Jul 112012
 

This morning I was reading a newly published paper that I found intriguing, not only for its content1 but also for who it cited — sort of.

Among the regular cadre of peer-reviewed journal articles supporting the author’s findings were two blog posts by University of Glasgow professor Roderic Page. Rod is a major proponent for digitizing and linking biodiversity literature with all aspects of a species’ pixel-trail across the internet, so I was excited to see his blog being “formally” recognized. As I finished reading the paper and reached the References section, I skimmed through to see how a blog citation might be formatted. Much to my dismay, after breezing through the L’s, M’s, and N’s I found myself within the R’s, with nary a Page in sight.

Despite having directly referenced Rod’s work on three separate occasions, the authors failed to formally acknowledge his contributions to the field. I may still be a little wet behind the ears in this whole academic publishing game, but I suspect that if someone didn’t properly cite a Nature paper, they’d be quickly reprimanded by the editor of the journal they submitted to and be told to include the citation or face rejection.

I’ve been thinking about this situation all day, and I can’t come up with a reason why the author’s didn’t include a proper citation, other than the continuing bias against blogging (and social media in general) among the scientific community. Certainly there are those in the scientific community who realize the potential of social media and blogging in science2, but in large part it seems the message is being ignored because of prejudices regarding the medium in which it’s published.

But why do scientists have such a hard time accepting blogging & social media as valid outlets? It can’t be because of the holy peer-review process, as Bora Zivkovic3 elegantly points out:

“One of the usual reasons given for not citing blog posts is that they are not peer-reviewed. Which is not true. First, if the post contained errors, readers would point them out in the comments. That is the first layer of peer review. Then, the authors of the manuscript found and read a blog post, evaluated its accuracy and relevance and CHOSE to use it as a reference. That is the second layer of peer-review. Then, the people who review the manuscript will also check the references and, if there is a problem with the cited blog post, they will point this out to the editor. This is the third layer of peer-review. How much more peer-review can one ask for?”

There’s also plenty of evidence that the content being produced by today’s bloggers, tweeters and G-plussers is slowly earning the attention of the academic community. Kate Clancy, a tenure-track anthropologist who blogs at Context and Variation, had someone skim one of her blog posts and intellectually plagiarize her ideas by publishing them in a traditional journal, further evidence that “attention” doesn’t necessarily mean “respect”. Just this week Eric Michael Johnson, a science history PhD student, wrote an incredible article summarizing the arguments between kin vs group selectionists and published it on his blog, The Primate Diaries; it has since been recommended by E.O. Wilson himself, via his Facebook fanpage no less! And of course there’s Rod’s work which was included in the paper in question, even if it was improperly cited, and which started this entire digression.

So if the quality of content published on blogs is of interest, well supported and being recognized by our peers, why do we still see this disconnect between traditional literature and social media when it comes to proper credit? I think the social media movement4 is so new, seemingly free of traditional rules & roles and so quickly evolving that many academics have yet to take the time to explore its potential before dismissing it as a waste of time best reserved for celebrities and teenagers. Frankly, with the ever increasing pressure to publish, find funding and shoulder more responsibilities within academic circles, I can’t say I totally blame them. But just like those in academia have (mostly) accepted and embraced other technologies, I’m confident that social media, including blogging, will find its place among the scientific community and will revolutionize the ways we go about doing, discussing and disseminating scientific research. Certainly it will be an uphill battle for those who aspire to change the way this new technology is perceived and credited within the academic community, but ultimately I think it’s in all our best interest to push the boundaries!

Perhaps Rod Page summarized this entire post in a single tweet:

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1- Which I won’t comment on here for a variety of paranoid political reasons, but I would still highly recommend you read the paper.

2- I’m talking about you, the people (person?) who took the time to read this blog post; thank you!

3- Nicknamed The Blogfather among the ScienceOnline community, he also appears to have the distinction of having the first blog post cited by a technical scientific article. Fitting.

4- Which is exactly how I see it. Much like the cladistic wars of the 1980s and the Darwinian debate 100 years before that, it’s only a matter of time until social media is embraced by the scientific & academic communities.

May 122012
 

I come across a large number of interesting blog posts, news articles, scientific papers and various other types of media every week, which I try and share through Twitter on a regular basis. Since I know not everyone has been bitten by the Twitter bug yet1, I figured I’d start a weekly round up of links to some of the stories I find interesting, important or just plain entertaining.

