For the next 2 weeks I’ll be teaching my summer field course, Forest Ecosystems of the Southern Appalachians, at the Highlands Biological Station with my friends and colleagues Julie Tuttle and Alan Weakley. It’s my 7th time here: 1999 as a student with Tom Wentworth and Dan Pittillo, as a teacher in 2005, 2007, and 2009 with Tom; and 2013, 2015, and now 2017 with Julie Tuttle and Alan Weakley. There is always at least as much learning as teaching in this course. As always, we have what looks to be a great cadre of 8 students from a mix of backgrounds and experiences; we’ll also have several guests with us who will contribute their knowledge of ecology and conservation.
Field courses are fun and intense. We often have 10-12 hour days in the field and students will earn their 4 credits in two weeks’ time. Our evenings (as instructors) are spent reflecting on the day’s teaching, what worked and what didn’t, assembling gear and planning for the next day, and checking directions. It is pedal to the metal.
We are leaving for the Smokies early tomorrow for 3 days. I’m especially excited about the second day of our trip, which Julie planned, to see some of the sites that burned in the severe fires that hit Gatlinburg, TN last fall with Rob Klein, the leader of the Fire Effects crew for Great Smoky Mountains National Park, and hike a new elevation transect on the Trillium Gap Trail.
A few stats from past courses: ~900 miles driven, 13 days in the field, 27 sites visited, 40 miles of hiking, 80-page field notebooks filled by each student with their take on the day’s events and each site visit.
I need to get to other tasks and the wifi is sketchy here, but I do hope to post a daily photo like I did in 2015. To find those, search Forest Ecosystems in the search box.
There’s always something new in Forest Ecosystems: the new sites we’ll visit above, a neat cove forest I found outside of Franklin, trying out a new assignment and teaching strategies. I love the dynamic teaching and knowing that things will happen that we don’t expect and we’ll be adjusting accordingly. Stay tuned!
despite Round-Up and chainsaws,
Not lifeless deserts.
I recently interviewed for a research/outreach curator at a local biological station. When asked about my doctoral work, I recited this haiku, which I published in 2008 on dissertationhaiku.wordpress.com. I’m not certain it was the best move I’ve made in an interview, but the look of surprise (and for some, delight) on the interview committee’s faces was worth it. As the editor of the Dissertation Haiku site, Drew Steen, attests, “Dissertations are long and boring. By contrast, everybody likes haiku.”
After fleshing out the findings of my research for the committee, I explained how I use haiku in the classroom to force my students to focus on a clear, concise argument, and that science communication could be in a better place using such rhetorical strategies.
Also, it makes me laugh.