Deparmtne of Wildife and Fisheries Self-Study 2017

Department of Wildlife and Fisheries Sciences Academic Program Review May 21-24, 2017

TABLE OF CONTENTS

Table of Contents External Review Team Charge ...... 2 Executive Summary of the Self-Study Report ...... 3 Introduction to degree program ...... 4 Brief History of the Department of Wildlife and Fisheries Sciences ...... 4 Mission ...... 5 Strategic Plan ...... 5 Administrative Structure and Organizational Chart ...... 12 Department Resources...... 14 External Program Accreditations ...... 255 Date of last APR external review ...... 277 Analysis ...... 277 Academic Programs and Curricula ...... 299 Programs offered ...... 299 Program Curricula ...... 322 Admission Criteria ...... 399 Number of Degrees Awarded ...... 411 Average Time to Degree ...... 411 Academic Enhancements ...... 422 Assessment of Student Learning Outcomes ...... 422 Analysis ...... 622 Faculty Profile ...... 644 Core Faculty ...... 644 Faculty Other than Core ...... 688 Analysis ...... 70 Student Profile ...... 766 Doctoral, Masters, and Baccalaureate ...... 766 Concluding Observations ...... 888 Appendix ...... 988

External Review Team Charge

Please examine the department and its programs and make recommendations that will help in planning improvements. Your resources are a self-study report prepared by the department, copies of materials from the program’s last review, information you gain through personal interactions while visiting Texas A&M University, copies of strategic plans and goal-setting documents at the department, college, and/or university level, and any additional information requested by you or by the department. Within the broad charge of recommending ways the department can continue to improve are some specific questions that we would like you to address:

 Based on the data / information provided in the self-study report or gathered by the external review team, what are the department’s overall strengths and weaknesses?

 How well do the department’s strategic goals align with those of its college and with those of Texas A&M University?

 How would you compare this department with its peers?

 What improvements (including student learning and faculty development) has the department made since the previous program review?

 With only current resources or a modest infusion of new ones, what specific recommendations could improve the department’s performance, marginally or significantly?

This letter provides you with background on the Department of Wildlife and Fisheries Sciences at Texas A&M University and explains the expectations for our upcoming external review. The Department of Wildlife and Fisheries Sciences was recognized as a separate department in 1937 (originally named the Department of Wild Game). Below is a summary of the department and its programs providing the number of graduates per degree program from the previous five years.

Degree Degrees Awarded Annually

Offered 11-12 12-13 13-14 14-15 15-16

B.S. 102 97 117 105 102

M.S. 11 17 12 20 7

MWS 5 6 4 9 3

NRDV 5 0 4 2 1

Ph.D. 9 5 7 13 8

Totals 127 125 140 147 120

Please address the Department’s off-campus resources (i.e., Aquaculture Research and Teaching Facility and Biodiversity Research and Teaching Facility). How do they contribute to our mission? Are they being utilized effectively? What opportunities should be considered to improving their funding, utilization, and impact?

Last, please address the department’s contributions to two guiding strategic initiatives developed by Texas A&M. The first of these is a document developed in 1999, entitled Vision 2020. Creating a Culture of Excellence and identifies twelve specific areas of focus for Texas A&M’s future. The other is the more recent Academic Master Plan intended to build on our gains made since the inception of Vision 2020. Both documents may be referenced at http://vision2020.tamu.edu/. Summaries of both documents will be provided upon your arrival at Texas A&M.

Executive Summary of the Self-Study Report

Executive Summary The Department of Wildlife and Fisheries Sciences (WFSC) welcomes you to Texas A&M University (TAMU) and expect that you will experience the unique culture of Aggieland. Texas A&M University is the designated 1862 Land Grant University of Texas and includes a unique history that is rich in tradition and steeped in core values of excellence, integrity, leadership, loyalty, respect, and selfless service. Aggie core values and traditions have served TAMU well and are central to our rapid expansion over the last 5 decades from a small, all-male military college (i.e. enrollment of approximately 14,000 in 1971 was the first year to allow women to enroll) to largest university in Texas today with an enrollment of over 66,000. The Department of Wildlife and Fisheries Sciences was established in 1937, and this year we celebrate our 80th academic anniversary. WFSC’s last academic review was in 2011, since then the department has undergone significant changes. Paramount among these is turnover in faculty and staff with the loss of nine tenured faculty, two extension faculty (and two semi-retired), and fourteen staff due to retirements or moving to other positions. At this point, WFSC has been able to replace three tenure/tenure track faculty (with another hire fall 2017), two extension faculty, and all staff. We have hired one additional staff Advisor. Enrollment in WFSC is relatively stable although slightly declining with 373 undergraduates and 126 graduate student in 2016. Graduate student enrollment has the largest decline (i.e., Master’s) and undoubtedly reflects the loss of faculty positions and the time it takes new faculty to develop research programs. Our student population is the most diverse in the College of Agriculture and Life Sciences with over 50% female and 30% underrepresented minorities. The largest ethnic minority is Hispanic at 23% (2016). WFSC is a highly diverse across the zoological and ecological disciplines. The enclosed strategic plan (2015) outlines our academic strengths, challenges, and future goals. In 2016, WFSC faculty produced 101 refereed journal articles, 6 book chapters, and 2 books. Extramural funding totaled over one million dollars in 2016 (see Matrix on page 69). Over the last 4 years (2011-2015) Wildlife and Fisheries Sciences has been listed 3rd in the AAU-Land Grants. WFSC also has foundation endowments totally over $3.5 million and development efforts are increasing. While WFSC has faculty and facility needs, it is a highly productive department. WFSC is ranked by Academic Analytics as 6th in fisheries and 9th in wildlife among all AAU Land Grant Universities (March 2017). The WFSC faculty, staff, and students are pleased to have the opportunity to interact with our peer panelists in the evaluation of our graduate and undergraduate programs in wildlife and fisheries. We sincerely look forward to constructive ideas that will help the department move forward, strengthen, and make our programs more productive and competitive.

Introduction to degree program

Brief History of the Department of Wildlife and Fisheries Sciences

1937 Department of Wild Game September - Walter P. Taylor named Department Head

1938 First Master of Science degrees awarded to Daniel W. Lay and Phil D. Goodrum

1939 Name changed to Department of Fish and Game Conservation First Bachelor of Science degree awarded to J. Burns Davis

1940 Name changed to Department of Fish and Game

1944 October - W. B. Davis named Interim Department Head

1946 September - W. B. Davis named Department Head

1948 Name Changed to Department of Wildlife Management

1952 First Doctoral degree awarded

1965 Name changed to Department of Wildlife Science September - Richard J. Baldauf named Interim Department Head

1968 June - R. Kirk Strawn named Interim Department Head

1970 Name changed to Department of Wildlife and Fisheries Sciences March - James G. Teer named Department Head

1979 February - Wendell G. Swank named Interim Department Head

1980 March - Wallace G. Klussman named Department Head

1986 January - David J. Schmidly named Interim Department Head

1987 September - David J. Schmidly named Department Head

1991 September - William H. Neill named Interim Department Head

1993 March - Robert D. Brown named Department Head

2006 February - Delbert Gatlin named Interim Department Head

2007 March - Thomas E. Lacher, Jr. named Department Head

2011 John Carey named Interim Department Head

2012 June - Michael P. Masser named Department Head

Mission

The Department of Wildlife and Fisheries Sciences discovers and communicates knowledge relevant to the conservation and management of wildlife and fishery resources and the ecosystems that sustain them through integrated academic instruction, research, and extension programs. We subscribe to a multidisciplinary approach that fosters interdepartmental collaboration and outreach to agencies, nonprofit organizations, and public and private interests over a wide range of natural resource topics, including environmental quality, sustainable management of natural resources, bioinformatics, biocomplexity and environmental quality. We intertwine innovative research and extension endeavors with high-level teaching of undergraduate and graduate students, who represent the next generation land stewards and conservation professionals, and also extend the university to the general public to relate research results in a meaningful way that can be understood and implemented to make positive impacts on natural systems.

Strategic Plan

Vision

The Department of Wildlife and Fisheries Sciences (WFSC) aspires to preeminence among academic programs dealing with ecology, wildlife and fisheries management, conservation of biodiversity, natural resources management, and the sustainable use of natural resources. An overarching goal of the department is to facilitate the sustainability of the earth’s biota and the ecosystems on which they depend while accommodating for human health and welfare. Ranking Among Peers Research metrics rank our academic unit among the best in the country. For example, Academic Analytics (AA) identifies WFSC as eight among Wildlife Science departments and fifth among Fisheries departments within all AAU universities.

Purpose WFSC embraces our Land-Grant mission with the integration of exceptional research, teaching, and extension. The overriding purpose of this strategic plan is to:  Strengthen our basic science research in areas of existing expertise and in emerging fields that have major applications and future impacts on conservation. The department is at an exciting, but somewhat uncertain time in its history. Recent faculty departures due to retirements and some losses to other universities have resulted in a decrease in our faculty numbers. A decade ago WFSC was composed of 27 tenure-track and tenured faculty. As of September of last year (2016), our departmental numbers are 21 tenured and tenure-track faculty. The prospect of hiring new faculty presents an opportunity to refocus our historic strengths and expand into new emerging directions of research, areas we feel are of vital importance to conservation and natural resource management in Texas, the USA, and the world during the 21st century.

Teaching

The Department of Wildlife and Fisheries Sciences has a long history of providing quality education to undergraduate and graduate students in a number of degree programs. The undergraduate degree program consists of a B.S. degree in Wildlife and Fisheries Sciences with five specific options: Wildlife Ecology and Conservation, Fisheries, Aquaculture, and Aquatic Sciences, and Vertebrate Zoology. Within each option, several emphasis areas are available and are supported by directed elective courses.

At the graduate level, research-based M.S. and Ph.D. degrees are pursued in numerous disciplinary areas related to Wildlife and Fisheries Sciences. In addition, two non-thesis Master’s degrees are offered: a Masters of Wildlife Science and a Masters of Natural Resource Development which is jointly administered with the Department of Ecosystem Science and Management. These two degree programs are primarily pursued by students in the Distance Education (DE) program. The Department also offers a DE certificate in Military Land Sustainability. Over the years WFSC has been a leader in developing and delivering a wide variety of natural resource related courses via DE.

All courses at the undergraduate and graduate levels are taught by faculty with active research programs and expertise in the specific subject areas. The WFSC faculty values it hands-on role in educating natural resource professionals and continually strives to improve the degree programs offered. Listed below are some highlights related to recent efforts and characteristics associated with our educational programs.

Revision of the Undergraduate Curricula: WFSC conducted a thorough review and revision of the Aquatic Sciences curriculum in 2013-14. The goal was to improve the scholarship and competitiveness of our students. The revision resulted in four new courses being developed and one being restructured. The wildlife curriculum is now undergoing a similar process. One immediate change is that our internship course (WFSC 484) has been revised to include increased supervision by faculty, an evaluation by sponsors, and more detailed development of resumes, project outlines, and final reports/papers. The internship will now be a writing intensive or “W” course.

High-Impact Courses: WFSC continues to offer high-impact practices through field trips every semester, as well as three study abroad opportunities. All undergraduate students are required to complete one field experience (internship, research, or study abroad) prior to graduation. We offer two established study abroad opportunities, one to Dominica and another to South Africa. The Dominica Study Abroad, "Tropical and Field Biology," is the longest continually running study abroad class at Texas A&M. WFSC has offered it every year since 1990 (458 undergraduates). The “Ecological Dimensions of Biodiversity Conservation and Nature Based Tourism in South Africa” offers students (61 to date) the ability to understand the biodiversity of Southern Africa, experience the cultural diversity and history of the people, and develop an appreciation for complex interactions between the ecological and human dimensions. WFSC also developed a new Study Aboard to the Amazon in conjunction with the Department of Biology (College of Science) which was taught for the first time in Spring 2015 and is planned to continue each year. Diversity of WFSC Students: WFSC continues to grow and increase the diversity of our student body. In fall 2016, the undergraduate students totaled 374 of which 58% were female and 31% were minorities (23% Hispanic). The same semester, graduate students totaled 126 where 55% were female and 39% were minorities (20% Hispanic). WFSC diversity of students continues to lead many departments in the College of Agriculture and Life Sciences. WFSC is one of the top departments receiving the Diversity Fellowship award from The Office of Graduate and Professional Studies (5 students in Fall 2016).

Assessment: WFSC has embarked on new assessment techniques focused on learning objectives that support the ability to communicate effectively in writing, being a contributor in society, and being able to produce quality work. In addition, WFSC is starting to use a standardized rubric to grade internship papers. Scores on individual parts of this rubric will allow us to improve student writing by focusing on a particular aspect. WFSC also now uses the supervisor evaluations from the student internships. This should allow us to discover what students are lacking in terms of knowledge and skills and find ways to improve. Finally, we use the instructor evaluations to look at specific questions centered on student learning, in order to identify the courses where some aspects are lacking and find ways to better enable student learning. WFSC will also utilize the new senior exit survey data from COALS and is in the process of developing a former student survey for assessment.

Research Currently, our faculty is comprised of mostly vertebrate biologists who work and collaborate in five primary research areas. These are:  Ecology applied to conservation and management with strengths in: o Wildlife (Terrestrial) Ecology o Fish (Aquatic) Ecology o Ecological modeling  Biodiversity Science (evolution, genetics, systematics and zoogeography)  Aquaculture Science

Our research faculty are recognized as:  Being campus, national, and international leaders in multidisciplinary engagements (i.e., Applied Biodiversity Science, Biosystematics, Ecology and Evolutionary Biology, Conservation Biology)  Having a strong focus in quantitative biology, especially ecological modeling of natural and human-coupled systems  Educating the most diverse student population in COALS  Engaging our students in the process of discovery and dissemination of creative findings through High Impact learning experiences and Study Abroad opportunities  Leading many international activities in research and student instruction.

The WFSC Faculty Research Expertise matrix (Table 1) illustrates how WFSC faculty research and extension areas integrate with the COALS Grand Challenges. The blue highlighted area represent where we believe we should expand our research and teaching capacities to meet our mission and to continue our national and international distinction. The pink shaded area represents the de-emphasis of our traditional human dimensions area. WFSC realizes the importance of human dimensions in our research and will utilize faculty in ESSM or other departments in multidisciplinary efforts, leveraging upon successful past collaborations for needed expertise. WFSC will not stray from its historic guiding principles and core programs. However, WFSC has a vision to move forward with a plan that will maintain and enhance our current programs, as well as engage in new multidisciplinary research areas centered on the water, land, and energy nexus. Extension The Wildlife and Fisheries Extension Unit is a subset of faculty and extension specialists within the WFSC department. It is nationally and internationally recognized for its outreach and educational programming. The unit’s main goal is to deliver research-based educational programs and solutions for all Texans and beyond state boundaries through innovative methods for educational delivery. The unit has historically responded to the needs of the public and agricultural producers in the wildlife, fisheries, aquaculture, and other natural resource disciplines, through programming, applied research, and results demonstrations. The increased demand for extension programming comes from a growing population resulting in increased human and wildlife or fisheries interactions or conflicts, decreased water availability, urban sprawl, invasive species introductions, and increased land fragmentation. Important programmatic areas include wildlife habitat fragmentation, water conservation and quality, improving the human food supply through fish and crustacean production, and control/management of invasive and nonindigenous aquatic and terrestrial species that negatively impact the quality of life for Texans or natural ecosystems within the state and beyond. Extension faculty and staff use a myriad of traditional and emerging educational methods, including those pioneered by the unit, to provide Texas youth and adult audiences with information needed to identify and resolve real-world problems and address current and emerging issues. Client evaluation of programmatic efforts confirm the success of the unit’s efforts in addressing key issues, often through collaboration with Texas A&M University System components, other universities, agencies and non-governmental organizations.

Texas A&M AgriLife Extension Service is evolving from a state-supported to a state-assisted agency and obtaining grants, contracts, endowments, and donations to support core WFSC extension programming and maintain a critical mass of wildlife and fisheries faculty has become a necessity. In the wake of this transition, program delivery was negatively affected by the

8 reduction of 7 faculty or specialist positions, since 1997. Despite this loss, our extension specialists continue to lead the nation in productive and innovative programing for adult and youth audiences. One of the key challenges in the future will be to maintain this level of performance while addressing increased public demand for extension programming, without deliberate investment by the university and state in new faculty and specialists.

Strategic Priorities WFSC strategic priorities are based on our shared vision of current and emerging issues that were discussed at our strategic planning retreat (May 6th and 13th, 2015). All fit within one or more of the COALS Grand Challenges and are encompassed within, or a subset of, our core areas of expertise: ecology (i.e., terrestrial, aquatic, and systems modeling), evolution, and aquaculture. Because all priorities involve teaching and training of students (both undergraduate and graduate, and include high impact learning such as study abroad), they encompass Enriching Our Youth, one of the COALS Grand Challenges. Water is an overarching and recurrent theme in most of our priorities as the impact of water-use, pollution, movement, allocation, etc. cannot be separated from sustainability of ecosystems that encompass wildlife, fisheries, and people. We realize that while water is an integral societal issue it also drives almost all biodiversity/wildlife/fisheries issues in Texas and beyond. It is imperative that these interdimensional relationships be studied and conservation of our natural resources be considered and scientifically justified when water resources are allocated. Allocation of water resources in the near future will not only impact humans and our society but the ecology of all natural systems and the ecosystem services upon which we all depend. WFSC faculty have identified critical issues that hold opportunities for increased research emphasis important to our core mission and current research. Expanded research, instruction, and outreach in these arenas would enhance our department’s impacts and academic standing. These include:  Coastal Wetland Ecology – This topic is in need of and opportune for urgent research, instruction, and outreach. This problem is important to Texas, the nation, and the world and will have obvious opportunities for collaborative, multidisciplinary work. Driving forces or imperatives behind this issue are: o Climate change (e.g., sea level rise) and geophysical process (e.g., subsidence) o Human population growth (i.e., both along coastlines and overall) o Freshwater inflows (i.e., ecological and societal issues) o Bioeconomics (e.g., ecological and economic trade-offs for conservation, management, and harvest) o Ecophysiology (i.e., of organisms impacted) This priority spans COALS Grand Challenges of Protecting Our Environment, Feeding Our World, Improving Our Health, and Growing Our Economy. The lack of understanding of the impacts of the imperatives noted above influences coastal development, natural food chains and the seafood produced for human consumption, human health and safety, biodiversity and ecosystem functions, environmental health, and economic impacts on our cities, agriculture, and recreational resources.

 Aquatic Ecology and Fisheries Sciences – This is related to coastal wetland ecology discussed above and the imperatives of climate change, population growth, and ecophysiology but not coastal and encompassing imperatives of: o Freshwater fisheries management (i.e., biodiversity, overfishing, introduced and endangered species) o Pollution (i.e., organic and inorganic) This priority spans COALS Grand Challenges of Protecting Our Environment, Feeding Our World, Improving Our Health, and Growing Our Economy. Research is needed to understand biodiversity and ecosystem functions, environmental health, and economic impacts on our cities, agricultural, and recreational resources.

 Invasion Ecology – The impacts introduced species have on existing ecosystems and the organisms inhabiting them, including humans, continue to increase. Invasive plants and animals have significant ecological and economic impacts that affect Texas, the nation, and the world. WFSC has some expertise in this field but our engagement needs to be expanded and would incorporate collaborative, multidisciplinary work. Driving forces or imperatives behind this issue are: o World trade o Climate change 9

o Intentional and unintentional releases o Niche space/ecophysiology This priority spans COALS Grand Challenges of Protecting Our Environment, Feeding Our World, Improving Our Health, and Growing Our Economy. Invasion ecology is an emerging multidisciplinary field that will expand in importance.

 Biodiversity, Habitat Loss, and Fragmentation – The loss of native vegetation and the fragmentation of large farms and ranches into smaller tracts has impacts both positive and negative on biodiversity. Fragmentation often reduces suitable habitat for most large game species but can increase or decrease diversity of smaller non-game and invasive species. WFSC led research and outreach efforts in public awareness of this problem back in the early 2000s. Driving forces or imperatives behind this issue are: o Human population growth o Affluence (i.e., may cause less over-exploitation but more fragmentation) o Niche alterations o Absentee landowners (i.e., may contribute to poor management) This priority spans COALS Grand Challenges of Protecting Our Environment and Growing Our Economy. Land fragmentation is escalating and impacts natural food chains, biocorridors, migration, biodiversity, agriculture, and recreational opportunities.

 Emerging Diseases – Emerging zoonotic diseases have impacts on wildlife, agricultural animals, and humans. West Nile virus, swine flu, bird flu, etc. are emerging to have major impacts on animal and human health. Driving forces or imperatives behind this issue are: o Human population growth o Climate change o International trade and travel o Evolution of disease organisms o Emerging zoonosis This priority spans COALS Grand Challenges of Protecting Our Environment, Feeding Our World, Improving Our Health, and Growing Our Economy. This is an interdisciplinary arena with many potential collaborators and one in which WFSC has a strong role to play.

 Aquaculture in Food Security - Aquaculture interfaces with biodiversity, conservation, recreation, and human food supply. TAMU has been a world leader in developing aquaculture species and technology. Aquaculture has expanded rapidly in the developing world and today provides over one half of the world’s seafood and has surpassed world beef production (i.e., tons produced annually). Texas has a diverse and potentially expanding aquaculture industry as well as the country’s leading fisheries stock enhancement program. Driving forces or imperatives behind this issue are: o Human population growth o Food security o Climate change o International trade o Human nutrition o Recreation and tourism This priority spans COALS Grand Challenges of Feeding Our World, Improving Our Health, Growing Our Economy and Protecting Our Environment. It is important that research and outreach in aquaculture continue as it will be a mainstay protein in the world’s future and investment in WFSC would make sure we remain competitive in this arena.

Interacting with, encompassing, and enhancing all these strategic priorities are the WFSC Biodiversity Research and Teaching Collections (BRTC). The BRTC is one of the ten largest public university collections in the U.S. (over 1,000,000 specimens) and continue to grow. The BRTC is critical to the teaching mission of WFSC as over 400 students annually take lab courses there. This level of student-collections interaction is highly unique amongst university collections. The BRTC is critical to future research and funding efforts in support of broad areas of evolutionary and ecological research, the success of which is

10 well documented by a Curator and Research Associate publication record of over 1500 papers since inception. Critical infrastructure issues for the continued excellence of BRTC are:

 Climate control at the existing facility and  Curatorial assistance

Poor climate control (i.e., temperature and humidity) are threatening the integrity of certain bird and mammal specimens. These specimens, which are used by A&M students and faculty as well as other national and international researchers, are irreplaceable and their loss would be devastating to both historical and future research perspectives. As the collections have grown, time commitments of the faculty curators are becoming untenable. Faculty must be focused on and engaged in research and grantsmanship and not in the day-to-day operations of the collections, which are extensive and time consuming. It is critical to hire at least one Staff Curator to assist with the mammal and bird collections. This would allow faculty curators to expand their research programs and efficiently and economically deal with collection expansion. Strategic Extension Priorities The strategic extension priorities diverge somewhat from those of research and teaching due to differences in missions and purpose. However, extension will play a key role in our water-land-energy nexus activities. Key strategic priorities identified by extension are:  Recruit new, quality faculty and extension specialists to fill multiple lost positions and vacancies, while retaining current outstanding extension faculty and specialists,  Strengthen existing linkages and collaboration with the College of Veterinary Medicine and Institute of Renewable Natural Resources (IRNR) to create greater and more effective extension programming and educational materials that address current and emerging fish and wildlife health issues,  Fulfill the current vision of WFSC and Texas 4H to create more and improved opportunities to engage youth audiences in natural resource conservation and improvement of adolescent health through outdoor activities, healthy nutrition, clean water, and appreciation of natural ecosystems,  Evolve current programs to produce greater integration between livestock and wildlife management through innovative education strategies to create a greater impact,  Improve extension programming and outreach education pertaining to conservation and management of upland game birds and/or waterfowl in Texas,  Build upon current programming efforts and outreach education materials on invasive species impacts and ecology through multidisciplinary extension and collaborations,  Increase focus on urban-ecoarchitecture that encompasses wildlife and fisheries ecology and management, greenspaces, and aquaponics/aquaculture, and  Increase involvement of industry in conservation programs and generate more extension unit revenue for sustainable programming through creation of fee-based programming.

Addressing Our Strategic Priorities

The keys to addressing our strategic priorities will be to retain our current highly productive faculty, increase our collaborative interdisciplinary research, and make strategic faculty hires that will integrate into these priorities. Retaining current faculty will have to be addressed as a situation occurs. While WFSC faculty are already highly collaborative and involved in interdisciplinary research, it is important that as new faculty are hired the expectations of collaborative and interdisciplinary research be emphasized. The new faculty hires outlined here are intended to interact collaboratively with existing WFSC faculty and with faculty in other departments and institutes (e.g., ESSM, ANSC, VMBS, IRNR, TWRI, etc.). These hires are also intended to work collaboratively with each other. Four of our proposed hires (Appendix 1) represent a “cluster” hire that is intended to interact collaboratively and to lead new research initiatives into the water-land-energy nexus. The other positions fill existing research and instructional needs and overlap in critical multidisciplinary collaborations. These potential hires also will be an opportunity for WFSC to increase its faculty diversity and course offerings.

Linkages to ESSM, the IRNR, and Interdisciplinary Programs Faculty in WFSC have a long history of strong individual and complementary research programs and strong interdisciplinary leadership. Faculty in WFSC and Ecosystem Science and Management (ESSM) share research interests that fall within the Grand Challenge of Protecting our Environment. It is important to recognize that both of these departments maintain their individual identities through their respective foci on undergraduate and graduate training and faculty-driven research programs. For example, the fields of wildlife ecology and conservation pertain to WFSC while rangeland ecology and management squarely fit into ESSM curricula and research foci. Our faculty hires in WFSC will complement new and existing hires in ESSM, but will be well-suited to teach our undergraduate and graduate curricula and develop research programs that address our departmental priorities and opportunities. Faculty in WFSC are clear leaders in developing interdisciplinary programs. The IRNR, EEB Program, and the NSF-IGERT in Applied Biodiversity Science emerged from WFSC leaders. We need new faculty that fit our departmental vision, while recognizing that our new hires will interact across the university and especially within COALS. Summary WFSC is at an acute juncture of maintaining a critical mass of faculty to service our instructional needs and our relevant traditional and emerging research programs. WFSC cannot hold its position as one of the top five wildlife and fisheries program in AAU – Land Grant Universities and meet future societal needs without strategic faculty research appointments as outlined in our Strategic Priorities. Administrative Structure and Organizational Chart

The Department Head (Dr. Michael P. Masser) directs the program with the assistance of three Associate Department Heads: Graduate Academics (Dr. Delbert Gatlin), Undergraduate Academics (Dr. Miguel Mora), and Extension (Interim Head Dr. Larry Redmon, Professor and Associate Department Head & Extension Program Leader, Soil and Crop Sciences), as well as, an Business Administer I (Selina Garcia), an Administrative Coordinator I (Dawn L. Miles), and an Academic Advisor III (Lindsay Stroup). The Associate Department Heads have responsibility to manage their programs. The Academic Advisor III works with the Associate Department Head for Graduates Program to administer graduate programs and students. The Academic Advisor I (Faegen Lee) works with the Associate Department Head for Undergraduate Programs to advise and recruit undergraduate students. Administrative support personnel in the Department are supervised by the Business Administer I and consist of a Business Coordinator I (Theresa Bramson), Business Associate III (Melissa Brackman), Business Associate II (Sherry Strickland), Administrative Associate III (Linda Causey), IT Generalist II (Royce Robinson), and an Administrative Associate I (Jamie Schneringer).

Department Resources

The Wildlife, Fisheries and Ecological Sciences Building at the AGLS Complex building is almost complete (photo as of March 1st). We will begin moving office and lab equipment at the end of May and should be up and running by the beginning of the Fall Semester.

Facilities The Aquacultural Research and Teaching Facility (ARTF) The Aquacultural Research and Teaching Facility (ARTF) of the Texas A&M University System consists of a complex of 36 replicate 0.10-acre ponds and a 10-acre reservoir. In addition, two enclosed buildings covering over 3,500 ft.2 contain over 200 individual culture chambers consisting of glass aquaria (38- and 110-L capacity) and fiberglass tanks for conducting aquatic animal experiments. Another 3,600 ft.2 building accommodates staff and student offices as well as laboratories for research and teaching. One other 2,400 ft.2 building is used for storage of boats and other field equipment. The affiliated Fish Nutrition Laboratory is located on campus and has modern analytical equipment required to complete various nutritional analyses including a gas chromatograph, Iatroscan, two high-performance liquid chromatographs, and protein analyzer. The ARTF has supported research and teaching activities for over 40 years. During this time, a wide variety of projects have addressed critical aspects pertaining to the aquacultural production of numerous aquatic species. These have included interdisciplinary projects involving nutritional biochemistry, physiological ecology and molecular genetics focused on red drum, hybrid striped bass and channel catfish to improve the efficiency of their production for human food and/or stock enhancement. Refinements in diet formulations and feeding practices for these fishes have resulted in considerable economic benefits by reducing the costs of production, increasing the efficiency of diet utilization, limiting potential negative environmental consequences, and improving the nutritional value of resulting products for human consumers. Commercial production of these species continues to expand in Texas with a current farm-gate value of $70,000,000, resulting in approximately $400 million/yr. total economic impact on the state’s economy. The red drum stock enhancement program operated by Texas Parks and Wildlife Department also has directly benefited from various research projects. This stock enhancement program, in which hatchery- produced red drum are released into Texas bays to enhance the recreational fishery, has been estimated to contribute ~ $1.3 billion annually to the Texas economy.

WFSC Faculty Use of the ARTF to Support Research and/or Teaching Kevin Conway Thom DeWitt Norm Dronen Del Gatlin Michael Masser Dan Roelke Todd Sink Kirk Winemiller Texas AgriLife Research scientists in the Department of Wildlife and Fisheries Sciences (WFSC) have been conducting research to support the economic and environmental sustainability of aquacultural production not only in Texas, but also nationally and internationally. Over $6 million in grants and contracts have been secured by Delbert Gatlin, currently the sole Texas A&M AgriLife Research scientist located at College Station. Texas AgriLife Extension scientist Todd Sink also has provided enhanced research capabilities to address bottleneck issues related to marine aquaculture including fish reproduction, larval rearing and nutrition are needed and can readily be applied to support marine aquaculture in the Gulf of Mexico. Courses that have used the ARTF for teaching activities WFSC 311 “Ichthyology” WFSC 410 “Fisheries Management” WFSC 444 “Aquaculture I” WFSC 447 “Aquaculture II” WFSC 484 “Internship” WFSC 485 and 685 “Directed Studies” WFSC 685 “Directed Studies” WFSC 691"Research” Other educational programs conducted at the ARTF * Provide catfish to support Texas Parks and Wildlife Department’s Neighborhood Fishing Program. * Provide fish each semester for laboratories taught in the Department of Biology at TAMU. * Local youth groups, like the Brazos Juvenile System’s ARMY Anglers and Brazos County 4-H, have toured the ARTF and utilize the ponds and reservoir as sites to learn aquatic ecology, fish identification and angling skills. The facility is useful due to its local proximity and availability. Without the ARTF, this type of tour and facility use would not be available to these groups due to time, travel and funding constraints. * In some years, the TAMU chapter of the American Fisheries Society holds a Kid Fish event for a service project. * The facility also has been used in collaborative research with TAMU faculty from the College of Veterinary Medicine and College of Science.

Biodiversity Research and Teaching Collections (BRTC) The Biodiversity Research and Teaching Collections (BRTC) continues to be staffed with two full time Curators (Hibbitts and Prestridge) and six Faculty Curators (Conway, Dronen, Fitzgerald, Light, Voelker, and Wicksten). Two Emeritus Curators continue to be active in research or the collections (McEachran, and Arnold). All divisions continue to grow in specimen numbers: the Collection of Fishes added a total of 5,853 specimens in 1,829 lots, bringing the total collection size to 52,095 lots and over 784,341 specimens; 2,066 specimens were added to the Collection of Amphibians and Reptiles which now totals 102,424 specimens; 520 specimens were added to the Collection of Mammals bringing the total number of specimens to 64,481; and 1,197 specimens were added to the Collection of Birds to bring the specimen total in that collection to 24,180. Curators and students of the BRTC published 24 peer-reviewed articles in a variety of journals such as Journal of Morphology, Molecular Phylogenetics and Evolution, Journal of Mammalogy, and Zootaxa. One book was published, “The Reptiles of Paraguay: Literature, Distribution, and an Annotated Taxonomic Checklist.” Curators and their students presented their research 68 times at meetings and symposia in 2016 including the annual meetings of the American Society of Parasitologists, Texas Chapter of the Wildlife Society, Joint Meeting of Ichthyologists and Herpetologists, Texas Herpetological Society, Evolution, and the North American Ornithological Conference. The BRTC continues to collaborate with a variety of agencies and institutions including projects supported by the National Science Foundation, State Comptroller of Public Accounts, East Wildlife Foundation, and Texas Parks and Wildlife Department. Over the past 5 years Curators of the BRTC have been awarded in excess of $4.4 million dollars for a variety of collections improvement and research projects including major awards from the National Science Foundation (Collections in Support of Biodiversity Research, 2010 and 2015, total awards $702,092), East Wildlife Foundation (Biodiversity assessment, 2013, total award $876,067), and several project supported by the State Comptroller of Public Accounts (Endangered Species Research Projects, 2014-2016, total awards $1,147,683). Curators are actively engaging undergraduate students in research projects that utilize specimens and genetic resources from the collections, supporting these students with just over $40,000 WFSC Undergraduate Research Funds over the last 5 years. Additionally, the Conway and Prestridge were recently awarded a NSF Thematic Collections Network Grant to digitize vertebrate specimens using 3D scanning technology (total to TAMU $163,000). Collaboration with the Texas A&M Libraries has resulted in the development of an Image Repository that is currently used for field notes, digitized x-rays and specimen photos. These digital archives serve as a means of long-term storage for materials associated with our specimens. The BRTC continues to be an active center for student training. In 2013, we received $5,400 via a TAMU Classroom Instructional Technology Matching Grant to improve teaching technologist at our facility. The BRTC is unique among universities in the USA in offering advanced zoology courses every semester and holding laboratories inside a major research collection. In 2016 we hosted labs for six Department of Wildlife and Fisheries Sciences courses, during spring, summer, and fall semesters. These courses included: WFSC 489- Biology of Gulf Coast Fishes, WFSC 401- Mammalogy, WFSC 402- Ornithology, WFSC 311- Ichthyology, WFSC 315- Herpetology, WFSC 316 Field Herpetology, and WFSC 302- Natural History of the Vertebrates. Collectively these labs totaled 445 students. All these courses are taught by BRTC faculty curators, with their graduate students serving as teaching assistants. While the labs have a dedicated teaching collections which are overseen by BRTC curators, additional material from the research collections is also made available. We also hosted one week of labs for RENR 215 for the Department of Ecosystem Science and Management (225 students) and one lab meeting for ZOOL 107 for the Biology Department (45 students). Internships (WFSC 484/584) were offered in all divisions in 2016 and collectively 6 student interns, 10 student volunteers and 2 non-student volunteers worked in the BRTC. Each intern and volunteer had their own specific project that matched their interest in the collection but they also assisted in daily operations of the collection such as shelving, label stuffing, housekeeping, and loan preparation. In addition to unpaid interns and volunteers, the BRTC employed 5 undergraduate students and 1 graduate student on a part-time basis.