True to form, most of these links will be insect related, but I have broad interests, so some other topics are sure to turn up from time to time2. The internet is full of talented people, and I hope you enjoy their work as much as I have.

 

The Flies (Diptera)

The 8th International Congress of Dipterology is coming up in a few years, so be sure to start saving your pennies for the trip to Potsdam, Germany!

I prefer studying flies (dead or alive), but if that’s not your thing, check out these creative photos of dead house flies and blow flies having the times of their (already finished) lives. Here’s the full collection by photographer Nicholas Hendrickx.

The BugBlog has a nice series of photos of Helophilus pendulus, commonly called the Footballer Hoverfly in the UK. Why call it that, you might ask? Apparently the striped patterns on the thorax reminded someone of a soccer jersey.

The Dragonfly Lady shows off a nice hilltopping site in Arizona. Plenty of fly talk in the comments.

The Beetles (Coleoptera)

The Edmonton Journal has a great biography of Dr. George Ball, a beetle taxonomist at the University of Alberta who has impacted the careers of dozens of top entomologists across North America.

This short film is both beautiful and bizarre all at once. A stop-motion portrayal of the life of a beetle taxonomist who makes the discovery of a lifetime.

Emerald Ash Borer (Agrilus planipennis) has now been found in most major urban centres across Ontario, and has recently turned up in Quebec. Chris Buddle discusses the affect that EAB will have on Montreal.

While not EAB, Chrysobothris vivida looks quite similar on first glance. The Field Museum shows off the holotype and label data, helping to explain the role that natural history collections play in day to day science.

Speaking of natural history collections, a volunteer at the Natural History Museum in London, England shares why she loves helping out with the beetle collection in her spare time.

Check out this awesome longhorn beetle (Cerambycidae) Ted McRae of Beetles in the Bush came across while working in Argentina recently. While you’re there, share your ideas on the purpose of the strange tufts of hair!

The Ants, Bees, and Wasps (Hymenoptera)

The School of Ants is gearing up for another summer of discovery by sampling the ants around our houses and picnic areas.

Ants are to ________ as clown fish are to anemones. Think you know the answer? Better check Not Exactly Rocket Science (NERS) by Ed Yong for an excellent tale of commensalism.

It may not be 1984, but Big Brother is watching what Orchid Bees are up to (but don’t worry, it’s for a good reason).

Scientific American ran an interesting story about native bee populations in eastern North America, and included an excellent slideshow of some beautiful bees with it.

Some of photos in that slideshow came out of the Packer Bee Lab at York University, as did a newly published review and key to the Dufourea bees (Halictidae) of Canada in the Canadian Journal of Arthropod Identification.

Other Arthropods

Marine water striders (Gerridae) are making the news this week with the release of a new study finding that a massive raft of plastic pollution in the Pacific is harboring a growing population of these bugs. Ed Yong is excellent again on his NERS blog, and the paper is Open Access if you’d like to take a look yourself.

These plastic-loving water striders aren’t the only insects that have taken to the open ocean, and the North Carolina State University Insect Collection has a few more examples to share.

Caterpillars come in a wide variety of colours, shapes and forms, but these translucent, jelly Jewel Caterpillars are some of the most beautiful!

I saw Avengers this week, and it was really, really good. Prior to the movie, there was a trailer for the upcoming Spiderman reboot, promising plenty of web-slinging action. Before the movie comes out this summer, meet the backyard spider that may have served as inspiration for Peter Parker’s gadgets.

Taxonomy, Biodiversity, Academia, Science Communication/Photography

Although written by a marine ecologist and discussing a paper about plant taxonomists, this post on the Sea Monster Blog is one of the most best stories about the role of taxonomy and the decrease in taxonomists being hired and funded. A must read for anyone who depends on biology in their day-to-day lives (that means you).

The NCSU group shares an entertaining story and asks you to decide whether it’s fact or fiction. What do you think?

The Tepuis of Brazil are way up on the list of places I want to explore and collect one day. This excellent New York Times article by Carl Zimmer makes me want to go even more.

A new project was launched this week which hopes to provide interactive range maps for all the worlds flora & fauna! Nature has a nice feature explaining some of the goals and obstacles the project faces in the early phases. Right now they only have terrestrial vertebrates and North American freshwater fish mapped, but the interface is excellent and has a lot of potential! Now to get some insects into the project…

Most research papers only discuss results and experiments that worked. The Canadian Field Naturalists Blog discusses the importance of publishing projects which didn’t work as expected.

