tcus...@clemson.edu The initial deadline for application materials is June 1, 2012. However, the committee will continue the search until a suitable candidate is found. Clemson University is an Affirmative Action/Equal Opportunity employer and does not discriminate against any individual or group of individuals on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, veteran status or genetic information.
[ECOLOG-L] Forest Ecology lecture position
The School of Agricultural, Forest, and Environmental Sciences at Clemson University is seeking to fill a full-time, 9-month, non-tenure track Lecturer position, with the possibility of summer salary for teaching summer courses. The primary responsibility of this position is to teach classes for the degree program in Forest Resources Management. Other responsibilities may include: advising undergraduate students, serving as a general mentor for students, and performing other assigned tasks in support of teaching programs in the School. The person selected will report directly to the Director of the School. This position is a year to year appointment that is 100% teaching. Required Qualifications The applicant should have a Ph.D degree (at a minimum must be ABD) in Forestry. The successful candidate must have excellent working knowledge of forest ecology and plant identification, and the ability to teach effectively. Specific course responsibilities include: • Fall Semester: Dendrology (FOR 205), Forest Landscape Ecosystems (FOR 805) • Spring Semester: Forest Ecology (FOR 206) • Both Semesters: Natural Resources Seminar (FNR 499), Creative Inquiry (FNR 490) • Summer (possible): Forest Communities (FOR 251), Forest Operations (FOR 252) The successful candidate must: • be able to work independently, • have excellent oral and written communication skills, and • be proficient in the use of computers (presentation software such as PowerPoint, word processing, spreadsheet, etc.). • Documented experience in teaching undergraduate students is desired. Compensation and Benefits This position will be provided a full compensation package including: a competitive salary, medical and dental insurance, and retirement program. In addition, individuals in this 9-month position will have the opportunity to obtain possible additional summer salary by teaching a course during the “Forestry Summer Camp” or other summer courses . Application Requirements The application package will include the following: a letter of interest, curriculum vita, academic transcripts, and names and addresses of four professional references. In addition, the search committee requires each applicant to include a 1 to 2 page paper that defines the applicant’s professional goals and teaching philosophy. Send application materials to the following address. Dr. Tamara Cushing, Search Committee Chair School of Agricultural, Forest, and Environmental Sciences Clemson University 261 Lehotsky Hall Clemson, SC 29634 Phone: (864) 656-0878 Fax: (864) 656-0334 tcus...@clemson.edu The initial deadline for application materials is June 1, 2012. However, the committee will continue the search until a suitable candidate is found. Clemson University is an Affirmative Action/Equal Opportunity employer and does not discriminate against any individual or group of individuals on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, veteran status or genetic information.