Curatorial Staff 2016

Kevin W. Conway, Faculty Curator of Fishes Norm O. Dronen, Faculty Curator of Parasites Lee A. Fitzgerald, Faculty Curator of Reptiles and Amphibians 16

Toby J. Hibbitts, Curator of Reptiles and Amphibians Jessica E. Light, Faculty Curator of Mammals Heather Prestridge, Curator of Fishes Gary Voelker, Faculty Curator of Birds Mary K. Wicksten, Faculty Curator of Marine Invertebrates Emeritus Curators 2016 John D. McEachran, Faculty Curator Emeritus of Fishes Keith A. Arnold, Faculty Curator Emeritus of Birds Current Projects CSBR: Ownership Transfer: Rehabilitation and digitization of a significant collection of amphibians, reptiles, and fishes through institutional networking (NSF-CSBR 1458281) (Fitzgerald, Conway, Hibbitts, Prestridge): With support from the National Science Foundation and in collaboration with colleagues at West Texas A&M, the collections of fishes, amphibians and reptiles at WTAMU are being relocated and incorporated into the collections at the BRTC. Phylogenetic relationships of clingfishes (Conway): Conway’s lab is investigating phylogenetic relationships as part of an ongoing NSF funded collaborative project on clingfish adhesion. This has provided funding for field research throughout the Caribbean, Japan and Australasia. To date specimens from Australia, New Zealand, Trinidad, Dominica, and Japan have been deposited at the BRTC. Diversity of Texas minnows (Conway): Conway’s lab is investigating morphological and genetic diversity within a number of widespread North American minnows (including some endemic to Texas). This involves collecting throughout the drainage basins of Texas to obtain both fresh material and tissue samples. Recent funding from TPWD will support fieldwork within the Rio Grande drainage. All material is being deposited at the BRTC. Trophic adaptations for Algivory in North American cyprinids (Mock): In collaboration with employees at the USFWS San Marcos Aquatic Resource Center, Conway and graduate student Iliana Mock are investigating the ontogeny of the trophic apparatus in the Federally threatened Devils River minnow (Dionda diaboli) in order to better understand early dietary shifts (from planktivory to algivory) that may help to improve captive propagation protocols. Mock and Conway are also using BRTC specimens to investigate trophic anatomy across members of the North American minnow clade to better understand adaptations for algivory. Ontogeny and Evolution of the catfish stinger (Kubicek): Graduate student Kole Kubicek is using BRTC specimens to investigate the development and evolution of the defensive (and sometimes venomous) pectoral-fin spine complex of catfishes. Numerous questions remain about how the defensive spines of catfishes develop from regular fin rays and Kole is using a combined ontogenetic and phylogenetic approach to answer some of these questions. There are broader implications of his work for better understanding the phylogenetic relationships of catfishes. Kole’s efforts are also helping to grow and diversify the collection of skeletal material housed within the Collection of Fishes. Dune Sagebrush Lizard (Sceloporus arenicolus) Distribution and Population (Ryberg, Hibbitts, Fitzgerald): The BRTC continues its involvement in a long-term research project on the ecology and conservation biology of the Dunes Sagebrush Lizard. In this current project, in partnership with the Institute for Renewable and Natural Resources, we are testing approaches for translocation of the species into formerly occupied habitat within its historic range.

Home Range Size, Habitat Use, and Systematics of the Reticulate Collared Lizard, Crotaphytus reticulatus in Southern Texas (Hibbitts, Ryberg, Voelker): We are using GPS telemetry technology to determine the home range and habitat use of the Reticulate Collared Lizard. We are also doing range-wide surveys in Texas to determine the current distribution. Tissues have been taken from all captured lizards to investigate the genetic structure of Texas populations and all tissue vouchers for this study are being deposited at the BRTC.

Nile Crocodile Conservation (Fitzgerald, Bourquin and Shacks): Fitzgerald is collaborating with Dr. Sven Bourquin of Blue Flag Programme, South Africa, and environmental consultant Vince Shacks on long-term research and monitoring of Nile Crocodiles in the Okavango River, Botswana. This research is aimed at monitoring population size and structure of the crocodile population and understanding ecological drivers of human-crocodile conflict. Dune Sagebrush Lizard Genetics (Fitzgerald and Chan) In collaboration with Dr. Lauren Chan, Pacific University, Fitzgerald is working on conservation genetics of the dunes sagebrush lizard and other lizard species in the Mescalero-Monahans Sandhills ecosystem. We are approaching conservation genetics in this system at the levels of relatedness across localized populations, landscape genetics, and phylogeographic patterns across the species’ range. Caribbean teiid lizard conservation (Angeli, Fitzgerald): Fitzgerald and his PhD student Nicole Angeli, Smithsonian predoctoral Fellow, are continuing work on repatriation of the endangered St. Croix Ground Lizard to St. Croix from offshore keys where the species has survived. After establishing a new population on Buck Island, current efforts are aimed at studies of habitat suitability on St. Croix and establishment of repatriation sites where invasive mongoose may be controlled. Other work includes phylogenetics of Caribbean Teiidae, and physiological ecology of Ameiva species in Puerto Rico and St. Croix Effects of road fragmentation on Taiwan herpetofauna (Chyn, Fitzgerald, DN Lin): Fitzgerald and his PhD student Kristina Chyn, currently Fulbright Scholar and Mr. DN Lin, Taiwan Endemic Species Research Institute, are working on species distribution modeling of roadkill hotspots in Taiwan. This work is also providing a source of salvaged specimens to be used as voucher material and for studies of diet and reproduction of various species. Community ecology of Chaco amphibians (Schalk, Fitzgerald): Fitzgerald’s PhD student Chris Schalk completed work on his dissertation on the ecology of frog communities in the Bolivian Chaco. Dr. Schalk graduated in 2016. This work has resulted in publications listed in BRTC bibliography. The Reptiles of Paraguay book project (Cacciali, Scott, Aquino Ortiz, Fitzgerald, Smith): “The Reptiles of Paraguay: Literature, Distribution, and an Annotated Taxonomic Checklist” was published as a Special Publication of the Museum of Southwestern Biology (11:1-373.). Distribution, Systematics, and Population Ecology of the Spot-tailed Earless Lizard (Hibbitts, Ryberg, Voelker): We are working with the University of Texas this project to determine the status of the species in the state. Specifically, we are doing distribution surveys, mark-recapture, systematics, and radio telemetry. All of this data is being collected to help inform a species status assessment being performed by the USFWS. Amphibian and Reptile surveys at Laughlin AFB and Kingsville NAS (Ryberg and Hibbitts): The BRTC is partnering with the Institute for Renewable and Natural Resources to conduct surveys of the herpetofauna of the two listed bases. Desert Massasauga Population, Movement, and Habitat Management for Kirtland Air Force Base (Ryberg, Hibbitts): We are using trapping to investigate the population size of Massasaugas on the base as well as using radio telemetry to determine movement patterns and habitat use. Houston Toad monitoring for the Bryan district of Texas Department of Transportation (TXDOT) (Prestridge and Hibbitts): We are monitoring potential breeding sites for Houston Toads along roads in the Bryan district of TXDOT. This involves the placement of automated sound recorders to determine presence of chorusing toads at future sites in need of construction/expansion. East Foundation (EWF) Biodiversity Assessment (Hibbitts, Light, Voelker): During year three of this project, three grad students and four field technicians were employed. A total of 650 amphibians and reptiles, 648 birds, and 430 mammals have been collected and deposited at the BRTC. In addition to building a research and teaching collection of vertebrate specimens, work on avian malaria and other parasites, blood gases, a natural history study of Least Grebes, mammal ectoparasites and tick- borne pathogens, pocket gopher and herpetological associations are part of this research. Graduate student Aleyda Galán successfully defended her thesis work assessing East Foundation mammalian diversity in October, 2016. Aleyda’s work will be submitted to peer-reviewed journals for publication in 2017; her work includes results of the biodiversity assessment, quantification of mammal ectoparasites and tick-borne pathogens, and pocket gopher and herpetofauna associations. Graduate student John Pistone also defended his thesis in October, 2016 and graduated in December, 2016. John is currently working his research up for publication and is currently employed by the East Foundation to collect additional bird specimens. 18

Avian Malaria (Voelker): Voelker’s lab is investigating the distribution and prevalence of avian malaria across Africa (D.R. Congo, Benin, Malawi and South Africa) and Europe. In support of this endeavor, Voelker visited Italy with Italian colleagues, taking blood samples from nearly 400 birds. The first paper stemming from this collaboration was published in 2015. A paper giving an overview of what we know about avian malaria in Africa has now been published. Phylogeography of Eurasian birds (Voelker): Voelker’s lab is working in collaboration with Dr. Sergei Drovetski (USNM) and others on the phylogeography of selected bird species, for which they have extensive samples from Europe and Russia. Several papers from this collaboration have been published and we have identified at least six other species to begin working with. Phylogeography of African birds (Voelker): Voelker’s lab is working on selected Afro-tropical forest birds, assessing genetic variation in the context of forest dynamics through time. The lab is also working in collaboration with Dr. Rauri Bowie (UC- Berkeley) on a large suite of arid-adapted species, assessing systematic relationships and genetic variation in the context of shifting arid-zone habitats through time. Numerous papers have been published on these themes and data for additional papers is being analyzed. Avian Lice (Light, Voelker): Light and Voelker labs are investigating the distribution and prevalence of avian lice across Africa (Benin, D.R. Congo [DRC] and South Africa). This research complements other African work in the Voelker lab. Light Master’s student Caitlin Nessner successfully led the effort to publish a study examining DRC louse diversity and this work was published in early 2016 (Light et al. 2016). For her Master’s research, Light Master’s student Oona Takano led the effort to examine avian louse diversity in Benin, South Africa, and across sub-Saharan Africa. In collaboration with an undergraduate student, Oona successfully submitted the Benin research, which is now in press at Journal of Parasitology (Takano et al. in press). Work examining South Africa and sub-Saharan Africa is in preparation for submission to peer-reviewed journals and a paper focused on lice from birds collected in Benin has been accepted for publication. Trans-pecos Bird Surveys (Prestridge and Voelker): While many areas of North America are well documented with modern specimens, the Chihuahuan Desert and Tamaulipan Bird Conservation regions, which span portions of Texas and Mexico, are not. In early 2016, we began survey efforts at Elephant Mountain, Black Gap and Sierra Diablo Wildlife Management area. To date we have added 170 specimens to the collection from these surveys, many of which are the first specimens from the region in over 50 years. A paper describing some of these specimens has now been published. TPWD Game Warden Teaching collection (Prestridge and Voelker): The Collection of Birds is overseeing the preparation of specimens to be sent to the Game Warden Academy for use in their Cadet training classes. Annual visits have been made to the academy to present to the new cadet classes regarding the importance of collections and educate as to how scientific collectors will appear in the field. Rodent Parasites Across a Latitudinal Gradient (Light PhD student Whitney Preisser): Whitney is examining how parasite diversity (specifically parasites of cricetid rodents) varies across latitudes for her dissertation research. This work involves mammal collection (to date, Whitney has collected in Texas, Nebraska, Mexico, Costa Rica, and Canada), with nearly all specimens being deposited in the BRTC. Morphological Diversity in Central America (Light PhD student Adrian Castellanos): For his dissertation research, Adrian is conducting a comparative phylogeographic study across Central America, concentrating his investigation on the variegated squirrel and the gray four-eyed opossum. He is using museum specimens (some from the BRTC) to obtain both molecular and morphological data for analysis. The Mexican Plateau and Small Mammal Diversity (Light, Fernández): In collaboration with Jesús Fernández (Universidad Nacional Autónoma de Chihuahua), we are exploring small mammal diversity and diversification across the Mexican Plateau. This work involves specimen collection (with vouchers staying in Mexico) and molecular work. Two PhD students (Preisser and Castellanos) are participating in this work. Population Genetics and Phylogeography of Pocket Gophers (Light). The Light lab continues to investigate relationships among pocket gophers and their parasitic lice (at the population level as well as across large geographic distributions). Current work is focused on finalizing a phylogeographic assessment of Geomys breviceps and submitting multiple grant proposals to explore both pocket gopher and chewing louse population genetics.

Phylogeography of the Heermann’s kangaroo rat (Light MS student Bridgett Downs): Bridgett is exploring the phylogeography of Dipodomys heermanni (Heermann’s kangaroo rat) for her Master’s research. This rodent is distributed solely in California and Bridgett will be using museum specimens (tissues and skulls for genetic and morphological work, respectively) to explore relationships across the distribution of this species. Image repository (Prestridge): Collaborative efforts between the Texas A&M Libraries and the BRTC (Prestridge) have continued to include an image repository for field notes and cataloged archived at the BRTC. The collection currently contains all of William B. Davis’ field notes and catalogs as well as Dr. James R. Dixons’ herpetological catalog and notes. We are developing a means for remote entry for images and data to archive digital images of BRTC specimens. Collections status: Collection of Fishes

We added a total of 5,853 specimens (representing 1,829 lots) to the Collection of Fishes in 2016. This brings the total number of specimens in this collection to over 784,341, distributed across 52,095 individual lots. A total of 51 tissue samples were collected and accessioned from voucher material incorporated in 2016 bringing the collection of tissues to 2,793. As of December 2016, our material now represents 3,880 species of fishes, from 1,535 genera and 360 families. Amongst the material accessioned in 2016 were collections from Texas localities plus international collections from New Zealand, Australia and Thailand. We also officially accessioned the West Texas A&M collection of fishes. With support from the National Science Foundation these fishes will be sorted into lots and cataloged in 2017. Notable specimens added to the collection in 2016 include paratype specimens of Psilorhynchus tysoni, a new species of torrent minnow from South Asia described by Conway with help from Amanda Pinion, an undergraduate in the Wildlife and Fisheries Department. Additionally, collections by Conway and colleagues in Australia resulted in the addition of eight new species not previously represented in our collections, three of which are not represented in any other collections in the USA.

During 2016, the Collection of Fishes oversaw a total of 32 (over twice the total number of loans from 2015) traditional loans to institutions including NOAA, the Smithsonian Institution, and the University of Washington. We processed one gift exchange of specimens to the Auckland War Memorial Museum in New Zealand. We also hosted onsite research visitors (including researchers from NOAA, Texas Parks and Wildlife Department, and SCRIPPS). Virtual data requested via Fish Net II included a total of 182,064 queries that returned a total of 7,484,797 records from our collections.

The Collection of Fishes continues to collaborate with NOAA researchers to receive specimens from their ground fish cruises in the Gulf of Mexico. These specimens arrive at the BRTC on ice, which permits collection of tissue samples suitable for genetic investigation prior to voucher incorporation into the collection. Ichthyological fieldwork was conducted in freshwater and marine habitats by faculty, staff and students associated with the collection throughout the United States, including Texas (Brazos, Neches, Colorado, Nueces, and Rio Grande drainages, and the Texas Gulf Coast) as well as in New Zealand, Australia, and Dominica.

In 2016, the Collection of Fishes oversaw one departmental intern and three undergraduate student workers.

Collection of Amphibians and Reptiles

We added 2,066 specimens to the herpetology collection that now totals 102,424 specimens. Our collection currently contains 2,441 species representing 103 families. The herpetology collection hosted 8 research visitors and processed a total of 12 loans to institutions including: Sam Houston State University, University of Texas Arlington, Whittier College, University of Southern Mississippi, Indiana University, Midwestern State University, Mississippi State University, University of Texas Rio Grande Valley, and University of Washington. Major accessions were from South Texas and the Monahans Sands of Texas. We also acquired a significant portion of the collection from West Texas A&M University, which consists of approximately 15,000 specimens. We currently have all of their specimens that were housed in five gallon buckets cataloged and have additional specimens waiting to be transferred to ethanol and organized for accession into the collection. Also added to the collection this year were 3 specimens of critically endangered St. Croix Ground Lizard (Ameiva polops), specimens of Ameiva exsul and the rare A. wetmorei from Puerto Rico, and one specimen of Louisiana Pine Snake (Pituophis ruthveni), one of the rarest snakes in North America.

The faculty and staff curators for the Collection of Amphibians and Reptiles supervised five PhD students, two M.Sc. students, three undergraduate interns two undergraduate student volunteers and one undergraduate student worker in 2016.

Collection of Mammals As of December 2016, the mammal collection contains 64,481 specimens (520 specimens were added in 2016) representing approximately 1,002 species, 418 genera, 93 families, and 22 orders. All of the 13 orders considered to occur in North America are represented in this collection. The largest holdings (>40% each) are for the orders Rodentia and Chiroptera. The majority of these specimens consist of skins and skeletal material prepared by standard museum procedures. The Collection also contains 284 pelts, 12,000 whole specimens preserved in alcohol, and 1,410 phalli or bacula. We added 520 specimens to the mammal division this year. The Mammal Division filled 13 loans to various institutions in the United States (e.g., McMurry University, University of California, Berkeley, University of Alaska, Angelo State University, Mississippi State University, and Texas Tech University). Numerous specimens from the research collection were used to support undergraduate teaching (WFSC 302 and 401). We processed 10 information requests from researchers from institutions such as Angelo State University, University of New Mexico, Tarleton State, Louisiana State University, Texas Parks and Wildlife, and University of California, Berkeley. The Mammal Division welcomed approximately 4 visitors to the collection this year. Visitors represented the following institutions: Angelo State University, New Mexico State University, and Texas A&M University. The Collection of Mammals oversaw one graduate assistant, one undergraduate student intern, and four undergraduate student volunteers in 2016. Collection of Birds We added a total of 1,197 bird specimens to the collection in 2016 bringing the grand total of specimens in the collection to 24,180. Taxonomically, the collection now represents 1,664 species, 787 genera, and 164 families. Of particular note was the description by Faculty Curator Voelker of 2 new species of Forest Robin (Stiphrornis rudderi and Stiphrornis dahomeyensis), from our past collecting efforts in Benin and the Democratic Republic of the Congo. The holotypes of these new species, as well as the paratype series are housed in our collections. Also of note was the addition of the collection of birds from Guadalupe Mountains National Park; these specimens were collected as part of a survey of breeding birds which served as the dissertation for George Newman who earned his PhD under the supervision of Curator Emeritus Dr. Keith Arnold at Texas A&M University in 1975. And, several unique and important specimens were added to the collection in 2016 including the first specimen record for Slate-throated Redstart for the state of Texas, one specimen each of rare and federally endangered Whooping Crane and Golden-cheeked Warbler. Domestic fieldwork was conducted in the Trans-pecos and South Texas regions of Texas. International fieldwork was conducted in Italy, where Voelker continues his collaborative work on avian phylogeography and malaria. A total of 234 traditional information requests were processed. Nine loans were made to various institutions within the states and numerous specimens from the research collection were used to support teaching WFSC 402 and 302. Digitally, all specimen taxonomy has been standardized according to the new Birds of the World (2014) reference. Specimens in the collection are in the process of being physically reordered according to this new reference. The Collection of Birds oversaw one graduate assistant, three undergraduate student volunteers and one undergraduate student worker in 2016. Collection of Marine Invertebrates During 2016, we acquired a fireproof cabinet for our paratype specimens of amphipods, polychaete worms, and decapod crustaceans. All of the specimens were topped off and the ethanol was completely replaced for the paratypes and selected rare deep-sea specimens. With Dr. Keiji Baba of Japan, Dr. Wicksten co-authored a scientific paper describing six new species of deep-sea squat lobsters (Uropthychus), one of which has only been collected by TAMU expeditions and which is associated with an unknown species of golden soft coral (Chrysogorgia). Yet another new species of this squat lobster has been found among the TAMU specimens and will be described. Dr. Wicksten provided a pincer of a flatback lobster, genus Polycheles, for a comparative display of crustacean pincers at the Humboldt Museum in Berlin, Germany. Ferran Perraro, British Museum of

Natural History, borrowed a large series of specimens of slipper lobsters, (Scyallarus, adults and larvae), for a world-wide study on the family Scyllaridae. She used specimens of deep-sea giant sea spiders (Colossendeis), fang-claw lobsters( Acanthocaris) and "sea pigs" (actually a form of sea cucumber, genus Deima) for display to the Department of Biology “chalk talk” series and the fall meeting of the Explorers Club. Numerous shells from the collection currently are on display at the Brazos Museum of Natural History's presentation “Shells: The Elegant Armor of Mollusks” (Nov. 17 2016-18 March 2017). With Matthew McClure, Lamar University at Orange, Dr. Wicksten and her undergraduate students are examining specimens, studying salinity tolerances, and investigating a zone of potential hybridization in the common marsh shrimps, genus Palaemonetes. Collection of Parasites The parasite collection is a working research collection which has concentrated on the endohelminthic parasites of vertebrates. It has had over 115 publications from its holdings and has transferred over 400 specimens (holotypes, paratypes and vouchers) to national/international collections including the United States National Parasite Collection in Beltsville (now housed at the Smithsonian, Washington D.C.), the British National History Museum in London and the Harold W. Manter Collection at Lincoln, Nebraska. Recent acquisitions and activities at parasite research collection include:

 53 specimens provided by Eileen Harris, Natural history Museum, London, UK as extended loan for research purposes.  400 specimens processed and evaluated in support of a publication on the endohelminths of endangered and protected freshwater turtles from Malaysia from loan by Ellis Greiner, Department of Infectious Diseases and Pathology, College of Veterinary Medicine, University of Florida, Gainesville, Florida. Manuscript Summitted to Comparative Parasitology.  Holotype and 4 vouchers permanently deposited in the UNSPC at the Smithsonian, Wahsington D.C. Published in Systematic Parasitology.  5 specimens of the ophidiid cusk-eel, Luciobrotula corethromycter Cohen, 1964, from the Texas A&M Biodiversity Research and Teaching Collection; previously examined yielded 9 specimens of a new species of Helicometra. All specimens (holotype, 5 paratypes, 3 vouchers) of the new species were permanently deposited in the British Museum of Natural History, London, UK. Holotypes, paratypes and voucher specimens of the 33 existing species were borrowed or examined on site from various museums worldwide (the British Museum of Natural History; the United States National Parasite Collection, Smithsonian National Museum of Natural History, Washington, DC, USA; the Harold W. Manter Laboratory of Parasitology, University of Nebraska-Lincoln, Lincoln, NE, USA; and the Colección Nacional de helmintos, Instituto de Biología, Universidad Nacional Autónoma de México, Mexico City, Mexico.) for comparisons to the new species and used in support of a publication in Marine Biodiversity. All barrowed specimens were returned to their respective museums.  The following specimens from the United States National Parasite Collection, Beltsville, Maryland, USA (USNPC, now housed at the Smithsonian National Museum of Natural History, Washington D.C., USA); the Harold W. Manter Laboratory, University of Nebraska, Lincoln, Nebraska, USA (HWML); the Natural History Museum, London, UK and the Laboratory of Parasitology Collection (ND) at the Biodiversity Research and Teaching Collection, Department of Wildlife and Fisheries Sciences, Texas A&M University, College Station, Texas, USA were barrowed and examined in support of a publication of a monograph in Zootaxa: Allopyge undulatus (USNPC 037166.00), Allopyge sp. (NHMUK 1979.3.1.9–10), Cyclocoelum bivesiculatum (NHMUK 1952.12.17.58–67, 1980.6.3.96–98, 1981.2.11.97, 1983.10.10.2), C. microstomum (NHMUK 1952.12.5.161), C. mutabile (USNPC 024905.00; NHMUK 1964.8.25.14–15, 1984.7.7.3, 1984.10.9.18–19, 1988.2.29.4, 1991.7.11.41), C. obscurum (USNPC 075304.00, 084775.00; NHMUK 1965.7.27.9–11, 1979.4.10.132–133, 1980.6.3.136–138, 1982.5.21.146, 1992.6.25.9–11; ND 77a-117a), C. (=Hyptiasmus) oculeus (NHMUK 1952.12.5.162–163), C. phasidi (NHMUK 1946.12.20.20–23), C. (=Morishitium) polonicum (NHMUK 1983.9.30.3–37), C. problematicum (NHMUK 1922.10.25.98–99), C. pseudocotyleum (NHMUK 1973.12.11.61–65), C. vanelli (NHMUK 1920.8.26.1–2), Cyclocoelum sp. (NHMUK 1956.9.16.400–401, 1956.11.16.125, 1977.3.28.118–124, 2012.7; HWML 11775, 41216, 42309; ND 71-226-1–6), Haematotrephus (=Cyclocoelum) kossacki (NHMUK 1975.2.24.117–119), H. (= Cyclocoelum) lanceolatum (USNPC 078879.00; NHMUK 1991.7.11.50), H. limnodromi (HWML 48259–61), H. selfi (HWML 48493, 48494, 48495, 48496), H. (= Cyclocoelum) tringae (NHMUK 1990.1.10.1–7), H. (=Cyclocoelum) vanelli (NHMUK 1970.8.26.1–2), Haematotrephus sp. (NHMUK 1953.10.8.3–5, 1975.2.24.117–119, 1982.5.20.42–56, 1982.5.21.109–111, 1982.5.21.117, 1986.7.14.11; HWML 43005b, 41280, 48497; ND 77-426-7), Ophthalmophagus bucephali (HWML 21790, 48164), Ophthalmophagus sp. (HWML 1501), Morishitium urocissae (USNPC 107953.00, 107954.00, 107955.00), Morishitium sp. (HWML 43005a, 43009, 42237; ND 77a-117–118), Neoallopyge americanensis (USNPC 094819.00, 094820.00), Neohaematotrephus sp. (HWML 11775, 30407, 43007), Selfcoelum limnodromi (HWML 41212, 48162, 48163), Szidatitrema yamaguti (HWML 48329– 22

48331; USNPC 96975), Uvitellina iraquensis (NHMUK 2012.7.13.1, 2012.7.2-3, 2012.7.4-6), U. himantopi (USNPC 106940.00, 106941.00, 106942.00), Wardianum catoptrophori (HWML 48370), and unidentified cyclocoelids (NHMUK 1946.12.20.24–25).  Holotype, paratypes and vouchers were permanently deposited in the British Museum of Natural History, London, UK and 3 vouchers were deposited in the Zoology Department Museum, Faculty of Sciences, South Valley University (SUV), Qena, Egypt in support of a publication in Zootaxa.  Fourty-one specimens of Uvitellina iraquensis Dronen, Ali & Al-Amura from birds that were provided by Dr. Hiba Saad and Dr. Atheer H. Ali, Basrah University, Iraq from a location in Iraq were permanently deposited in the British Museum of Natural History in support of a manuscript currently accepted at Zootaxa.  Processed 55 unidentified telochid specimens collected by William Wardle, Texas A&M University at Galveston from Green sea turtles stranded off Galveston in the Gulf of Mexico were curatyed by Norm Dronen.

The collection also continues to grow as a teaching resource and has added approximately 75+ specimens to the parasite teaching collection. In preparation for the move of WFSC to a new building at the west campus we are currently reorganizing and curating the parasite collection to streamline its contents for ease of moving. We are also trying to digitize and re-box the collection. The Collection of Parasites received $5,000 from the Schubot Bird Foundation for bird parasite studies for the upcoming year. BRTC Funding: University Support In FY 16 the BRTC received $5,000 from student generated fees and $1,385 from the Department of Wildlife and Fisheries Sciences. Funds were used to support the general mission of the BRTC including shipping of loans, management of specimens, and upkeep of collections. The BRTC received an additional $23,000 of departmental support to employ a graduate level Curatorial Assistant and an undergraduate student worker to manage the dermestid beetle colony.

Teaching Use The BRTC is heavily used by undergraduate courses offered by the Department of Wildlife and Fisheries Sciences. While labs are provided with collections of specimens dedicated to teaching, specimens from the research collections are also often utilized for rare species. Laboratory courses taught at the BRTC in 2016 were: WFSC 489/689 – Biology of Gulf Coast Fishes (Summer; 10 students) WFSC 401- Mammalogy (Fall and Spring; 50 students per semester) WFSC 402- Ornithology (Fall and Spring; 45 students per semester) WFSC 311- Ichthyology (Fall – 45 students) WFSC 315- Herpetology (Spring – 30 students) WFSC 316 – Field Herpetology (Spring – 10 students) WFSC 302- Natural History of the Vertebrates (Fall and Spring; 80 students per semester) RENR 215- Ecology, one lab meeting per semester (Fall and Spring; 210 students per semester) ZOOL 107- Zoology, one lab meeting per semester In addition to University labs, the BRTC hosts training classes for the local chapter of Texas Master Naturalists. The program develops local teams of “master volunteers” to provide educational and outreach services aimed at the improved management of natural resources and natural areas within their communities. The group met at the BRTC 5 times in the fall semester and members from the group continue to volunteer their time with us.

Ecological Systems Laboratory The Ecological Systems Laboratory promotes formal exposure to systems analysis and simulation as an integral part of the training of professionals and academicians involved in ecological research or natural resource management. Systems analysis refers both to a general problem-solving philosophy and to a collection of quantitative techniques, including simulation, developed specifically to address problems related to the functioning of complex systems. Workshops on the use of systems analysis and simulation in ecology and natural resource management which are cosponsored by WFSC, the International Society for Ecological Modeling, and a host institution and are offered in either English or Spanish.

External Program Accreditations The WFSC department is based on a Land Grant system of institutional funding of academic and program enhancement as well as external grants from a variety of sources including non-state funds, contracts, donations, endowments, and other funding sources. Funding for Advising Services merged to 240915 beginning FY2013

Teaching and Research budgets (Extension not included – academic programs only) Note: Funding for Advising Services merged to 240915

Current Teaching/Research Faculty by Rank and Average Salary Department Head N=1 $171,813 12 month appointment

Full Professors N=13 Salary Range ($105,514 - $182,500) Average = $137,866 9 month appointment (1), 10 month appointment (5), 12 month appointment (7)

Associate Professors N=6 Salary Range ($83,369 - $102,086) Average = $93,912 10 month appointment (4) and 12 moth appointment (2)

Assistant Professors N=2 Salary Range $78,000 Average $78,000 10 month appointment (2)

Note: Only Assistant professors have been hired at less than 12 months. All associate and full professors on compressed salary have done so as part of an incentive plan, keeping their 12-month salary, however on a less than 12 month appointment.

Date of last APR external review February, 17, 2011

Analysis

The 2011 Program Review identified five areas the Department needed to consider. These were: 1) lack of cohesive vision and communication, 2) inadequate laboratory and office space, 3) limits on the Texas Cooperative Wildlife Collections (TCWC), 4) lack of a single building, and 5) limited funding for graduate assistantships. The cohesive vision and communication has been a priority since becoming Department Head in 2012. WFSC has developed a new strategic plan (2015) that is guiding the department through the loss of faculty, sets a course for future hires (i.e., two hired and one in progress), and outlines an increased emphasis in specific programmatic areas. WFSC has completed an internal revision of our undergraduate fisheries curriculum and are now conducting a review and potential revision of our undergraduate wildlife curriculum with the assistance of the TAMU Center for Teaching Excellence. The review is also looking at implementing better assessment procedures, with some improved procedures already executed. We implemented two social events (i.e., fall picnic and holiday social), coordinate with the student clubs for events and awards and have one or two faculty present a programmatic update at each month’s faculty meeting so faculty have a better understand each other’s research. Established guidelines of conduct for faculty and staff have been agreed upon and communicated to the entire department. We see much improvement in civility and collegiality but it is still a work in progress. We have supported the TCWC through supplementary funding, renamed the facility the Biosystematics Research and Teaching Center (BRTC) to align with its broadened mission, and added a collections endowment priority for potential donors. WFSC with three other departments proposed a single collections building with public displays (i.e., museum) for funding under the Capital Campaign. The University and COALS have built a new building for WFSC on west campus near several other COALS departments and WFSC will move into this new facility in May – June 2017. The new building will have state-of-the-art research laboratories, 27 teaching laboratories, and offices. This will be the first time since the 1970’s that the faculty, staff, and students will all be together in one building. The new facilities should greatly enhance research, help attract new faculty, and boost collegiality and multidisciplinary collaborations. Limited graduate assistantships are still an issue and a priority. Under a revised tuition sharing funding stream (i.e., IEEF), we have been able to fund a few more Graduate Teaching Assistantships (GTA) and support other student related activities. We have also been able to support GTA through Distance Education (DE) funds when DE enrollment is sufficient.

Academic Programs and Curricula Programs offered Wildlife and Fisheries Sciences graduate programs degrees prepare students for careers with academic institutions, governmental agencies and private business/industry. Studies in environmental conservation and education are available to those students interested in preparing themselves for public service in a number of fields other than research and management.