Just because it’s summer vacation for undergraduate university students, doesn’t mean their professors get a break too. Chris Buddle outlines some of his labs plans for the summer.

To get a job in academia, your peers (and more importantly, your hiring committees) need to know you and your work. But is all self-promotion viewed equally? Excellent discussion on the evolving role of social media and blogging to the world of academia by Scicurious.

Photography & Other Fun Stuff

Have you ever wondered what it’d be like to be a press photographer tasked with covering President Obama? This account by a Reuters photographer shows just how stressful the assignment can be.

I don’t know who started it, but the #InsectSongs suggested by Twitter users this week was an afternoon of hilarity. Check out some of my favourites, and then see which ones Bug Girl selected.

Finally, enjoy this fun stop-motion video detailing the everyday lives of insects.

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1- If you need more convincing why you should sign up for Twitter, here’s another excellent piece on the benefits of Twitter for academics

2- Ed Yong, and Bora Zivkovic do extensive weekly link round-ups covering a very broad spectrum of science writing if you need something else to read this weekend!

Apr 202012
 
Willi Hennig - The Father of Modern Phylogenetic Systematics

Willi Hennig (Image by Gerd Hennig, CC-license, Wikipedia)

The science of taxonomy is rooted in history, with every taxonomist standing on the shoulders of giants that came before. Some of these giants are well known outside of taxonomic circles: Carl Linnaeus, the godfather of taxonomy who categorized life and introduced binomial nomenclature; Charles Darwin & Alfred Russel Wallace, co-discovers of evolution through natural selection and both prolific descriptive taxonomists in their own right. A lesser known giant, Willi Hennig, was not only a brilliant taxonomist, but also revolutionized the way in which we study & reconstruct species relationships. Today (April 20, 2012) marks what would have been his 99th birthday, and in his honour, I invite you to sit back and allow me to tell you a story of flies, war and why you & I are fish.

Willi Hennig was born April 20, 1913, the eldest son of working class parents, in Dürrhennersdorf, Germany. Hennig excelled throughout his schooling, developing a passion for insects by the 5th grade, and began working at the Dresden State Museum of Natural History while still a teenager. After a few years studying the taxonomy of reptiles, Hennig found his true passion, dipterology. Starting somewhere between 1932 and 1934, Hennig began revising the stilt-legged flies (family Micropezidae), completing his revision in 1936. Hennig erected 10 new genera and described 93 new species over several papers spanning 300+ pages. Concurrently, Hennig found time to publish papers on stilt-legged fly biogeography, more reptile taxonomy, and he also completed his PhD (on the copulation apparatus and system of the Tanypezidae; another lineage of acalyptrate flies), all before he was 24.

Poecilotylus species eating off a tree trunk in Bolivia Micropezidae

This stilt-legged fly belongs in the genus Poecilotylus, one of the genera Hennig created in his early Micropezidae work.

Hennig was beginning to rethink how species were related, but before he could further explore his ideas, German politics and a world at war intervened.

Enlisted into the German army in 1938, Hennig fought for Nazi Germany (though he was never a member of the National Socialist party) until 1942 when he was severely injured while fighting in Russia. After recovering from his injuries, Hennig was posted to Italy as a military entomologist and put to work on malaria prevention. In May of 1945, as the war was nearing an end, Hennig’s unit was captured by British soldiers, and he became a prisoner of war. His British captors recognized Hennig’s potential, and rather than placing him under confinement in a prison camp, allowed him to continue his work on malaria for the benefit of the Queen.

For 5 months while confined to the “service” of the British army, Hennig refined his hypotheses on the evolutionary history of species. With the help of his wife Irma, who corresponded with colleagues and journals on his behalf (because he continued to publish throughout the war), and who included hand-written excerpts of the scientific literature in her letters to him, Hennig completed his first draft of one of the most important biological manuscripts of the 20th century, all by hand while a POW, prior to his release in October, 1945. It would be another 5 years until his book would be published in Germany because of a paper shortage, and a further 16 years until the English-speaking world was introduced to Willi Hennig’s revolutionary Phylogenetic Systematics.

