Student for a day (Part 1): spaces for discussion

Yesterday I went back to the classroom and shadowed undergraduate students for the day. I did this because I just don’t really know what happens in classrooms. As an Associate Dean, I feel a responsibility to be aware of what students face throughout their day. I think this will help me gain perspective in my administrative role, and allow me insights into other instructional styles and approaches to teaching and learning in different contexts. After all, I really only know my way of teaching: I’ve not been an undergraduate student for a very long time.

Due to a bit of poor planning on my part, and since we are nearing the ‘end of term madness’, I wasn’t able to get a schedule for the whole day, and instead attended only three classes, with two different students. These students were my chaperones, and took me under their wing as they went to lecture or lab. By pure chance, I ended up seeing three different kinds of classes during my day, and have reflections about each of these experiences. In the first of this three-part blog series, I will share my experience taking part in an independent research project course.

The first classroom: a conference room

The first classroom: a conference room

This was a very small class in which a few students were working on an independent project: their supervising Professor had recently given the group feedback on their written work, but was not present for this meeting. Instead, it was just the students and me (as a passive observer). Their project was centered on re-thinking environmental education with a goal of developing a framework or plan for teaching 9-12 year old kids about sustainability. The students were taking a very interesting approach in which their framework was focused on facilitating discussion around the values associated with teaching about sustainability: values such as respect, self-worth, respect and compassion. During our time together, the students edited a Google-doc together, and had deep and meaningful conversations about pedagogical principles. This was a wide-ranging discussion that was insightful, thoughtful and fascinating. To be honest, these students knew more about educational principles than most of my colleagues! They were in a science-based program, yet were reading literature from education journals, and were applying high-level thinking to a practical problem about how to create a learning opportunity based not on silos of knowledge, but on ways to approach sustainability from truly interdisciplinary perspectives.

The discussion also moved into a conversation about teaching spaces: for this class, we were actually situated in a conference room, with a couple of chairs, a computer and one of the students was attending virtually, over SKYPE. This learning space was important to them, and at one point one of the students said “You get the most learning outside of the classroom”. Their ideal University is not one of lecture halls, but one of open spaces, whiteboards and WIFI: spaces for debate and discussion about big projects and problems that rely on multiple disciplines. The students expressed frustration that very few of their classes approach problems from interdisciplinary perspectives (or if they do, it barely moves beyond lip service) yet this is what they want from their education. They want a learning community that draws upon all the silos of knowledge at the same time, and they want spaces to facilitate this kind of learning.

A learning space for discussion and collaboration: computer, SKYPE, coffee & notebooks.

A learning space for discussion and collaboration: computer, SKYPE, coffee & notebooks.

These students amazed me with their insights, thoughtful commentary, and clear ideas about education, learning spaces, and expectations from a University experience. ­

My “Student for a day” project was off to a great start. Next up, a traditional lecture hall…

Ephemeral art

It’s a difficult time of year for many people: Instructors are looking at how many lectures are left before final exams, and starting to panic about how much material hasn’t yet been covered! We are planning field seasons, applying for research permits, juggling meetings, and starting to think about how the summer’s work-life balance will play out. As we approach the end of term, stress levels in the classroom are also building. Students are working madly on term papers, scrambling to get things organized for summer jobs or internships, and looking ahead to final exams.

It’s busy. Everyone is too busy. The days are too full and it’s not easy.

Then this happens:

A gift on the chalkboard

A gift on the chalkboard

I teach with chalk, and in my lecture hall there’s a vertical sliding chalkboard. When I enter the room, the front, upper board is where I start the lecture and as that board fills up, I slide it up. Last week I was surprised by a beautiful woodpecker that someone had drawn. I was “art-bombed”: this drawing was ‘revealed’ about a third of the way into the lecture. It happened on #taxonomyday, which was fitting.

The woodpecker disappeared sometime after my lecture last week. Then this piece of ephemeral art appeared on Monday:

Another gift: this bird is an island.

Another gift: this bird is an island.

This is no longer a one-hit wonder! An unnamed student is taking time before lecture to leave some art for all of us. I don’t know who the student is, but this art brings joy to all of us, and provides a smile at a difficult time of year. It also allows me to modify the lecture and link the art to whatever I might be teaching. For example, lecturing about island biogeography on Monday, with a drawing of a sparrow on the chalkboard, allowed us to consider the bird as an island, and its fauna (feather mites, lice) colonize that island, and perhaps follow the predictions of MacArthur and Wilson’s equilibrium theory of island biogeography.