 The Masters thesis option and Doctoral programs require a strong background in the basic and applied agricultural and life sciences, particularly as they relate to whole-organism biological systems. Graduate study in the Department of Wildlife and Fisheries Sciences normally requires some breadth in several disciplines, which differ among courses of study and are dependent on candidate background. The academic program of study is tailored to the background and educational goals of each degree candidate in consultation with his or her Graduate Advisory Committee. These programs involve intensive research and the resulting thesis or dissertation must demonstrate a superior knowledge and understanding of the subject area.  The non-thesis Master of Wildlife Science (MWS) and Master of Natural Resource Development (MNRD) degree programs are designed to give students broad academic training combined with practical experience, to develop problem-solving and management skills. The non-thesis degrees are primarily offered as a distance education program. These degree options are designed for students who are employed as natural resource professionals and cannot relocate to TAMU campus. The Department of Wildlife and Fisheries Sciences has a residency requirement for all M.S. and Ph.D. students. Master of Science students must complete, on the campus at College Station, 9 credit hours during one semester. Students who enter the doctoral degree programs with baccalaureate degrees must spend four semesters, of 9 hours each, on the campus at College Station. Students who hold master’s degrees when they enter doctoral degree programs must spend two semesters, of 9 hours each, in resident study on the campus. A semester may be fall, spring, a 10-week summer semester, or two 5-week summer terms. Full-time staff members of the university or of closely affiliated organizations stationed on the campus at College Station may fulfill residency requirements by completion of less-than-full course loads. Any exception to these rules must be approved in writing by the department head and the Office of Graduate and Professional Studies. Research activities in the department involve vertebrates, invertebrates, plants and natural-resource systems, and span the broad fields of wildlife ecology and management, fisheries ecology and management, aquaculture, biodiversity and systematics, conservation education/museum science and the human dimensions of wildlife and fisheries resource management. Research in these fields is supported by disciplinary expertise in autecology and synecology, evolutionary biology, resource sociology, animal behavior, physiology, animal diseases and parasitology, bioenergetics, nutrition, genetics, and systems analysis and modeling. Although much of the research program is without geographic bounds, the more site-specific aspects of the program focus on Texas, Mexico and the neotropics. Facilities for research and graduate education include over forty laboratories with modern and sophisticated scientific instrumentation; an NSF-sponsored Center for Biosystematics and Biodiversity; the Biodiversity Research and Teaching Collections, which is among the largest collections of animals and genetic tissues in the New World; the Marine Mammal Research Facilities at Galveston; and an Aquaculture Research and Teaching Facility (laboratory and ponds) devoted to study of fish and invertebrate production for food and sport fishing. Field studies may be conducted at the Texas A&M University System’s off-campus research and extension centers. Texas A&M is a member of the Archbold Tropical Research Center on the Caribbean island of Dominica. Graduate students are eligible to apply for usage of laboratory and field facilities at both of these locations. Some faculty members in the Department of Wildlife and Fisheries Sciences have appointments on the intercollegiate faculties of Genetics, Ecology, Nutrition and Toxicology; graduate students are eligible to seek degrees in those areas. The department also encourages interdisciplinary research efforts with other departments and within the Institutes of Marine Life Sciences and Renewable Natural Resources.

Masters Degree The M.S. degree requires a thesis to be written based on original research. At least 32 credit hours of approved credits are required on the degree plan. The MWS and MNRD degrees are non-thesis degrees but require the writing of a professional paper. At least 36 credit hours of approved courses are required on the degree plan for these non-thesis degrees. All Master’s degrees require at least 18 hours of regular graded (non-research, non-variable credit) coursework, taken at TAMU, on the degree plan. A Master’s degree can have no more than a combination of 8 hours of 691 (Research) and 684 (Professional Internship) or a combination of 12 hours from 684, 685 (Directed Studies), 690 (Theory of Research), 691, 693 (Professional Paper), or 695 (Frontiers of Research). In addition to the combination requirements stated above, degrees are also limited to 8 hours of 685, 3 hours of 690, 6 hours of 693, 3 hours of 695, 2 hours of 681 (Seminar), and 9 hours of advanced undergraduate courses (300 or 400 level). Up to 4 hours of 684 can be counted on a non-thesis degree but not 691 hours. The maximum number of transfer credits cannot exceed 12 hours, with approval of the committee, department, and OGAPS. Master’s students are also required to take 2 seminar courses and have a maximum of 7 years to complete their degree. Graduate students are not permitted to use correspondence, continuing education, or extension courses on their degree plan. All graduate students, with the exception of those pursuing the non-thesis Master’s degrees, must be continuously enrolled with at least 1 hour each Fall and Spring semester until graduation. Summer enrollment is only necessary for August graduation. Students admitted into a degree-seeking program will not be allowed to use more than 12 hours earned while under non-degree- seeking status. Doctoral Degree

The Ph.D. degree plan requires at least 64 hours of coursework for students who have completed an approved Master’s or other advanced degree. Students without a Master’s degree require 96 hours of coursework on the degree plan. The department requires a minimum of 18 credit hours (for students with an M.S. degree) or 36 credit hours (for students without an M.S.) of regular graded coursework taken at TAMU on the Ph.D. degree plan. Justification for exception to this rule should be prepared by the student and advisor(s), endorsed by the student’s advisory committee and included when submitting the degree plan. Ph.D. students also are required to take a minimum of 2 seminar courses, but are not bound by the same degree plan combination or transfer limitations as described above for Master’s students. Ph.D. students have 10 consecutive calendar years to complete their degree. Once a Ph.D. student reaches 99 hours and/or 21 semesters (including summers) they will be charged out-of-state tuition. Undergraduate

The Department of Wildlife and Fisheries Sciences uses the latest in the ecological and management disciplines to provide the most diverse and progressive education available in the conservation of the earth’s biodiversity. Students in this department are interested in making contributions to solving problems associated with the extinction of species, wildlife recreational uses, food production from aquaculture, environmental education, and urban wildlife and fisheries recreational activities. The conservation and management of wildlife and fisheries resources require resolution of increasingly complex issues that extend far beyond the bounds of classical biology. Contemporary wildlife and fisheries professionals must be well-versed in the life and physical sciences, mathematics, and the language, philosophy and culture. Today’s professionals must have a problem-solving orientation that accommodates animals and their habitats within a larger ecological and socio-economic system. In addition, modern students must be familiar with molecular genetics and the principles of conservation biology. Curricula in wildlife and fisheries sciences are designed to provide both the traditional and contemporary dimensions of academic instruction necessary to transform motivated and intellectually capable students into competent professionals. Program Catalogs

A complete catalog description of degree requirements for the degrees can be found online in the undergraduate and graduate catalog at catalog.tamu.edu.

 B.S. Wildlife and Fisheries Sciences  Aquatic Ecology and Conservation Option  Vertebrate Zoology Option 30

 Wildlife Ecology and Conservation Option  Minor in Wildlife and Fisheries Sciences  Wildlife and Fisheries Sciences Minor  Masters  Master of Natural Resources Development in Natural Resources Development  Master of Science in Wildlife and Fisheries Sciences  Master of Wildlife Science in Wildlife Science  Doctoral  Doctor of Philosophy in Wildlife and Fisheries Sciences Certificate in Military Lands Sustainability

In conjunction with The Texas A&M Institute of Renewable Natural Resources, the Department of Wildlife and Fisheries Sciences offers the Military Sustainability Program which supports the testing and training activities on Defense Department lands through land management and regional planning, research and policy innovations, and education and outreach efforts. These efforts support the twin imperatives of military readiness and land conservation stewardship. The Certificate in Military Lands Sustainability is a unique web-based graduate program (non-thesis) that provides students with an understanding of the interrelationships among ecology, economics, policy, and culture as factors that influence natural resource conservation and management on military lands. Acceptance into the Certificate in Military Lands Sustainability program is competitive. Applicants must hold a B.S. or B.A. degree from an accredited institution, preferably in science, agriculture, engineering, or education. A minimum of 3.0 GPA in the last 60 undergraduate hours is expected but individual exceptions can be made based on professional training and achievements beyond undergraduate study. The program is comprised of coursework in three integrated, multidisciplinary thematic areas of emphasis: land management; policy analysis and development; and cultural competencies and conflict management. The Certificate in Military Lands Sustainability requires the completion of 15 graduate credit hours and serves to complement existing professional graduate degrees offered in the Departments of Ecosystem Sciences and Management (ESSM) and Wildlife and Fisheries Sciences (WFSC). The certificate program and associated graduate degrees employ full use of cyber-learning strategies to afford the greatest flexibility to prospective students, allowing them to pursue a graduate degree without having to be physically located on-campus. The Certificate in Military Lands Sustainability requires completion of 15 graduate credit hours. For students wishing to pursue one of the professional Master’s degree programs in conjunction with the graduate certificate, an additional 22 graduate hours are required (total of 36 credit hours) that includes 6 hours from a professional paper. Coursework will be determined through consultation between the student and the student’s advisory committee based on the academic needs. Up to 12 credit hours (of the required 36) with a grade of B or better from another accredited U.S. institution may be transferred for credit. Once the requirements are completed students will need to contact the Graduate Advisor to verify the requirements have been met and to have the certificate added to their transcript. This must be done before graduation. Students Based in Galveston

The Department of Wildlife and Fisheries Sciences is the home department for graduate students and graduate faculty members who are located in Galveston and whose primary research activities take place away from the College Station campus. Graduate Faculty members of WFSC located at Galveston may solely chair graduate committees but at least one faculty member of WFSC at College Station must serve on those committees. Adjunct Graduate Faculty of WFSC located in Galveston may serve as members of students’ advisory committees or as co-chairs with a WFSC graduate faculty member. At least one WFSC faculty member at College Station must serve on the graduate committee. The same privileges pertain to graduate faculty members in Galveston not affiliated with WFSC. Each student and their major advisor are responsible for adhering to all departmental requirements and processing all documents associated with their graduate program. This includes registration, payment of fees, and acquisition of signatures on degree plans and proposals before submission to the department, as well as compiling and submitting all relevant documents for experimental animal use to the University Laboratory Animal Care Committee. 31

Galveston-based students have the same residency requirement as other students in WFSC. For the M.S. degree, students must complete, on the campus at College Station, 9 credit hours during one regular semester or one 10-week summer semester. For the Ph.D. degree, students who enter with a baccalaureate degree must spend two academic years in resident study on the College Station campus. Students with a master’s degree must spend one academic year in resident study at College Station. In either case, one academic year beyond the first year of graduate study must be in residence on the College Station campus. One academic year may include two adjacent regular semesters or one regular semester and one 10-week summer semester. In all semesters, at least 9 credit hours must be taken to satisfy residency requirements. Program Curricula Courses for B.S. Wildlife and Fisheries Sciences

101. Introduction to Wildlife and Fisheries. (1-0). Credit 1. Introduction to the wildlife and fisheries profession and to alternatives for study in the department. Prerequisite: Open only to students with less than 36 hours at Texas A&M University. Registration through the Department of Wildlife and Fisheries Sciences only. 291. Research. Credit 1 to 4. Research conducted under the direction of faculty member in wildlife and fisheries sciences. May be repeated 3 times for credit. Prerequisites: Freshman or sophomore classification and approval of instructor. 300. Field Studies. Credit 3. Integration of principles of animal and plant ecology with environmental factors to characterize wildlife populations. Intensive analysis of specific areas will emphasize either the development of a wildlife management plan or a general vertebrate natural history survey. Prerequisite: Prior approval of instructor. Cross-listed with ENTO 300. 301. Wildlife and the Changing Environment. (3-0). Credit 3. Using an ecosystem approach, analyzes changes in the North American environment; effects of these changes on wildlife populations; and reviews areas of major, current concern. Prerequisites: Junior or senior classification; restricted to non-majors. 302. Natural History of the Vertebrates. (2-2). Credit 3. Introduction to life histories of fishes, amphibians, reptiles, birds and mammals; covers vertebrate groups on a worldwide scale and emphasizes a comparative approach to the study of adaptation to the environment; topics include behavior, reproduction, feeding specializations, evolutionary history, locomotion, hibernation, migration, endangered species, zoogeography and importance to man; laboratory emphasizes the recognition of Texas vertebrates. Designed for both science and non-science majors. Prerequisites: BIOL 111 and BIOL 112 or BIOL 101 and BIOL 107 or equivalent. 303. Fish and Wildlife Laws and Administration. (3-0). Credit 3. A review and analysis of state and federal laws and international treaties and conventions affecting fish and wildlife; their application and administration; organizational structure of state, federal and international agencies; their objectives, policies and practices. Prerequisite: RENR 205 or BIOL 357; Junior classification. 304. Wildlife and Fisheries Conservation. (3-0). Credit 3. Ecological principles used to conserve and manage wildlife and fisheries resources at the individual, population and community levels; topics include conservation biology, species interactions, animal-habitat relationships, population dynamics and harvesting, habitat management and restoration and human dimensions of fish and wildlife conservation. Prerequisites: RENR 205 and junior or senior classification or approval of instructor. 311. Ichthyology. (2-3). Credit 3. Introduction to the study of fishes, their biology, classification, evolution, distribution, ecology and economic importance. Prerequisite: WFSC 302 or BIOL 318. 315. Herpetology. (2-2). Credit 3. Evolutionary ecology of reptiles and amphibians and conservation biology of the major groups; labs concentrate on the global diversity of herps and the herpetofauna of Texas; foundation for students in wildlife science and biology. Prerequisites: WFSC 302 or approval of instructor; WFSC 302 or BIOL 318. 316. Field Herpetology. (0-3). Credit 1. Field work involving collection and preservation of herpetological specimens; natural history, ecological relations. Available for students enrolled in WFSC 315 who would like to have field trips. Prerequisite: WFSC 315 or registration therein.

327. Wildlife Diseases. (3-0). Credit 3. Basic mechanisms of diseases as they occur in wildlife populations; interplay of habitat requirements, individual physiological requirements and disease producing mechanisms of varied wildlife species. Prerequisite: Junior classification or approval of department head. Cross-listed with VTPB 301. 335. Natural History of the Invertebrates. (3-3). Credit 4. A phylogenetic survey of the invertebrate phyla including their taxonomy, morphology, life histories, ecology, ethology and zoogeography. Field trips may be required for which departmental fees may be assessed to cover costs. 401. General Mammalogy. (2-3). Credit 3. Mammalian biology; evolution, classification, biogeography, reproduction, physiology, ecology, and behavior; focuses on basic concepts necessary for a foundation in both wildlife science and biology. Prerequisites: WFSC 302 or BIOL 318; junior classification. 402. General Ornithology. (2-3). Credit 3. Introduction to study of birds, their structure, classification, geographic distribution, ecological relations and economic status; foundation of wildlife science, also for museum work. Prerequisites: WFSC 302 or BIOL 318; junior classification. 403. Animal Ecology. (2-3). Credit 3. Concepts of animal ecology which emerge at various levels of organization; the ecosystem, the community, the population and the individual; laboratories emphasis on the quantitative analysis of field data and the simulation of population dynamics. Prerequisites: RENR 205 or approval of instructor; junior classification. 404. Aquatic Ecosystems. (3-0). Credit 3. Inland and coastal zone aquatic ecosystems, lower foodweb structure, functioning and influence on living resources; lakes, rivers, estuaries, open bay systems, factors impacting ecosystem health and fisheries; harmful algal blooms, reduced water inflows, eutrophication and hypoxia formation as they affect foodwebs, recruitment of commercially and recreationally important fisheries. Prerequisite: Junior or senior classification or approval of instructor. 405. Urban Wildlife and Fisheries. (3-0). Credit 3. Urban wildlife and fisheries trains students to establish and maintain diverse, self-sustaining urban wildlife and fish populations at levels in harmony with ecological, social, and economic values of the human community and to develop optimal levels of public appreciation and use of urban wildlife and fish resources and associated habitats. Prerequisites: RENR 205; junior or senior classification. 406. Conservation Biology and Wildlife Habitat Management. (3-0). Credit 3. Designed to acquaint the student with major land use practices on lands that produce wildlife, how these influence wildlife production and alterations or manipulations of habitat used to achieve specific wildlife management goals. Prerequisites: WFSC 302; junior or senior classification; wildlife and fisheries sciences major or approval of instructor. 407. Field Wildlife Habitat Management. (0-2). Credit 1. Field and laboratory studies of specific wildlife habitat management practices with special emphasis on those used in Texas; attendance required at four weekend field trips to study wildlife habitat operations. Prerequisite: Concurrent registration in WFSC 406 required. 408. Techniques of Wildlife Management. (2-3). Credit 3. Techniques available to directly and indirectly manipulate wild animal populations to achieve balance between socioeconomic and aesthetic values. Prerequisites: Senior classification; WFSC 403 and WFSC 406 or registration therein or approval of instructor. 409. NATURE in the Classroom: Needed Activities to Understand Resource Ecology. (0-3). Credit 1. Integration of natural resources through conservation ecology programs, utilization of research techniques adaptable for classroom use; field trips to community facilities, gaming strategies and computer simulations. Prerequisites: WFSC 420 or RENR 205 or concurrent enrollment; junior or senior classification. 410. Principles of Fisheries Management. (3-3). Credit 4. Basic knowledge from ichthyology, biology of fishes and limnology related to applied aspects of freshwater and marine fishery science. Management techniques applicable to streams, ponds, reservoirs, estuaries and the oceans. Prerequisites: WFSC 311 and WFSC 414; STAT 302 or concurrent enrollment; or approval of instructor. 414. Ecology of Lakes and Rivers. (3-3). Credit 4. Biological, physical, chemical and geological characteristics of fresh waters; human impacts, which include influence of industrial, domestic, conservation and restoration activities. Prerequisites: CHEM 101 and CHEM 222; PHYS 201; junior or senior classification.

417. Biology of Fishes. (3-3). Credit 4. Fishes’ physiological and morphological adaptations for life in aquatic systems; physiological and behavioral responses of fish to environmental variation. Laboratory emphasizes design, conduct and analysis of virtual experiments featuring “EcoFish,” a simulation model of fish autecology. Prerequisites: WFSC 302 or WFSC 311; WFSC 414; or approval of instructor. 418. Ecology of the Coastal Zone. (3-0). Credit 3. Introduction to the ecosystems that comprise the coastal zone with an emphasis on the role of freshwater inflows; open bay systems are the focus of lectures, but fringing habitats are also discussed; human components of the coastal zone are also discussed including industrial, commercial domestic, conservation and restoration issues. Prerequisite: Junior or senior classification. 419. Wildlife Restoration. (2-3). Credit 3. Study of the fundamentals of the restoration of animal populations and the resources they require; factors that control the distribution and abundances of animals in relation to restoration; and how restoration plans for wildlife are developed. Prerequisite: RENR 205 or equivalent; junior or senior classification or approval of instructor; WFSC 406 and WFSC 407 and ESSM 320 preferred. 420. Ecology and Society. (3-0). Credit 3. Study and compare human and natural ecosystems using diversity, interrelations, cycles, and energy as the conceptional organization; central themes are sustainability, stewardship and science. Prerequisite: Junior or senior classification. 422. Ethology. (3-0). Credit 3. Survey of the control, ontogeny, function and natural selection of behavior in a variety of vertebrate and invertebrate species; interaction between the organism and its environment with regard to the mechanisms and adaptive significance of behavior; evolution of anti-predator, feeding, reproductive and cooperative traits. Prerequisite: BIOL 112 or equivalent. 423. Aquaculture. (3-3). Credit 4. Principles of fish production for stock enhancement and human food. Species of fish used for production, cross-breeding and selection; feeds and feeding of fishes and nutritional and environmental requirements for optimum productivity; effects of fish production on land and water uses as related to conservation. 425. Marine Fisheries. (3-0). Credit 3. Survey of fisheries for marine vertebrates and invertebrates primarily in the Gulf of Mexico and South Atlantic with special emphasis being directed to their biology, economics and management. 426. Aquatic Animal Nutrition. (3-0). Credit 3. Chemistry, digestion, absorption and intermediary metabolism of nutrient classes with special emphasis on their relationship to warm water fish nutrition; determination of nutrient requirements, feed evaluation, feed processing, ration formulation and feeding practices. Prerequisites: CHEM 222; CHEM 227 or equivalent. Taught even years. Cross-listed with MARB 426. 427. Disease Management in Fisheries and Aquaculture. (2-2). Credit 3. Fish and invertebrates of economic importance; factors influencing the maintenance of health for each species group; problems and solutions unique to each phase of aquaculture from breeding to growout; application of routine diagnosis and other management tools. Prerequisite: Junior classification. 433. Molecular Ecology in Wildlife and Fisheries. (3-0). Credit 3. Fundamentals of molecular ecology applied to conservation and management of wildlife and fisheries; presentation and discussion of scientific papers on wildlife and fisheries molecular ecology; topics in conservation, management and aquaculture. Prerequisites: BIOL 112 or equivalent; junior or senior classification. 444. Aquaculture I: Principles and Practices. (3-3). Credit 4. Scientific perspectives concerning major principles associated with fish production under controlled conditions; production techniques associated with prominent species produced via aquaculture throughout the world with emphasis on those cultured in the United States. Prerequisite: Junior or senior classification or approval of instructor. 447. Aquaculture II: Aquatic Animal Nutrition, Feeding and Disease Management. (3-3). Credit 4. Review of scientific perspectives on major aspects of nutrition, diet formulation and feeding of aquatic species in aquaculture; major disease-causing organisms encountered in aquaculture and means of disease prevention and control. Prerequisite: Junior or senior classification or approval of instructor.

448. Fish Ecophysiology. (3-0). Credit 3. Ecological domains and demands placed on physiological performance; physiological mechanisms and control in fishes, interaction of physiological mechanisms with environment, emphasis in adaptive value of physiological traits; analysis of physiology and adaptation with models; process and functional modeling. Prerequisite: WFSC 311 or concurrent enrollment, junior or senior classification or approval of instructor. 449. Professional Aspects of Aquatic Ecology. (3-0). Credit 3. Discipline of aquatic sciences through oral presentation and written documentation; job market expectations, resume preparation, job application, and preparation for and giving an interview. Prerequisite: Junior or senior classification or approval of instructor. 450. Caribbean Conservation. (0-6). Credit 2. Provide experience in and appreciation for diverse tropical habitats and the problems associated with conserving these habitats; design and conduct individual research projects on topics of their choice with approval from the instructors on project design and feasibility. Prerequisites: Concurrent enrollment in ENTO 300 and ENTO 451; junior or senior classification. Cross-listed with ENTO 450. 451. Caribbean Research Seminar. (1-0). Credit 1. Document research activities; keep a journal of activities and research methods during study abroad trips. Prerequisites: Concurrent enrollment in ENTO 300 and ENTO 450; junior or senior classification. Cross-listed with ENTO 451. 454. Amazon Field School. (4-0). Credit 4. Investigation of social and ecological complexities of biodiversity conservation in tropical ecosystems; biological and social science approaches to evaluate causes, consequences and solutions to biodiversity loss through ecology, culture and governance. Prerequisites: Junior or senior classification with a minimum GPA of 2.0 and approval of instructor. Cross Listing: RPTS 454 and VTPB 404. 481. Seminar. (1-0). Credit 1. Oral discussion of selected topics from technical literature on recent advances in the field. Prerequisites: Senior classification in wildlife and fisheries sciences; 6 hours of 300- or 400-level wildlife and fisheries sciences courses. May be repeated for credit. 484. Internship. Credit 1 to 9. Practical experience working in a professional wildlife or fisheries facility. Prerequisite: Approval of department head. 485. Directed Studies. Credit 1 to 3. Individual study and research on selected problem approved by instructor and academic advisor. Prerequisites: Junior or senior classification; approval of department head. 489. Special Topics in… Credit 1 to 4. Selected topics in an identified area of wildlife and fisheries sciences. May be repeated for credit. Prerequisite: Approval of department head. 491. Research. Credit 1 to 6 each semester. Laboratory and/or field research supervised by a faculty member in wildlife and fisheries sciences. Registration in multiple sections of this course are possible within a given semester provided that the per semester credit hour limit is not exceeded. Prerequisites: Junior or senior classification; approval of instructor. Courses for Graduate Wildlife and Fisheries Sciences

602. Field Herpetology. [Taught Spring Only] (0-3). Credit 1. Field work involving collection and preservation of herpetological specimens; natural history, ecological relations. Prerequisites: graduate classification. 603. History of Ecological Thought and Conservation Practice. [Not currently offered] (3-0). Credit 3. Survey of the philosophical roots and evolution of ecological thought and conservation practice; emphasis on theoretical foundations, seminal concepts, classic papers, and historic trends. Prerequisites: Course in general ecology and graduate classification or instructor approval. 604. Ecological Modeling. [Taught Spring Only] (3-0). Credit 3. Philosophical basis, theoretical framework, and practical application of systems analysis and simulation within the context of ecology and natural resource management; emphasis placed on development, evaluation and use of simulation models by students. Prerequisite: Approval of instructor. 605. Community Ecology. [Taught Fall Only] (3-0). Credit 3. Overview and in-depth knowledge of community ecology; historical development; current issues, methodologies, and practical applications in natural resource management, biological

35 conservation, agriculture, and human health; practice critical thinking, communication skills, and professionalism. Prerequisite: Graduate classification. 607. Environmental Conflict Management. [Not currently offered] (3-0). Credit 3. Understand environmental conflict systemically, understand how communication contributes to environmental conflict and develop increased capacity as managers of environmental conflict. Prerequisite: Graduate classification or approval of instructor. 608. Public Participation in Conservation Policy. [Not currently offered] (3-0). Credit 3. Students will have the opportunity to become familiar with and critique theories and constructs as well as strategies and techniques for enhancing public participation in environmental conservation policy. Prerequisite: Graduate classification or approval of instructor. 609. Wildlife Research Methods. [Not currently offered] (3-0). Credit 3. Research methods for ecology and conservation; become familiar with the philosophy of natural science and develop skill in study design, grantsmanship, presentation techniques, critical evaluation of others’ work, and publication in refereed journals. Prerequisites: Courses in general ecology and statistics and graduate classification or approval of instructor. 610. Evolutionary Ecology. (3-0). [Not currently offered] Credit 3. Survey the development of paradigms in evolutionary ecology; incorporates phylogenies into comparative analysis and macroecology; evaluates the roles of historical and local processes in determining species diversity. Prerequisite: Graduate classification. 611. Estuarine Ecology. (3-3). [Not currently offered] Credit 4. Principles governing the relationships of estuarine organisms to their environment; productivity adaptations to environment, community structure and factors affecting the distribution and abundance of biota. Prerequisite: Invertebrate zoology and ichthyology or approval of instructor. 613. Animal Ecology. [Taught Fall Only] (2-3). Credit 3. Concepts of animal ecology which emerge at various levels or organization; the ecosystem, the community, the population and the individual; laboratories emphasis on the quantitative analysis of field data and the simulation of population dynamics. Prerequisite: Graduate classification or approval of instructor. 617. Biology of Fishes. (3-3). [Not currently offered] Credit 4. Fishes’ physiological and morphological adaptations for life in aquatic systems; physiological and behavioral responses of fish to environments; molecular, cellular, and physiological mechanisms discussed in an evolutionary context that emphasizes the ontogeny of adaptive responses among vertebrates from basic biochemical and biophysical constraints. Prerequisite: Graduate classification or approval of instructor. 618. Wildlife Study Design and Analysis. [Taught Spring Even-Years Only] (3-0). Credit 3. Fundamental and advanced aspects of study design applicable to terrestrial animals analysis and review of the scientific literature related to study design; and the development of study design for written and oral presentations. Prerequisite: Graduate classification or approval of instructor. 619. Wildlife Restoration. [Taught Spring Odd-Years Only] (2-3). Credit 3. Study of the fundamentals of the restoration of animal populations and the resources they require; factors that control the distribution and abundances of animals in relation to restoration; and how restoration plans for wildlife are developed. Prerequisite: Graduate classification or approval of instructor. 620. Vertebrate Ethology. [Not currently offered] (3-2). Credit 4. Mechanisms and control of vertebrate behavior in an ecological context, as shaped by natural selection; classical and current theories regarding the genetic basis, development, specialized sensory systems and organization of responses in changing environment; laboratory emphasizes observational skills and quantitative analysis of behavior occurring in natural settings. 622. Behavioral Ecology. [Not currently offered] (3-0). Credit 3. Integration of animal behavior with ecological and evolutionary principles; includes mating, predation, foraging ecology, social behavior, game theory and behavioral genetics; emphasis on quantification of behavior and strategy modeling Prerequisites: Undergraduate ecology course; graduate classification. 623. Aquaculture. [Taught Spring Only] (3-3). Credit 4. Principle of fish production for stock enhancement and human food. Species of fish used for production, cross-breeding and selection; feeds and feeding of fish and nutritional and environmental requirements for optimum productivity; effects of fish production on land and water uses as related to conservation. Prerequisite: Graduate classification or approval of instructor.

624. Dynamics of Populations. [Taught Fall Only] (3-2). Credit 4. Principles, models and methods for analysis of population dynamics; analysis of contemporary research emphasizing theory and its uses in evaluation and management of animal populations. Laboratory emphasizes mathematical, statistical and computer modeling of population phenomena. 627. Ecological Risk Assessment. [Taught Fall Odd-Years Only] (3-0). Credit 3. Approaches used to identify, evaluate, and manage ecological risks of chemicals on aquatic and terrestrial environments; emphasis on methods useful to assess effects of contaminants on ecosystems; testing techniques, site assessment and monitoring procedures, regulatory requirements and field and laboratory techniques. 628. Wetland Ecology. [Taught Fall Only] (3-0). Credit 3. Wetlands as ecological systems that are prime habitats for wildlife and fish; geomorphology, hydrology, limnology, plant and animal communities, and human use and management. Prerequisite: WFSC 403 or RLEM 316 or equivalent. 630. Ecology and Society. [TBD] (3-0). Credit 3. Study and compare human and natural ecosystems using diversity, interrelations, cycles, and energy as the conceptional organization; central themes of the course are sustainability, stewardship and science. Prerequisite: Graduate classification or approval of instructor. 632. Ethology. [Not currently offered] (3-0). Credit 3. Survey of the control, ontogeny, function and natural selection of behavior in a variety of vertebrate an invertebrate species; interaction between the organism and its environment with regard to the mechanisms and adaptive significance of behavior; evolution of anti-predator, feeding, reproductive and cooperative traits. Prerequisites: BIOL 112 or equivalent; graduate classification. 633. Conservation Genetics. [Taught Spring Even-Years Only] (3-0). Credit 3. Genetic concepts and techniques relevant to management and conservation of biological diversity, research and conservation strategies within a conservation genetics framework. Prerequisite: Introductory courses in genetics and ecology or biological conservation. Cross-listed with GENE 633. 635. Urban Wildlife and Fisheries. [Not currently offered] (3-0). Credit 3. Urban wildlife and fisheries trains students to establish and maintain diverse, self-sustaining urban wildlife and fish populations at levels in harmony with ecological, social, and economic values of the human community and to develop optimal levels of public appreciation and use or urban wildlife and fish resources and associated habitats. Prerequisite: Graduate classification or approval of instructor. 636. Wildlife Habitat Management. [Taught Fall Only] (3-0). Credit 3. Designed to acquaint with major land use practices on lands that produce wildlife, how these influences wildlife production and alterations or manipulations of habitat used to achieve specific wildlife management goals. Prerequisite: Graduate classification or approval of instructor. 638. Techniques of Wildlife Management. [Taught Fall and Spring] (2-3). Credit 3. Techniques available to directly and indirectly manipulate wild animal populations to achieve balance between socioeconomic and aesthetic values. Prerequisite: Graduate classification or approval of instructor. 639. Wildlife Ecotoxicology. [Taught Fall Odd-Years Only] (3-0). Credit 3. Distribution, fate, and effects of environmental pollutants on wildlife behavior and reproduction. Global distribution of pollutants and effects on near and remote ecosystems. Field studies, biomarkers, stable isotope and various techniques for evaluating pollutant hazards on wildlife. Prerequisites: Courses in CHEM and BICH and graduate classification or approval of instructor. 640. Human Dimensions of Wildlife and Fisheries Management. [Not currently offered] (3-0). Credit 3. Theory and applications for considering human dimensions in an integrated approach to wildlife and fisheries management; a social science perspective with emphasis to diversity of human values, role of constituency groups, wildlife and fisheries policy development, conflict management, management decision-making, research methods and management case studies. 641. Sustainable Military Land Management. [Taught Fall Odd-Years Only] (3-0). Credit 3. Overview of the Department of Defense (DOD) lands within a temporal, geographic, and environmental context and perspective; major policies/ laws impacting military land use and areas critical to mission sustainment; management strategies important to sustaining installations and ranges. Prerequisite: Graduate classification or approval of instructor. 642. Field Military Land Management. [Taught Summer Even-Years Only] (0-2). Credit 1. Review of land management practices and challenges on military and adjacent private lands through field visits of select military installations. Field trips

37 required during Spring Semester. Prerequisite: Graduate classification or approval of instructor. Previous or concurrent registration in WFSC 636 is strongly encouraged. 643. Geospatial Technology in Military Land Management. [Not currently offered] (3-0). Credit 3. Tools for visualizing, creating, managing and analyzing geographic data on military lands and outside areas critical to mission sustainment; familiarization with ArcMap and ArcCatalog in military-related land management scenarios. Prerequisites: Graduate classification or approval of instructor; previous experience with ArcMap and ArcCatalog helpful. 644. Wildlife and Natural Resource Policy. [Taught Spring Even-Years Only] (3-0). Credit 3. Review formation and implementation of major natural resource laws and policies that impact land uses; overview of natural resource laws/policies followed by presentations of a selected case study; current natural resource management (including forestry, air, water, wildlife, climate change and energy) programs and institutions analyzed and related to current natural resource policy challenges. 646. Quantitative Phylogenetics. [Taught Spring Even-Years Only] (2-3). Credit 3. Designed to provide the theory and tools required for inference of phylogenetic (evolutionary) relationships among biological taxa using various types of comparative data including morphological characters, biochemical and molecular characters, and DNA sequences; hands-on analysis of data using contemporary tools. Prerequisites: ENTO 601 or approval of instructor. Cross-listed with ENTO 606 and GENE 606. 647. Nutritional Biochemistry of Fishes. [Taught Fall Only] (3-0). Credit 3. Principles of nutritional biochemistry including nutrient metabolism and biochemical energetics with special emphasis on finfish and shell fish. Prerequisite: BICH 410 or equivalent. Cross-listed with NUTR 647. 648. Molecular Evolution. [Taught Spring Odd-Years Only] (2-2). Credit 3. Theory and tools used in the analysis of molecular evolutionary patterns of DNA and protein sequences; format combines lecture presentations by instructor discussion of relevant scientific literature, computer exercises, preparation of research proposal or independent research project, and practice in peer- review process. Prerequisite: Basic courses in general Genetics and Evolution. Cross-listed with GENE 648. 649. Principles of Fisheries Management. [Not currently offered] (3-3). Credit 4. Basic knowledge of ichthyology, biology of fishes and limnology related to applied aspects of freshwater and marine fishery science; management techniques applicable to streams, ponds, reservoirs, estuaries and the oceans. Prerequisite: Graduate classification. 654. Amazon Field School. [Taught Summer Only] (3-0). Credit 3. Introduction to social and ecological complexities of biodiversity conservation in tropical ecosystems; field methods from biological and social sciences evaluate causes, consequences and solutions to biodiversity loss through lenses of ecology, culture and governance. Prerequisite: Graduate classification. 655. Applied Biodiversity Science. [Not currently offered] (3-0). Credit 3. Students will study in the areas of Conservation genetics, metapopulations, landscape ecology, and ecosystem management. Prerequisite(s): Graduate classification. Cross-listed with RPTS 655. 670. Excel Biometry. [Taught Summer Odd-Years Only] (3-0). Credit 3. Rational and mathematics behind upper level biometrical methods; construct spreadsheets and analyze a common data set; topics include multiple regressions, principle components analysis, multivariate analysis of variance and others. Prerequisites: Graduate classification; STAT 651 or equivalent. 681. Seminar. Credit 1 each semester. Important current developments in wildlife or fisheries fields with special reference to literature. Students may register up to but no more than two sections of this course in the same semester. 684. Professional Internship. Credit 1 to 16 each semester. On-the-job training in fields of wildlife and fisheries sciences. Prerequisite: Graduate classification in Wildlife and Fisheries Sciences. 685. Directed Studies. Credit 2 to 6 each semester. Individual study and research on selected problem approved by instructor and graduate advisor. Credit adjusted in accordance with requirements of each individual case. Prerequisite: Approved proposal. 689. Special Topics in… Credit 1 to 4. Special topics in wildlife ecology, fisheries ecology, vertebrate systematics, evolutionary biology of vertebrates and conservation education. May be repeated for credit.

