NSF-Sponsored Research Experience for Undergraduates in Aquatic Ecology,
Portland State University
The Strecker Aquatic Ecology Lab at Portland State University in
Portland, OR invites applications for an REU position on an NSF-funded
project on the effects of hydrologic alterations and climate change on
freshwater ecosystem connectivity and ecology on the Columbia Plateau.
The candidate will have numerous opportunities to enhance their career
by working with ecologists and other scientists, including members of
the PI¹s lab (http://aquaticecologylab.weebly.com/). The REU project
will focus on a unique feature of some aquatic invertebrates, which can
produce resting eggs that undergo prolonged dormancy in the sediment of
waterbodies and hatch under favorable conditions. The project will
examine a research question related to hatching success of zooplankton
resting eggs in different environmental conditions and at different
historical time periods.
A stipend of $5000 is available, in addition to $600 for help with
travel costs to and from Portland. On-campus housing will be provided
for out of town students.
Applicants must provide the following:
€ online application form (http://goo.gl/forms/S4w5R0DbKE),
including personal information, educational background, volunteer/work
€ contact information for two professors familiar with their
€ a ~500 word personal statement describing their experience,
motivation, qualifications, research interests, and career aspirations
Selection Criteria: A background in ecology, biology, environmental
science, or a related field, with a strong interest in aquatic
ecosystems is required. Previous research experience is not required.
Students from underrepresented minorities are strongly encouraged to
apply. Additional selection criteria include:
€ Motivation and enthusiasm to develop research skills and
€ Successful completion of college-level courses relevant to
€ An academic record with consistent progress
€ Ability to participate in the entire 10 week program start
date is negotiable
€ Applications are due by May 17th, with a decision expected by
Eligibility: Students graduating in the year of the program are not
eligible. Students must also be United States citizens or permanent
residents. Students must be enrolled in a community college, college or
university and have good academic standing. If accepted into the REU
program, applicants will be required to provide an unofficial transcript
Please contact Dr. Angela Strecker for more information
COUNTRY MANAGERS: CLIMATE SCORECARD PROJECT*
The Climate Scorecard Project is seeking environmental science, environmental policy students and environmental activists to serve as Country Managers. The Project engages concerned organizations and individuals in reporting on the extent to which the 25 top greenhouse gas-emitting countries are adhering to and/or strengthening the emission reduction pledges they made to the new UN sponsored 2015 global climate agreement. To learn more about our Project, visit http://www.climatescorecard.org
This is a part-time volunteer position which could grow into a paid position pending project funding. At a minimum successful managers will receive a publication credit and positive job reference.
Should you wish to apply for a Country Manager position, and agree with the following Terms of Reference, please email your concurrence along with a letter of interest and current resume to firstname.lastname@example.org
Terms of Reference
Each selected Country Manager will have responsibility for developing and managing a stakeholder network in one or more countries. Specific responsibilities include the following:
#1 Engaging organizations and individuals – representing government, NGOs, businesses, and research institutions – in posting relevant information regarding climate change policies, practices, and actions.
#2 Curating information presented for posting
#3 Determining the extent to which countries are meeting one or more of the following seven results:
- Country ratification of the Paris Agreement
- Strengthens country greenhouse gas emission reduction pledge made to the 2015 Paris Climate Agreement
- Implements measures to reach the target of 20% unconditional greenhouse gas emission reductions by 2020
- Implements measures to reach the target of 30% unconditional reduction by 2030
- Adopts the UN suggested baseline year of 2010 from which to calculate its future emission reductions
- Puts in place policies that reach the goal of 100% renewable energy by 2050
- Makes all aspects of its process to further reduce emissions transparent and inclusive
Country Managers are asked to make a 6-month commitment to the Project that is renewable by mutual agreement. At the moment the Climate Manager is a volunteer position. The Climate Scorecard Project is in startup mode and also in the process of raising funds to support our work. Should our fundraising efforts be successful we will share up to 20% of donated funds with those working as Country Managers
We are asking each Country Manager to spend a minimum of two hours and a maximum of 5 hours a week on their assignment. The Climate Scorecard Project will provide all Country Managers with online training workshops and materials and regular mentoring and supervision of your work.