Prior to Hennig’s book, species (and higher taxa) were clustered by overall similarity without regard for their evolutionary history, a method known as phenetics. What set Hennig’s phylogenetic systematics apart was the idea that species evolved from one another, and thus species should be classified as complete units descended from a recent common ancestor (a concept known as monophyly).

Phenetics vs Cladistics

Phenetics vs Monophyly (Modified image from lattice CC-BY)

Think of a tree; with phenetics, leaves from different branches could be grouped together because they looked the most similar to one another. Phylogenetic systematics on the other hand, posited that only leaves arising from a shared branch should be classified together, regardless of how those leaves may look. How do you know the origin of the branch when all you have in front of you are the leaves? Hennig’s answer was to find defining characters or traits that were unique to the tip branches but which were different from the branches closer to the trunk of the tree.

It’s Hennig’s concept of monophyly that makes us all fish. You see, what we call fish, tasty aquatic vertebrates with fins and gills, are actually a number of different evolutionary lineages, each arising successively like twigs off a tree branch. One of those twigs near the end of the branch became the terrestrial vertebrates, which in turn has smaller twigs each representing amphibians, reptiles, birds (which are actually reptiles for the same reason we’re fish) and mammals. So, if we consider separate twigs of aquatic, gilled vertebrates as “fish”, then we must also consider our twig of terrestrial vertebrates “fish” since the most recent, common ancestor of all the “fish” also gave rise to us!

Fish Phylogeny

Fish Phylogeny (Image modified from Understanding Evolution)

In retrospect it seems a simple idea that species should follow a branching pattern from a common ancestor like Hennig proposed, but the upheaval of decades of work on species relationships was indeed revolutionary, and was viciously opposed by many biologists. In fact it wasn’t until the late 1980s that phylogenetic systematics came into vogue, in most part thanks to a new, young cohort of taxonomists who adopted the moniker of “raving cladists”.

Hennig meanwhile, continuing his work with flies, applied his phylogenetic systematics across a large diversity of dipteran families, examined flies sealed in ancient amber for evidence of ancestral characters, and published dozens of papers (across thousands of pages) that redefined the higher relationships among flies and described new species. It was at work in his museum that Hennig preferred, only twice venturing from Germany to examine fly collections in Australia, the USA, and Canada, where he spent several months working in what is now the Diptera Unit of the Canadian National Collection of Insects in Ottawa.

Oh, to be a fly on the wall in this room for the day! Back row from left: Frank McAlpine, Herb Teskey, Guy Shewell. Front row from left: Monty Wood, Dick Vockeroth, Bobbie Peterson, Willi Hennig.

Oh, to be a fly on the wall in this room for a day! So much dipterological knowledge all concentrated in one room, it must have been amazing. Back row from left: Frank McAlpine, Herb Teskey, Guy Shewell. Front row from left: Monty Wood, Dick Vockeroth, Bobbie Peterson, Willi Hennig. (Image from Cumming et al, 2011)

Willi Hennig wouldn’t survive to see his work become fully appreciated by the scientific community. After a normal day working in his museum looking at larval flies, Willi Hennig suffered a heart attack and died at home on November 5, 1976. Although he died much too young, his legacy lives on; his work with stilt-legged flies is second to none, many of his hypotheses regarding the higher relationships of flies are being supported with new DNA data, and biologists around the world use phylogenetic systematics on a daily basis.

Happy Birthday Willi, and thanks for all the fish.

Willi Hennig (Image by Gerd Hennig, CC, Wikipedia)

 

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All biographical information was taken from the following sources:

Byers, George W. 1977. In Memoriam: Willi Hennig (1913-1976). Journal of the Kansas Entomological Society, 50 (2): 272-274. http://www.jstor.org/stable/25082934?origin=JSTOR-pdf

Kluge, Arnold G., Bernd Hennig. No Date. Willi Hennig. Willi Hennig Society – http://cladistics.org/about/hennig

Schmitt, M. 2003. Willi Hennig and the Rise of Cladistics. Proceedings of the 18th International Congress of Zoology: 369-379.

Dipterist Group Photo:

Cumming, Jeffrey M., Bradley J. Sinclair, Scott E. Brooks, James E. O’Hara, Jeffrey H. Skevington. 2011. The history of dipterology at the Canadian National Collection of Insects, with special reference to the Manual of Nearctic Diptera. Canadian Entomologist 143: 539-577.