691. Research. Credit 1 or more each semester. Original research on selected wildlife and/or fisheries problem to be used in thesis or dissertation. Admission Criteria

The Department of Wildlife and Fisheries Sciences reviews prospective student applications biannually for fall, spring, and summer admissions. Applications are accepted by May 1st for fall entry and September 1st for spring entry. Prospective students can apply after these deadlines and still be admitted if spaces are available. Domestic students can be admitted as late as the week classes start. International students must allow enough time for the applications and immigration document processing, which may take six weeks or more. All applicants are reviewed for minimal requirements and acceptable applicants are forwarded for admission procedures. The graduate program admits four categories of students: M.S. students, two non-thesis distance education programs, Master of Wildlife Science (MWS) and Masters of Natural Resource Development (MNRD), Ph.D. students who enter with only a B.S. degree (96-hour program), and Ph.D. students who enter with a M.S. degree (64-hour program). Prospective students are encouraged to write a statement of purpose that reflects their interest in the program including curricular or research interests. Applications are initially reviewed by the graduate program coordinator before being distributed to the faculty for review. When reviewing applications for M.S. and Ph.D. studies the faculty consider the whole application including GRE scores, GPR, coursework, letters of recommendation, and other evidence of scholarly work. The basic requirement for admission to masters or doctoral graduate studies in the Department of Wildlife and Fisheries Sciences is a scholastic record which, over at least the last two years of full-time academic study in a degree program, gives evidence of the applicant's ability to successful complete graduate-level work. Specific requirements for admission into the Wildlife and Fisheries Sciences graduate program include a minimum grade point average of 3.0 (on a 4.0 scale) on the most recently earned degree and three strong letters of recommendation. Applicants are considered competitive with a score of at least 297 (combined Verbal and Quantitative scores) on the Graduate Record Examination (GRE). For International Students whose native language is not English, the Test of English as a Foreign Language (TOEFL) is also required, with a minimum score of 550 (paper-based), 213 (computer-based), or 80 (internet-based), and no more than two years old. Required Materials for a Complete Application:

 Apply Texas online application  Personal statement  Transcripts  GRE scores  TOEFL score (if international)  3 letters of recommendation  Application Fee  Resume/CV (not required, but recommended)

Members of the graduate faculty are notified periodically (usually quarterly) when applicants are available for review. When a faculty-student match has been agreed to, the faculty member will notify the graduate program coordinator to accept the student and agree to serve as their major advisor with or without funding. Acceptance is approved by the Associate Department Head of Graduate Programs and the application is forwarded to university admissions for processing and official notification to the student. Admissions consideration cannot be made for any applicant until a complete application is on-file with both the university and department and a faculty member has agreed to serve as the student’s major advisor.

Student Applications, Admissions, and Enrollment The chart below depicts undergraduate and graduate students who applied, were admitted and enrolled since 2011.

Year Program Applied Admitted Enrolled 2011 Undergraduate 150 71 64 2012 Undergraduate 137 75 62 2013 Undergraduate 131 74 54 2014 Undergraduate 150 80 69 2015 Undergraduate 154 81 65 2016 Undergraduate 134 68 61 2011 Masters 39 22 22 2012 Masters 33 20 17 2013 Masters 33 21 17 2014 Masters 23 15 13 2015 Masters 19 13 11 2016 Masters 19 17 16 2011 Doctoral 20 9 8 2012 Doctoral 15 9 11 2013 Doctoral 17 10 10 2014 Doctoral 12 8 6 2015 Doctoral 11 11 9 2016 Doctoral 10 9 7 GRE Scores of Graduate Applicants The charts below show the average, minimum and maximum GRE scores of incoming graduate students since Fall 2012.

New Score Table

Major Semester Student Avg New GRE Min New GRE Max New GRE Avg New GRE Min New GRE Max New Avg New Min New GRE Max New GRE Year Headcount Total Total Total Verbal Verbal GRE GRE Quantitative Quantitative Verbal Quantitative NRDV Fall 2013 1 316 316 316 161 161 161 155 155 155 NRDV Fall 2015 1 300 300 300 155 155 155 145 145 145 WFSC Fall 2012 5 300 293 307 151 144 156 149 144 156 WFSC Fall 2013 14 307 284 326 155 139 163 153 143 164 WFSC Fall 2014 12 310 296 317 157 147 162 152 144 163 WFSC Fall 2015 12 308 292 321 155 145 163 153 145 159 WISC Fall 2012 3 310 303 314 162 161 162 149 142 152 WISC Fall 2013 4 300 278 311 151 134 159 150 144 152 WISC Fall 2014 4 298 288 312 149 144 152 149 144 160 WISC Fall 2015 3 297 290 304 150 144 158 147 146 148

Old Score Table

Major Semester Student Avg Old GRE Min Old GRE Max Old GRE Avg Old GRE Min Old GRE Max Old Avg New Min Old GRE Max Old GRE Year Headcount Total Total Total Verbal Verbal GRE GRE Quantitative Quantitative Verbal Quantitative FISC Fall 2011 1 990 990 990 460 460 460 530 530 530 NRDV Fall 2009 2 1200 1090 1310 535 460 610 665 630 700 NRDV Fall 2010 2 815 650 980 430 330 530 385 320 450 NRDV Fall 2011 1 1260 1260 1260 640 640 640 620 620 620 NRDV Fall 2012 1 690 690 690 410 410 410 280 280 280 NRDV Fall 2015 1 1050 1050 1050 510 510 510 540 540 540 WFSC Fall 2009 31 1117 780 1440 503 310 720 615 410 800 WFSC Fall 2010 15 1120 880 1260 490 360 600 630 500 730 WFSC Fall 2011 24 1114 620 1410 509 340 700 605 280 790 WFSC Fall 2012 13 1199 880 1400 542 430 650 658 350 780 WFSC Fall 2013 4 1340 1240 1500 622 560 710 718 680 790 WFSC Fall 2014 3 1280 1220 1310 563 530 610 717 690 760 WFSC Fall 2015 1 790 790 790 380 380 380 410 410 410 WISC Fall 2009 3 807 730 890 397 380 430 410 350 460 WISC Fall 2010 8 976 540 1380 462 300 660 514 240 720 WISC Fall 2011 5 1110 840 1390 532 390 680 578 450 710 WISC Fall 2012 3 963 870 1050 397 330 510 567 540 620 WISC Fall 2013 1 840 840 840 340 340 340 500 500 500 Number of Degrees Awarded The chart below shows the total number of degrees awards to undergraduate and graduate students since 2011.

Year B.S. WISC M.S. Ph.D. 2011 107 4 20 9 2012 97 6 17 5 2013 117 4 12 7 2014 105 9 20 13 2015 106 3 7 8 2016 118 5 9 8

Average Time to Degree The chart below shows the average time undergraduate and graduate students took to obtain their degree since 2010.

Masters Year B.S. (Non-Thesis) M.S. Doctoral 2010-11 4.41 3.11 3.23 5.50 2011-12 4.35 3.25 2.94 6.60 2012-13 4.45 3.22 3.31 6.86 2013-14 4.42 2.52 3.53 7.42 2014-15 4.34 2.92 3.14 6.06 2015-16 4.34 2.99 3.36 5.94

Academic Enhancements Both graduate and undergraduates have numerous opportunities for high-impact learning opportunities within the department, college, and Texas A&M University.

 WFSC 485/685. Special Topics courses and research opportunities.  WFSC 491/691. Directed Research in faculty laboratories.  WFSC 484/684. Professional Internships with wildlife, ecology and fisheries companies.  Study Abroad Programs o Dominica Tropical and Field Biology o South Africa Biodiversity and Eco-Tourism o Amazon River Tropical Biology Assessment of Student Learning Outcomes Graduate Program

The Department of Wildlife and Fisheries Science began graduate program assessment in 2011. The measures assessed were the student’s quantity of presentations, final exam (defense), proposal funding, quantity of publications, and membership in a committee/society. The outcomes showed the sample size was too small, so the action plans for improvement involved curriculum revision, student surveys, and increased sample size. In 2013 changes were made to effectively collect data by creating oral defense rubrics for the student’s committee to complete at the defense and assessment of the Graduate Teaching Assistant (TA) evaluations. Assessment data collection changed to include quantity of presentations, final exam (defense) rubric data, quantity of publications, and TA evaluations.

Thesis Defense 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Applying Analyzing & Communicating Applying Analyzing & Communicating Knowledge of the Integrating Effectively Knowledge of the Integrating Effectively Discipline Information Discipline Information Met Exceeded M.S. Performance

2013-2014 2014-2015 2015-2016

The oral defense rubric results showed no significant trend in Applying Knowledge of the Discipline category, however, an increase in the number of students who exceeded expectations in Analyzing and Integrating information was found in one years’ time. The students fluctuated over a three-year period in the Communicating Effectively category, but at the end of 2016 the number of students who exceeded expectations increased.

Dissertation Defense 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Applying Analyzing & Communicating Teach and Applying Analyzing & Communicating Teach and Knowledge of Integrating Effectively Explain Knowledge of Integrating Effectively Explain the Discipline Information Effectively the Discipline Information Effectively Met Exceeded Ph.D. Performance

2013-2014 2014-2015 2015-2016

Doctoral student data found less students exceeding expectations in Applying Knowledge of the Discipline over a three-year span, but an increase in the students’ ability to exceed expectations in Analyzing and Integrating Information in one year. The students’ ability to exceed expectations in Communicating Effectively decreased, but students still met expectations. The students’ ability to teach and explain effectively decreased over the three years, but the students continued meet expectations. In 2014, with the guidance of The Office of Institutional Effectiveness and Evaluation (OIEE) and The College of Agriculture and Life Sciences (COALS), WFSC assessment changed the focus of the action plans to improving student performance instead of adjusting data collection. For the 2013-2014 assessment cycle, despite having met the target for the number of publications, WFSC implemented measures to improve the quality of the student’s preparation and writing process in order to increase written publications. WFSC encouraged students to increase presentations and abstracts for publication. The changes encouraged students better synthesize their research and improve the preparation necessary for producing quality publications. By focusing on written publication preparation, WFSC sought to improve the quality of work and learning process to better equip students to contribute to their field of study. After this action plan was implemented more than 25% of M.S. students published a paper in a peer reviewed journal. By the end of the 2013-2014 assessment cycle, the number of M.S. students who published a paper increased and 100% of Ph.D. students had a published paper.

Publications 120%

100% 100%

80% 80% 75%

60%

40% 30% 27% 23% 20%

0% 2013-2014 2014-2015 2015-2016

M.S. Ph.D.

Following the 2014-2015 assessment cycle, WFSC sought to improve the quantity and quality of student presentations and publications. It is believed that students who publish a refereed or peer-reviewed journal article show a mastery of the ability to apply knowledge in their discipline and analyze scientific information. Faculty provides direction to students as they prepare and publish papers and research findings. This action plan continued through 2015-2016 assessment cycle.

One or More Conference Presentations 120%

100% 100% 92%

80% 72%

60% M.S. Ph.D.

40% 25%

20%

0% 2014-2015 2015-2016

In one year 100% of Ph.D. students gave a presentation at a conference. However, the percentage of M.S. students who had at least one presentation decreased. “This may reflect an increase in Non-Thesis M.S. Degrees.”

Assessment Feedback

The OIEE provides assessment feedback at the conclusion of the assessment cycle each year.

Assessment Feedback

Analysis Question

Action Plan Ph.D.

Findings 2015-2016 2014-2015 Analysis Question 2013-2014 2012-2013

Action Plan M.S.

Findings

0 0.5 1 1.5 2 2.5 3 3.5

According to OIEE feedback, WFSC action plan and analysis questions improved between the 2012-2013 and 2013-2014 assessment cycles. The action plan and analysis questions improved to the best rating in the 2014-2015 assessment cycle. However, when the same action plan was used in the 2015-16 assessment cycle, neither the action plan nor the analysis question received a positive rating. Future of Assessment

WFSC continues to utilize the assessment tools established in 2013 for graduate program assessment. The data collection tools provide clear analysis of graduate student performance and trends. WFSC will expand future action plans to facilitate graduate program excellence and continuous improvement.

Learning Objectives, Measures and Sources Years Learning Objectives Measure Sources Effective Communicators in the Discipline Presentations Quantity of Presentations Critical Analysts of Disciplinary Knowledge Written Course Assignments One or more WFSC courses 2010 - 2011 Masters of Disciplinary Knowledge and Exam and Lab Practical/Lab Project Skills Grades Multiple WFSC courses Written Course Assignments Multiple Writing Assignments from WFSC courses Self-Directed Learners Successfully Funded Proposals Honors/Awards Outside Institution Effective Communicators in the Discipline Presentations Quantity of Presentations Critical Analysts of Disciplinary Knowledge Written Course Assignments One or more WFSC courses Publications/Journal Articles Student Portfolio 2011 - 2012 Produce Quality Work Products Recognition Awards Honors/Awards Outside Institution Collaborative Contributors in Society Membership on Committees Placement Data Masters of Disciplinary Knowledge and Exam and Lab Practical/Lab Project Skills Grades Multiple WFSC courses Written Course Assignments Multiple Writing Assignments from WFSC courses Critical Analysts of Disciplinary Knowledge Written Course Assignments One or more WFSC courses 2012 - 2013 Masters of Disciplinary Knowledge and Exam and Lab Practical/Lab Project Skills Grades Multiple WFSC courses Written Course Assignments Multiple Writing Assignments from WFSC courses Masters of Disciplinary Knowledge and Skills Oral Exam/Defense Application of Disciplinary Knowledge from Rubric Effective Communicators in the Discipline Oral Exam/Defense Communicates Effectively from Rubric Produce Quality Work Products Publications/Journal Articles Student Portfolio Masters of Disciplinary Knowledge and Publications/Journal Articles Student Portfolio Skills 2013 - 2014 Presentations Quantity of Presentations Produce Quality Work Products Publications/Journal Articles Effective Communicators in the Discipline Student Portfolio Presentations Quantity of Presentations Critical Analysts of Disciplinary Knowledge Oral Exam/Defense Analyze and Integrate from Rubric

Undergraduate Program

The Department of Wildlife and Fisheries Sciences assessment is designed to examine student learning based on data collection. The six learning objectives measured are: 1. Mastery of Disciplinary Knowledge and Skills - Demonstrating material knowledge learned in classes and labs 2. Critical Analysts of Disciplinary Knowledge – Creativity and critical thinking 3. Self-Directed Learners - Seeking new challenges, creating a plan to complete an objective, drawing information from multiple sources 4. Effective Communicators in the Discipline - Expressing oneself through written/oral communication 5. Collaborative Contributors in Society - Cooperation with others and leadership 6. Producing Quality Work Products - Best efforts in producing a product to achieves a purpose

These learning objectives are examined using a variety of measures. Action plans are developed to address a learning objective, based on the results. 2010-2013 assessment data included grades and assignment data from certain courses. The assignment data consisted of exam grades, group presentations, group assignments, and writing assignments. A critical thinking assessment test (CAT) was also administered.

Exam Grades 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% C or higher B or higher C or higher B or higher Exam Lab

Grades

2011-2012 2012-2013

Exam grades decreased from the 2011-2012 to the 2012-2013 assessment cycle while lab exam grades increased. Since it was the beginning of assessment in this area, WFSC examined ways (action plans) to improve data gathering, which included changes to the curriculum. Following the 2010-2011 assessment cycle, the action plan was to revise the curriculum for the Bachelor of Science (B.S.) degree. It was proposed the curriculum committee would meet to propose curriculum changes to present to faculty in spring 2013 for discussion, revision, and approval. The Aquatic Ecology and Conservation (AEC) degree option was revised and approved in spring 2013, however the wildlife degree curriculum was not approved. The curriculum committee reformed and is currently working with the Center for Teaching Excellence (CTE) on revisions. Following the 2011-2012 assessment cycle, WFSC’s action plan included the certification of more writing intensive courses (W- courses).

Writing Assignments 120%

100%

80%

60% Grades 40%

20%

0% W-Courses Rubrics W-Courses W-Courses Rubrics W-Courses Critical Thinking Effective Critical Thinking Effective Communication Communication C or Higher B or higher

2011-2012 2012-2013

The chart above shows students’ critical thinking and effective writing abilities in writing intensive courses. There was a significant increase in the number of passing grades in the critical thinking portion of the writing assignment in the 2011-2013 assessment cycle. The effective communication portion had a slight 2% increase in students who made at least a ‘C’, while those who made a ‘B’ or higher increased by 10%.

Group Assignments 120%

100%

80%

60%

40%

20%

0% Self-Directed Collaborative Produce Quality Self-Directed Collaborative Produce Quality Learner Contributor Work Learner Contributor Work C or Higher B or Higher

2011-2012 2012-2013

The chart above shows the group assignment assessment. The Self-Directed Learners category was measured by the “Discussion, Question, and Answer” section of their group assignment. During the 2011-2012 assessment cycle the targets were partially met. Only 69% of a class scored at least a ‘C’ and 45% scored at least a ‘B’. Improvements were made in the 2012- 2013 assessment cycle where all students scored at least ‘B’. The Collaborative Contributors to Society category examined the peer assessment section of the group assignment. For the 2011-2012 and 2012-2013 assessment cycles, all students made at least a ‘B’ in the peer assessment section. 48

The students’ ability to produce Quality Work Products data was derived from the “Content, Format, and Relevance” section of the group assignment. In the 2010-2011 assessment cycle, one course reported 100% of the students met the target. However, in both the 2011-2012 and 2012-2013 assessment cycles, only 69% of the class scored at least a ‘C’, but more than 20% were able to score at least a ‘B’ on the same portion.

Evolution of WFSC Assessment

In 2014 assessment evolved away from using grades to finding other means to accurately assess student learning objectives. The use of grades was discouraged due to the concern grading could be considered subjective or assignments could be manipulated to obtain better grades. As a result, WFSC decided to discontinue using grades as a part of the assessment process. WFSC changed assessment to obtain data that could be measured to improve student learning objectives. WFSC action plans were criticized by The Office of Institutional and Effective Evaluation (OIEE) for not addressing findings through measurable action plans. Because the findings involved test grades and material in only a few courses, WFSC implemented new measures. The new data collection consisted of:

 Percentage of students who study abroad  Course/instructor evaluations on student learning  Internship assignment assessment rubric  Employment data after graduation  Internship supervisor assessment rubric

WFSC began gathering data from internships as opposed to courses because internships were usually taken near the end of a student’s program. In addition, the internship is closest WFSC has to a capstone course and requires the student to apply knowledge from past coursework. Internships are required for every degree plan, so all students will be included in the sample size. Beginning in 2015, a student on an internship is required to have their internship supervisor assess their performance and abilities. Students are rated on a scale of 1-5 on several items such as ability to work independently, handle increasing responsibility, take initiative, problem solve, and identify new skills and knowledge. In addition, students were also rated 1-5 on mental preparedness, time-management, submitting projects/assignments on-time, and ability to expand in both knowledge and skills. The data gathered helps WFSC assess the students’ preparation for employment after graduation. Currently, the data indicates students are meeting expectations for working independently and giving best efforts. For the 2014-2016 assessment cycles, a new common internship rubric was adopted to assess student writing and professional and personal aspects of the internships in which students met expectations.

Internship Paper 120%

100%

80%

60%

40%

20%

0% 2014-2015 2015-2016 Students either proficient or advanced in writing

Student did not meet expectations in the 2015-2016 assessment period. In order to improve the quality or writing, WFSC established a new writing intensive course in spring 2016; a one-hour seminar focused solely on writing and editing. In this course students practice writing using a proper journal format, proofreading, and academic paper comparison. Assessment Feedback The OIEE provides assessment feedback at the conclusion of the assessment cycle each year.

Assessment Feedback 3.5 3 2.5 2012-2013 2 Rating 1.5 2013-2014 1 2014-2015 0.5 2015-2016 0 Finding Action Plans Analysis questions

The ratings for the action plan and analysis questions have improved since the 2013-2014 assessment cycle. As a result of the changes made, WFSC received its best rating to date for the 2014-2015 assessment cycle and good reviews in the most recent, 2015-2016 assessment cycle. Future of Assessment

As a result of the on-going wildlife curriculum revision, WFSC will examine students’ progress and assignments through a series of courses. New rubrics will be developed to examine the mastery of disciplinary knowledge and skills, critical thinking, test questions and assignments within a newly developed/redesigned senior capstone course. WFSC assessment has been an evolving process since the beginning and WFSC continues to make great strides in improving the learning objectives, action plans and methods.

Learning Objectives, Measures, and Sources

Year Learning Objectives Measures Sources Mastery of Disciplinary Knowledge and Skills Exams Multiple WFSC courses Self-Directed Learners Group assignments with evaluation One or more WFSC courses 2010 - 2011 Collaborative Contributor in Society Classroom presentations One or more WFSC courses Producing Quality Work Products Writing/Group assignment One or more WFSC courses Effective Communicators in the Discipline Writing assignment Various WFSC W-courses Mastery of Disciplinary Knowledge and Skills Exams Multiple WFSC courses Writing/Group assignment WFSC W-course Critical Thinking Critical Thinking Assessment Test (CAT) WFSC 406 and 410 2011 - 2012 Self-Directed Learners Writing/Group assignment One or more WFSC courses Effective Communicators in the Discipline Writing assignment Various WFSC W-courses Collaborative Contributor in Society Classroom presentations One or more WFSC courses Producing Quality Work Products Writing/Group assignment One or more WFSC courses Mastery of Disciplinary Knowledge and Skills Exams Multiple WFSC courses Critical Thinking Writing assignment Various WFSC W-courses Self-Directed Learners Group assignments with evaluation One or more WFSC courses 2012 - 2013 Effective Communicators in the Discipline Writing assignment Various WFSC W-courses Collaborative Contributor in Society Classroom presentations One or more WFSC courses Producing Quality Work Products Writing assignment One or more WFSC courses Self-Directed Learners Working independently/initiative One or more WFSC courses Effective Communicators in the Discipline Writing assignment Internship papers 2013-2014 Collaborative Contributor in Society Study Abroad Study Abroad Office Producing Quality Work Products Course evaluations WFSC 302, 304, 408, and 410 Self-Directed Learners Working independently/initiative Internship supervisor assessment Effective Communicators in the Discipline Writing assignment Internship papers 2014 - Current Time management/knowledge/skill Internship supervisor assessment Producing Quality Work Products Job after graduation College Exit Survey

Academic Analytics

According to the Academic Analytics, the Department of Wildlife and Fisheries Sciences was ranked number five in Fisheries Sciences among 21 AAU departments. WFSC was ranked number eight in Wildlife Science amount 22 AAU departments. Intercollegiate Faculty of Toxicology

The Intercollegiate Faculty of Toxicology at Texas A&M University is composed of graduate students, faculty and post-doctoral fellows from several departments and colleges within the University. The program is committed to provide high quality graduate education and excellence in research. Both faculty and graduate students have received national recognition for their endeavors. Texas A&M University offers the Master of Science and Doctor of Philosophy degrees in Toxicology. The M.S. program requires 36 hours of post baccalaureate training while the Ph.D. program requires 96 hours. The Ph.D. program is flexible based on the student's previous training and career goals. The Master's program is more limited with fewer elective credit options. For full admission to the graduate program, applicants must have a satisfactory grade point ratio and Graduate Record Examination test score and must be accepted by both the Faculty of Toxicology and a specific department prior to admission in the program. The Faculty of Toxicology usually selects six to eight new students per year. Fifty-nine faculty from nineteen departments in seven colleges and three associated laboratories within the University are members of the Intercollegiate Faculty of Toxicology. The major areas of research include cellular and molecular toxicology, applied veterinary toxicology, environmental and food toxicology, developmental and reproductive toxicology and behavioral and neurotoxicology. Collaborative research initiatives among toxicology faculty have resulted in funding for a National Institute of Environmental Health Sciences (NIEHS) Superfund Basic Research Program, NIEHS Toxicology Training Grant which supports five predoctoral fellows and two postdoctoral fellows, and an NIEHS-funded Center for Environmental and Rural Health. Additional funding comes from other federal and state agencies and from the University. Intercollegiate Faculty of Genetics

The principal function of the Faculty of Genetics is the administration of the graduate programs leading to the Master of Science and Doctor of Philosophy degrees in Genetics in conformance with the rules of the Office of Graduate Studies of Texas A&M University and the Texas A&M Health Science Center. The Faculty also serves to promote and facilitate communication among geneticists and to foster the development of genetics at Texas A&M University. The Faculty of Genetics arranges for the periodic assembly of geneticists and provides a forum for them and for others with interests in genetics. The organizational and operational characteristics of the Faculty of Genetics are intended to be broad enough to permit consideration of all academic aspects of genetics and all other matters affecting the position and progress of the discipline at Texas A&M University. In addition, many members of the Faculty of Genetics participate in teaching and advising students in the undergraduate program in genetics. The Faculty of Genetics is currently composed of 84 Full Faculty Members, 4 Academic Colleges and 19 Academic Departments, and there are 56 Graduate Students currently studying for their M.S. or Ph.D. graduate degrees in Genetics distributed across 4 Academic Colleges and 10 Academic Departments. Ten new doctoral students were accepted for Fall2016 and at least 11-12 are expected for Fall 2017. Wildlife and Fisheries Sciences has two participating faculty members: Drs. Luis Hurtado and Mariana Mateos. Applied Biodiversity Science Program (ABS)

One of the most vexing challenges of the 21st century is meeting the needs of people while also protecting biodiversity. The Applied Biodiversity Science Program integrates research in natural and social sciences aimed at conservation of biodiversity. The ABS Program is a Ph.D. graduate training program open to all with broad inclusion of undergraduate researchers. ABS provides student/faculty teams with multidisciplinary backgrounds and the technical, professional, and personal skills needed for career demands in conservation science. The ABS Program at Texas A&M University was initiated in 2006 with a 3.2 million dollar grant from NSF for integrative doctoral research and education (NSF-IGERT). The ABS Program directly contributes to biodiversity conservation in the USA and the world through integrative ecological and social science research. Biodiversity conservation research and practice in the USA-Mexico Trans-boundary region, Latin

America, Africa, Taiwan, Cambodia, and the USA has produced more than 250 publications and 400 scientific presentations since 2007. 46 Ph.Ds. will have gone through the ABS Program by 2020. In 2017, 25 doctoral and masters students are participating in the ABS Program, which has recruited, involved, and funded Ph.D. students in WFSC, RPTS, ESSM, GEOG, VTPB, AGEC, BIOL. The ABS Program has led to greater involvement of underrepresented groups in science and conservation. 21 of 25 (84%) current students are from underrepresented groups (15 women, 10 non-white). Overall, 42 of 54 (78%) current and past doctoral students are from underrepresented groups, including 24 with diverse ethnicity, such as Latin America, Africa, Cambodia, S. Korea. The NSF IGERT for the ABS Program (2006-2014), funded 28 Ph.D. students at NSF levels for two years ($80,000 each student). This program created ABS faculty and scholarly interdisciplinary activities, which are ongoing, for over 10 years. New interdisciplinary graduate and undergraduate courses were created including Seminar Series, Journal Club, Workshops, Retreats, and Film Series. 9 of 22 (41%) NSF-funded Trainees were from under-represented groups. The ABS Program established a position of Ph.D. level Program Coordinator and has been funded for over 10 years. Today the Program Coordinator is a joint position between EEB and ABS. In addition, the program has interdisciplinary faculty collaborations with 22 faculty in 11 departments and 5 colleges. The ABS program is transforming graduate and undergraduate education to meet future challenges. The ABS Learning Plan consists of 10 integrative competencies; students list ABS Program on C.V. and receive certificate and letter from the ABS Program. More than 150 undergraduates are involved in research and study abroad. The ABS Conservation Scholars undergraduate program’s primary advisor is Prof. Thomas Lacher with WFSC. ABS Conservation Scholars supported 33 funded undergraduate research projects and summer internships and six full-time graduate students with stipends with full tuition over the past three years. ABS has achieved national recognition as an integrative conservation science program. ABS was featured in a research panel at Society for Applied Anthropology meeting, Vancouver, CA 2015, served as model for the ICON program at University of Georgia, and served as model for the Conservation Science program at University of Minnesota. ABS Program Ph.Ds. have been placed in professorships, high-level positions in Academia, NGOs, federal agencies, and the private sector, e.g., Penn State, Stanford postdoc, Indiana U., Conservation International, CONABIO, The Nature Conservancy, USDA Research, other. Wildlife and Fisheries Sciences has five participating faculty members: Drs. Lee Fitzgerald, Luis Hurtado, Thomas Lacher, Mariana Mateos, and Kirk Winemiller. Interdisciplinary Research Program in Ecology and Evolutionary Biology The Interdisciplinary Research Program in Ecology and Evolutionary Biology at Texas A&M University is represented by a group of faculty from multiple departments in several colleges within the university. The purpose of the IRP in EEB is to integrate research programs related to the disciplines of ecology and evolutionary biology and heighten awareness of this important area of biological research within our institution. The program fosters collaboration for both research and teaching in the disciplines of ecology and evolutionary biology. Currently the program has the engagement of 89 faculty in 16 departments and three colleges. Wildlife and Fisheries Sciences has 14 participating faculty: Drs. Perry Barboza, Kevin Conway, Thomas DeWitt, Lee Fitzgerald, Masami Fujiwara, Jacqueline Grace, Luis Hurtado, Thomas Lacher, Jessica Light, Mariana Mateos, Daniel Roelke, Gary Voelker, Kirk Winemiller and Jessica Yorzinski. The specific goals of the Interdisciplinary Research Program are to 1) identify and formally link TAMU faculty members with a major research focus in Ecology and Evolutionary Biology; 2) recruit outstanding graduate students with interests in the sciences of ecology and evolution; 3) create an environment that fosters establishment of interdisciplinary teams that can compete for extramural funding for research and graduate training; 4) enhance interdisciplinary training in ecology and evolutionary biology; and 5) enhance recruitment of high quality faculty at TAMU.

Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences Dissolved August 31, 2015, when NSF grant ended

The Undergraduates in Biological and Mathematical Sciences (UBM) objective is to create a new model for undergraduate research by developing student cohort groups from the departments at Texas A&M University and Prairie View A&M University teamed with faculty mentors from both the biological and mathematical sciences and engage the cohorts in year-long, on-going research activities of those faculty already collaborating on research where these disciplines converge. The departments involved in the project are the Departments of Biology (TAMU & Prairie View), the Department of Wildlife and Fisheries Sciences (TAMU), and the Departments of Mathematics (TAMU & Prairie View). The broader impact of the proposed UBM program is multifaceted and far reaching including

 the creation of multidisciplinary learning communities in quantitative/mathematical biology and ecology at both institutions that will thrive after the UBM grant terminates;  the establishment and perpetuation of new multidisciplinary research collaborations between faculty at PVAM and TAMU in quantitative/mathematical biology;  creation of a permanent academic culture at both PVAM and TAMU that encourages and facilitates students to choose to enter into postgraduate study in quantitative/mathematical biology/ecology leading subsequently to a scientific career path;  a significant positive impact on the underrepresentation of certain demographic groups in the mathematical and life sciences, especially women, Hispanics and African Americans. The proposed UBM partnership between PVAM and TAMU offers tremendous potential for the attainment of these goals as lasting effects far beyond the length of the UBM grant. Under this program, the Department of Wildlife and Fisheries Sciences has created the Quantitative Ecology Emphasis in the undergraduate curriculum and recruited students to participate in research activities in quantitative ecology. Interdisciplinary Degree Program in Marine Biology (Marine Biology IDP)

The Department of Wildlife and Fisheries Sciences has nine faculty holding their graduate-faculty appointments in WFSC, are Participating Graduate Faculty in the Marine Biology IDP of Texas A&M University System (TAMUS): Drs. Kevin Conway, Masami Fujiwara, Delbert Gatlin, William Grant, Luis Hurtado, Mariana Mateos, Miguel Mora (WFSC representative on IDP Executive Committee), Daniel Roelke and Kirk Winemiller. Other Participating Graduate Faculty are in the departments of Oceanography and Biology at Texas A&M in College Station (TAMU); the departments of Marine Biology and Marine Sciences at Texas A&M in Galveston (TAMUG); and the Department of Life Sciences at Texas A&M University in Corpus Christi (TAMUCC). The host department of the Marine Biology IDP is the Department of Marine Biology at TAMUG. The Marine Biology IDP was approved by the Texas Higher Education Coordinating Board in July 2008. This IDP is the first in TAMUS to involve more than one university in the system and it is the first degree-granting program in Texas to offer graduate degrees specifically in Marine Biology. Students at any of the three participating campuses can pursue a doctoral or masters degree in Marine Biology as the major field. Two masters degree are available; a traditional, research-focused M.S. requiring 32 semester credits and a thesis, and a non-thesis masters requiring 36 semester credits. The non-thesis masters is available via distance education (DE) with reliance on internet-based delivery technologies. The goal of the Marine Biology IDP is to education high-quality students who wish to pursue marine biology related careers in research, higher education, government, not-for-profit non-governmental organization (NGOs) or industry. The program is intended to ensure highly qualified individuals will be prepared for the job market or further education by providing a strong curriculum with hands-on research experience, a rigorous program of field and/or laboratory research for thesis option students or extensive, in-depth coursework for non-thesis students, and rigorous field and laboratory research for Ph.D. students. At present, the Marine Biology IDP has about 101 participating graduate students, only a few whom are at TAMU and two in WFSC. The uneven distribution of participating students among campuses reflect the fact that the Marine Biology IDP provides the only Ph.D. degrees in the general area of marine biology and ecology, available from TAMUG and TAMUCC. (Graduate students at TAMU and TAMUG have access to Ph.D. degree of long standing in such TAMU-administered majors as Wildlife and Fisheries Sciences, Biology, and Oceanography.) Thus, the present role of WFSC and the other participating departments at 61

TAMU, is primarily one of faculty and academic support through service on graduate student advisory committees, graduate- course instruction, and provision of library and laboratory resources. Intercollegiate Faculty of Nutrition

The Intercollegiate Faculty of Nutrition at Texas A&M University was formally organized in 1989 with the adoption of the Constitution and By-Laws. Faculty members from many areas within Texas A&M joined forces to meet the needs of our students in this continuously changing scientific environment. The Interdisciplinary Faculty of Nutrition promotes and administers graduate programs in the field of Nutrition. It is an interdepartmental program that draws upon faculty and recourse of the department of Nutrition and Food Sciences, Animal Sciences, Poultry Sciences, Biochemistry and Biophysics, Heath & Kinesiology, Medical Microbiology and Immunology, Social and Behavioral Heath, Sociology, Statistics, Small Animal Clinical Sciences, Wildlife and Fisheries Sciences, Plant Physiology, and Anthropology in the colleges of Agriculture and Life Sciences, Medicine, Veterinary Medicine and Biomedical Sciences, Rural Public Health and Liberal Arts. Dr. Delbert Gatlin in WFSC is a participating faculty member. Analysis

The assessment feedback provided by OIEE prompted the Department of Wildlife and Fisheries Sciences to form a Curriculum Revision Committee to improve the student learning outcomes. The committee consists of seven faculty, three staff, two graduate students and one undergraduate student, to revise the Bachelor of Science wildlife degree program. Working under the direction of the Center for Teaching Excellence (CTE), great strides have been made to improve the disciplinary groundwork of the wildlife program. To determine the needs of the students and the curriculum, the committee developed three different surveys for distribute to each group—current student, former student, and faculty. The questions asked about high-impact experiences and their benefits (internship, undergraduate research, study abroad), preparation for upper-level coursework and employment or acceptance into graduate school upon graduation. A large majority of the students who went on an internship or study abroad felt the experience was very beneficial. This shows students value hands on learning. Our current students were questioned on how comfortable they would be to write an article for a peer reviewed scientific journal, give a PowerPoint presentation, and work with a private landowner to provide wildlife or fisheries recommendations. The curriculum committee recognized a significant percent of students not comfortable in one or more of these areas, which laid the groundwork for building the necessary coursework to enable students’ preparedness. The former student survey asked what skills were most important in their current position and how well WFSC coursework prepared them in these areas. See figure Q6.1.

