Notes to Prospective Graduate Students
In anticipation of retirement, I will not be taking
graduate students starting their PhD program any later than Fall 2019. CAMsters
entering graduate school in Fall 2019 or earlier are welcome to consider me as a
potential thesis adviser.
I welcome students who share my
interest in the interface of theory, modeling, and empirical ecology. My goals
as an advisor are to encourage high standards, independence and a supportive
attitude towards peers. From my advisor, Simon Levin, I learned by example that
treating science as a team sport (with only one team) is more fun and
ultimately more productive than "playing to win". I aim to pass that
attitude on to my students. I try to be both supportive and demanding, in terms
of course preparation, level of effort and quality of work. I look for students
who want to tackle important questions and don’t mind working hard to acquire
skills and get results.
If you apply, I and the
Admissions Committee(s) will look for evidence of your quantitative skills,
especially good grades in undergraduate math, statistics, physics, or computer
science (e.g. linear algebra, probability, differential equations, statistical
theory, numerical analysis). If you discovered theoretical ecology late and
haven’t taken many quantitative courses, that is not an insurmountable
obstacle, but you’ll have to play catch-up and we will look very closely at
reference letters attesting to your progress towards becoming a theoretical
ecologist.
I ask my students to define their own research problems, so that
you don’t wind up finishing your PhD and postdoc years with no experience at
self-directed research. Grant-supported students typically do half their thesis
on self-developed projects. It helps to pick a project where I can give you
well-informed advice and help, but beyond that it’s up to you. I am not much
interested in understanding or predicting the effects of climate change. We
already know that climate change is real and vitally important. The important
questions are how we might reduce it or minimize its consequences. If you have
ideas on how theoretical ecology can help with those, I’ll be happy to work
with you on them.
Nonacademic careers are often viewed as a fallback for weaker
students. I find this incomprehensible. Non-academics do most of the real work
of environmental management, planning, and conservation. If that's where you want to be, I'll do my
best to help you get there.
Anyone
planning to be a theoretical ecologist needs a solid grounding in quantitative
methods, including mathematics and statistics. For that reason, students
working with me typically face course requirements beyond those required by
their graduate field. This is for your own good and I will be
happy to explain why. Without the right foundation, the enormous literature in
theoretical mathematics and statistics will forever be a closed book to you. My
advisees should expect to spend one year (and possibly two) concentrating on
coursework, followed by your "A" (admission to candidacy) exam. For
consistency, all my students follow EEB's timeline for progress towards
their degree, which you can find here.
Here are
some research topics of current and past students:
·
Optimal
sampling effort for detecting and managing invasive species spread
·
Spatial and
temporal dynamics of monarch butterfly populations
·
Effects of
commuting patterns on disease spread in cities
·
Design of
effective trap-cropping systems for low- or no-pesticide pest control
·
Understanding
rapid evolution in predator-prey interactions using fast-slow systems theory
·
How
density-dependent costs of defense affect predator-prey coevolution
·
Maintenance
of communication systems with incomplete honesty
·
Evolution of
energy allocation strategies in fluctuating environments
·
Accuracy of
stochastic matrix models for population viability analysis
·
Comparing
strategies for controlling insect agricultural pests using genetic engineering
This is
where some of my past PhD students are now:
·
Hidetoshi
Inamine, Department of Biology, Penn State University: Postdoc with Kat Shea.
·
Matt Holden,
Mathematics Department, University of Queensland: Research Fellow.
·
Ben Dalziel,
Department of Ecology and Evolutionary Biology, Oregon State: Assistant
Professor.
·
Michael
Cortez, Department of Biology, Florida State University: Assistant Professor.
·
Paul
Hurtado, Department of Mathematics and Statistics, University of Nevada Reno:
Assistant Professor.
·
Virginia
Pasour, US Army Research Office, Durham NC: Program Director for Mathematical
Biology
·
Jonathan
Rowell, Department of Mathematics, UNC-Greensboro: Associate Professor.
·
Paul Schliekelman, Department of Statistics, University of Georgia:
Associate Professor.
·
John Fieberg, Department of Fisheries, Wildlife and Conservation
Biology, University of Minnesota: Associate Professor.
·
Kyle Shertzer, NOAA Center for Coastal Fisheries and Habitat
Research, Beaufort NC: Fisheries Biometrician
·
Michael
Easterling, Scientific & Social Systems, Research Triangle Park NC:
Biomathematician
·
Georgiy
Bobashev, Research Triangle Institute, Research Triangle Park NC: Senior Data
Scientist
·
Barbara
Bailey, Department of Mathematics and Statistics, San Diego State University:
Associate Professor.
·
George Hess,
Department of Forestry, North Carolina State University: Professor
·
Steven Peck,
Department of Integrative Biology, Brigham Young University: Associate
Professor.