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Apr 182012
 

Another week, another Monday night blog challenge from the Bug Geek! Your challenge, should you choose to accept it, is explain your research in 250 words or less in a way that a 10-year-old could understand. Instead of banging my head against the wall on a manuscript (see earlier challenge) I tried my hand at explaining Diptera taxonomy.

What do I do for a living? I collect bugs! Not just any bugs though; I like to catch flies from around the world, bring them back to my laboratory, and figure out what their names are. Just like your parents gave you a name that’s special to you, scientists like me have given names to a lot of the flies around us. Many flies have long complicated names, like Drosophila melanogaster or Taeniaptera trivittata, but these names tell us who the fly is related to, just like your name.

Sometimes when I’m out collecting flies, I find one that has never been seen by a scientist before. That’s when my job gets really exciting, because I get to give that fly a new name! I can name a fly because of how it looks or how it lives, but sometimes I name the fly after someone important. As long as I know who it’s related to, I have lots of flexibility in naming!

There is so much about flies that we don’t know, which means plenty for me to learn.  Most people think you need to travel to faraway jungles to find something exciting, but there are amazing new discoveries waiting for you in your own backyard. There may even be a new fly waiting to be discovered! Learning about flies at home and abroad helps us understand how they live their lives and why they look the way they do.

Not really knowing any 10-year-old children, I hope my explanation isn’t too simplified (I think it’d be ok for my 7-year-old nephew though). Clearly I didn’t really get into the other aspects of my job, like phylogenetics, systematics and disseminating biodiversity knowledge through identification aids (and blogging of course). While I think I could do it, these topics would need another 250 words, and it was already 2am when I finished this bit…

This was a great challenge, and has applications far beyond inquisitive school children. I have family and friends ask what I do and why it matters fairly frequently, and in the past I’ve sometimes felt self-conscious trying to explain it (but that’s a much larger topic for another day). After this exercise, I think I’ve got a few new tricks up my sleeve for the next family reunion!

Toxomerus marginatus Syrphidae on flower

Toxomerus marginatus

Mar 302012
 

You may have noticed that this blog has been rather quiet lately. Too quiet… My apologies for that, as there’s been a lot of cool science going on in my absence! I hope to get caught up on some of the delightful Diptera discoveries that have been published lately, not to mention all sorts of other fun stories, but for now they’ll have to wait for another day.

Why have I been neglecting the blog as of late? In January I was offered the opportunity to build and teach a Horticultural Integrative Pest Management and Plant Health course for Mohawk College in Hamilton, and I saw it as an excellent chance to expand my CV and gain valuable teaching experience (also make some money, ’cause that’s pretty important). I knew from the outset that I was in for a challenge; I was hired less than 2 weeks before the course began; my combined knowledge of IPM, botany and horticulture amounted to 1 university IPM course and some extremely black thumbs; and oh yeah, I’ve never constructed and taught a course before! Nevertheless, I took the rough curriculum the college provided and set out to make my mark on the horticulture class of 2012.

I expected this course to be as much a learning exercise for myself as it would be for my students, and it certainly lived up to expectations. Here are a few things I learned while teaching.

1) Lesson preparation will take longer than you anticipate

Before accepting the position I tried to guess how much time I would need to devote to the different projects/duties I have on the go:

Time Management Guess

An example of poorly estimated time commitments (and poor penmanship)

You probably guessed that those 6 hours/week of blogging didn’t happen, with much of that time being spent on lecture preparation. The amount of time needed to prepare lectures from scratch really blew me away, and I usually ended up spending at least one day on the weekend plus all day Monday & Tuesday getting ready for my 5 hour lecture on Wednesday. Because IPM isn’t my area of expertise, a lot of my time was spent on background research, getting up to speed on topics before trying to teach it back to my students. Theoretically that prep time would go down if I was teaching something I was more familiar with (i.e. taxonomy or general insect diversity), but the decrease probably wouldn’t be that dramatic. I must admit that I learned and retained more having to teach these topics than I did as a student sitting through class…

 

2) Five hour lectures require creativity (and a good night’s sleep)

A 5 hour class is not an ideal learning environment, especially for a group of students who would much prefer to be outside! In order to try and retain their attention, I broke my class into 4 segments with short breaks in between: 1 hour of review & quiz covering the previous week’s work, 45 minute lecture on Topic A, 1 hour lecture on Topic B, and 1.5 hour pest identification lab. I found this worked pretty well, with the students still paying attention through most of the classes, and only occasionally head bobbing (which is pretty hilarious to see from the front of the room, albeit a little disheartening).