The majority of students felt skill was essential, but less felt they were well prepared. See figure Q6.

The committee gathered employment data from student interviews and employment data from the Association of Former Students from 2010-2017. According to the data, former students are currently employed as game wardens, wildlife biologists, zookeepers, environmental consultants, and researchers to name a few. Other students are in graduate programs with TAMU Wildlife and Fisheries Sciences, Natural Resource Management, Ecosystem Management, Medical, and Vet school. The committee is currently building rubrics to assess the needs of the students and the corresponding coursework. The next step is to share the rubrics with all WFSC faculty for feedback and continue to building a curriculum around the needs of the student.

Faculty Profile Core Faculty Current Faculty Profile, Tenure Information

College Station Teaching/Research/Extension Faculty

Faculty Title Highest Tenure Date Area of Expertise Affiliation² Degree/Institution/Date Adams, Clark Emeritus Ph.D., U. Nebraska; 1987 Human dimensions in T/R 1973 wildlife mgmt. Barboza, Perry Professor & Ph.D., U. of New 2015 Wildlife Conservation T/R Boone and England, Armidale, and Policy Crockett Chair NSW, Australia; 1991 Cathey, James Associate Ph.D., Texas Tech 2014¹ Wildlife Management E C. Director University; 1997 and Ecology Transferred to IRNR Conway, Kevin Associate Ph.D., St. Louis 2015 Ichthyology and Curator T/R Professor University; 2010 DeWitt, Associate Ph.D., SUNY- 2007 Evolutionary ecology T/R Thomas J. Professor Binghamton; 1995 Dronen, Professor Ph.D., New Mexico 1981 Ecology and T/R Norman O. State; 1974 systematics/parasitology Fitzgerald, Lee Professor Ph.D., U. New Mexico; 2002 Evolutionary ecology & T/R 1993 conservation of amphibians & reptiles Fujiwara, Associate Ph.D., Massachusetts 2014 Quantitative Population T/R Masami Professor Institute of Technology; Ecology 2002 Gatlin, Delbert Regents Ph.D., Mississippi 1993 Aquaculture and fish T/R Professor & State; 1983 nutrition Assoc Head for Research & Graduate Pgmr, University Faculty Fellow Gelwick, Emeritus Ph.D., U. of Oklahoma; 2003 Aquatic community T/R Frances I. 1995 ecology and fisheries management Gold, John Resigned Ph.D., UC-Davis; 1973 1981 Fish genetics T/R Grace, Assistant Ph.D., Wake Forest 2019 Avian Ecologist T/R Jacqueline Professor University; 2014 Grant, William Professor Ph.D., Colorado State; 1982 Animal ecology and T/R E. 1974 simulation modeling

Hurtado, Luis Associate Ph.D., Rutgers 2013 Phlogeography, T/R Professor University; 2002 molecular phlogenetics, and conservation genetics Lacher, Thomas Professor Ph.D., U. Pittsburgh; 1996 Wildlife ecology and T/R E. 1980 conservation biology Light, Jessica Associate Ph.D., Louisiana State 2014 Evolution, systematic, T/R Professor University; 2005 and population genetics of vertebrates and invertebrates

Masser, Professor & Ph.D., Texas A&M 2001 Aquaculture and aquatic T/E Michael Department Head University; 1986 vegetation management Mateos, Associate Ph.D., Rutgers, The 2009 Evolutionary Biology T/R Mariana Professor State University of New Jersey; 2002 Mora, Miguel Professor & Ph.D., University of 2007 Wildlife Ecotoxicology T/R Assoc. Head for California, Davis; 1990 Undergraduate Affairs Morrison, Professor & Ph.D., Oregon State 2006 Ecological restoration T/R Michael Caesar Kleberg University; 1982 and endangered species Chair ecology and management Neill, William Emeritus Ph.D., U. Wisconsin; 1981 Fish biology and ecology T/R H. 1971 Packard, Jane Emeritus Ph.D., U. Minnesota; 1990 Animal behavior T/R M. 1980 Peterson, Resigned Ph.D., TAMU; 1994 2005 Wildlife ecology, mgmt. T/R Markus J. and policy

Peterson, Tarla Resigned Ph.D., Washington 2005 Intersections between T/R State University; 1986 communication, environmental policy, and democracy Roelke, Daniel Professor Ph.D., Texas A&M 2004 Limnology/oceanography T/R L. University; 1997 Silvy, Nova J. Regents Ph.D., So. Illinois- 1982 Wildlife ecology and T/R Professor Carbondale; 1975 management Sink, Todd Assistant Ph.D., U. of Tennessee; 2013¹ Fisheries Specialist E Professor & 2004 Extension Specialist Slack, R. Emeritus Ph.D., Ohio State; 1973 1979 Avian and wetlands T/R Douglas ecology Voelker, Gary Professor Ph.D., University of 2013 Ornithology, molecular T/R Washington; 1998 systematics Winemiller, Regents Ph.D., University of 1996 Fish/aquatic ecology T/R Kirk O. Professor Texas; 1987 Yorzinski, Assistant Ph.D., University of 2019 Behaviorist T/R Jessica Professor California Davis; 2012

1 – N/A = Individual not in a tenure-track position 2 – T = Teaching; R = Research; E = Extension 3 – Anticipated tenure decision

Current Faculty Profile, Tenure Information

Current Faculty Profile Tenure Information (continued) Off-Campus Teaching/Research/Extension Faculty

Faculty Title Highest Tenure Date Area of Expertise Affiliation² Degree/Institution/Date TAMU-Port Aransas Lawrence, Retired Ph.D., U. Missouri; 1967 Shrimp R Addison 1962 physiology and mariculture TAMU-Corpus Christi Samocha, Tzachi Retired Ph.D., Tel Aviv N/A¹ Shrimp R University; 1980 mariculture TAMU-Galveston Davis, Randall Professor Ph.D.; UC-San Diego; 1992 Physiology and T/R 1980 ecology of marine mammals Landry, Andre Jr. Retired Ph.D., TAMU; 1977 1983 Marine ecology T/R Wursig, Bernd Regent and Ph.D., SUNY-Stony 1989 Behavioral T/R University Brook; 1978 ecology of marine Distinguished birds and Professor mammals Iliffe, Thomas Professor Ph.D., UTMB; 1977 1999 Marine biology T/R Alvardo-Bremer, Associate Ph.D., U. Toronto; 1994 2005³ Ichthyology T/R Jaime Professor Marshall, Assistant Ph.D., U. Florida; 1997 2007³ Marine mammals T/R Christopher Professor Rooker, Jay Professor Ph.D., UT-Austin; 1997 2004³ Fisheries ecology T/R Overton Research and Extension Center Higginbotham, Retired 88.13% Ph.D., Stephen F. N/A¹ Wildlife and E Billy Part Time Austin State University; fisheries 1991 management San Angelo Research and Extension Center Rollins, Dale Retired 49% Part Ph.D., Texas Tech; N/A¹ Wildlife E/R Time 1983 management Tomecek, John Assistant Ph.D., Texas A&M 2015¹ Wildlife E Professor & University; 2015 Specialist Extension Specialist Institute of Renewable Natural Resources San Antonio Lopez, Roel R. Director Ph.D., TAMU; 2001 2007 Wildlife ecology, T/R population ecology

Uvalde Research and Extension Center Cooper, Susan Retired Ph.D., U. N/A¹ Herbivore R Witwatersrand, RSA; foraging ecology 1985 Frank, Maureen Assistant Ph.D., Utah State; N/A¹ Wildlife E Professor Specialist

Gallagher, James Rift Position Ph.D., Texas A&M N/A¹ Wildlife E University; 1990 Conservation College Station (CVM) Davis, Donald S. Retired Ph.D., Texas A&M N/A¹ Wildlife Disease University; 1979 Cook Walt Associate Ph.D., U. of Wyoming; N/A¹ Wildlife Disease Professor 1999

1 – N/A = Individual not in a tenure-track position 2 – T = Teaching; R = Research; E = Extension 3 – Anticipated tenure decision

Faculty diversity Faculty Breakdown by Rank Rank Number Gender M/F Endowed Chair 2 2/0 Regents Professor 3 3/0 Emeritus Professor 11 9/2 Professor 9 9/0 Associate Professor 6 4/2 Assistant Professor 5 2/3

Faculty Joint Appointments Name WFSC Other Percent Appointment with Organization

Cook, Walter 22.00% 78.00% Vet Pathobiology, College of Veterinary Medicine

DeWitt, Thomas J. 75.00% 25.00% Plant Pathology, College of Agriculture & Life Sciences

Roelke, Daniel L. 89.00% 11.00% Oceanography, College of Science

Rollins, Dale 75.00% 25.00% San Angelo Research Center, Texas Agricultural Experiment Station

Mora, Miguel 71.74% 28.26% Vet Pathobiology, College of Veterinary Medicine

Faculty Biographic Information Gender: Ethnicity:

Female 5 Caucasian 20 Male 20 Hispanic 4 Other 1 Location:

College Station 21 San Angelo 1 San Antonio 1 Uvalde 1

Faculty Other than Core Joint Appointed Faculty Texas A&M – Galveston

Jaime Alvarado-Bremer, Associate Professor Christopher Marshall, Associate Professor Jay Rooker, Professor, Endowed Chair R.J. David Wells, Assistant Professor

Contracts and Grants 2010 2011 2012 2013 2014 2015 2016 2017 Contracts and Grants $2,367,588 $1,462,863 $2,338,931 $2,119,977 $1,743,472 $963,956 $1,634,449 $524,540

Contracts and Grants $2,500,000

$2,000,000

$1,500,000

Contracts and Grants $1,000,000

$500,000

$0 2010 2011 2012 2013 2014 2015 2016 2017

Teaching Load Student Credit Hours Per Fulltime Faculty Equivalent The chart below shows the average undergraduate and graduate student credit hours in relation to the faculty equivalent. Year B.S. M.S. Ph.D. 2011 431 67 48 2012 385 no data* 63 2013 391 no data* 61 2014 316 no data* 70 2015 379 77 44 *no data reported to Data & Research Service from 2012-2014 Faculty/Student Ratio The chart below shows the undergraduate and graduate student to faculty ratio since 2011.

Year B.S. M.S. Ph.D. 2011 29 6 5 2012 26 no data* 7 2013 26 no data* 7 2014 21 no data* 8 2015 25 6 5 *no data reported to Data & Research Service from 2012-2014 Analysis Department Head Annual Faculty Review Guidelines INTRODUCTION The Department of Wildlife and Fisheries Sciences (WFSC) proactively supports promotion and/or tenure (P&T) of faculty who contribute significantly to the teaching, research, extension and service missions of the Department, College of Agriculture and Life Sciences, Texas A&M AgriLife Research, Texas A&M AgriLife Extension and Texas A&M University. As such, WFSC follows all applicable rules and operating procedures of Texas A&M University and the College of Agriculture and Life Sciences and the other agencies as applicable. Faculty members are expected to use the following guidelines in development and submission of materials for the Annual Faculty Review process. ANNUAL FACULTY REVIEW Annual Review (tenured and non‐tenured faculty) An annual review is conducted for all faculty members at the rank of Lecturer, Senior Lecturer, Instructor, Assistant Professor, Associate Professor, Professor and Distinguished Professor. The annual review provides information on the accomplishments of the faculty member to the Department Head and guidance from the Department Head to the faculty member regarding assessment of progress.

Guidelines for Annual Review According to University Rule 12.01.99.M2, each faculty member must be reviewed annually, given a written report of his or her evaluation, and must be given the opportunity to discuss the outcome of the evaluation in person. Each academic year, faculty members are requested to submit information related to the following categories in advance of their annual faculty review with the Department Head.

Faculty Achievement Report (for the past calendar year) Teaching

 Annual Performance: o Undergraduate and graduate courses taught o Chaired and Member of graduate student advisory committees o Theses and dissertations completed/students graduated o Graduate and undergraduate mentoring

 Metrics of Excellence: o Above average student evaluations o Receiving for a university, college or professional society award for teaching o Development of innovative teaching methods and materials o Teaching Honors, Writing Intensive, Communication or Study Abroad courses o Contributions to student professional training

Scholarship

 Annual Performance: o Published or In Press Manuscripts (peer‐reviewed scientific and non‐refereed technical articles) o Grant proposals (approved and rejected) o Presentations at conferences (scientific/industry/commodity), presenter (faculty member/graduate student supervised by faculty), and invited, contributed and published abstract o Evidence of sustained accomplishments of research program

 Metrics of Excellence: o Manuscripts published in leading refereed journals o Books and chapters published o Significant grantsmanship o Significant research accomplishments o Research awards

Extension (only faculty with a majority Extension appointment >50%)

 Annual Performance o Publication of Extension bulletins or reports o Effective delivery of Extension programs to clientele o Extramural support of Extension programs (received and rejected) o Presentations at professional and industry meetings (invited, contributed and published abstract)

 Metrics of Excellence: o Publication of peer-reviewed articles o Acquisition of significant extramural funding o Evidence of national/international program recognition o Invited presentations at professional meetings o Evidence of significant impact of Extension program o Development of distinctive programs o Extension awards

Service

 Annual Performance: o Committees (University, College, Department) o Professional organizations (membership and activities) o Collegiality 71

 Indicators of Excellence: o Editorial contributions (editorial board, advisory board, guest review activities) o Professional leadership (offices held, committees, task forces) o Professional honors and awards o Multidisciplinary engagement in international and diversity activities

Plan of Work (for subsequent academic year) Procedure for Annual Faculty Review Evaluation

 The Department Head reviews the Faculty Achievement Report and the Plan of Work.  A consultation is scheduled between the Department Head and faculty member to discuss all aspects of faculty performance. Areas of excellence and any areas for improvement are identified. The Department Head offers constructive comments to facilitate the continued achievement of the faculty member and progress toward advancement.

 The Department Head assigns a ranking (superior, excellent, satisfactory, needs improvement, or unsatisfactory) for each category (relating to either teaching, research, extension and/or service) along with an overall ranking and provides a written summary of the review to the faculty member. The faculty member has an opportunity to develop written comments to the summary document.

 The Department Head modifies the summary document, if appropriate, based upon the input from the faculty member.

 Once the summary document is completed, the Department Head and the faculty member sign the evaluation.

 A copy is provided to the faculty member and a copy is placed in the faculty member’s personnel file.  A report to the Dean of unsatisfactory performance will be accompanied by a written plan for improvement. If a faculty member receives three consecutive unsatisfactory annual reviews from the Department Head and/or P&T Committee, then a professional review is initiated

PROMOTION AND TENURE COMMITTEE Faculty Governance: the initial draft of this document was distributed to all WFSC faculty for comment, followed by a formal meeting (14 November 2016) of faculty and the Department Head to discuss, and a subsequent period for additional comments. The resulting document (21 November 2016) reflected the majority consensus of the faculty. The final document incorporates required modifications from the College and Dean of Faculties. INTRODUCTION Per Texas A&M University Standard Administrative Procedure document 12.06.99.M0.01 Post-Tenure Review (updated 6 October 2016), criteria are to be set forth for the following rating categories: “Unsatisfactory”, “Needs Improvement”, and “Satisfactory”. These rating categories will be applied to the following performance categories: Research, Teaching and Service, or Extension. Consistent ratings of “Satisfactory” do not necessarily equate to being worthy of tenure or promotion. In remarkably productive years a faculty member may receive a rating of “Exceptional”. Regardless of ratings received in each category, or the overall rating, the primary outcome of the peer review process is that clear written guidance be given to each faculty member, to facilitate improvement of performance.

Under current procedures adhered to by The Department of Wildlife and Fisheries Sciences (WFSC) Promotion and Tenure Committee (P&T), these criteria will apply on an annual basis to reviews of Associate Professors, and on a 6 year basis for reviews of Professors. Per the Post-Tenure Review document, these criteria and ratings are also to be considered by the Department Head during his/her annual evaluations of all Associate Professors and Professors. Further, the Department of Wildlife and Fisheries Sciences has extended these criteria to include evaluation of Assistant Professors, which will provide for standardization and uniformity across professorial ranks. During annual and Post-Tenure Reviews, the faculty member and Department Head will develop a current load expectation in research, teaching and service, that will be considered in the next evaluation. In most cases, load expectations will follow a faculty members’ formal position description. The Post-Tenure Review document sets forth specific rating criteria that would lead to the initiation of Professional Development Review (section 4.1), with respect to tenured faculty. The WFSC P&T Committee will assess performance of Professors across a 6 year period. The WFSC P&T Committee will recommend to the Department Head initiation of Professional Development Review for any Full Professor receiving an overall “Unsatisfactory” on their 6 year review. Because the WFSC P&T Committee evaluates Associate Professors on an annual basis (rather than 6 year basis), criteria are required to establish the initiation of Professional Development Review for that rank (as suggested by section 3.2.5). The WFSC P&T Committee will recommend to the Department Head initiation of Professional Development Review for any Associate Professor receiving three consecutive “Unsatisfactory” annual reviews. Texas A&M University is a Tier 1 research institution and as such, research productivity will be given added consideration over productivity in Teaching or Service, although strong performance in each of these categories is also expected. In other words, “Satisfactory” performance in Teaching and Service does not compensate for less than satisfactory performance in Research. An exception to this would be above average assigned Teaching or Service, for Professors only; junior faculty should not, in most cases, receive or accept such assignments. While this document sets forth criteria to be considered, the document should overall be viewed as being fluid, where criteria may be changed or modified in accordance with majority views of the WFSC P&T Committee or higher academic authorities at Texas A&M University. PERFORMANCE CRITERIA FOR RESEARCH. The following activities will be considered by the P&T Committee during deliberations: 1. Publications (number, quality of journal (by discipline), role of author) 2. Clear evidence of an independent research program. 3. Collaborative research (highly encouraged, but does not substitute for #2) 4. Grants and Contracts (both funding received and attempts at funding will be considered) 5. Graduate Students and their productivity 6. Undergraduate Research (this may be considered under Teaching if desired, but not in both) 7. Presentations at meetings (regional, national or international), Invited talks 8. Clear evidence from the above criteria that the faculty member is developing National recognition (Assistant Professors), International recognition (Associate Professors) or maintaining recognition in both (Professors) 9. Other activities as warranted The WFSC P&T Committee will reach a majority rating consensus for this category based on thorough deliberations of the material presented to them. Publications will be an important factor in these deliberations. As such, faculty members are encouraged to maintain a strong publication rate, although the committee is free to assess publication quality and author line 73 position. The Departmental average for publications for the time period 2013-15 are: 5.1 (2013), 4.68 (2014) and 5.5 (2015). Faculty should meet, or be very close to this level of publications, to be considered for a ranking of Satisfactory; publication performance, along with performance in other activities will guide the P&T committee in assigning an overall Research ranking. As a purely hypothetical example, a faculty member might have four publications in a year. If the faculty member was one of many authors on all four papers (and not first or senior (typically last author)) where their contribution is less clear, the P&T committee could find overall research productivity less than satisfactory, despite strong performance in other activities. Therefore, faculty members are strongly encouraged to insure that they are first or senior author on publications every year; this would be indicative of an independent research program. PERFORMANCE CRITERIA FOR TEACHING The following will be considered by the P&T Committee during deliberations: 1. Student evaluations of courses. In order to increase response rates thereby providing more information for the P&T Committee and Department Head to evaluate, faculty of all ranks are expected to distribute paper copies of evaluations to students, rather than online evaluations. From these evaluations, the following will be considered: A. Overall mean B. Scores in each evaluation category C. Written comments 2. Grade distributions. Courses with highly skewed grade distributions may be indicative of issues that would require further assessment by the P&T Committee or Department Head. 3. Peer reviews of lectures (undergraduate courses). Faculty will receive 2 independent, written assessments of lectures annually. Timing of these assessments will be at the discretion of the reviewer, and at least one review must be performed by a faculty member familiar with the subject material. We do encourage faculty to interact with the Center for Teaching Excellence in this regard, as they will have insights beyond basic content. Assistant Professors are not expected to evaluate lectures of Associate Professors or Professors, but are not precluded from doing so. Further, peer evaluations will look for promotion of student motivation and engagement, and effectiveness of pedagogical approach. 4. Undergraduate Research (this may be considered under Research if desired, but not in both) 5. Other factors as warranted The WFSC P&T Committee will reach a majority rating consensus for this category based on thorough deliberations of the material presented to them. WFSC faculty typically score very well on evaluations, and overall means > 4 are often considered Satisfactory; however, the departmental average across classes is typically ca. 4.5 and faculty are expected to show year over year improvement of scores that are below that average. Low scores in any individual student evaluation category will be discussed in depth. While student evaluations often weigh most heavily in a Satisfactory ranking (e.g., ca. 4.5 score), mostly positive Peer Review comments are also important for a Satisfactory ranking to be assigned as is evidence of a rigorous course. PERFORMANCE CRITERIA FOR SERVICE. Service in the following areas is expected of all faculty members: 1. Service to Students, e.g., advising student groups and clubs; providing letters of recommendation; advising students on career options and opportunities. 2. Service to the department, college, or university, e.g., participation or leadership on committees or in special assignments; participation or leadership in faculty governance. 3. Service to the discipline or profession, e.g., demonstrable time and effort dedicated to the advancement of one’s discipline through participation in academic societies; serving as a journal editor or reviewer of scholarly works; reviewing funding proposals, participating in federal grant review panels; engagement with local, state, and federal agencies or institutions related to the discipline; other demonstrated activities that can be shown to advance the discipline or profession. 74

Service from these areas will be considered collectively by the P&T Committee during deliberations. However, Assistant Professors are expected to have reduced requirements for committee participation at Department, College, and University levels. The following criteria may be considered by the P&T Committee during deliberations: 1. Main Advisor of graduate students and on the committee of other graduate students. 2. Member of Department, College, or University committees. 3. Advisor to student chapters. 4. Reviews manuscripts for journals. 5. Is a member of an editorial Board or an Associate Editor of a scientific journal. 6. Participates in committees for scientific societies. 7. Chairs sessions and organizes scientific meetings. 8. Participates on review panels for NSF, NIH, EPA or other funding agencies. 9. Serves as ad hoc reviewer for NSF, NIH, EPA or other funding agencies. 10. Provides support to state and federal agencies when requested. 11. Serves on Boards and governance committees of governmental bodies and scientific societies. 12. Curatorial duties (if part of appointment). 13. Other factors as warranted. A Satisfactory ranking in Service will be related to an assessment of a faculty member’s participation in the above categories according to academic rank. Assistant Professors should focus primarily on categories that support their Research (e.g., peer and ad hoc reviews, review panels, service to societies); Associate Professors should maintain productivity in those categories, while showing increased productivity on committees; Professors should maintain productivity in those categories, with possible expansion (e.g., Chairing key committees).

Student Profile Doctoral, Masters, and Baccalaureate Graduate Program Statistical Summary The graph below shows enrollment by degree option since 2011 for all graduate students.

DEGREE OPTION ENROLLMENT 120

100 96

86 78 80 71 73 72 68 67 66 62 60 60 60

0 2011 2012 2013 2014 2015 2016

Masters Doctoral

Degree 2011 2012 2013 2014 2015 2016 Masters 96 86 78 62 60 60 Doctoral 68 71 73 72 67 66 Total 164 157 151 134 127 126

The graph below shows enrollment by degree option since 2011 for all non-thesis distance graduate students.

DISTANCE EDUCATION MASTERS ENROLLMENT (NON-THESIS) 30

25 24 24 23 21 20 17 16 15

10 10 7 7 5 5 4 3 3 1 1 0 0 0 0 2011 2012 2013 2014 2015 2016

Fisheries Science Natural Resources Development Masters of Wildlife Science

Masters Degree Options 2011 2012 2013 2014 2015 2016 Fisheries Science 5 3 1 0 0 0 Natural Resources Development 10 7 7 1 4 3 Masters of Wildlife Science 24 24 21 23 16 17 Total 39 34 29 24 20 20

The graph below shows enrollment by degree option since 2011 for all undergraduate students.

UNDERGRADUATE DEGREE OPTION ENROLLMENT

Fisheries, Aquaculture & Aquatic Sciences Vertebrate Zoology Wildlife Ecology & Conservation

318 313

308

294 292 285

61 53

20 17

2011 2012 2013 2014 2015 2016

Degree Option 2011 2012 2013 2014 2015 2016 Fisheries, Aquaculture & Aquatic Sciences 33 28 20 21 17 12 Vertebrate Zoology 53 61 65 50 62 76 Wildlife Ecology & Conservation 318 313 292 308 294 285 Total 404 402 377 379 373 373

The graph below shows enrollment by ethnicity since 2011 for all graduate students.

GRADUATE ENROLLMENT BY ETHNICITY

White Hispanic Black Asian Indian/Alaskan Hawaiian or Other Pacific Unknown

298

296

272 272

256

248

86 86

13 13

8 8

7 7 7

6 6

3 3 3

2 2 2

1 1 1 1 1

0 0 0

2011 2012 2013 2014 2015 2016

Ethnicity 2011 2012 2013 2014 2015 2016 White 296 298 272 272 248 256 Hispanic 90 86 79 67 86 85 Black 7 7 10 18 17 13 Asian 3 3 4 7 6 8 Indian/Alaskan 8 6 9 13 15 11 Hawaiian or Other Pacific 0 2 3 2 1 0 Unknown 0 2 1 1 1 1 Total 404 402 377 379 373 373

The graph below shows enrollment by gender since 2011 for all graduate students.

GRADUATE ENROLLMENT BY GENDER 100

90 88 85 82

80 76 77 72 69 70 69 70

60 57 57 57

0 2011 2012 2013 2014 2015 2016

Male Female

Gender 2011 2012 2013 2014 2015 2016 Male 76 72 69 57 57 57 Female 88 85 82 77 70 69 Total 164 157 151 134 127 126

Student Profile Undergraduate Program Statistical Summary The graph below shows enrollment by ethnicity since 2011 for all undergraduate students.

UNDERGRADUATE ENROLLMENT BY ETHNICITY 120

100 97 98

80 77 77 74

40 38 34 32 31 26 25 22 22 22 20 20 19 20

4 2 3 3 2 2 3 2 2 2 2 2 0 1 1 0 1 0 1 0 1 0 1 0 0 2011 2012 2013 2014 2015 2016

White Hispanic Black Asian Indian/Alaskan Hawaiian or Other Pacific Unknown

Ethnicity 2011 2012 2013 2014 2015 2016 White 97 98 90 77 74 77 Hispanic 38 32 34 31 26 25 Black 4 3 3 3 2 1 Asian 22 22 20 20 22 19 Indian/Alaskan 2 1 2 1 1 2 Hawaiian or Other Pacific 0 0 0 0 0 0 Unknown 1 1 2 2 2 2 Total 164 157 151 134 127 126

The graph below shows enrollment by gender since 2011 for all undergraduate students.

UNDERGRADUATE ENROLLMENT BY GENDER

Male Female

222 222

219

216

214

213

189

182

163

160

157 151

2011 2012 2013 2014 2015 2016

Gender 2011 2012 2013 2014 2015 2016 Male 182 189 163 160 151 157 Female 222 213 214 219 222 216 Total 404 402 377 379 373 373

Graduation Retention and Graduation Rate The graphs below show undergraduate and graduate cohort headcounts since 2010.

Fulltime First Time Cohort Headcount

Cohort Year Cohort Headcount 1st Yr Retention 4 Yr Graduation 5 Yr Graduation 6 Yr Graduation 2010 40 28 70% 17 43% 20 50% 20 50% 2011 42 26 62% 14 33% 18 43% 2012 41 27 66% 15 37% 2013 24 17 71% 2014 39 23 59% Wildlife and Fisheries Sciences experience a sharp decrease in first time freshman students pursing a bachelor’s degree from the initial cohort headcount to the end of the first year. The reasons believed to influence this decrease over the years can be attributed to students anticipating a less challenging curricula than the one in place and/or an absence of freshman and sophomore level WFSC courses. The students traditionally take a one-hour seminar introductory course to WFSC in their first year and do not take any more WFSC coursework until their junior year. Due to the lack of exposure to the department during the students’ first two years, the department suffers a great loss of students to change of majors. The department’s Curriculum Committee is currently redesigning the curriculum to address the need for more WFSC courses offered to freshman and sophomores. In addition, the department has discussed the need to involve students in field work beginning their freshman year to build on the mission of the department and retain the students. Fulltime Transfer Cohort Headcount

Cohort Year Cohort Headcount 1st Yr Retention 4 Yr Graduation 5 Yr Graduation 6 Yr Graduation 2010 19 18 95% 15 79% 16 84% 17 89% 2011 21 12 57% 10 48% 12 57% 2012 21 18 86% 16 76% 2013 27 21 78% 2014 29 22 76%

Wildlife and Fisheries Sciences retains the majority of their transfer students, however the prerequisites for many of the courses, not offered at community colleges, prevent most transfer students from graduating in four years. Most transfer students begin at a point where they can take some WFSC junior and senior coursework right away, so it is less frequent for WFSC to lose these students to other majors. However, like the freshman students, a few transfer students underestimate the difficulty of the curricula and change their major after their first or second semester. WFSC experiences a large transfer population from other majors at the university, especially those on the pre-vet track. Due to the large number of transfers, a few of the core curriculum courses experience a bottleneck effect. In the summer of 2016 WFSC was able to offer WFSC 304, a course required for all WFSC students. This allowed more students to enroll in the course the following semester. WFSC 304 is also being offered summer 2017 in hopes to greater reduce the demand. Master Thesis Option Cohort Headcount

Cohort Year Cohort Headcount 1st Year Retention 2 Year Graduation 3 Yr Graduation 2010 20 17 85% 1 5% 11 55% 2011 11 11 100% 4 36% 8 73% 2012 17 17 100% 3 18% 14 82% 2013 13 10 77% 2 15% 5 38% 2014 12 12 100% 2 17%

Master Non-Thesis Option Cohort Headcount

Cohort Year Cohort Headcount 1st Year Retention 2 Year Graduation 3 Yr Graduation 2010 8 5 63% 4 50% 5 63% 2011 10 9 90% 0 0% 2 20% 2012 7 7 100% 4 57% 6 86% 2013 7 5 71% 3 43% 4 57% 2014 7 7 100% 1 14%

Historically, students pursuing a master’s degree in Wildlife and Fisheries Sciences progress through the program in a timely fashion. On average, about 25% of master’s students graduate in two years, with most of the remaining students graduating in three years. Students in non-thesis distance education degree programs usually require more time to graduate because most are also working full-time and thus take fewer courses each semester. Compared to the College of Agriculture and Life Sciences, Wildlife and Fisheries Sciences master’s students maintain at or above the average first-year retention rates. WFSC falls short on two-year graduation rates compared to the College rates but more than makes up for it with the three-year graduation rates. In comparison to the University retention rates, WFSC maintains higher first-year retention overall, again falling short in two-year graduation rates but matching the University rates for three- year graduation. Doctoral Cohort Headcount

Cohort Year Cohort Headcount 1st Year Retention 4 Year Graduation 5 Yr Graduation 6 Yr Graduation 2010 16 13 81% 0 0% 2 13% 3 19% 2011 11 10 91% 2 18% 4 36% 2012 11 10 91% 3 27% 2013 11 10 91% 0% 2014 13 12 92% 0%

For students pursuing a Ph.D. degree in Wildlife and Fisheries Sciences, typically 10-15% of the students graduate in three years while most require four or five years to graduate. The department relies heavily on its faculty members, who serve as major advisors for the graduate students, to facilitate their timely progression through our graduate programs. Compared to the College of Agriculture and Life Sciences, Wildlife and Fisheries Sciences Ph.D. students maintain above average first-year retention rates, slightly below average four-year graduation rates and significantly below average six-year graduation rates. In comparison to the University, WFSC follows the same trend with higher first-year retention rates, followed by matching the University’s four-year graduation rates with considerably less graduates in the fifth and sixth year.