The Project reserves the right to terminate its relationship with a Climate Managers due to poor performance or any unforeseen change in the nature of our effort.
To learn more about us visit: www.climatescorecard.org
Hiring: a full time research technician based at the University of
California Riverside for a one year appointment starting in June 2016.
Responsibilities include a combination of field and laboratory activities
in support of ongoing projects by postdocs, graduate students, and
undergraduates in the lab. The position also features some interactions
with citizen scientists and outreach to stakeholders. The successful
candidate should be highly responsible and organized, self-motivated, and
able to work both independently and as part of a team. Experience with
some ecological research in field and lab setting is beneficial. This could be
an excellent position for someone looking for more experience before
pursuing a graduate degree. To apply (or for inquiries) send Darrel
Jenerette (email@example.com) a cover letter describing your
interests and background and a current CV/resume as a single pdf.
Department of Botany and Plant Sciences
University of California Riverside
The Clark Lab is looking for a new field crew member, to start May 16, 2016. This is a full-time, temporary position with no benefits. Wages are $10.50/hour. The end date is August 31, 2016. Occasional travel (estimated 2-3 weeks total) is required. Duties include the following:
* Perform basic tree measurements on long-term forest monitoring plots.
* Identify and count seeds collected from seed rain traps.
* Enter data into spreadsheets using Excel.
The Clark Lab is based in the Nicholas School of the Environment at Duke University, an Equal Opportunity and Affirmative Action Employer. We study forest community ecology; our current research focuses on forest plant demography and phenology, and responses to disturbance and climate change. Our research sites are located in the Duke Forest, at various locations in western NC, and at the Harvard Forest in central Massachusetts.
Ideal candidates will have a strong interest in ecology and a willingness to work outdoors in hot, humid conditions with abundant insects, ticks, and chiggers. The ability to competently identify NC tree species is desirable, as is experience with GIS.
Duke University is located in Durham, North Carolina. Successful applicants will need to secure housing in the Durham/Research Triangle area. (Food and lodging are provided for any work trips.)
Please submit application materials (resume, a one-page cover letter, and two references) via e-mail to Jordan Siminitz (Jordan.Siminitz@duke.edu).
Lead Technician for Dr. James S. Clark
Nicholas School of the Environment, Duke University
Clark Lab website: http://sites.nicholas.duke.edu/clarklab/
The Powers Lab at the University of Minnesota is searching for a field technician to live and work in the tropical dry forest of Costa Rica. We need someone who can work as part of our international team and install and download data from soil moisture sensors/loggers, measure CO2 fluxes from the soil with a LICOR8100, install and process root ingrowth cores, and measure canopy leaf area with a LAI2200. Previous experience working under rugged conditions is essential as is fluency in basic Spanish. The ideal candidate will have a bachelor’s degree, knowledge of how to drive a stick shift, and a sense of adventure. To apply or inquire, please email Dr. Jennifer Powers at the University of Minnesota at firstname.lastname@example.org. More information on our projects can be found at https://tropicaldryforest.wordpress.com/. Applications should be received by April 29th and consist of a cover letter, CV, and the names and contact information of two people who can serve as references. The position is available May, 2016 and onward.
Meet Tom Özden-Schilling, a doctoral candidate in the History, Anthropology, and Science, Technology, and Society program at MIT and a lecturer in environmental anthropology at Tufts.
During last week’s Lunch & Learn, Tom explored how the professional goals and social attachments of different forestry scientists have shaped the kinds of stories that computer simulations tell about future forests in British Columbia.
How did you become interested in what you do now?