Trying to keep the students engaged for each of these lessons required a little more work. I found YouTube to be invaluable, providing a lot of great resources to help illustrate my points (and give me a chance to grab a sip of water). If you’re interested, I’ve created a playlist of all the videos I included (or promoted) in my lectures; 72 clips in all. Some of them might seem a little odd out of context, but they made sense (mostly). Of all the videos I showed, I think I got the largest reaction out of the early DDT propaganda videos; seems the students didn’t like the idea of eating their cereal with a helping of insecticide…

I tried to draw on my natural history & pop culture knowledge to draw the students into the topics. Whether it was using Jacob from the Twilight series to introduce the concept of the “silver bullet” (heh) or using movie plots to explain the differences between invasive species control tactics (Containment = Outbreak; Control = Night of the Living Dead; Eradication = Independence Day), by bringing pop culture references into the lecture I could usually get the students to show signs of life. My students also seemed to enjoy parasititism, so anytime I could find a way to work a parasite into a topic I did.

Also, it seems giving a 5 hour lecture is physically exhausting! I’m not sure whether it was the standing/pacing or the mental marathon to stay ahead of the students, but I was pretty wiped each afternoon following my class. Make sure to eat your Wheaties prior to teaching, and have something to drink nearby!

 

3) Blog posts are a great way to keep students engaged outside of the classroom

Every week I assigned my students a blog post to read, and rewarded those that read it with a bonus question on the next week’s quiz. It was a great way to expose the students to topics and stories that tied back to our lectures but which weren’t necessarily about IPM. Judging by how many students got the bonus question correct each week I think they enjoyed the posts as well. Here are the posts I assigned over the semester (they’re all worth a read, believe me):

The Home Bug Garden – Clivia Foodweb: Part II

Not Exactly Rocket Science – The world’s biggest market (and it’s underground)

This Scientific Life – Berry Butts: Parasitized Black Ants Resemble Red Berries

The Beacon News – Hunting for the super-bug

Not Exactly Rocket Science – Since pythons invaded, Florida’s mammal populations have crashed

BioBlog – blood-sucking vampire moths!

Not Exactly Rocket Science – Scientists and tourists bring thousands of alien seeds into Antarctica

About.com Insects – Before You Mulch, Read This

 

Look Ma, no wings! (female Fall Cankerworm - Alsophila pometaria)

4) Seeing a student make a breakthrough makes all the hard work worthwhile!

It’s amazingly rewarding when a student asks a question that shows they’re engaged and curious about a topic. Case in point, while discussing gypsy moths (Lymantria dispar) I noted that adult females don’t fly, instead waiting for males to come to them. Having discussed the Fall Cankerworm1 a few minutes earlier, one of my students eagerly asked why female gypsy moths invest energy in developing wings which they never use2? Suffice to say I could hardly answer because I was geeking out over the question! Not only was she clearly connecting the dots between ideas, but she was applying advanced ecological & evolutionary concepts to something she’d only just been introduced to! SO AWESOME. It was these sort of moments that made every second I spent on lecture preparation worthwhile!

Of all the things I learned over the course of the semester, the most important was that I really enjoy teaching! I’ve had some experience with teaching before3, but never to this degree. There are certainly some areas of my teaching that I’d like to improve on moving forward, but overall the semester was a success, and my students walked away happy (or so they tell me at least). This course was a nice confirmation that I’m heading down the correct career path, and I’m already excited to give it another shot in the future.

IPM Class Photo 2012

My class on our grower field trip. Thanks for a great semester everyone!

 

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1 – Female Fall Cankerworms are also flightless, but have wings that are reduced to tiny little stubs.

2 – This is almost an exact quote, she actually said “invest energy”. It blew my mind in a good way!

3 – I’ve given several guest lectures at the University of Guelph and was a teacher’s assistant on an entomology field course.

Mar 122012
 

I’d like to introduce Dr. Blake Bextine, an associate professor at The University of Texas at Tyler who specializes in the interactions between plants, insects and pathogens in agricultural ecosystems. While at the Entomological Society of America meeting in Reno last fall, I had the opportunity to hear Dr. Bextine speak on his use of Facebook to facilitate undergraduate student learning. I thought it was an interesting discussion and so I invited Blake to share his ideas here.