Dear unnamed student: know that you are doing something very special. You are taking time and energy out of your busy life to simply bring joy to others. Thank you for the ephemeral art.

Mushroom

Mushroom in chalk.

 

Taxonomist envy and the importance of names

Imagine: seeking, finding, watching, sampling, measuring, comparing, analyzing, imaging and… naming.

These goodies are all part of taxonomy. As Wikipedia defines it, taxonomy “is the science of defining groups of biological organisms on the basis of shared characteristics and giving names to those groups.”

Taxonomists are the true explorers at the foundation of biodiversity science: they are to be appreciated, and I’m envious of their discoveries.

I’ve always been a collector and sorter and feel some kinship towards taxonomists: although when I was young I engaged more in the process of categorizing ‘non-living’ things such as sticks, stamps, coins or rocks. But there were comparisons of shared characteristics: some rocks were pink, with lightening-strikes of white crystal; some rocks were angular and sharp, some were smooth, shaped by time and oceans. Perhaps it’s not surprising that during my PhD I thoroughly enjoyed sorting and identifying almost 30,000 spiders from Canada’s boreal forest. It brought back good memories from my childhood: it felt right.

It matters that this is Arctosa hirtipes instead of "Wolf spider species X"

It matters that this is Alopecosa hirtipes instead of “Wolf spider species X”

I think my experiences are shared with some of my ecology colleagues, especially those who also call themselves ornithologists, mammalogists, or entomologists: many of us like ‘species’, and their names. We think about interesting species in our study systems, and think about similarities and differences, about a place’s history with its species, and the relationship to other species or spaces nearby, upstream of downstream.

But I, like most of my ecology colleagues, are not taxonomists. Instead we exploit and repurpose the good work done by taxonomists (and often not citing their work – oops!). For a concrete example from my own experience: without the taxonomic expertise of great Canadian arachnologists such as Charles Dondale, and colleagues, who described species and then wrote accessible taxonomic keys, my work would be of much lower value. The keys allowed me to get names on things. These names increase the value of the work tremendously.

Despite being retired for many years, Charles Dondale still has an office at the Canadian National Collection of Insects

Despite being retired for many years, Charles Dondale still has an office at the Canadian National Collection of Insects

Let’s look closely at this value: Surely it would be possible have the same main results from my ecological work without having the actual species names? Surely I could have called everything by my own pretend name – a secret code that I could develop – a series of ‘morphospecies’. And, these days, I could have a long code to represent a barcode. Isn’t that enough? In truth, the broad community patterns that I sometimes publish about don’t depend on the names. Rather, these community patterns depend on recognition of different types of things, but the names themselves don’t drive the patterns.

While it’s true that names are only one part of my ecological research, they are a very important part. They provide an important common ground for understanding our biodiversity – they allow us to compare apples to apples in all the right ways. The names are a doorway into a rich history, a life story that perhaps goes back hundreds of years in the literature. It means more to know that Alopecosa hirtipes is running around the Arctic tundra than it does to know it is ‘Wolf spider species X’.

But the name comes at a cost: it means that someone spent their time searching, watching, measuring and comparing; looking at shared characteristics, and putting the species in an evolutionary framework, and perhaps producing a valuable taxonomic key so free-loading ecologists like me can stick a name on ‘Wolf spider species X’. The cost is worth it: taxonomists are as valuable to science as are ecologists, molecular biologists, or physicists.

A glimpse at the grad students hard at work, using microscopes, in my lab. As ecologists, we need taxonomists.

A glimpse at the grad students hard at work, using microscopes, in my lab. As ecologists, we need taxonomists.

Taxonomy is a science that is relevant and important, and despite increased availability of molecular tools, names still matter. We need taxonomists to be our quality control, and bring sense and order to strings of code in GenBank, and help us compare and connect across systems, or among similar habitats. We need the full package figured out for a species: specimens, meta-data, barcodes and names. After that, we need to go further and assess evolutionary history and test hypotheses about relationships among species.

Today is Taxonomist Appreciation Day, but let’s make sure it’s more than one day. Let’s make it something we think about every day: every time we see a Corvus corax fly by, or see a Chelifer cancroides on the wall of our bathroom, let’s remember that every name has a story, and the narrative is brought to life because of taxonomists.

