Introduction to matrix population models and demographic analysis using the COM(P)ADRE Matrix Databases
Half-day workshop
Co-instructor. Ecological Society of America annual meeting 2017, North American Congress for Conservation Biology 2018, Ecological Society of Australia 2018, International Congress for Conservation Biology 2019
This short course introduces attendees to demographic analysis using matrix population models (MPMs), and applying those analyses to real datasets using the open-access COM(P)ADRE Matrix Database. MPMs describe the dynamics of a population in discrete time by presenting annual survival and fecundity rates for each life history stage for a population (e.g. age classes, size classes, developmental stages). They can be used to calculate many demographic metrics including life expectancy and the most important stage(s) to population growth, and can also be used in population viability analyses (PVAs) to project future population dynamics. In this short course, we first provide a brief introduction to MPMs and the COM(P)ADRE data set, which is provided as a structured R object. Participants then apply these concepts in a set of exercises, including subsetting data from COM(P)ADRE, calculating standard demographic metrics from MPMs, conducting sensitivity analyses, and visualizing results.
Teaching socio-environmental synthesis with case studies
National Socio-Environmental Synthesis Center (SESYNC)
Co-instructor. July 2013, July 2014, January 2015, August 2015
Preparing students to tackle complex environmental problems is a critical challenge facing higher education. Socio-environmental synthesis is a research approach that addresses the integrated nature of the environment and human society in these complex problems, and combines insights, methods, and data from the natural and social sciences to produce knowledge and inform solutions. This short course aims to 1) introduce participants to socio-environmental synthesis research, 2) train participants in the Case Study Method, a powerful and effective teaching approach, and 3) enable participants to write and test case studies related to socio-environmental synthesis.
You can find more information about our course here and download classroom exercises from our case study collection through the SESYNC website. In addition, the following paper summarizes our approach to teaching about socio-environmental synthesis.
Wei, C.A., W.R. Burnside, and J.P. Che-Castaldo. 2015. Teaching socio-environmental synthesis with the case study approach. Journal of Environmental Studies and Sciences 5(1):42-49. pdf
Co-instructor. July 2013, July 2014, January 2015, August 2015
Preparing students to tackle complex environmental problems is a critical challenge facing higher education. Socio-environmental synthesis is a research approach that addresses the integrated nature of the environment and human society in these complex problems, and combines insights, methods, and data from the natural and social sciences to produce knowledge and inform solutions. This short course aims to 1) introduce participants to socio-environmental synthesis research, 2) train participants in the Case Study Method, a powerful and effective teaching approach, and 3) enable participants to write and test case studies related to socio-environmental synthesis.
You can find more information about our course here and download classroom exercises from our case study collection through the SESYNC website. In addition, the following paper summarizes our approach to teaching about socio-environmental synthesis.
Wei, C.A., W.R. Burnside, and J.P. Che-Castaldo. 2015. Teaching socio-environmental synthesis with the case study approach. Journal of Environmental Studies and Sciences 5(1):42-49. pdf
Principles of Ecology
BSCI 361 at Univ. of Maryland
Teaching assistant, 4 semesters
I led weekly discussion sections, in which students read and discussed papers from the primary literature related to lecture topics. I designed exercises and applied active learning techniques to increase student participation. For example, I presented news stories, videos, or interviews with researchers that supplemented the week's article and provided a more relatable view of ecological research and its implications. I also incorporated educational technology such as using an online discussion board to compile potential group discussion topics.
Teaching assistant, 4 semesters
I led weekly discussion sections, in which students read and discussed papers from the primary literature related to lecture topics. I designed exercises and applied active learning techniques to increase student participation. For example, I presented news stories, videos, or interviews with researchers that supplemented the week's article and provided a more relatable view of ecological research and its implications. I also incorporated educational technology such as using an online discussion board to compile potential group discussion topics.
Principles of Biology II: Organismal, ecological and evolutionary biology
BSCI 106 at Univ. of Maryland
Teaching assistant, 3 semesters
I led the laboratory sections, which included group projects, computer exercises, laboratory experiments, and a field trip. The labs covered topics in three modules: Ecology and the environment, Evolution and genetics, and Biodiversity and phylogeny.
Teaching assistant, 3 semesters
I led the laboratory sections, which included group projects, computer exercises, laboratory experiments, and a field trip. The labs covered topics in three modules: Ecology and the environment, Evolution and genetics, and Biodiversity and phylogeny.