Domestic vs. International Enrollment The chart below shows domestic and international enrollment for WFSC students since 2012. Undergraduate

2012 2013 2014 2015 2016 Domestic 401 372 374 367 369 International 0 0 2 2 1 Total 401 372 376 369 370

Master’s

2012 2013 2014 2015 2016 Domestic 81 69 58 55 56 International 5 3 1 2 1 Total 86 72 59 57 57

Doctoral

2012 2013 2014 2015 2016 Domestic 57 58 59 51 49 International 15 17 18 17 16 Total 72 75 77 68 65

Institutional Financial Support Provided

Graduate students in the Department of Wildlife and Fisheries Sciences are funded from a variety of sources including faculty grants, university and college fellowships, and graduate assistantships. The department does not currently have the resources to provide all students with departmental support. However, students are funded for single semesters, with no long term program commitment. Opportunities for funding depend on a student’s degree status, year in the program and faculty affiliation. Student Publications/Presentations

Students who had at least two publications/presentations accepted for a professional conference. Year M.S. Ph.D. 2014-15 92% 25% 2015-16 72% 100%

Students who were authors on a refereed or peer-reviewed scientific publication. Year M.S. Ph.D. 2014-15 30% 75% 2015-16 27% 100%

All WFSC graduate students are encouraged to be an author on at least one refereed or peer-reviewed scientific publication and have at least two publications or presentations accepted for a professional conference each year. WFSC believes students who have presented at a professional conference or meeting or who publish a paper or article by the time of graduation shows direct evidence of achieving disciplinary knowledge, effective communication and quality work products in their field of discipline. This focus will improve the quality of work and learning process for students to meet the department’s expectations.

Employment Profile

During the last five years our Ph.D. students have accepted postdoctoral positions at several institutions including University of Idaho, Texas A&M Veterinary Medical Diagnostic Laboratory, University of Colorado, and Texas A&M AgriLife Extension. One student has accepted a faculty position with Texas A&M AgriLife Extension. Businesses who have hired our graduate students include Nueces River Authority, World Wildlife Fund, U.S. Geological Survey, Texas Commission for Environmental Quality, and Wisconsin Department of Natural Resources. Recruitment Fellowships Texas A&M Graduate Diversity Fellowship (Office of Graduate and Professional Studies)

The Diversity Fellowship is a three-year fellowship to recruit tip incoming students who contribute to the diversity of the student body. The award includes an $18,000 stipend per year for three years, $9,000 per year for tuition and fees, and a departmental assistantship (an additional $8,000 stipend/year) for three years. Students who receive this award are required to work as a teaching assistant each year. Only U.S. citizens and permanent residents are eligible for this award. All incoming Ph.D. students who meet this eligibility requirement and who will contribute to the overall diversity of the university may be considered for this award. The department submits nominations for eligible student to the Office of Graduate and Professional Studies.

College of Agriculture and Life Sciences Excellence Fellowship

The Excellence Fellowship is a one-year fellowship with the goal to recruit and matriculate top quality M.S. and Ph.D. students, especially those who add diversity to the graduate program. The fellowship is a ½ match at the departmental base rate plus 10% assistantship. The department supplies a 50% effort assistantship at ½ the departmental base assistantship rate plus 10%. In addition, the fellowship covers tuition and graduate student health insurance if needed for the first year. Preference is given to Ph.D. student or M.S. (thesis option) students who have declared a career objective to pursue a Ph.D.

College of Agriculture and Life Sciences Merit Fellowship

The Merit Fellowship aims to recruit and matriculate top quality Ph.D. graduate students and M.S. (thesis option) students who have declared a clear career objective to pursue a Ph.D., especially students with a potential to make unique contributions to the graduate program. The fellowship is at the departmental base rate plus 20% for one year plus approximately $10,500 to cover the cost of tuition, fees and graduate student health insurance. The department must agree to supply assistantship funding in the future years at the departmental rate and develop a mentoring plan. Only U.S. citizens and permanent residents are eligible for the award. TAMUS LSAMP Bridge to the Doctorate

The Bridge to the Doctorate Fellowship is available for U.S. citizens or permanent residents who are underrepresented minorities. Student must plan to pursue a Ph.D. in a STEM field and received their previous degree from a LSAMP institution. The fellowship includes an annual stipend of $30,000 and an allotment of $9,000 distributed in the fall and spring semesters for educational expenses such as tuition, fees, graduate student health insurance, and research supplies. No departmental match funding is required for subsequent years, but additional funding is common. Sloan Foundation Minority Ph.D. Program

The department of Wildlife and Fisheries Sciences has been a lead participant in the Sloan Foundation Minority Ph.D. Program for the last 15 years. The department currently still has 3 Ph.D. graduate students in the SLOAN mentoring program and more than 10 Faculty members have been recognized as SLOAN program mentors. WFSC also has faculty and students who are active in the Texas A&M Student Chapter of the Society for Advancement of Chicanos and Native Americans in Sciences (SACNAS). The department is annually competitive in garnering Diversity Fellows and Pathways to the Doctorate Fellows.

Graduate Assistantships

The department offers students both graduate teaching and research assistantships. The average monthly stipend for M.S. students is $1,500 and the monthly stipend for Ph.D. students is $1,600.

Year M.S. Ph.D. 2012 $1,500 $1,527 2013 $1,393 $1,490 2014 $1,500 $1,619 2015 $1,442 $1,511 2016 $1,406 $1,520

Concluding Observations

The Department of Wildlife and Fisheries Services hosts hands-on and exciting academic programs that produce leaders in the fields of wildlife ecology and management, fisheries and aquaculture, biodiversity and systematics, conservation, evolutionary biology, animal behavior, physiology, bioenergetics, genetics, and systems analysis and modeling. However, we aim for continued growth of our programs in both number and quality and offer ever-expanding opportunities for our current and future students. Our academic committees have long-term goals for program enhancement that will help train well-prepared students for a changing future. The Undergraduate Curriculum Committee is currently working on the redesign the undergraduate wildlife ecology curriculum. The current curriculum contains courses that can be improved, combined with or replaced by new courses in order to provide practical learning modules for our students. The department is looking at new recruiting strategies for attracting graduate students. The future is bright for the Department of Wildlife and Fisheries Sciences. Anticipating the upcoming move into a brand new building at the end of May 2017 and searching to hire new faculty, we are a department on the rise.

Wildlife and Fisheries Extension Unit

Texas A&M AgriLife Extension Service Vision Statement Help Texans better their lives.

WFSC Extension Unit Vision Statement: Help Texans better manage wildlife and fisheries resources

Texas A&M AgriLife Extension Service Mission Statement Through the application of science-based knowledge, we create high-quality, relevant continuing education that encourages lasting and effective change.

WFSC Extension Unit Mission Statement: Better the lives of Texans by providing high-quality, science-based education relative to wildlife, fisheries, and aquaculture resources via reliable, relevant, and innovative outreach and programming.

Texas A&M AgriLife Extension Service Capabilities Statement We provide programs, tools, and resources - on a local and statewide level - that teach people how to improve agriculture and food production, advance health practices, protect the environment, strengthen our communities and enrich youth.

Overview of the Wildlife and Fisheries Extension Unit The Wildlife and Fisheries Extension Unit embodies the purpose of the Land-Grant Mission, taking the university to the people to deliver science-based information that enhances natural resources. The unit falls under agency direction of Texas A&M AgriLife Extension Service and is a subset of faculty and extension specialists within the WFSC department. It is nationally and internationally recognized for its outreach and educational programming. The Extension faculty coordinate and work with Research/Teaching faculty within WFSC, other TAMU Departments and System Universities, and other Universities with applied research projects and chair or serve on graduate student committees.

The unit’s main goal is to deliver research-based educational programs and solutions for all Texans and those beyond the state’s boundaries through innovative methods for educational delivery. The unit has historically responded to the needs of the public and agricultural producers in the wildlife, fisheries, aquaculture, and other natural resource disciplines, through programming, applied research, and results demonstrations. The increased demand for extension programming comes from a growing population resulting in increased human and wildlife or fisheries interactions or conflicts, decreased water availability, urban sprawl, invasive species introductions, and increased land fragmentation. Important programmatic areas include wildlife habitat fragmentation, water conservation and quality, improving the human food supply through fish and crustacean production, and control/management of invasive and nonindigenous aquatic and terrestrial species that negatively impact the quality of life for Texans or natural ecosystems within the state and beyond. Extension faculty and staff use a myriad of traditional (face-to-face programs) and emerging educational methods, including those pioneered by the unit (social media, smart phone applications, online lessons), to provide Texas youth and adult audiences with information needed to identify and resolve real-world problems and address current and emerging issues. Client evaluation of programmatic efforts confirm the success of the unit’s efforts in addressing key issues, often through collaboration with Texas A&M University System components, other universities, agencies and non-governmental organizations.

WFSC Extension Unit Challenges At the agency level, Texas A&M AgriLife Extension Service is evolving from a state-supported to a state-assisted agency, and obtaining grants, contracts, endowments, and donations to support core WFSC extension programming and maintain a critical mass of WFSC Extension faculty has become a necessity. In the wake of this transition, program delivery was negatively affected by the reduction of 7 faculty or specialist positions, since 1997. Despite this loss, our Extension Specialists continue to lead the nation in productive and innovative programing for adult and youth audiences. One of the key challenges in the future will be to maintain this level of performance, while addressing increased public demand for Extension programming, without deliberate investment by the university and state in new faculty and specialists.

WFSC Extension Unit Needs and Solutions Wildlife has a huge economic impact on the Texas economy and the WFSC Extension Unit plays a significant role in the education of landowners and land managers regarding management of game and non-game species. Recent figures indicate Texas residents and non-residents spent nearly $9 billion on wildlife recreation activities, had an economic impact of $15.8 billion and supported 139,404 jobs. This is in contrast to $2.2 billion in cash receipts for cotton, $1.2 billion for corn, and $10.5 billion for cattle. Yet, the WFSC Extension Unit is comprised of only 3.8 FTE faculty members. There is an urgent need for the following Extension Wildlife Specialists: College Station – Wildlife Stephenville – Wildlife Corpus Christi – Wildlife

Recent budget rescissions and loss of personnel have reduced the ability of the WFSC Extension Unit to adequately address the needs of Texas landowners and land managers regarding wildlife and fisheries issues. The rise of Chronic Wasting Disease in white-tailed deer (Odocoileus virginianus), the decline of the Northern bobwhite (Colinus virginianus), the renewal of fever tick concerns in South Texas, and continued wild pig (Sus scrofa) worries requires additional WFSC Extension personnel be in place to adequately manage these new issues.

Key Extension Unit Programs (from 2016 Annual Report) Unit members contribute expertise to County Extension Agents conducting education events across the state. Requests can widely vary and our unit members are general enough to cover many topics. They also work in specific areas, where they foster applied research and teaching for programs they build. Some of those include: Fisheries Management/Aquaculture: The Aquatic Diagnostics Laboratory (ADL) was initiated in response to the absence of any diagnostic labs in the state to assist the $70 million Texas aquaculture industry with disease and parasite concerns. During the reporting period, the ADL managed 9 cases submitted by producers, and 1 case submitted by shrimp trawlers from wild shrimp populations. One producer estimated the ADL saved $600,000 in fish due to quick, accurate diagnostics and treatment suggestions. Total estimated fish production savings by ADL diagnostics was $1.2 million dollars for the year. The commercial shrimp landings in Texas are valued at more than $170 million, annually. The ADL identified the parasite that causes black gill syndrome in wild-caught Texas shrimp. This parasite has crippled shrimp fisheries in other states, and the ADL quickly alerted the Texas Parks and Wildlife Department and commercial shrimp trawlers to prevent similar damage to Texas shrimp fisheries.

Texas Quail Decline Initiative - Texas populations of northern bobwhite and scaled (Callipepla squamata), or “blue,” quail have declined for decades (most noticeably since 2008), despite favorable habitats and some years of desirable weather conditions. The objective is to address and reverse the critical quail decline in Texas through Extension education and research focused on investigations into diverse factors which interact to cause quail decline and landscape improvements to increase quail populations. Changes in Texas landscapes to improve quail habitat and minimize threats from disease, predation, and invasive species could reverse this decline. By restoring healthy quail populations in Texas, this effort will promote research and education that helps to balance ecosystems, to give opportunities for quail to thrive, and to also maintain the economic and recreational benefits of quail hunting in the state.

Wild Pig Damage Abatement - Approximately 2.6 million feral hogs occupy 79% of the landscape in Texas. Feral hogs are an invasive, exotic species that cause approximately $52 million in damages to Texas agriculture producers annually. This estimate does not include damage to habitat used by native wildlife or suburban areas. Feral hog damage can be significantly reduced through effective education and outreach to private landowners. Our work creates presentations, videos, smartphone apps, social media and we created the nationally recognized Feral Hog Community of Practice through eXtension.org. Livestock and Predator Interactions The Wildlife and Fisheries Extension Unit provides programmatic support to enhance the management of wildlife damage to livestock resources by providing applied research and extension education on the interactions between livestock and predatory wildlife. Two signature programs seek to provide non-lethal, economic solutions through (1) husbandry modifications and (2) implementation of livestock protection dogs. One intensive field study carefully documents the way in

90 which predators (coyotes, bobcats, etc.) interaction with livestock protection dogs, and how those dogs impact the various wildlife (>15 species) that cohabitate with livestock on the field site. Another study documents the ways in which husbandry (calving season, carcass disposal, habitat management) impact predatory events from coyote on cattle. Together, these studies provide wildlife damage management solutions that maintain the integrity of the ecosystem, protect livestock, and aid in the co-management of working lands for wildlife and agricultural production. In addition to damage management solutions, these studies are generating insights into the ecology of these species heretofore unexplored. Emerging Disease Issues Among Cervids In the last several years, diseases concerns related to cervid species in Texas, wild and exotic, have grown in intensity and the public eye. Misinformation and fear-mongering have become commonplace To this end, the Wildlife and Fisheries Extension Unit has engaged with stakeholders, landowners, and other government agencies to provide science-based education and leadership on the management of disease issues. These include Chronic Wasting Disease, Anthrax, and Cattle Fever Ticks. The Unit leads an interagency partnership with Texas Parks and Wildlife Department and the Texas Animal Health Commission to provide coordinated outreach to the public from relevant government agencies. Efforts include general disease education, training seminars on collecting tissue samples for disease monitoring, proper disposal of carcasses, and procedures for minimizing the spread of disease through live animal movements. The Unit leads a national Extension working group on Chronic Wasting Disease, participates on the agency-level Cattle Fever Tick Task Force, and the state Cervid Animal Health Advisory Board.

Texas Master Naturalist - Our objective is to develop a group of well-informed volunteers to provide education, outreach, and service dedicated to the beneficial management of natural resources and natural areas within their communities for the state of Texas. Established in 1997, TXMN has trained 8,852 certified volunteers across 44 chapters in more than 200 counties of Texas. These volunteers have contributed over 2.4 million hours of service on 206,300 acres of native habitat with efforts worth more than $40 million to Texas. The TXMN program has developed 370 partnerships and has reached more than 4.1 million Texas residents.

Hunter Education Safety Training - The 2011 National Hunting, Fishing and Wildlife-Associated Recreation Survey estimated that there are over 1 million hunters in Texas. Currently there are 2,745 Texas Hunter Education instructors that provide training to produce safe, knowledgeable, and responsible hunters. The primary goal of this initiative is to reach and train hunters with three phases of instruction: basic, instructor, and advanced. This allows trained instructors to: observe positive changes in knowledge, skills, and attitudes (learning); reinforce previously learned principles; and build a network that promotes a positive, lifetime learning process. The program strives to deliver high quality education and outreach through its volunteers to the over 1 million new and seasoned hunters in Texas. The Hunter Education Initiative benefits from the synergy between the Texas A&M AgriLife Extension Service’s Texas 4-H and the Texas Parks and Wildlife Department’s Hunter Education programs. Youth Curriculum Enrichment and Leadership – Texas Brigades is a wildlife-focused leadership development program for high school youth (ages 13-17). There are six different camps: Bobwhite Brigade, Buckskin Brigade, Bass Brigade, Waterfowl Brigade, Ranch Brigade, and Coastal Brigade. Extension faculty, along with the state's leading wildlife and fisheries biologists and land managers serve as instructors and mentors. Camps are held in different areas of the state and learn learning animal anatomy and behavior, botany, nutrition, habitat management, population dynamics. Additionally, Extension faculty have created several on-line courses to improve understanding of science and math through a natural resource lens.

Extension Funding Figure 1. Extension Unit Salary Sources Salary was drawn from 1) state appropriated, 2) contracts and grants, and 3) local and designated sources. These later two sources have become much more important to run the yearly operations of the unit from 2010-2017.

Sources of Extension Unit Salaries 2010-2016

700,000.00

600,000.00

500,000.00

400,000.00

300,000.00

200,000.00

100,000.00

0.00 2010 2011 2012 2013 2014 2015 2016

State Appropriated Salaries E&G Contracts and Grants Local and Fee-based Designated

Table 1. Extension Extramural Funding Extension members have been aggressive to attain grants that fund applied research and education efforts, as the agency has moved from a state-funded to state-assisted organization.

Year 2011 2012 2013 2014 2015 2016 2017 Total Grant Values $463,819 $546,253 $259,852 $961,115 $1,256,476 $1,274,837 $527,449 $5,289,801

Table 2. Extension Unit Team Members As of March 2017, our team consists of 7 people included 5 budgeted positions and 2 supported by grants. Number in Position Title Names Notes 4 Extension Specialists Sink, Tomecek, Budgeted; one a retiree Frank, rehire at 80% effort *Higginbotham 1 Program Specialist Woods Budgeted 2 Extension Associates Garza, Meuth Grant-funded Total 7

Figure 2. Areas of Responsibility Extension staff and faculty cover large areas of responsibility and respond to a wide range of topics meeting regional programming needs of County Extension Agents.

Undergraduate and Graduate Training Members of the Extension Unit give training to undergraduate and graduate students build on technical writing, field activities, creation of web-site resources, videos and social media and more. Graduate students often build on their knowledge base, while pursuing a MS or Ph.D. program. Novel Extension Unit Efforts Social Media The WFSC Extension Unit disseminates educational information using a combination of various social media platforms including Twitter, YouTube, Facebook, Scoopit, Pintrest, various websites, and others as appropriate.

Online Courses

Smart Phone Applications

There’s an APP for That! Now available in the iTunes store for iPhone, iPad, iPad Mini, iPod Touch, MAC, & PC

AquaCide - $2.99 https://itunes.apple.com/us/app/aquacide/id722031732?ls=1&mt=8

The Aquatic herbicide selection, effectiveness, and restriction guide is a tool for recreational pond managers as well as aquaculture professionals. This comprehensive visual guide helps you select the most effective herbicides for all aquatic vegetation classes, including the most common North American algae and floating, submerged, and emergent aquatic vegetation. Only herbicides that provide good or excellent control are provided for each species. AquaCide provides the environmental restrictions of all aquatically labeled herbicides, such as restrictions for human use (drinking, swimming, and fish consumption), livestock watering, irrigation (turf and crops), and other general comments pertaining to restrictions and differences in formulation.

Keywords: AquaCide, herbicide, pond management, aquaculture

AmmoniaCalc -$0.99 https://itunes.apple.com/us/app/ammoniacalc/id722048864?ls=1&mt=8

The un-ionized ammonia calculator is an invaluable resource for on the go aquaculture producers and managers as well as home aquarium hobbyists. Ammonia is the major end product in the breakdown of proteins in fish. Total ammonia nitrogen (TAN) is composed of toxic (un-ionized) ammonia (NH3) and nontoxic (ionized) ammonia (NH+ 4). Over time the buildup of ammonia within the fish system, combined changes in pH and temperature causes fluctuations in the concentration of toxic un-ionized ammonia. AmmoniaCalc allows the user to input simple, easily measured water chemistry measurements such as pH and temperature to instantly calculate the un-ionized ammonia concentration.

Keywords: ammonia, calculator, aquaculture, aquarium, fish, toxic, water quality

AquaPlant - $5.99 https://itunes.apple.com/us/app/aquaplant/id722310302?ls=1&mt=8

AquaPlant is designed to help pond owners and their advisors in the identification and management of aquatic vegetation. Aquatic vegetation management can be a perplexing problem. The first part of that problem is proper identification. Management of most aquatic plant species depends on properly identifying the desirable or nuisance plant. After identification of the aquatic plant is achieved with the visual index and description pages of AquaPlant, the user can then use the management section for each species to learn the correct treatment options including biological, mechanical, and herbicide controls.

Keywords: aquatic, vegetation, management, plant, identification, herbicide, grass carp

AquaRef - $0.99 https://itunes.apple.com/us/app/aquaref/id704586063?ls=1&mt=8 AquaRef – The aquaculture and pond manager quick reference guide is an inclusive set of tables and conversion factors for aquaculture professionals. Conversion factors range from the weight of chemical units that must be added to water to achieve particular concentrations to temperature conversion to volumetric water conversion factors to metric-English conversion for chemicals. This guide is packed full of useful information including pond filling time, pumping rate equivalents, discharge rates from standpipes, net mesh sizes for grading fish, length/weight relationships for fish, oxygen saturation points, pounds of fish that can be hauled at temperature, egg development stages, stocking guides, fertilization rates, and much more. Texas A&M AgriLife Extension’s AquaRef is credited in large part to Larry Dorman with the University of Arkansas at Pine Bluff, as he developed many of these materials for the quintessential Aquaculture Producer’s Quick Reference Handbook. Tables were reproduced with permission. Keywords: aquaculture, pond, reference, guide, conversion, fish

PondCalc - $1.99 https://itunes.apple.com/us/app/pondcalc/id709517896?ls=1&mt=8 PondCalc is a comprehensive tool for recreational pond users as well as aquaculture producers. One of the most common problems in pond management is over-estimation of pond size. This tool allows the user to quickly and easily calculate the surface area of any shaped pond and then calculate the number of acre feet, all without having to do any math. These calculations allow the user to determine accurate pond area and volume for the application of chemical treatments and herbicides. Keywords: pond, area, volume, acre-feet, calculator

Farm Pond Management Calendar - $1.99 https://itunes.apple.com/us/app/texas-farm-pond-management/id754847884?mt=8 The Texas Farm Pond Management Calendar is a virtual pocket guide/calendar to keep private pond managers up to date with the activities needed during each month of the year in order to manage their pond for the best fishing possible. The calendar may be accessed anytime, anywhere to determine the appropriate time to do activities such as stocking, liming, fertilizing, harvesting, weed control, draw down, feeding and renovation if necessary. It also makes managers and anglers aware of how much they should harvest and the time of year that different species are spawning.

Feral Hog Management - $0.99 https://itunes.apple.com/us/app/feral-hog-management/id784847089?mt=8 Feral Hog Management lets you quickly and easily access information on feral hog management techniques. Learn how to effectively bait, trap, shoot, snare and use dogs to reduce feral hog populations in your area. An abundance of detailed photographs and drawings make management techniques clear. This app draws on science-based information, years of experience and observation, and places it all in the palm of your hands to effectively capture feral hogs.

Stocking Rate Calculator for Grazing Livestock - $0.99 https://itunes.apple.com/us/app/stocking-rate-calculator- for/id814140174?mt=8 One of the most common problems livestock managers deal with is having too many animals on the land. Being overstocked beyond what the land can handle may lead to overgrazing, resulting in issues such as decreased forage production, erosion problems, and degraded wildlife habitat. GrazingCalc allows the user to quickly and easily calculate a correct stocking rate for your property based on the measured forage production. GrazingCalc can apply to cattle, horses, sheep, and goats. The tool also allows you to change the number of animals and grazing months based on estimated available forage.

Appendix Institutional Profile

January 2, 2017

TO: External Program Reviewers and Program Accreditors

FROM: Michael T. Stephenson Associate Provost for Academic Affairs and SACSCOC Accreditation Liaison

RE: Information required for USDOE Accrediting Bodies

Texas A&M University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, master's, and doctoral degrees. Consistent with comprehensive standard 3.13.1, the following provides the institution’s official position on its purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies and is published in official university documents as noted.

Purpose

Classified by the Carnegie Foundation as a Research Doctoral University (Highest Research Activity), Texas A&M embraces its mission of the advancement of knowledge and human achievement in all its dimensions. The research mission is a key to advancing economic development in both public and private sectors. Integration of research with teaching prepares students to compete in a knowledge-based society and to continue developing their own creativity, learning, and skills beyond graduation.

The institution’s official mission statement, published both on the institution’s web page as well as in its annual university catalog, is:

Texas A&M University (Texas A&M) is dedicated to the discovery, development, communication and application of knowledge in a wide range of academic and professional fields. Its mission of providing the highest quality undergraduate and graduate programs is inseparable from its mission of developing new understandings through research and creativity. It prepares students to assume roles in leadership, responsibility and service to society. Texas A&M assumes as its historic trust the maintenance of freedom of inquiry and an intellectual environment nurturing the human mind and spirit. It welcomes and seeks to serve persons of all racial, ethnic and geographic groups, women and men alike, as it addresses the needs of an increasingly diverse population and a global economy. In the twenty-first century, Texas A&M University seeks to assume a place of preeminence among public universities while respecting its history and traditions.

Governance

The governance of the institution was described in the 2012 certification of compliance submitted to SACSCOC.

Texas A&M University at College Station, the flagship institution of the Texas A&M University System, has branch campuses located in Galveston, Texas and Doha, Qatar. A ten-member Board of Regents, appointed by the Governor, directs the Texas A&M System. The appointment of each Regent follows Texas Education Code (TEC, Chapter 85, Section 21).

TEC outlines the duties and responsibilities of the Board of Regents. These responsibilities are also defined in System Policy 02.01 Board of Regents and TEC 51.352. The Board elects two officers: Chair and Vice Chair. There are four standing committees: Audit, Academic & Student Affairs, Finance, and Buildings & Physical Plant. Special committees may be appointed by the Chair with Board approval.

At Texas A&M University the President is the chief executive officer; the President is not the presiding officer of the Board of Regents. The President reports to the state-appointed Board of Regents through the Chancellor of the Texas A&M University System. System Policy 2.05 Presidents of System Member Universities defines the duties of the President. The appointment of the President follows conditions set forth in System Policy 01.03 Appointing Power and Terms and Conditions of Employment, section 2.2. 98

Personnel

The institution is led by the President and members of his cabinet:

Michael K. Young, President Karan L. Watson, Provost and Executive Vice President Jerry R. Strawser, Executive Vice President for Finance and Administration and CFO Michael Benedik, Vice Provost M. Dee Childs, Vice President for Information Technology and CIO Michael G. O’Quinn, Vice President for Government Relations Dr. Douglas Palmer, Interim Vice President and COO, TAMU-Galveston Barbara A. Abercrombie, Vice President for HR & Organizational Effectiveness Jessica Rubie, Associate Vice President for Strategic Initiatives Christine Stanley, Vice President and Associate Provost for Diversity Amy B. Smith, Senior Vice President and Chief Marking & Communications Officer Glen A. Laine, Vice President for Research Carrie L. Byington, Senior Vice President TAMU Health Science Center, Dean of the College of Medicine, and Vice Chancellor for Health Services Daniel J. Pugh, Sr., Vice President for Student Affairs Gen Joe E. Ramirez, Jr. Commandant, Corps of Cadets Amy B. Smith, Senior Vice President and Chief Marketing and Communications Officer Scott Woodward, Director of Athletics

Programs, Degrees, Diplomas, and Certificates

See the Institutional Summary submitted to SACSCOC Finances

See the Financial Profile 2016 submitted to SACSCOC

Southern Association of Colleges and Schools Commission on Colleges

INSTITUTIONAL SUMMARY FORM PREPARED FOR COMMISSION REVIEWS

GENERAL INFORMATION

Name of Institution, Texas A&M University Name, Title, Phone number, and email address of Accreditation Liaison Michael T. Stephenson Associate Provost for Academic Affairs and SACSCOC Accreditation Liaison 979.845.4016 [email protected]

Name, Title, Phone number, and email address of Technical Support person for the Compliance Certification Alicia M. Dorsey Assistant Provost for Institutional Effectiveness 979.862.2918 [email protected]

IMPORTANT:

Accreditation Activity (check one): 100

Submitted at the time of Reaffirmation Orientation Submitted with Compliance Certification for Reaffirmation Submitted with Materials for an On-Site Reaffirmation Review Submitted with Compliance Certification for Fifth-Year Interim Report Submitted with Compliance Certification for Initial Candidacy/Accreditation Review Submitted with Merger/Consolidations/Acquisitions Submitted with Application for Level Change

Submission date of this completed document: September 29, 2015

EDUCATIONAL PROGRAMS

1. Level of offerings (Check all that apply)

Diploma or certificate program(s) requiring less than one year beyond Grade 12 Diploma or certificate program(s) of at least two but fewer than four years of work beyond Grade 12 Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent designed for transfer to a baccalaureate institution Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent not designed for transfer Four or five-year baccalaureate degree program(s) requiring a minimum of 120 semester hours or the equivalent Professional degree program(s) Master's degree program(s) Work beyond the master's level but not at the doctoral level (such as Specialist in Education) Doctoral degree program(s) Other (Specify)

2. Types of Undergraduate Programs (Check all that apply)

Occupational certificate or diploma program(s) Occupational degree program(s) Two-year programs designed for transfer to a baccalaureate institution Liberal Arts and General Teacher Preparatory Professional Other (Specify)

101

GOVERNANCE CONTROL

Check the appropriate governance control for the institution: Private (check one) Independent, not-for-profit Name of corporation OR Name of religious affiliation and control:

Independent, for-profit * If publicly traded, name of parent company: Public state * (check one) Not part of a state system, institution has own independent board Part of a state system, system board serves as governing board Part of a state system, system board is super governing board, local governing board has delegated authority Part of a state system, institution has own independent board * If an institution is part of a state system or a corporate structure, a description of the system operation must be submitted as part of the Compliance Certification for the decennial review. See Commission policy “Reaffirmation of Accreditation and Subsequent Reports” for additional direction.”

INSTITUTIONAL INFORMATION FOR REVIEWERS

Directions: Please address the following and attach the information to this form.

1. History and Characteristics Provide a brief history of the institution, a description of its current mission, an indication of its geographic service area, and a description of the composition of the student population. Include a description of any unusual or distinctive features of the institution and a description of the admissions policies (open, selective, etc.). If appropriate, indicate those institutions that are considered peers. Please limit this section to one-half page.

102

2. List of Degrees List all degrees currently offered (A. S., B.A., B.S., M.A., Ph.D., for examples) and the majors or concentrations within those degrees, as well as all certificates and diplomas. For each credential offered, indicate the number of graduates in the academic year previous to submitting this report. Indicate term dates.

3. Off-Campus Instructional Locations and Branch Campuses List all locations where 50% or more credit hours toward a degree, diploma, or certificate can be obtained primarily through traditional classroom instruction. Report those locations in accord with the Commission’s definitions and the directions as specified below.

Off-campus instructional sites—a site located geographically apart from the main campus at which the institution offers 50 % or more of its credit hours for a diploma, certificate, or degree. This includes high schools where courses are offered as part of dual enrollment. For each site, provide the information below. The list should include only those sites reported and approved by SACSCOC. Listing unapproved sites below does not constitute reporting them to SACSCOC. In such cases when an institution has initiated an off-campus instructional site as described above without prior approval by SACSCOC, a prospectus for approval should be submitted immediately to SACSCOC.

Name of Physical Address Date Approved by Date Educational Is the site Site (street, city, state, SACSCOC Implemented programs offered currently active? country) Do not include by the (specific degrees, (At any time

PO Boxes. institution certificates, during the past 5 diplomas) with years, have 50% or more students been credits hours enrolled and offered at each courses offered? If site not, indicate the date of most recent activity.)

Institutions with off-campus instructional sites at which the institution offers 25-49% credit hours for a diploma, certificate, or degree—including high schools where courses are offered as dual enrollment—are required to notify SACSCOC in advance of initiating the site. For each site, provide the information below.

Name of Site Physical Date Date Educational Is the site Address Notified Implemented programs currently (Indicate if (street, city, SACSCOC by the offered (specific active? (At site is state, country) by institution degrees, any time currently Do not include SACSCOC certificates, during the active or PO Boxes. diplomas) with past 5 years, inactive. If 25-49% credit have students inactive, date hours offered at been enrolled of last course each site and courses offerings and offered? If date of 103

projected not, indicate reopening the date of most recent activity.)

Branch campus—an instructional site located geographically apart and independent of the main campus of the institution. A location is independent of the main campus if the location is (1) permanent in nature, (2) offers courses in educational programs leading to a degree, certificate, or other recognized educational credential, (3) has its own faculty and administrative or supervisory organization, and (4) has its own budgetary and hiring authority. The list should include only those branch campuses reported and approved by SACSCOC. Listing unapproved branch campuses below does not constitute reporting them to SACSCOC. A prospectus for an unapproved branch campuses should be submitted immediately to SACSCOC.

Name of Physical Date Date Educational Is the Branch Address Approved Implemented programs campus Campus (street, city, by by the (specific currently state, country) SACSCOC institution degrees, active? (At Do not include certificates, any time PO Boxes. diplomas) with during the 50% or more past 5 years, credits hours have offered at the students branch campus been enrolled and courses offered? If not, indicate the date of most recent activity.)

4. Distance and Correspondence Education Provide an initial date of approval for your institution to offer distance education. Provide a list of credit-bearing educational programs (degrees, certificates, and diplomas) where 50% or more of the credit hours are delivered through distance education modes. For each educational program, indicate whether the program is delivered using synchronous or asynchronous technology, or both. For each educational program that uses distance education technology to deliver the program at a specific site (e.g., a synchronous program using interactive videoconferencing), indicate the program offered at each location where students receive the transmitted program. Please limit this description to one page, if possible.

104

5. Accreditation (1) List all agencies that currently accredit the institution and any of its programs and indicate the date of the last review by each. (2) If SACS Commission on Colleges is not your primary accreditor for access to USDOE Title IV funding, identify which accrediting agency serves that purpose. (3) List any USDOE recognized agency (national and programmatic) that has terminated the institution’s accreditation (include the date, reason, and copy of the letter of termination) or list any agency from which the institution has voluntarily withdrawn (include copy of letter to agency from institution). (4) Describe any sanctions applied or negative actions taken by any USDOE-recognized accrediting agency (national, programmatic, SACSCOC) during the two years previous to the submission of this report. Include a copy of the letter from the USDOE to the institution. 6. Relationship to the U.S. Department of Education Indicate any limitations, suspensions, or termination by the U.S. Department of Education in regard to student financial aid or other financial aid programs during the previous three years. Report if on reimbursement or any other exceptional status in regard to federal or state financial aid.

Document History Adopted: September 2004 Revised: March 2011 Revised: January 2014

105

1. History and Characteristics

Provide a brief history of the institution, a description of its current mission, an indication of its geographic service area, and a description of the composition of the student population. Include a description of any unusual or distinctive features of the institution and a description of the admissions policies (open, selective, etc.). If appropriate, indicate those institutions that are considered peers. Please limit this section to one-half page.

