3370 (Ecology lecture): In Ecology
focused on helping
students develop an in-depth understanding of
principles, and tended to stress concepts related
to population and community
well as biodiversity. My exams required critical thinking &
reasoning, emphasizing an ability to apply concepts
practically over rote
memorization. This came in large part from the subject matter, as understanding
highly complex ecological systems means unravelling the roles of many interacting
3370L (Ecology lab): In Ecology lab, I placed a heavy emphasis on
and assignments which helped students improve their skills in scientific
writing, experimental design, data analysis, & interpretation
of the scientific literature.
Each semester revolved around a final project which was determined
of competing proposals that groups of students develop
independently from the
literature review up.
Biol 4399/6399 (EEBOB): The Ecology, Evolution, Behavior, &
Biology (EEBOB) seminar series began in Fall 2013 and has been a course which
graduate & undergraduate students may take for credit since Fall 2014.
mix of external and internal speakers presenting research on a diversity of topics.
I organized the seminar series for its first three years,including serving as the instructor
for the first two years it was a course.
Biol 6490 (Theoretical Ecological Modeling): This is a course that I
developed, targeted primarily at our MSIB students with ecologically-focused
thesis research. The course was based around independent modeling projects, and
teaching students the skills needed to conduct a theoretical study in ecology.
We covered all aspects of this, including: researching the theoretical and empirical
ecological literature, formulating a timely and interesting question amenable to
theoretical exploration, developing a model, analyzing that model, and interpreting
the results. Students learned how to construct multiple types of simulation-based
models in R, as well as some key mathematical analysis techniques.
7500 (Integrative Biology Seminar): Integrative Biology Seminar
course in which our graduate students take turns leading discussions on
papers. I found that students got the most out of the course when I set
biological networks as the theme
of the papers
students select: this facilitated
cross-talk between students with different interests (e.g., molecular biology
vs. ecology), and introduced students to the
practical relevance of important
network science concepts across biological
Lectures: I routinely
delivered guest lectures in two of
graduate-level courses: Biol 7200 (Advanced
Integrative Biology) and Biol 7400
(Multidisciplinary Approaches to
Ecological Questions). My contributions consisted
of lectures on
biological networks, evolutionary game theory, and models of plant
resource competition, as well as in-class and take-home exercises on
of coexistence in small
webs and calculation of network metrics in large ones.