Anticipation

It’s been a long winter but it’s ending quickly.

March brings anticipation in this part of the world. This past week was a reminder of that, and we saw temperatures above freezing for several days in a row. The ‘big melt’ has started… dozens of tiny trickles have appeared beside roads, guided by gravity. I know these small streams are also meandering under snow banks. The snow banks themselves have begun their own transformations: looking closely reveals tiny peaks and valleys, with embedded pebbles and rocks being released from an icy grip.

The birds have noticed: for much of February I marvelled at puffed up chickadees and juncos desperately seeking seeds at the backyard feeders, huddling together through many freezing weeks. They made a few cheeps and chirps, but nothing like the past week. It was truly delightful to listen to the chorus of cedar waxwings feasting in a crabapple tree, and a male Cardinal singing with spring’s true enthusiasm. And the true harbinger of spring appeared on a frozen branch outside my office: the robin. How I missed you, dear friend!

Robin! (photo by Sean McCann, reproduced here, with permission)

Robin! (photo by Sean McCann, reproduced here, with permission)

I imagine all the smaller creatures stirring underground, under-leaf and under-bark. The protection of winter’s white blanket is ending. Perhaps super-cooled, or perhaps frozen, insects, spiders, frogs and salamanders are stirring: the days are getting longer and the time for popping up and peeping, foraging and feasting, is about to start. I eagerly anticipate the first sighting of a morning cloak, flying in forests much earlier than its cousins. I marvel at seeing that butterfly before the flush of greenery (although the buds are swelling, and ready to burst, soon after the cloak passes). The south sides of all buildings are ahead of the rest: tiny ribbons of ground and soils appear and despite snow within inches; greenery pushes up.

Spring is coming!

Spring is coming!

March is exciting every year. It is fresh, crisp and cold in the right way: the refreshing way. The sun’s rays are getting longer, and warming up shoulders as Canadians shed their toques and grab their rubber boots.

Sure the forecast calls for a bit more snow, and the furnace still kicks in with regularity, but the land, house and yard are in a state of anticipation:

Spring!

It’s near! It’s near!

 

 

 

An ode to graduate students

Last week I saw two of my graduate students successfully defend their PhDs. This is wonderful and exciting, and I am delighted that they are both moving on to post-doctoral research positions in other places. I am also saddened by their departures: seeing good students leave the lab creates a vacuum. This has caused me to reflect about the effect graduate students have on their supervisors:

I write, teach, research.

I see classrooms, computers, forests and fields.

I use keyboards, iPads, PowerPoint, and pipettes.

I publish or perish.

LOIs, RFPs, IFs, and h-factors.

Grants, emails, to-do lists and budgets.

Learning?

Always.

Literature and libraries can start the process,

But books and blogs barely break the silence.

It’s the tangible human that makes the difference.

My colleagues, my friends:

You are the Academy.

Do you have the answers?

How to avoid wandering alone in ivory towers?

How to slow the withering on tenured vines?

How to grasp frail tendrils of discovery?

How to find that perfect chorus of voices, words, arguments and insights?

Search again.

Find hope and optimism in our laboratories.

Open the door to the greatest discovery of all:

It’s their keen intellect, smiles, kind words or questions.

It’s crafted by their company.

Caffeine-fuelled conversations critique, criticize, challenge.

(Coffee is never bitter with graduate students)

Embracing curiosity, creativity and collaboration.

Wrangling words together: perform, propose, predict.

Execute, explain, engage.

Fieldwork, funding, fellowship.

Null hypothesis, clear objectives, conceptual frameworks.

Significance and broader impact,

Contributions to knowledge.

Contributions for humanity.

I hope I did enough; I wish for more.

Fleeting moments are now warm memories:

Catching spiders on the tundra, or caterpillars in the canopy.

Thank you, students: you teach me.

We move beyond metrics and money.

We write, we study, we learn.

We discover.

We grow.

Crystal Ernst successfully defended her PhD on 23 Feb.

Crystal Ernst successfully defended her PhD on 23 Feb.

Dorothy Maguire (middle) successfully defended her PhD on 27

Dorothy Maguire (middle) successfully defended her PhD on 27 Feb. Elena Bennett was Dorothy’s co-supervisor.