History. Texas A&M University was established in 1871 as the state’s first public institution of higher education and opened for classes in 1876. We are now one of a select few institutions in the nation to hold land grant, sea grant (1971) and space grant (1989) designations. We are also one of few universities to host a presidential library; the George Bush Presidential Library and Museum opened in 1997. A mandatory military component was a part of the land grant designation until 1965 and today we are one of only three institutions with a full-time corps of cadets, leading to commissions in all branches of service. We have two branch campuses, one in Galveston, Texas, (established in 1962, officially merged with Texas A&M in 1991) and one in Doha, Qatar (established in 2003). In 2001 we were admitted to the Association of American Universities (AAU) and in 2004 to Phi Beta Kappa. We are classified by the Carnegie Foundation as a Research University (very high research activity).

Mission. Texas A&M University is dedicated to the discovery, development, communication, and application of knowledge in a wide range of academic and professional fields. Its mission of providing the highest quality undergraduate and graduate programs is inseparable from its mission of developing new understandings through research and creativity. It prepares students to assume roles in leadership, responsibility and service to society. Texas A&M assumes as its historic trust the maintenance of freedom of inquiry and an intellectual environment nurturing the human mind and spirit. It welcomes and seeks to serve persons of all racial, ethnic and geographic groups as it addresses the needs of an increasingly diverse population and a global economy. In the 21st century, Texas A&M University seeks to assume a place of preeminence among public universities while respecting its history and traditions.

Enrollment Profile. 77.42% Undergraduate, 18.41% Graduate, 4.02% Professional, and 0.14% Post-Doc Certificate

Undergraduate Students: 93.58% Texas Residents, 3.96% non-Texas Residents, 2.46% non-Texas, non-US Residents; 62.41% White, 3.11% Black, 22.33% Hispanic, 6.21% Asian

Graduate Students: 45.09% Texas Residents, 16.57% non-Texas Residents, 38.34% non-Texas, non-US Residents Admissions Process. Selective. Automatic admission for Texas resident applicants in the top 10% of their high school graduating class; automatic admission for applicants who rank in the top 25% of their high school graduating class and achieve a combined (old) SAT math and SAT critical reading score of at least 1300 with a test score of at least 600 in each component, or combined (newly redesigned) SAT math and SAT evidence based reading and writing (EBRW) score of at least 1360 with a test score of at least 620 in Math and 660 in EBRW, or 30 composite on the ACT with a 27 in the math and English components; review of all other applicants based on academic potential, distinguishing characteristics, exceptional circumstances and personal achievements.

Peer Institutions. Georgia Institution of Technology, Ohio State University, Pennsylvania State University, Purdue University, University of California- Berkeley, Davis, Los Angeles, San Diego, University of Florida, University of Illinois – Champaign/Urbana, University of Michigan, University of Minnesota, University of North Carolina – Chapel Hill, University of Texas – Austin, and University of Wisconsin – Madison.

106

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE AGRICULTURAL BS 35 45 18 98 AND LIFE COMMUNICATION & SCIENCES JOURNALISM

AGRICULTURE AGRICULTURAL MAGR 5 5 0 10 AND LIFE DEVELOPMENT SCIENCES

AGRICULTURE AGRICULTURAL BS 45 90 15 150 AND LIFE ECONOMICS SCIENCES

AGRICULTURE AGRICULTURAL MS 8 10 7 25 AND LIFE ECONOMICS SCIENCES

AGRICULTURE AGRICULTURAL PHD 2 1 3 6 AND LIFE ECONOMICS SCIENCES

AGRICULTURE AGRICULTURAL EDD 1 1 2 AND LIFE EDUCATION SCIENCES

AGRICULTURE AGRICULTURAL BS 66 102 20 188 AND LIFE LEADERSHIP & SCIENCES DEVELOPMENT

AGRICULTURE AGRICULTURAL MED 5 6 4 15 AND LIFE LEADERSHIP SCIENCES EDUCATION & COMMUNICATION

AGRICULTURE AGRICULTURAL MS 6 9 1 16 AND LIFE LEADERSHIP SCIENCES EDUCATION & COMMUNICATION

AGRICULTURE AGRICULTURAL PHD 4 3 3 10 AND LIFE LEADERSHIP SCIENCES EDUCATION & COMMUNICATION

107

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE AGRICULTURAL BS 16 33 1 50 AND LIFE SCIENCE SCIENCES

AGRICULTURE AGRICULTURAL BS 9 23 5 37 AND LIFE SYSTEMS SCIENCES MANAGEMENT

AGRICULTURE AGRICULTURAL MS 2 2 AND LIFE SYSTEMS SCIENCES MANAGEMENT

AGRICULTURE AGRONOMY MS 1 2 3 AND LIFE SCIENCES

AGRICULTURE AGRONOMY PHD 1 1 AND LIFE SCIENCES

AGRICULTURE ANIMAL BREEDING MS 2 1 1 4 AND LIFE SCIENCES

AGRICULTURE ANIMAL SCIENCE BS 34 77 12 123 AND LIFE SCIENCES

AGRICULTURE ANIMAL SCIENCE MAGR 6 4 10 AND LIFE SCIENCES

AGRICULTURE ANIMAL SCIENCE MS 6 1 5 12 AND LIFE SCIENCES

AGRICULTURE ANIMAL SCIENCE PHD 2 1 3 6 AND LIFE SCIENCES

AGRICULTURE ANIMAL SCIENCE- BS 45 64 22 131 AND LIFE PRODUCTION/ SCIENCES INDUSTRY

AGRICULTURE BIOCHEMISTRY BS 9 29 4 42 AND LIFE SCIENCES

AGRICULTURE BIOCHEMISTRY MS 1 3 1 5 AND LIFE SCIENCES

108

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE BIOCHEMISTRY PHD 2 3 3 8 AND LIFE SCIENCES

AGRICULTURE BIOENVIRONMENTAL BS 31 44 14 89 AND LIFE SCIENCES SCIENCES

AGRICULTURE BIOLOGICAL AND AGRI BS 10 34 44 AND LIFE ENGINEERING SCIENCES

AGRICULTURE BIOLOGICAL AND AGRI MENG 3 3 AND LIFE ENGINEERING R SCIENCES

AGRICULTURE BIOLOGICAL AND AGRI MS 2 7 9 AND LIFE ENGINEERING SCIENCES

AGRICULTURE BIOLOGICAL AND AGRI PHD 2 2 4 AND LIFE ENGINEERING SCIENCES

AGRICULTURE COMMUNITY BS 5 2 7 AND LIFE DEVELOPMENT SCIENCES

AGRICULTURE ECOLOGICAL BS 3 5 8 AND LIFE RESTORATION SCIENCES

AGRICULTURE Ecosystem Science & Mgmt MS 2 5 7 AND LIFE SCIENCES

AGRICULTURE Ecosystem Science & Mgmt PHD 3 3 1 7 AND LIFE SCIENCES

AGRICULTURE ENTOMOLOGY BS 1 9 1 11 AND LIFE SCIENCES

AGRICULTURE ENTOMOLOGY MS 5 4 1 10 AND LIFE SCIENCES

AGRICULTURE ENTOMOLOGY PHD 2 1 1 4 AND LIFE SCIENCES

109

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE FOOD SCI & TCHN-FOOD BS 5 8 13 AND LIFE SCI SCIENCES

AGRICULTURE FOOD SCI & TCHN- BS 5 20 3 28 AND LIFE INDUSTRY SCIENCES

AGRICULTURE FORENSIC & BS 1 16 1 18 AND LIFE INVESTIGATIVE SCIENCES SCIENCES

AGRICULTURE FORESTRY BS 4 6 1 11 AND LIFE SCIENCES

AGRICULTURE GENETICS BS 11 14 25 AND LIFE SCIENCES

AGRICULTURE HORTICULTURE BA 7 9 2 18 AND LIFE SCIENCES

AGRICULTURE HORTICULTURE BS 12 12 3 27 AND LIFE SCIENCES

AGRICULTURE HORTICULTURE MAGR 1 1 2 AND LIFE SCIENCES

AGRICULTURE HORTICULTURE MS 1 3 4 AND LIFE SCIENCES

AGRICULTURE HORTICULTURE PHD 2 1 3 AND LIFE SCIENCES

AGRICULTURE NATURAL RESOURCES MNRD 1 2 3 AND LIFE DEVELOPMENT SCIENCES

AGRICULTURE NUTRITIONAL SCIENCE BS 55 68 18 141 AND LIFE SCIENCES

AGRICULTURE PHYSIOLOGY OF MS 1 2 3 AND LIFE REPRODUCTION SCIENCES

110

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE PHYSIOLOGY OF PHD 1 1 AND LIFE REPRODUCTION SCIENCES

AGRICULTURE PLANT & ENVRNMNTL BS 13 15 3 31 AND LIFE SOIL SCIENCE SCIENCES

AGRICULTURE PLANT BREEDING MS 2 5 1 8 AND LIFE SCIENCES

AGRICULTURE PLANT BREEDING PHD 3 1 1 5 AND LIFE SCIENCES

AGRICULTURE PLANT PATHOLOGY MS 3 2 5 AND LIFE SCIENCES

AGRICULTURE PLANT PATHOLOGY PHD 1 2 1 4 AND LIFE SCIENCES

AGRICULTURE POULTRY SCIENCE BS 3 4 7 AND LIFE SCIENCES

AGRICULTURE POULTRY SCIENCE MAGR 3 1 2 6 AND LIFE SCIENCES

AGRICULTURE POULTRY SCIENCE PHD 3 3 AND LIFE SCIENCES

AGRICULTURE POULTRY SCIENCE- BS 8 15 4 27 AND LIFE INDUSTRY SCIENCES

AGRICULTURE RANGLND ECL & MGT- BS 3 9 2 14 AND LIFE RANCH MANAGEMENT SCIENCES

AGRICULTURE RANGLND ECL & MGT- BS 1 2 3 AND LIFE RANGELAND SCIENCES RESOURCES

AGRICULTURE REC, PARK & TOURISM BS 4 1 5 AND LIFE SCI-COM REC & PRKS SCIENCES ADMIN

111

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE REC, PARK & TOURISM BS 2 8 10 20 AND LIFE SCIENCES SCIENCES

AGRICULTURE REC, PARK & TOURISM BS 4 3 7 AND LIFE SCI-PARKS & SCIENCES CONSERVATION

AGRICULTURE REC, PARK & TOURISM BS 20 28 11 59 AND LIFE SCI-TOURISM SCIENCES MANAGEMENT

AGRICULTURE REC, PARK & TOURISM BS 16 20 5 41 AND LIFE SCI-YOUTH SCIENCES DEVELOPMENT

AGRICULTURE RECREATION, PARK & MS 6 2 8 AND LIFE TOURISM SCI SCIENCES

AGRICULTURE RECREATION, PARK & PHD 2 3 5 AND LIFE TOURISM SCI SCIENCES

AGRICULTURE RENEWABLE NATURAL BS 11 17 28 AND LIFE RESOURCES SCIENCES

AGRICULTURE SOIL SCIENCE MS 3 1 4 AND LIFE SCIENCES

AGRICULTURE SOIL SCIENCE PHD 1 1 2 AND LIFE SCIENCES

AGRICULTURE SPATIAL SCIENCES BS 2 3 5 AND LIFE SCIENCES

AGRICULTURE TURFGRASS SCIENCE BS 7 3 10 AND LIFE SCIENCES

AGRICULTURE WILDLIFE & FISHERIES BS 5 3 8 AND LIFE SCIENCES SCIENCES

AGRICULTURE WILDLIFE & FISHERIES MS 5 2 2 9 AND LIFE SCIENCES SCIENCES

112

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

AGRICULTURE WILDLIFE & FISHERIES PHD 3 2 3 8 AND LIFE SCIENCES SCIENCES

AGRICULTURE WILDLIFE SCIENCE MWSC 3 2 5 AND LIFE SCIENCES

AGRICULTURE WL & FS SCI- BS 5 5 4 14 AND LIFE VERTEBRATE ZOOLOGY SCIENCES

AGRICULTURE WL & FS SCI-WILDLIFE BS 32 51 13 96 AND LIFE ECOLOGY & SCIENCES CONSERVATION

ARCHITECTUR ARCHITECTURE MARC 5 38 1 44 E H

ARCHITECTUR ARCHITECTURE MS 1 1 E

ARCHITECTUR ARCHITECTURE PHD 2 2 1 5 E

ARCHITECTUR BUILDING BS 54 116 37 207 E CONSTRUCTION

ARCHITECTUR CONSTRUCTION MS 8 37 5 50 E MANAGEMENT

ARCHITECTUR ENVIRONMENTAL BED 22 62 1 85 E DESIGN ARCHITECHURAL STUDIES

ARCHITECTUR LAND & PROPERTY MLPD 12 7 1 20 E DEVELOPMENT

ARCHITECTUR LANDSCAPE BLA 19 19 E ARCHITECTURE

ARCHITECTUR LANDSCAPE MLA 20 20 E ARCHITECTURE

ARCHITECTUR URBAN & REGIONAL BS 4 12 2 18 E PLANNING

ARCHITECTUR URBAN & REGIONAL MUP 5 18 6 29 E PLANNING

113

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

ARCHITECTUR URBAN & REGIONAL PHD 3 1 6 10 E SCIENCE

ARCHITECTUR VISUALIZATION MFA 3 1 4 E

ARCHITECTUR VISUALIZATION MS 4 3 2 9 E

ARCHITECTUR VISUALIZATION BS 13 38 6 57 E

BUSH SCHOOL HOMELAND SECURITY CER 1 10 11 OF CERTIFICATE GOVERNMENT & PUBLIC SERVICE

BUSH SCHOOL INTERNATIONAL MIA 8 81 6 95 OF AFFAIRS GOVERNMENT & PUBLIC SERVICE

BUSH SCHOOL INTERNATIONAL CER 10 22 12 44 OF AFFAIRS CERTIFICATE GOVERNMENT & PUBLIC SERVICE

BUSH SCHOOL NON-PROFIT CER 13 20 10 43 OF MANAGEMENT GOVERNMENT CERTIFICATE & PUBLIC SERVICE

BUSH SCHOOL PUBLIC SERVICE AND MPSA 1 64 4 69 OF ADMINISTRATION GOVERNMENT & PUBLIC SERVICE

BUSINESS ACCOUNTING BBA 37 271 12 320

BUSINESS ACCOUNTING MS 15 115 8 138

BUSINESS BUSINESS MBA 51 3 4 58 ADMINISTRATION

BUSINESS BUSINESS PHD 1 5 13 19 ADMINISTRATION

114

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

BUSINESS BUSINESS HONORS BBA 6 52 1 59

BUSINESS EXECUTIVE MBA MBA 1 49 50

BUSINESS FINANCE BBA 49 180 13 242

BUSINESS FINANCE MS 16 95 1 112

BUSINESS FINANCIAL MFM 1 1 MANAGEMENT

BUSINESS LAND ECONOMICS & MRE 14 9 2 25 REAL ESTATE

BUSINESS MANAGEMENT BBA 36 131 12 179

BUSINESS MANAGEMENT MS 33 49 2 84

BUSINESS MANAGEMENT BBA 13 35 3 51 INFORMATION SYSTEMS

BUSINESS MANAGEMENT MS 5 149 2 156 INFORMATION SYSTEMS

BUSINESS MARKETING BBA 47 144 15 206

BUSINESS MARKETING MS 30 8 38

BUSINESS PROFESSIONAL MBA MBA 46 46

BUSINESS SUPPLY CHAIN BBA 36 130 7 173 MANAGEMENT

DENTISTRY ADVANCED EDUCATON CER 9 9 IN GENERAL DENTISTRY

DENTISTRY DENTAL HYGIENE BS 25 25

DENTISTRY DENTISTRY DDS 1 103 1 105

DENTISTRY ENDODONTICS CER 3 3

DENTISTRY MAXILLOFACIAL CER 3 3 SURGERY

DENTISTRY ORAL AND CER 1 1 MAXILLOFACIAL PATHOLOGY

DENTISTRY ORAL BIOLOGY MS 1 12 13

DENTISTRY ORTHODONTICS CER 6 6

DENTISTRY PEDIATRIC DENTISTRY CER 11 11

115

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

DENTISTRY PERIODONTICS CER 3 3

DENTISTRY PROSTHODONTICS CER 2 2

EDUCATION & ATHLETIC TRAINING MS 14 14 HUMAN DEVELOPMENT

EDUCATION & BILINGUAL EDUCATION MED 1 3 4 HUMAN DEVELOPMENT

EDUCATION & COMMUNITY HEALTH BS 19 60 39 118 HUMAN DEVELOPMENT

EDUCATION & COUNSELING PHD 1 5 6 HUMAN PSYCHOLOGY DEVELOPMENT

EDUCATION & CURRICULUM & EDD 4 4 8 HUMAN INSTRUCTION DEVELOPMENT

EDUCATION & CURRICULUM & MED 15 60 50 125 HUMAN INSTRUCTION DEVELOPMENT

EDUCATION & CURRICULUM & MS 2 2 HUMAN INSTRUCTION DEVELOPMENT

EDUCATION & CURRICULUM & PHD 4 9 5 18 HUMAN INSTRUCTION DEVELOPMENT

EDUCATION & EDUC HUMAN MS 14 18 7 39 HUMAN RESOURCE DEVELOPMENT DEVELOPMENT

EDUCATION & EDUC HUMAN PHD 3 4 7 HUMAN RESOURCE DEVELOPMENT DEVELOPMENT

EDUCATION & EDUCATIONAL EDD 3 4 7 HUMAN ADMINISTRATION DEVELOPMENT

EDUCATION & EDUCATIONAL MED 7 13 20 HUMAN ADMINISTRATION DEVELOPMENT

116

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

EDUCATION & EDUCATIONAL MS 2 20 2 24 HUMAN ADMINISTRATION DEVELOPMENT

EDUCATION & EDUCATIONAL PHD 7 1 5 13 HUMAN ADMINISTRATION DEVELOPMENT

EDUCATION & EDUCATIONAL MED 12 30 3 45 HUMAN PSYCHOLOGY DEVELOPMENT

EDUCATION & EDUCATIONAL MS 1 2 3 HUMAN PSYCHOLOGY DEVELOPMENT

EDUCATION & EDUCATIONAL PHD 6 4 5 15 HUMAN PSYCHOLOGY DEVELOPMENT

EDUCATION & EDUCATIONAL MED 4 10 4 18 HUMAN TECHNOLOGY DEVELOPMENT

EDUCATION & HEALTH BS 115 187 38 340 HUMAN DEVELOPMENT

EDUCATION & HEALTH EDUCATION MS 8 10 5 23 HUMAN DEVELOPMENT

EDUCATION & HEALTH EDUCATION PHD 4 1 1 6 HUMAN DEVELOPMENT

EDUCATION & HUMAN RESOURCES BS 23 52 36 111 HUMAN DEVELOPMENT DEVELOPMENT

EDUCATION & INTERDISCIPLINARY BS 157 243 2 402 HUMAN STUDIES DEVELOPMENT

EDUCATION & KINESIOLOGY BS 73 106 42 221 HUMAN DEVELOPMENT

EDUCATION & KINESIOLOGY MS 4 13 3 20 HUMAN DEVELOPMENT

117

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

EDUCATION & KINESIOLOGY PHD 6 5 7 18 HUMAN DEVELOPMENT

EDUCATION & SCHOOL PSYCHOLOGY PHD 6 6 HUMAN DEVELOPMENT

EDUCATION & SPECIAL EDUCATION MED 24 5 29 HUMAN DEVELOPMENT

EDUCATION & SPORTS MANAGEMENT BS 42 60 34 136 HUMAN DEVELOPMENT

EDUCATION & SPORTS MANAGEMENT MS 15 16 15 46 HUMAN DEVELOPMENT

EDUCATION & TECHNOLOGY BS 21 33 7 61 HUMAN MANAGMENT DEVELOPMENT

ENGINEERING AEROSPACE BS 30 52 1 83 ENGINEERING

ENGINEERING AEROSPACE MENG 3 2 1 6 ENGINEERING R

ENGINEERING AEROSPACE MS 1 3 7 11 ENGINEERING

ENGINEERING AEROSPACE PHD 2 2 2 6 ENGINEERING

ENGINEERING BIOMEDICAL BS 7 63 1 71 ENGINEERING

ENGINEERING BIOMEDICAL MENG 3 1 4 ENGINEERING R

ENGINEERING BIOMEDICAL MS 2 2 3 7 ENGINEERING

ENGINEERING BIOMEDICAL PHD 5 4 3 12 ENGINEERING

ENGINEERING CHEMICAL BS 47 74 10 131 ENGINEERING

118

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

ENGINEERING CHEMICAL MENG 2 2 1 5 ENGINEERING R

ENGINEERING CHEMICAL MS 2 10 14 26 ENGINEERING

ENGINEERING CHEMICAL PHD 6 10 4 20 ENGINEERING

ENGINEERING CIVIL ENGINEERING BS 91 93 5 189

ENGINEERING CIVIL ENGINEERING MENG 54 52 16 122 R

ENGINEERING CIVIL ENGINEERING MS 11 9 7 27

ENGINEERING CIVIL ENGINEERING PHD 14 8 11 33

ENGINEERING COMPUTER MENG 27 40 4 71 ENGINEERING R

ENGINEERING COMPUTER MS 7 5 6 18 ENGINEERING

ENGINEERING COMPUTER PHD 3 2 4 9 ENGINEERING

ENGINEERING COMPUTER BS 24 36 3 63 ENGINEERING

ENGINEERING COMPUTER MS 4 2 2 8 ENGINEERING

ENGINEERING COMPUTER PHD 4 1 5 ENGINEERING

ENGINEERING COMPUTER BS 11 21 32 ENGINEERING

ENGINEERING COMPUTER MENG 3 5 8 ENGINEERING R

ENGINEERING COMPUTER SCIENCE BS 48 63 9 120

ENGINEERING COMPUTER SCIENCE MCS 17 24 2 43

ENGINEERING COMPUTER SCIENCE MS 6 9 6 21

ENGINEERING COMPUTER SCIENCE PHD 7 8 8 23

ENGINEERING ELECTRICAL BS 90 115 10 215 ENGINEERING

119

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

ENGINEERING ELECTRICAL MENG 21 54 7 82 ENGINEERING R

ENGINEERING ELECTRICAL MS 11 14 11 36 ENGINEERING

ENGINEERING ELECTRICAL PHD 11 18 13 42 ENGINEERING

ENGINEERING ELECTRONIC SYSTEMS BS 19 26 4 49 ENGINEERING TECHNOLOGY

ENGINEERING ENGINEERING DENG 1 1 R

ENGINEERING ENGINEERING SYSTEMS MS 3 18 1 22 MANAGEMENT

ENGINEERING ENGR TCHN- BS 41 49 2 92 MANUFACTURING & MCHNCL ENGR

ENGINEERING HEALTH PHYSICS MS 2 2

ENGINEERING INDUSTRIAL MID 1 66 67 DISTRIBUTION

ENGINEERING INDUSTRIAL BS 76 84 9 169 DISTRIBUTION

ENGINEERING INDUSTRIAL BS 83 87 6 176 ENGINEERING

ENGINEERING INDUSTRIAL MENG 10 29 12 51 ENGINEERING R

ENGINEERING INDUSTRIAL MS 2 19 3 24 ENGINEERING

ENGINEERING INDUSTRIAL PHD 5 1 5 11 ENGINEERING

ENGINEERING INTERDISCIPLINARY PHD 1 1 ENGINEERING

ENGINEERING MATERIALS SCIENCE & MENG 1 1 1 3 ENGINEERING R

ENGINEERING MATERIALS SCIENCE & MS 3 2 4 9 ENGINEERING

120

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

ENGINEERING MATERIALS SCIENCE & PHD 3 4 3 10 ENGINEERING

ENGINEERING MECHANICAL BS 92 151 33 276 ENGINEERING

ENGINEERING MECHANICAL MENG 8 12 4 24 ENGINEERING R

ENGINEERING MECHANICAL MS 21 13 20 54 ENGINEERING

ENGINEERING MECHANICAL PHD 9 9 15 33 ENGINEERING

ENGINEERING NUCLEAR ENGINEERING BS 6 19 1 26

ENGINEERING NUCLEAR ENGINEERING MENG 1 1 2 R

ENGINEERING NUCLEAR ENGINEERING MS 6 9 6 21

ENGINEERING NUCLEAR ENGINEERING PHD 5 7 9 21

ENGINEERING OCEAN ENGINEERING BS 9 25 1 35

ENGINEERING OCEAN ENGINEERING MENG 3 1 1 5 R

ENGINEERING OCEAN ENGINEERING MS 3 3 1 7

ENGINEERING OCEAN ENGINEERING PHD 1 2 3

ENGINEERING PETROLEUM BS 45 114 5 164 ENGINEERING

ENGINEERING PETROLEUM MENG 10 16 9 35 ENGINEERING R

ENGINEERING PETROLEUM MS 22 15 28 65 ENGINEERING

ENGINEERING PETROLEUM PHD 3 6 5 14 ENGINEERING

ENGINEERING RADIOLOGICAL HEALTH BS 4 15 19 ENGINEERING

ENGINEERING SAFETY ENGINEERING MS 7 2 1 10

GEOSCIENCES ATMOSPHERIC SCIENCE MS 3 2 6 11

GEOSCIENCES ATMOSPHERIC SCIENCE PHD 1 1 1 3

121

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

GEOSCIENCES ENVIRONMENTAL BS 18 21 1 40 GEOSCIENCE

GEOSCIENCES GEOGRAPHIC BS 4 7 2 13 INFORMATIONAL STUDIES

GEOSCIENCES GEOGRAPHY BS 3 12 2 17

GEOSCIENCES GEOGRAPHY MS 1 2 4 7

GEOSCIENCES GEOGRAPHY PHD 1 1 3 5

GEOSCIENCES GEOLOGY BA 3 4 7

GEOSCIENCES GEOLOGY BS 19 31 25 75

GEOSCIENCES GEOLOGY MS 6 5 4 15

GEOSCIENCES GEOLOGY PHD 2 3 1 6

GEOSCIENCES GEOPHYSICS BS 11 21 2 34

GEOSCIENCES GEOPHYSICS MS 1 2 4 7

GEOSCIENCES GEOPHYSICS PHD 1 1 1 3

GEOSCIENCES GEOSCIENCES MGSC 1 1

GEOSCIENCES METEOROLOGY BS 4 14 1 19

GEOSCIENCES OCEANOGRAPHY MS 1 4 5 10

GEOSCIENCES OCEANOGRAPHY PHD 3 3

GEOSCIENCES SPATIAL SCIENCES BS 1 1

LIBERAL ARTS ANTHROPOLOGY BA 15 31 4 50

LIBERAL ARTS ANTHROPOLOGY MA 3 1 2 6

LIBERAL ARTS ANTHROPOLOGY PHD 2 4 3 9

LIBERAL ARTS CLASSICS BA 3 1 2 6

LIBERAL ARTS CLINICAL PSYCHOLOGY PHD 2 2

LIBERAL ARTS COMMUNICATION BA 88 147 36 271

LIBERAL ARTS COMMUNICATION MA 1 1 1 3

LIBERAL ARTS COMMUNICATION PHD 5 2 3 10

LIBERAL ARTS ECONOMICS BA 5 13 5 23

LIBERAL ARTS ECONOMICS BS 68 95 36 199

122

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

LIBERAL ARTS ECONOMICS MS 30 55 85

LIBERAL ARTS ECONOMICS PHD 8 4 12

LIBERAL ARTS ENGLISH BA 55 92 17 164

LIBERAL ARTS ENGLISH MA 3 3 2 8

LIBERAL ARTS ENGLISH PHD 1 2 5 8

LIBERAL ARTS HISPANIC STUDIES PHD 1 1 2

LIBERAL ARTS HISTORY BA 48 99 18 165

LIBERAL ARTS HISTORY MA 2 2 4

LIBERAL ARTS HISTORY PHD 2 4 1 7

LIBERAL ARTS INDUSTRIAL/ORGANIZA PHD 5 5 TIONAL PSYCHOLOGY

LIBERAL ARTS INTERNATIONAL BA 53 81 13 147 STUDIES

LIBERAL ARTS MODERN LANGUAGES BA 1 3 4

LIBERAL ARTS MUSIC BA 2 8 10

LIBERAL ARTS PERFORMANCE STUDIES MA 7 1 8

LIBERAL ARTS PHILOSOPHY BA 9 12 5 26

LIBERAL ARTS PHILOSOPHY MA 2 1 3

LIBERAL ARTS PHILOSOPHY PHD 2 2

LIBERAL ARTS POLITICAL SCIENCE BA 38 90 31 159

LIBERAL ARTS POLITICAL SCIENCE BS 21 48 7 76

LIBERAL ARTS POLITICAL SCIENCE MA 2 1 3

LIBERAL ARTS POLITICAL SCIENCE PHD 3 2 2 7

LIBERAL ARTS PSYCHOLOGY BA 29 55 9 93

LIBERAL ARTS PSYCHOLOGY BS 83 166 27 276

LIBERAL ARTS PSYCHOLOGY MS 3 3

LIBERAL ARTS PSYCHOLOGY PHD 2 1 1 4

LIBERAL ARTS SOCIOLOGY BA 16 30 11 57

LIBERAL ARTS SOCIOLOGY BS 25 66 22 113

LIBERAL ARTS SOCIOLOGY MS 3 1 4

123

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

LIBERAL ARTS SOCIOLOGY PHD 3 6 9

LIBERAL ARTS SPANISH BA 11 18 7 36

LIBERAL ARTS TELECOMMUNICATION BA 21 24 5 50 MEDIA STUDIES

LIBERAL ARTS TELECOMMUNICATION BS 6 5 2 13 MEDIA STUDIES

LIBERAL ARTS THEATER ARTS BA 3 9 2 14

LIBERAL ARTS WOMEN'S AND GENDER BA 1 2 3 STUDIES

MEDICINE EDUCATION FOR MS 2 2 2 6 HEALTHE CARE PROFESSIONALS

MEDICINE MEDICAL SCIENCES MS 3 3 6

MEDICINE MEDICAL SCIENCES PHD 1 2 3 6

MEDICINE MEDICINE MD 9 185 194

NURSING FAMILY NURSE MSN 11 11 PRACTITIONER

NURSING NURSING BSN 10 122 132

NURSING NURSING EDUCATION MSN 8 8

PHARMACY PHARMACY PHAR 1 77 78 MD

PUBLIC BOISTATISTICS MPH 3 3 HEALTH

PUBLIC ENVIRONMENTAL MPH 2 17 1 20 HEALTH HEALTH

PUBLIC ENVIRONMENTAL MSPH 1 1 2 HEALTH HEALTH

PUBLIC EPIDEMIOLOGY MPH 9 19 24 52 HEALTH

PUBLIC EPIDEMIOLOGY AND DRPH 1 1 2 HEALTH ENVIRONMENTAL HEALTH

PUBLIC HEALTH MHA 1 20 21 HEALTH ADMINISTRATION

124

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

PUBLIC HEALTH POLICY AND MPH 6 21 1 28 HEALTH MANAGMENT

PUBLIC HEALTH PROMOTION DRPH 1 2 3 HEALTH AND COMMUNITY HEALTH SCIENCES

PUBLIC HEALTH PROMOTION MPH 3 15 9 27 HEALTH AND COMMUNITY HEALTH SCIENCES

PUBLIC HEALTH SERVICES PHD 2 4 1 7 HEALTH RESEARCH

PUBLIC OCCUPATIONAL SAFETY MPH 1 6 7 HEALTH AND HEALTH

SCIENCE ANALYTICS MS 21 1 22

SCIENCE APPLIED BS 18 42 6 66 MATHEMATICAL SCIENCES

SCIENCE APPLIED PHYSICS PHD 2 1 3

SCIENCE BIOLOGY BA 10 22 1 33

SCIENCE BIOLOGY BS 54 133 10 197

SCIENCE BIOLOGY MS 3 1 4

SCIENCE BIOLOGY PHD 2 4 4 10

SCIENCE CHEMISTRY BA 8 18 2 28

SCIENCE CHEMISTRY BS 14 24 1 39

SCIENCE CHEMISTRY MS 1 2 2 5

SCIENCE CHEMISTRY PHD 15 8 22 45

SCIENCE MATHEMATICS BA 5 16 2 23

SCIENCE MATHEMATICS BS 2 5 7

SCIENCE MATHEMATICS MS 6 21 5 32

SCIENCE MATHEMATICS PHD 5 4 16 25

SCIENCE MICROBIOLOGY BS 3 14 1 18

SCIENCE MICROBIOLOGY MS 1 1

SCIENCE MICROBIOLOGY PHD 1 1

125

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

SCIENCE MOLECULAR & CELL BS 8 12 1 21 BIOLOGY

SCIENCE PHYSICS BA 6 1 7

SCIENCE PHYSICS BS 1 17 1 19

SCIENCE PHYSICS MS 3 2 2 7

SCIENCE PHYSICS PHD 7 10 10 27

SCIENCE STATISTICS MS 14 27 17 58

SCIENCE STATISTICS PHD 2 2

SCIENCE ZOOLOGY BS 2 8 3 13

TAMU AT MARINE BIOLOGY BS 39 70 6 115 GALVESTON

TAMU AT MARINE ENGINEERING BS 4 13 5 22 GALVESTON TECHNOLOGY

TAMU AT MARINE FISHERIES BS 7 11 18 GALVESTON

TAMU AT MARINE RESOURCES MMR 4 7 2 13 GALVESTON MANAGMENT M

TAMU AT MARINE SCIENCES BS 3 2 5 GALVESTON

TAMU AT MARINE BS 41 18 21 80 GALVESTON TRANSPORTATION

TAMU AT MARITIME BS 42 61 14 117 GALVESTON ADMINISTRATION

TAMU AT MARITIME MMAL 7 5 2 14 GALVESTON ADMINISTRATION & LOGISTICS

TAMU AT MARITIME STUDIES BA 6 6 3 15 GALVESTON

TAMU AT OCEAN AND COASTAL BS 6 9 2 17 GALVESTON RESOURCES

TAMU AT OFFSHORE & COASTAL BS 20 20 GALVESTON SYSTEMS ENGINEERING

TEXAS A&M LAW JD 41 159 5 205 SCHOOL OF LAW

126

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

UNIVERSITY AGRIBUSINESS BS 29 61 2 92 INTERDISCIPLI NARY

UNIVERSITY AGRIBUSINESS MAB 20 6 26 INTERDISCIPLI NARY

UNIVERSITY BIOTECHNOLOGY MBIOT 7 10 1 18 INTERDISCIPLI NARY

UNIVERSITY ENVIRONMENTAL BS 24 22 7 53 INTERDISCIPLI STUDIES NARY

UNIVERSITY FOOD SCIENCE & MS 2 2 4 INTERDISCIPLI TECHNOLOGY NARY

UNIVERSITY FOOD SCIENCE & PHD 1 2 3 6 INTERDISCIPLI TECHNOLOGY NARY

UNIVERSITY GENETICS MS 1 1 1 3 INTERDISCIPLI NARY

UNIVERSITY GENETICS PHD 4 4 1 9 INTERDISCIPLI NARY

UNIVERSITY MARINE BIOLOGY MS 3 9 1 13 INTERDISCIPLI NARY

UNIVERSITY MARINE BIOLOGY PHD 4 4 INTERDISCIPLI NARY

UNIVERSITY MOLECULAR & MS 1 1 2 4 INTERDISCIPLI ENVIRONMENTAL NARY PLANT SCIENCE

UNIVERSITY MOLECULAR & PHD 1 2 3 INTERDISCIPLI ENVIRONMENTAL NARY PLANT SCIENCE

UNIVERSITY NEUROSCIENCE MS 2 2 INTERDISCIPLI NARY

127

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

UNIVERSITY NEUROSCIENCE PHD 1 1 INTERDISCIPLI NARY

UNIVERSITY NUTRITION MS 3 3 INTERDISCIPLI NARY

UNIVERSITY NUTRITION PHD 2 1 3 INTERDISCIPLI NARY

UNIVERSITY TOXICOLOGY MS 2 2 INTERDISCIPLI NARY

UNIVERSITY TOXICOLOGY PHD 1 1 1 3 INTERDISCIPLI NARY

UNIVERSITY UNIVERSITY STUDIES - BS 31 42 21 94 INTERDISCIPLI AGRICULTURE NARY

UNIVERSITY UNIVERSITY STUDIES - BS 15 24 22 61 INTERDISCIPLI ARCHITECTURE NARY

UNIVERSITY UNIVERSITY STUDIES - BS 34 43 14 91 INTERDISCIPLI BUSINESS ADMIN NARY

UNIVERSITY UNIVERSITY STUDIES - BS 25 38 23 86 INTERDISCIPLI EDUCATION NARY

UNIVERSITY UNIVERSITY STUDIES - BS 3 1 4 INTERDISCIPLI GALVESTON NARY

UNIVERSITY UNIVERSITY STUDIES - BS 1 1 1 3 INTERDISCIPLI GEOSCIENCES NARY

UNIVERSITY UNIVERSITY STUDIES - BA 1 3 4 INTERDISCIPLI LIBERAL ARTS NARY

UNIVERSITY UNIVERSITY STUDIES - BS 5 3 1 9 INTERDISCIPLI LIBERAL ARTS NARY

128

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

UNIVERSITY UNIVERSITY STUDIES - BS 2 2 1 5 INTERDISCIPLI SCIENCE NARY

UNIVERSITY UNIVERSITY STUDIES - BS 5 9 5 19 INTERDISCIPLI VETERINARY MED NARY

UNIVERSITY WATER MANAGEMENT MS 3 4 7 INTERDISCIPLI AND HYDRO SCI NARY

UNIVERSITY WATER MANAGEMENT MWM 2 4 2 8 INTERDISCIPLI AND HYDRO SCI NARY

UNIVERSITY WATER MANAGEMENT PHD 3 1 1 5 INTERDISCIPLI AND HYDRO SCI NARY

VETERINARY BIOMEDICAL SCIENCES BS 91 173 37 301 MEDICINE & BIOMEDICAL SCIENCES

VETERINARY BIOMEDICAL SCIENCES MS 23 32 16 71 MEDICINE & BIOMEDICAL SCIENCES

VETERINARY BIOMEDICAL SCIENCES PHD 2 1 3 6 MEDICINE & BIOMEDICAL SCIENCES

VETERINARY SCIENCE & MS 1 4 5 MEDICINE & TECHNOLOGY BIOMEDICAL JOURNALISM SCIENCES

VETERINARY VETERINARY MEDICINE DVM 129 129 MEDICINE & BIOMEDICAL SCIENCES

VETERINARY VETERINARY PHD 3 1 4 MEDICINE & PATHOBIOLOGY BIOMEDICAL SCIENCES

129

College Degree Program Number of Graduates

Degree Fall Spring Summer Total 2015 2016 2016

VETERINARY VETERINARY PUBLIC MS 2 2 MEDICINE & HEALTH - BIOMEDICAL EPIDEMIOLOGY SCIENCES

3. Off-Campus Instructional Locations and Branch Campuses

List all locations where 50% or more credit hours toward a degree, diploma, or certificate can be obtained primarily through traditional classroom instruction. Report those locations in accord with the Commission’s definitions and the directions as specified below. Off-campus instructional sites—a site located geographically apart from the main campus at which the institution offers 50 % or more of its credit hours for a diploma, certificate, or degree. This includes high schools where courses are offered as part of dual enrollment. For each site, provide the information below. The list should include only those sites reported and approved by SACSCOC. Listing unapproved sites below does not constitute reporting them to SACSCOC. In such cases when an institution has initiated an off-campus instructional site as described above without prior approval by SACSCOC, a prospectus for approval should be submitted immediately to SACSCOC. Off-Campus Instructional Locations – 50% or more.