I was a material engineer in college, but I increasingly found myself wanting to talk to more people and spend more time outside. So I felt like being an anthropologist of environmental science was a good way to do that. I originally started this project by talking to people who did geological modeling because I was interested in creating sophisticated computer simulations. So I went to British Columbia and when I was there, I met people who did forestry, people who did all sorts of GIS analyses, and people who were coming from different aspects of environmental planning for first nation communities. Working with these people naturally led me in this direction.
Has anything you did in college help you build your career?
I spent a lot of time in the lab in college, and I realized I didn’t like it. I was an undergraduate student at MIT and I spent a lot of time at chemistry labs by handling dangerous chemicals, and etc., and while doing this, I came up with a long list of things that I don’t want to do and that kind of guided and helped me find my new passion.
What is the most rewarding aspect of your research?
I think the most rewarding thing about what I do is that I get to learn different stories while meeting new people. I don’t like to just show up and ask abstract questions to other people, but rather, I like getting people to open up about how what they do impacts themselves and their connections to the environment or to the communities. Many of the questions that I am asking now are about my work and mundane things that I do on daily basis—how they will develop into my career and shape how I think about myself as an intellectual, scientist and as a member of a community. So I love that my work allows me to have different conversations with different people at the scale of what really matters to me.
What advice could you give to undergraduate students who want to be like you?
Asking anthropological questions about science and technology can be extremely rewarding—especially if you want to do social science as a part of you career and also have some kind of technical training that allows you to see the technical aspects of other people’s work on your terms, rather than just coming from the outside with theoretical questions, I think that asking anthropological questions is invaluable. Even though I am not doing material science on daily basis anymore, I have a sensibility that I picked up there and it gives me a kind of patience when I am digging into stuff that others are discussing. I think it gives me more sympathy for what matters to them. So long story short, I am a big fan of double majors. Doing something that gives you a broad base can be really enriching. I think it prevents you from aligning yourself too closely with just one discipline. Also if you have a broader base you can find out what is good and what is problematic about your discipline and helps you generate those kinds of conversations.
Which would you say is more important, going to graduate school or gaining work experience?
I think work experience is more important than going to grad school. I would caution anyone against going directly into grad school for anything, because academics tend to think in a very particular way about their subjects, and it is important, like I mentioned before, to get a broad base. So I think being able to exist in the work world, and figure out what is a satisfying career for you outside of an academic environment before pursuing a graduate study is really important. The longer you go without working the harder it is for you to empathize with people outside of academia, and empathy is really important in any work environment.
Meet Sasha Purpura, the Executive Director of Food For Free in Cambridge, MA. Sasha came to our Lunch & Learn session to talk more about her work in turning surplus food into meaningful donations to the local community. She talked about how food rescue works and some of the newer and more unique solutions she is implementing with her food donor and recipient partners.
Watch Sasha’s Lunch and Learn talk here.
How did you become interested in what you do now at Food For Free?
I had a background not related to food at all; I was in the tech industry. When I met my husband, we were both working at Nokia, and he had always gardened intensely and I’ve always wanted to work at a farm. Then in 2005, my husband quit his job to start farming full-time, and supporting him do that was an incredible experience for me. Helping him start the farm, finding out more about how food is produced and tasting it had really triggered my passion to know more about food systems. So that was the beginning of my transition and after that, I went back to school to get my MBA in sustainability, knowing that food was the key component of it. But even then, I still was not thinking deeply about food justice but it was mostly about the local food systems. And surreptitiously, when I was looking for jobs after graduation, I just happened upon Food For Free. I think I was really lucky to have landed here, because I fell in love right away. What I loved about it was that I got to run an organization, it had to do with food and farms, and more importantly, working at Food For Free expanded what I had cared about, which were healthy food systems, to include the ideas of food justice. So that is how I ended up here, and I feel very lucky.
How would you describe the people who work at your organization?
