Teaching

Undergraduate Teaching

Ecology and Evolution of Disease (BIOL 368)

Ecology and Evolution of Disease is currently taught every Fall. It addresses those aspects of ecology and evolutionary biology most relevant to understanding the origin, dynamics and treatment of disease (both infectious and hereditary/genetic). It is particularly recommended for pre-health students, including those in the Accelerated Programs, and serves as an introduction to the science behind public health.

Conservation Biology (BIOL 375)

Conservation Biology is currently taught every Spring. It introduces students to the theory and practice of conservation biology, and as of Spring 2021 includes a computational conponent.

Graduate Teaching

Quantitative Analysis in the Life Sciences (MATH 615)

“QUALS” is currently taught every Spring. It is a re-introduction to statistical thinking for graduate students, and assumes you have forgotten most the details you learned in your introductory undergraduate stats course. But this course doesn’t replicate the typical syllabus of a course like that, most of which focus on a small number of methods (regression, ANOVA) within one small area of stats (frequentist linear models). Instead, we talk about the major approaches to statistcs (frequentist, information-based, Bayesian) right from the very beginning. The goal is to teach students how to think about, and interpret, statistical concepts such as probability, significance, effect size, error, and so on. Of course, along the way students do learn to do some actual analyses, using R, the favored tool of scientific statsitics.

Graduate Ecology (BIOL 698)

Graduate Ecology is a team-taught course. I teach a three-week module that nominally covers population dynamics, spatial ecology, and conservation. But secretly my module is about ecological modeling and computation! IN 2020 students adapted a metapopulation model to a fragmented landscape of their choosing and ran it to estimate long-term occupancy rates.