The statements that will be made in this article should be prefaced by saying that I have mixed feelings about technology in the classroom. On one hand, I am a strong believer that the one-on-one interactions between the student and teacher or between a student and another student are very difficult to replicate with technology. On the other hand, technology can facilitate these interactions by adding a forum where students that traditionally do not participate are more comfortable. I also teach in the sciences, not any other subjects, so I cannot comment on the outcomes of using technology (strictly on-line delivery) in other disciplines.

At the 2011 Southeast Branch ESA meeting I spoke at a session on Technology in Entomology Teaching and took the hardline against on-line teaching but heard several talks from people that have has much success using alternative delivery methods. Realizing that I had not taught this way before, I decided to give it a shot in the Fall 2011 semester in my Cell Molecular Biology class at the University of Texas at Tyler. I took a summer coarse on Technology in the Classroom and was ready to go with my new hybrid lecture course (50% in class/50% on-line) when the year began. I found both good and bad things came from my experience. One positive that surprised me was that students whom were usually quiet in class were more vocal in on-line discussion. Student comments were also easier to track and participation was easy to monitor. I found my way to engage them by tracking them. A negative that surprised me was that it was easy for me to start a discussion and then let the class go, which lead to me stepping away and engaging with them less. This brought a dilemma that I had not previously considered…we always talk about “student engagement”, but what about “teacher engagement”?

So, I think we have much to think about with respect to technology in the classroom. There is no “one size fits all” answer to being a proponent or opponent of the new teaching methods. To use a few clichés, we are operating in the “new normal” and there has been a “paradigm shift”. We need to utilize technology when it fits and avoid using it simply because it makes economic sense.

A major point that needs to be considered is what technology we should utilize. I have seen classes where students have to learn to use three computer programs to access class content. Often, we think students in this current generation all know how to use every type of technology we can throw at them…they don’t. In fact, many have limited knowledge, often not past using Apps on their smartphone. That is why I like to utilize technology that they are familiar with, like Facebook. It is free, almost everyone has seen it, and most people check it often throughout the day. The result is no learning curve and very fast adoption at the beginning of the semester. It provides a platform to post media, articles, and comments while organizing the posts in chronological order. Facebook is currently used in all my classes as well as my research laboratory. It has become the central way we keep in touch. In short, I am utilizing technology to better engage the students by meeting them halfway with “their” technology and as a side product, I have become better engaged in the process.

Feb 212012
 

I was browsing MSNBC tonight trying to stay up to date on goings on from around the world (well, at least the stuff that my Twitter feed hasn’t taught me already), when I saw this headline in the Science section:

In case you can't see it, the headline reads "Newly discovered legless amphibians are horrifying"

Ahh, nothing like some mainstream media-endorsed fear mongering to make people care about an at-risk animal! The amphibian being referenced is actually a really neat new family of Caecilian, legless amphibians which live underground and, in this case, look like earthworms with backbones.

Photo by SD Biju, linked from MSNBC article

The cruel irony is the author (who I’m going to assume didn’t write the headline) finishes off the story by saying:

The habitat of these bizarre animals is under threat, as farming takes over forest land in northeast India, according to the University of Delhi. Although caecilians are harmless, local lore has it that they are incredibly venomous snakes, another factor that threatens these mysterious, secretive creatures.

How exactly are we supposed to get the public to become interested in an at-risk new species when we set them up with negative opinions from the get go? Instead of sharing a fascinating new species that doesn’t conform to most people’s idea of what an amphibian is, and encouraging them to ask questions like “Wow, why does that animal look that way?” or “How is that a relative of frogs?”, MSNBC has instead promoted the ‘ick-factor’ and reinforced that if something looks different it should be feared. Maybe this type of headline will get a lot of people to click on the link, but how many will actually read the story and learn about their cool biology rather than just looking at the photo and agreeing with the headline? When the natural world coughs up an amazing story it’s maddening to see it trashed and slandered like this!

Of course, at least MSNBC knows that scientific family names like Chikilidae are always capitalized, unlike the CBC…

 

Update: It seems MSNBC syndicated this story and headline from LiveScience. Perhaps the headline was proposed by the author after all…