We have a total of sixteen staff members, ranging from drivers to office employees. Many of our drivers come from the community, and at some point in their lives may have used the emergency food systems, so they are really great at understanding exactly what they do. Our office staff is really diverse. We seem to attract a lot of smart people, which is fantastic and I would say that there is a mix of two categories of people. Some of our employees are mission driven, which means they are really passionate about feeding people; Then there are people who aren’t mission driven like myself. These people are really passionate about running a strong organization and doing great work that they love doing. Our employees have very different backgrounds, so we are a collective of people that are very caring, smart, passionate about food, and really eager to do well in what we do. Our team really feels like a family.
For undergraduate students at Tufts who are interested in working at an environmentally driven organization like Food For Free, would you recommend going to a graduate school?
I think it is really hard to figure out what you really want to do when you are young and still in college. So I would recommend getting an internship or volunteer experience at a significant capacity after finishing undergraduate studies, because you get to experience what it is like to work at an organization. And I think going to a graduate school is less important. Not a lot of people end up doing directly related to what their degree was, and I think that skills you will learn through internships and volunteering are equally if not more important than what you will get out of graduate school studies.
Are there volunteer opportunities at Food For Free?
Family Meals and Packaging is one of the opportunities, we also have home delivery programs. In the summer, we look for volunteers who can help us with our organic farms and food distribution. Also, there is a Cambridge Weekend Back Program, through which we send kids with breakfast and lunch meals back home on the weekends. There are also office and event help opportunities—and all of these information and more details about the different options are listed on our website.
Undergraduate or graduating senior internship position available in Summer 2016 to participate in a multi-institution research project on adaptation of plants to climate change in Alaska. The internship consists of a paid assistantship for June, July, and part of August.
Students will work long hours under rugged field conditions, with the likely chance of encountering rain, snow, cold, wind, and mosquitoes (not all at once). Most of the time you will stay at the Toolik Lake Field Station (http://toolik.alaska.edu), which has modern facilities. However, willingness to camp in tents and occasionally live in primitive camping conditions (e.g., no showers) is a must. Neat handwriting, accurate note taking, and careful attention to instructions are required. In addition to assisting with measurements and data collection in the field and the laboratory, you will be expected to develop an individual research project related to the larger project goals. For more information see http://ecotypes.weebly.com. Applications from minorities, women, and first-generation college students are encouraged.
Dates: You must be available for 4-6 weeks.
Application: Please submit a letter of application for the internship to Dr. Ned Fetcher (email@example.com), including (1) contact information (phone number, email address), (2) a description of your background in the area of ecology or evolutionary biology, (3) any past research experience you have had, (4) career goals, and (5) any special skills or personal attributes you have that you believe would qualify you for the position. Please include undergraduate transcripts (unofficial copies OK). If possible, also include the name and contact information for a person that could act as a reference.
Transportation to Toolik Lake (including airfare), food, and lodging will be paid for the participating student.
Deadline: 1 May 2016
Meet Dr. Sivan Kartha, a Senior Scientist at Stockholm Environmental Institute. His research and publications focus on technological options and policy strategies for addressing climate change. His work on climate science and policymaking has enabled him to advise and collaborate with diverse organizations, including the Secretariat of the United Nations Framework Convention on Climate Change (UNFCCC), various UN and World Bank Programs, numerous government policymaking bodies and agencies, as well as foundations and civil society organizations throughout the developing and industrialized world. Check out some of his work here!
How did you become interested in what you are doing now?
My training is in physics, and it was just pure physics, not really related to climate change or environment anything like that. But while I was studying physics, I worked as a TA for a course that was jointly taught by the physics department and the government department at Cornell. It was an interesting mix of science and politics around arms control and nuclear power and all of these things that were at the same time very scientific but had huge political ramifications. So for me, it was a very interesting exposure to the real world application for physics to problems that are politically important. And this experience really got me thinking more broadly about how to use my own training in physics but to work on incredibly important and urgent problems. It was through the professor in that class that I met people at an institute called the Center for Energy at Princeton University. And that’s how I made the transition from pure physics to environmental science.
Do you have any advice for Tufts students in terms of choosing courses?
When I was an undergraduate student, I took courses that was outside of my track—like gender studies and political studies. I highly recommend other undergraduate students to have that experience as a way of broadening their perspectives.
For students who are interested in the intersection between science and politics like you, what sort of recommendation could you make about how to spend their college years?
What was useful for me was to get a really firm grounding in a particular discipline or a field—in physics in my case. This taught me how to do research and how to build a mental model when solving questions. So especially as an undergraduate, I think gaining that core skill in a particular field of studies is really important in making yourself a really attractive professional. Another thing that was useful for me was to have a robust capacity with numbers. Being able read an article and being able to look at it critically and understand what does make sense and why it makes sense are really important—I think having that comfort with analysis is critical. Also, I think having a breadth of knowledge is also really important. Your experience in graduate school will be much narrower in focus, so especially as an undergraduate, having that diversity in knowledge is really important. For example, through Tufts’ multidisciplinary studies. Last thing I think that is useful is getting involved in different social activities, that way you can keep yourself updated with different issues and be able to come up with your own opinions. Be willing to voice and challenge yourself is really important in all learning processes.
What is the most rewarding aspect of your research?
Definitely, the most rewarding aspect of my research is being able to chat with people who are really passionate, knowledgeable and committed to this field. They are really good, concerned and inspiring people—they are doing what they are doing because they think it is really important and they want to do good in the world. I can learn a ton from them every day and it is awesome.
Could you give me a piece of advice for Tufts students who are struggling to find what they really want to do after they graduate?
I would like to tell them that there is no need to stress about finding their path now. Focus on what you are interested in and passionate about and willing to put your energy into—and you will be able find your path.
Dr. Lindsay Green is a Plant Biologist whose focus is on seaweed physiology, aquaculture, and ecology. Her focus, seaweed aquaculture, is a growing field of interest in the Northeast United States and worldwide. Her Lunch & Learn talk examined the aquaculture industry and why seaweeds are good candidates for aquaculture. She discussed research conducted to develop seaweeds as potential crops in New England, and the current status of the New England seaweed aquaculture industry. Check out some of Lindsay’s research and photos here!
How did you become interested in Aquaculture, and how did you develop your current expertise?
I knew from very young age that I was going to study the ocean. I started my undergraduate education in Florida but I decided that it was too far from my home, which is in northern New Hampshire. So I transferred to Northeastern and finished my undergraduate studies there. During my time at Northeastern, I came across an internship opportunity, which introduced me to the world of algae and aquaculture for the first time. After finishing my undergraduate studies, I got into the Three Seas Program, which is a professional Master’s program at Northeastern. It was really in this program that I discovered my love for seaweed. Then, finishing my Master’s, I was looking for PhD opportunities because I knew I wanted to do research. More specifically, I wanted to do more research that has real world implications. So, I started reading a lot about seaweed aquaculture and found out that there were people trying to start the industry in New England. And this is how I initially became interested in seaweed aquaculture.
For current undergraduate students, would you suggest that they try to look for jobs and experience the world before they prepare for graduate schools?
I think it really depends on the person. Some people might already know what their passion is, but I don’t think it would hurt anyone to try out research opportunities at some professors’ labs before they decide to become research scientists, because a research job is not for everyone and it is a long-term commitment.
For students who are interested in seaweed aquaculture or any kind of aquaculture, but don’t know if they want to commit to researching and staying at school yet, what other jobs are there to explore?
Certainly they can go work at the seaweed farms or look into policy-related positions. For instance, environmental policymaking or cultural management types of jobs are great. Also, state agencies that manage fisheries might have some internship opportunities for undergraduate students.
What are some of the most rewarding aspects of your research?
I think the most rewarding aspect is knowing that you are able to share the knowledge that you gain with people who can actually use it. Having that connection with actual seaweed farmers, finding out what it is from them that they need, and then going back and figuring it out—being able to have that open dialogue is rewarding because it means that what you are doing is really helping somebody.