Name of Physical Date Date Educational programs Is the site Site Address (street, Approved Implemente offered (specific degrees, currently city, state, by d by the certificates, diplomas) active? (At country) Do not SACSCOC institution with 50% or more credits any time include PO hours offered at each site during the

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

Texas A&M 8441 State 2000 2000 EDUCATION MS Yes Health Highway 47 FOR Science HEALTHCARE Clinical Center PROFESSIONA Building 1, LS Suite 3100 MEDICAL MD Bryan, TX SCIENCES 77807 MEDICAL MS SCIENCES

130

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

MEDICAL PHD SCIENCES

MEDICINE MD

NURSING BSN

NURSING MSN EDUCATION

PHARMACY PHM D

FAMILY MSN NURSE PRACTITIONER

Arabian Saudi Aramco – 2012 2007 HUMAN MS Yes Society for Box 8926 RESOURCE Human MANAGEMENT Training & Resource Career Management Development South Administration Building, Room 242 Dhahran 31311 Saudi Arabia

City Centre 842 West Sam 2012 2012 ANALYTICS MS Yes Houston Parkway North, BUSINESS MBA Suite 200 ADMINISTRATI ON Houston, Texas 77024-3920

131

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

College of 3302 Gaston 2001 2000 ADVANCED CTG Yes Dentistry Ave. EDUCATON IN FA

GENERAL Dallas, TX DENTISTRY 75246 DENTAL BS HYGIENE

DENTAL Certif PUBLIC icate HEALTH

DENTISTRY DDS

ENDODONTICS CTG FA

MAXILLOFACI CTG AL SURGERY FA

ORAL AND CTG MAXILLOFACI FA AL PATHOLOGY

ORAL AND CTG MAXILLOFACI FA AL RADIOLOGY

ORAL MS BIOLOGY

ORAL PHD BIOLOGY

ORTHODONTIC CTG S FA

132

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

PEDIATRIC CTG DENTISTRY FA

PERIODONTICS CTG FA

PROSTHODON CTG TICS FA

Institute of 2121 W. 2000 2000 HEALTH MHA Yes Biosciences Holcombe ADMINISTRATI and Blvd. ON Technology Houston, TX MEDICINE MD 77030

Rangel 1010 W. 2011 2006 PHARMACY PHM Yes College of Avenue B. D

Pharmacy Kingsville, TX

78363

College of 2401 S. 31st 2000 2000 MEDICINE MD Yes Medicine - Street

Temple MEDICAL PHD Temple, TX SCIENCES

76508

Clinical Health 2011 2010 MEDICINE MD Yes Learning Professions

Resource Building NURSING BSN Center 3950 North A. W. Grimes Blvd.

Round Rock,

TX 78665

133

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

Rural Public 2101 South 2011 2010 HEALTH MPH Yes Health - McColl Road POLICY AND

McAllen MANAGMENT McAllen, TX Teaching 78503 Site HEALTH MPH PROMOTION AND COMMUNITY HEALTH SCIENCES

NURSING BSN

Texas A&M 1515 2013 2013 HEALTH CARE JM Yes University Commerce St LAW School of Fort Worth, TX Law INTELLECTUA ML 76102 L PROPERTY

INTELLECTUA MJ L PROPERTY

JURISPRUDEN MJ CE

LAW JD

LAWS ML

Houston 6670 Bertner 2015 2015 MEDICINE MD Yes Methodist Avenue, R2- Hospital 216 Houston, TX 77030

Baylor 3500 Gaston 2012 2011 MEDICINE MD Yes University Avenue

134

Boxes. past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

Medical Dallas, TX Center 75246

Off-Campus Instructional Locations – 25%-49%.

Name of Physical Date Date Educational programs Is the site Site Address (street, Notified Implemente offered (specific degrees, currently city, state, SACSCOC d by the certificates, diplomas) active? (At any (Indicate if country) Do not institution with 25-49% credit hours time during the site is include PO offered at each site past 5 years, currently Boxes. have students active or been enrolled inactive. If and courses inactive, offered? If not, date of last indicate the course date of most offerings recent activity.) and date of projected reopening

HEALTH POLICY & MANAGEMENT - MPH Department 1100 West 49th 2011 2004 of State Austin, Health TX. 78756 Services

Branch Campuses Name of Branch Physical Address Date Date Educational programs Is the campus Campus (street, city, state, Approved by Implemented (specific degrees, currently country) Do not SACSCOC by the certificates, diplomas) with active? (At any institution time during the past 5 years, 135

include PO 50% or more credits hours have students Boxes. offered at the branch campus been enrolled and courses offered? If not, indicate the date of most recent activity.)

Texas A&M 200 Seawolf MARINE BS Yes University at Pkwy. BIOLOGY 1992 1991 Galveston Galveston, TX 77553 OFFSHORE & COASTAL SYSTEMS ENGINEER BS

MARINE BIOLOGY MS

MARINE BIOLOGY PHD

MARINE BS ENGINEERIN G TECHNOLOG Y

MARINE BS FISHERIES

MARINE MMR RESOURCES MANAGMENT

MARINE BS SCIENCES

MARINE BS TRANSPORTA TION

MARITIME BS ADMINISTRA TION

MARITIME MML ADMINISTRA TION & LOGISTICS

136

MARITIME BA STUDIES

OCEAN AND BS COASTAL RESOURCES

OCEAN BS ENGINEERIN

UNIVERSITY BS STUDIES – GALVESTON

Texas A&M 253 Texas 2005 2003 CHEMICAL BS Yes University at A&M Qatar ENGINEERING

Qatar Engineering Building CHEMICAL MS Education City ENGINEERING Al Luqta St CHEMICAL MEN Doha, Qatar ENGINEERING

ELECTRICAL BS ENGINEERING

MECHANICAL BS ENGINEERING

PETROLEUM BS ENGINEERING

Credit Bearing Degree Programs Site Synchronous/Asynchronous/Both

AEROSPACE ENGINEERING MENGR Asynchronous

AGRICULTURAL MAGR Asynchronous DEVELOPMENT

137

Synchronous course offered AGRICULTURAL EDUCATION EDD Both worldwide via PC or LMS

AGRICULTURAL SYSTEMS MS Asynchronous MANAGEMENT

ANALYTICS MS Asynchronous

BILINGUAL EDUCATION MED Asynchronous

BILINGUAL EDUCATION MS Asynchronous

BIOLOGICAL AND AGRI MENGR Asynchronous ENGINEERING

Synchronous course offered COMPUTER ENGINEERING MENGR Both worldwide via PC or LMS

CURRICULUM & INSTRUCTION EDD Asynchronous

CURRICULUM & INSTRUCTION MED Asynchronous

EDUC HUMAN RESOURCE MS Asynchronous DEVELOPMENT

EDUCATION FOR HEALTH CARE MS Asynchronous PROFESSIONALS

EDUCATIONAL MED Asynchronous ADMINISTRATION

Synchronous course offered EDUCATIONAL PSYCHOLOGY MED Both worldwide via PC or LMS

EDUCATIONAL PSYCHOLOGY MS Asynchronous

EDUCATIONAL TECHNOLOGY MED Asynchronous

ELECTRICAL ENGINEERING MENGR Asynchronous

ENERGY MS Asynchronous

ENGINEERING MENGR Asynchronous

ENGINEERING SYSTEMS MS Asynchronous MANAGEMENT

EPIDEMIOLOGY MPH Asynchronous

FAMILY NURSE PRACTITIONER MSN Bryan, TX Both

HEALTH EDUCATION MS Asynchronous

138

College Station, INDUSTRIAL DISTRIBUTION MID Both TX

INDUSTRIAL ENGINEERING MENGR Asynchronous

LAWS LLM Asynchronous

JURISPRUDENCE MJ Asynchronous

MARITIME ADMINISTRATION & MMAL Asynchronous LOGISTICS

MATHEMATICS MS Asynchronous

MECHANICAL ENGINEERING MENGR Asynchronous

NATURAL RESOURCES MNRD Asynchronous DEVELOPMENT

NURSING BSN Asynchronous

NURSING EDUCATION MSN Bryan, TX Both

PETROLEUM ENGINEERING MENGR Asynchronous

PLANT BREEDING MS Asynchronous

PLANT BREEDING PHD Asynchronous

POULTRY SCIENCE MAGR Asynchronous

PUBLIC SERVICE AND College Station, MPSA Both ADMINISTRATION TX

RECREATION & RESOURCES College Station, MRRD Both DEVELOPMENT TX

SAFETY ENGINEERING MS Asynchronous

Synchronous course offered SPECIAL EDUCATION MED Synchronous worldwide via PC or LMS

Synchronous course offered SPECIAL EDUCATION MS Synchronous worldwide via PC or LMS

SPORTS MANAGEMENT MS Asynchronous

STATISTICS MS Asynchronous

WILDLIFE SCIENCE MWSC Asynchronous

MILITARY LAND CERT Asynchronous SUSTAINABILITY

139

ADVANCED INTERNATIONAL College Station, CERT Both AFFAIRS TX; Houston, TX

AGRICULTURE E-LEARNING CERT Asynchronous DEVELOPMENT

APPLIED BEHAVIOR ANALYSIS CERT Asynchronous

EDUCATION FOR HEALTHE CERT Asynchronous CARE PROFESSIONALS

ENERGY CERT Asynchronous

ENERGY SUSTAINABILITY CERT Asynchronous ENGINEERING

FORENSIC HEALTH CARE CERT Asynchronous

HOMELAND SECURITY CERT Asynchronous

INDUSTRIAL DATA ANALYTICS CERT Asynchronous

College Station, NATIONAL SECURITY AFFAIRS CERT TX; Livermore, Both CA; Sandia, NM

College Station, NONPROFIT MANAGEMENT CERT Both TX; Houston, TX

PUBLIC HEALTH CERT McAllen, TX Both

REGULATORY SCIENCE IN CERT Asynchronous FOOD SYSTEMS

SAFETY ENGINEERING CERT Asynchronous

APPLIED STATISTICS CERT Asynchronous

5. Accreditation Accreditation Council for The pharmacy professional Last Review: April 2014

Pharmacy Education degree program

American Council for The B.S. and M.S. curriculum Last Review: 2011 (B.S.) and

Construction Education in construction science 2012 (M.S.)

American Psychological The clinical psychology Last Review: April/May 2015

Association program in the Department of

Psychology and the counseling psychology and school psychology program in the Department of Educational Psychology

140

American Veterinary Medical The veterinary medicine Last Review: 2013

Association Council on Education degree program

Association to Advance The business baccalaureate, Last Review: Fall 2012 Collegiate Schools of Business master’s, and doctoral

(AACSB) programs in Mays Business School

Commission on Accreditation for The dietetic track in the Last review: January 2015

Dietetics Education nutritional sciences curriculum and the dietetic internship program

Commission on Accreditation of Athletic Training (College of Last Review: 2013 Athletic Training Education Education)

(caATe)

Commission on Accreditation of The Master of Health Last Review: Fall 2010 Healthcare Management Administration

Education

Commission on Collegiate The nursing degree programs Last Review: July 2013 Nursing Education and the Texas

Board of Nursing

Commission on Dental The degree programs in Last Review: August 2013 Accreditation. (CODA) dentistry and dental hygiene

and the certificate programs in the ten advanced dental graduate education programs

Commission on English The English Language Institute Last review: 2013 Language Program Accreditation

(CEA)

Computing Accreditation The computer science program Last review: 2010

Commission of ABET

Council of the Section of Legal Texas A&M University School Last review: 2010 Education and Admissions to the of Law Bar of the American Bar

Association

Council on Education for Public The School of Public Health Last Review: April 2011

Health degree programs

Engineering Accreditation Undergraduate programs in Last Review: 2010-2011 Commission of ABET aerospace, biological and (College Station) and 2015 agricultural, biomedical, (Qatar)

chemical, civil, computer,

electrical, industrial, mechanical, nuclear, ocean,

141

petroleum and radiological health engineering

Engineering Accreditation Maritime systems engineering Last review: 2010-11 Commission of ABET (Offshore and Coastal Systems Engineering) – TAMU

Galveston

Engineering Technology The electronic systems Last Review: 2013-2014 Accreditation Commission engineering technology (College Station) and 2015

of ABET program, the manufacturing (Qatar) and mechanical engineering

technology program,

Engineering Technology marine engineering technology Last Review: 2013-14 Accreditation Commission – TAMU Galveston

of ABET

Forensic Science Education The forensics and investigative Last Site Visit: October 2011 Programs Accreditation sciences program Accreditation dates: 1/2012- Commission (FEPAC) 1/2017)

Institute of Food Technologists The food science and Last Review: December 2011 technology curriculum

Landscape Architectural The curriculum in landscape Last Review: July 2015

Accreditation Board architecture

Liaison Committee on Medical The medical education degree Last Review: August 2012

Education program

National Architectural The curriculum in architecture Last Review: March 2013

Accrediting Board

Network of Schools of Public The Master of Public Service Last review: April 2014 Policy, Affairs, and and Administration degree in

Administration the Bush School of Government and Public Service

National Recreation and Park The curriculum in recreation, Last Review:

Association park and tourism sciences June 2010

Planning Accreditation Board The Master of Urban Planning Last Review: 2013 curriculum

Society for Range Management The curriculum in rangeland Last Review: 2006 ecology and management

Society of American Foresters The curriculum in forestry Last Review: 2013

142

State Board of Educator Programs in professional Last review 2011 Certification education and degrees conferred by Texas A&M Texas Education Agency University

(2) If SACS Commission on Colleges is not your primary accreditor for access to USDOE Title IV funding, identify which accrediting agency serves that purpose. Not applicable.

(3) List any USDOE recognized agency (national and programmatic) that has terminated the institution’s accreditation (include the date, reason, and copy of the letter of termination) or list any agency from which the institution has voluntarily withdrawn (include copy of letter to agency from institution). None. (4) Describe any sanctions applied or negative actions taken by any USDOE-recognized accrediting agency (national, programmatic, SACSCOC) during the two years previous to the submission of this report. Include a copy of the letter from the USDOE to the institution. None. 6. Relationship to the U.S. Department of Education Texas A&M University does not have any limitations or suspensions, nor have we been terminated by the U.S. Department of Education in regard to student financial aid or other financial aid programs during the previous three years. We are not on reimbursement nor do we have any other exceptional status in regard to federal or state financial aid.

143

Dr. Perry Barboza, Professor and Boone and Crockett Chair Department of Wildlife and Fisheries Sciences, Texas A&M University

EDUCATION:

1990 Smithsonian Institution Postdoctoral Research Fellow, National Zoological Park, Washington DC. 1991 Doctor of Philosophy, Department of Biochemistry, Microbiology and Nutrition, University of New England, Armidale, Australia. 1984 Bachelor of Science Honors, Department of Zoology, University of New South Wales, Australia.

EMPLOYMENT:

Since 2015 Professor, Department of Wildlife and Fisheries Sciences, Texas A&M University, College Station. Boone and Crockett Chair in Wildlife Conservation and Policy.

2009 – 2015 Professor of Biology, Department of Biology and Wildlife and Institute of Arctic Biology, University of Alaska, Fairbanks. Chair, Wildlife Biology Program (2013 – 2014, 2007 – 2010). Director, R.G. White Large Animal Research Station (2005 – 2010)

TEACHING:

2016 Ecology and Management of Wild Ungulates (WFSC 489). 20 students. 1997 – 2014 Wildlife Nutrition (WLF460/660; BIOL459/659) – University of Alaska, Fairbanks. 15–30 students/course each year. 2011, 2012, 2013 Principles and Techniques of Wildlife Management (WLF322) – University of Alaska, Fairbanks. 10–12 students/course. 2008 – 2009, 2011, 2012, 2014 Introduction to Wildlife Science (WLF101) – University of Alaska, Fairbanks. 35–60 undergraduates each year.

GRADUATE STUDENTS & POSTDOCTORAL ASSOCIATES:

Principal Advisor: 3 Postdocs; Graduated 11 MS and 2 PhD students; 1 MS & 3 PhD enrolled

Committee Member: Graduated 10 MS and 7 PhD students.

RESEARCH: My group studies the ways in which wildlife solve the problems of acquiring enough food and water to meet the needs for survival and reproduction. We mainly study wild ungulates (e.g., reindeer, caribou, moose, muskoxen, white-tailed deer) but also work with waterfowl (e.g. ducks and geese) as well as non-game species (e.g. porcupines and bats) in both wild and captive populations. Our studies aim to provide information that will expand policy options for managing wildlife populations and their habitats.

144

PUBLICATIONS: (73 peer-reviewed articles, 3 book chapters and 1 book)

Barboza, P.S., K.L. Parker and I.D. Hume. 2009. Integrative Wildlife Nutrition. Springer Verlag; 342 pages with 119 illustrations; hardcover ISBN: 978-3-540-87884-1; soft-cover ISBN: 978-3-642-03695-8; eISBN: 978-3-540-87885-8. Outstanding Book Award 2010 from The Wildlife Society Thompson, D.P. and P.S. Barboza. 2014. Nutritional implications of increased shrub cover for caribou (Rangifer tarandus) in the Arctic. Canadian Journal of Zoology 92: 339 – 351. Gustine, D. D., P.S. Barboza, L.G. Adams and N.B. Wolf. 2014. Environmental and physiological influences to isotopic ratios of N and protein status in a montane ungulate in winter. PLoS One 9(8): e103471. Welch, J.H., P.S. Barboza, S.D. Farley, D.E Spalinger. 2015. Nutritional ecology of moose in an urban landscape. Journal of Fish and Wildlife Management. 6(1): 158-175.

Contact Information: Dr. Perry Barboza Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 (979) 845-5777 Email: [email protected]

145

James C. Cathey, Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: 1997 Ph.D. Wildlife Sciences, Texas Tech University, Lubbock, Texas USA, Co-Advisors: Loren M. Smith and Robert J. Baker.

PROFESSIONAL EMPLOYMENT: July 01, 2012 –present – Associate Department Head and Program Leader, Professor (September 2015) and Extension Wildlife Specialist, Wildlife and Fisheries Extension Unit, Texas A&M AgriLife Extension Service, Department of Wildlife and Fisheries Sciences, Texas A&M University.

INTERESTS: Conservation Education, Wildlife Management, Ecology, Mammalogy, and Natural History

AWARDS, HONORS, AND CERTIFICATIONS:  Graduate LEAD21 Class 11, Leadership for the 21st Century. 2016.  Texas Chapter of the Wildlife Society’s Outstanding Achievement Award (Team). 2016.  Texas A&M AgriLife Extension Service 10-year Service Commendation. 2015.  Texas Chapter of the Wildlife Society’s Outstanding Technical Publication Award, Eastern Wild Turkeys in Texas: Biology and Management, WF-011, 2015.  Association of Former Students Distinguished Achievement Award in Extension, Outreach, Continuing Education, and Professional Development, 2015.

OUTREACH, EXTENSION, AND DEPARTMENTAL PROGRAMMING: Program Planning and Leadership  Serve as Project Leader for the Reversing the Quail Decline Initiative, providing direction for education and research needs, http://wildlife.tamu.edu/quail/ September 1, 2013 – present.  Serve as leader and initiated development of the eXtension.org Feral Hog Community of Practice involving 17 states, and the Noble Foundation http://www.extension.org/feral_hogs Launched June 2012.  Developed Wild Wonderings Blog (http://wild-wonderings.blogspot.com) for Department of Wildlife and Fisheries Sciences Extension Unit, February 2008 - present. o 300+ articles, 540,684 all-time page-views (as of 12/02/2016).  Texas AgriLife Extension Service’s liaison for the Texas Master Naturalist program and serve as a State Committee Member, April 2006-present.

Coordination and Cooperation - Service, Resource Teams, and Clientele Panels National Service  Instructor for Conservation Leaders for Tomorrow, http://clft.org 2011-present. Internal –Texas A&M AgriLife Extension Service  AgriLife Technology Committee, March 2015 - present.  President 2015, Vice-President 2014, Secretary 2013, AgriLife Extension Council of Associate Department Heads. Departmental Service  Member, Web-site Committee, September 2016 – present.  Member, Legacy Committees, May 2013 – present. External –Texas AgriLife Extension Service  The Natural Resources Conservation Service, Texas State Technical Advisory Committee, Committee Member, May 2014-present.  Upland Game Bird Advisory Committee member, Texas Parks and Wildlife, March 2011- present.

GRANTS AND CONTRACTS: (Lifetime Total Grants $8,432,505 and Directed $5,487,088)

146

Total Grant Directed Funds Funding Agency 2016 PI 1,000,000 434,204 State Initiative Quail 2016 PI 100,000 100,000 TPWD Texas Master Naturalist 2016 PI 25,000 25,000 San Antonio River Authority

2016 PI 90,000 90,000 Rolling Plains Quail Research Foundation 2016 PI 90,000 90,000 TPWD Hunter Education 2016 PI 177,168 177,168 EPA 319 TSSWCB 2016 PI 32,356 32,356 Henderson Wessendorff Foundation Long Acres Ranch Sub-total 2016 1,514,524 984,728

PUBLICATIONS: Type Career Refereed Journal Articles 20 Peer Reviewed Extension Publications 45 Extension Publications Translated to Spanish 9 Thesis and Dissertation 2 Edited Conference Proceedings 3 News and Popular Articles 16 Web-based Articles and Tools 68 Resource CD/DVD 3 eXtension.org Ask the Expert Questions Resolved 10 Web-sites and Social Media 10 Web-based Videos 52

Refereed Journal Articles 1) Parker, I. D., R. Lopez, R. Padia, M. Gallagher, R. Karthikeyan, J. C. Cathey, N. J. Silvy, and D. S. Davis. 2014. Role of free-ranging mammals in the deposition of Escherichia coli into a Texas floodplain. Wildlife Research 40, 570–577. 2) Parker, I. D., R. R. Lopez, N. J. Silvy, D. S. Davis, and J. C. Cathey. 2012. Alternative methodology for handling and marking meso-mammals for short-term research. Wildlife Biology in Practice. 8:20-25. Extension Articles – Peer Reviewed * indicates supervised employee, ** indicates graduate student 1) Helcel, J., P. Teel, M. Tyson, J. Cash, T. Hensley, and J.C. Cathey. 2016. Wild Pigs and Ticks: Implications for Livestock Production, Human and Animal Health. Texas A&M AgriLife Extension Service EWF-033. Pp. 1-13. February 2016 2) Helcel, J., M. Tyson, J. Cash and J. C. Cathey. 2015. Reducing non-target species interference while trapping wild pigs. Texas A&M AgriLife Extension Service WF-030 Pp. 1-11. Extension Publications translated to Spanish (not included in publication count) * indicates supervised employee 1) Wright, B., J. C. Cathey, and R. Lyons. 2015. El Monitoreo del Habitat de las codornices en los pastizales de pastoreo en Texas. Texas AgriLife Extension Service Publication B-6172 Pp.1-17. 2) D. Rollins, N. Wilkins, J. Brooks, D. Ransom. 2015. Estimando poblaciones de codorniz. Texas A&M AgriLife Extension Service Pp. 1-9. Cathey facilitated

Contact Information: Jim Cathey AgriLife Extension Service Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-845-7471 Email: [email protected]

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Dr. Kevin W. Conway, Associate Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: 2005 – 2010. Ph.D. Saint Louis University, St. Louis, MO, USA 2003 – 2004. M.Sc. Advanced Methods in Taxonomy and Biodiversity. Imperial College/Natural History Museum, London, UK. 1999 – 2003. B.Sc. (Honours) Zoology. University of Glasgow, Glasgow, UK

POSITIONS: 2016 – Present. Associate Professor and Curator of Fishes, Department of Wildlife and Fisheries Sciences, Texas A&M University, College Station, TX, USA 2010 – 2016. Assistant Professor and Curator of Fishes, Department of Wildlife and Fisheries Sciences, Texas A&M University, College Station, TX, USA

PUBLICATIONS IN LAST YEAR: (graduate students underlined; undergraduate students bold underlined) 62. Conway, K.W., K.M. Kubicek & R. Britz. (in press). Morphological novelty and moderate developmental truncation in the skeleton of Barboides, Africa’s smallest vertebrates (Teleostei: Cyprinidae). Journal of Morphology. 61. Tsakiris, E.T., C.R. Randklev, A. Blair, M. Fisher & K.W. Conway. (in press). Trait-dependent effects of translocation on performance of freshwater mussels: Implication of phenotypic variation among populations. Aquatic Conservation. 60. Conway, K.W., G.I. Moore & A.P. Summers. (in press). Nettorhamphos radula, new genus and species of clingfish (Teleostei: Gobiesocidae) from Western Australia. Copeia. 59. Portnoy, D.S., S.C. Willis, E. Hunt, D.G. Swift, J.R. Gold & K.W. Conway. (2017). Molecular phylogenetics of the New World searobins (Triglidae; Prionotinae). Molecular Phylogenetics and Evolution, 107: 382–387. 58. Hastings, P.A. & K.W. Conway. (2017). Gobiesox lanceolatus, a new species of clingfish (Teleostei: Gobiesocidae) from the Los Frailes submarine canyon, Gulf of California, Mexico. ZOOTAXA. 57. McEachran, J.D. & K.W. Conway. (2016). Ichthyology. In: M.M. Haggerty & M. Pearl-Meuth (Eds). The Texas Master Naturalist Statewide Curriculum. Texas A&M University Press. Pp: xx-xx. 56. Tsakiris, E.T., C.R. Randklev & K.W. Conway. (2016). Effectiveness of a nonlethal method to quantify gamete production in freshwater mussels. Freshwater Science, DOI: 10.1086/687839. 55. Conway, K.W. & A.K. Pinion. (2016). Psilorhynchus tysoni, a new species of torrent minnow from western Thailand (Teleostei: Psilorhynchidae). ZOOTAXA, 4136: 580-592. 54. Voelker, G., R.C.K. Bowie & K.W. Conway. (2016). Replacement names for Chapinia and Ripleyia (Aves: Passeriformes: Muscicapidae). ZOOTAXA, 4107: 599. 53. Conway, K.W. & D.M. Kim. (2016). Redescription of the Texas shiner Notropis amabilis from the southwestern United States and northern Mexico with the reinstatement of N. megalops (Teleostei: Cyprinidae). Ichthyological Exploration of Freshwaters, 26: 305-340. 52. Britz, R. & K.W. Conway. (2016). Danionella dracula, an escape from the cypriniform Bauplan via developmental truncation? Journal of Morphology, 277:147-66.

PRESENTATIONS IN LAST YEAR: (* denotes presenter when more than one is listed; graduate students underlined; undergraduate students bold underlined) 70. Conway, K.W.*, M. Osborne & D. Portnoy. The plight of the Rio Grande shiner, Notropis jemezanus, in the lower Rio Grande along the Texas/Mexico border. Desert Fishes Council, Albuquerque, November 2016. Oral Presentation. 69. Conway, K.W. Marvelous miniatures: extreme progenesis, remarkable novelty and bizarre sexual dimorphism in South and South East Asian minnows. Sam Houston State University, Dept. of Biology, October 2016. Invited Seminar. 68. Diaz, W.* & K.W. Conway. An investigation of substrate scraping behavior in three species of Sicydiine gobies inhabiting freshwater streams on Dominica, West Indies. SACNAS, Los Angeles, October 2016. Poster Presentation. 148

69. McGrew, E.*, C. Baldwin & K.W. Conway. Taxonomic revision of the western Atlantic Skilletfish Gobiesox strumosus. Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Poster Presentation. 66. Pinion, A.K.*, D.M. Kim & K.W. Conway. Variation in tuberculation across the range of the Sand Shiner Notropis stramineus (Teleostei: Cyprinidae). Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Poster Presentation. 65. Kubicek, K.M.*, R. Britz & K.W. Conway. Developmental Osteology of the Tadpole Madtom, Noturus gyrinus. Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Oral Presentation. 64. King, C.D.*, P. A. Hastings & K.W. Conway. Discotrema or Lepadichthys: the phylogenetic position of Lepadichthys lineatus Briggs within the subfamily Diademichthyinae. Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Poster Presentation. 63. K.W. Conway*, C. King, H.A. Hastings & A. Summers. Clingfish Classification: problems and progress. Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Oral Presentation. 62. Mock, I. M.* & K.W. Conway. An overview of oral keratinization in North American cyprinids (Teleostei: Cyprinidae). Joint Meeting of Ichthyologists and Herpetologists, New Orleans, July 2016. Poster Presentation. 61. Mock, I.*, P. Echo-Hawk & K.W. Conway. Ontogeny of the trophic apparatus of the Federally threatened Devils River minnow Dionda diaboli. Kerrville, January 2016. Poster Presentation. 60. Kubicek, K.M*, R. Britz & K.W. Conway. Development of the catfish stinger. Texas Chapter of the American Fisheries Society, Kerrville, January 2016. Poster Presentation. 59. Pinion, A.*, Kim, D.M. & K.W. Conway. An SEM investigation of tuberculation across the range of the sand shiner Notropis stramineus. Texas Chapter of the American Fisheries Society Kerrville, January 2016. Best Student Poster Presentation.

EXTERNAL RESEARCH GRANTS IN LAST THREE YEARS: 12. $8925.00 Texas Sea Grant Minibus: Genetic Repository for Gulf of Mexico Fishes. – Awarded August 2015. 13. $204,432 NSF: CSBR: Ownership Transfer: Rehabilitation and digitization of a significant collection of amphibians, reptiles, and fishes through institutional networking – Awarded May 2015. 11. $12,750 Subcontract “Identification of larval minnows” on “Flow Dependent Species: Life History and Habitat Associations in Texas Gulf Coast rivers” to K. Winemiller. Texas Parks and Wildlife – Awarded January 2014. 10. $67,083 “On the brink yet under the radar: rapid conservation genetic assessment of the highly imperiled Rio Grande shiner (Notropis jemezanus) and development of management tools”. Texas Parks and Wildlife Traditional Section Six Award – Awarded August 2014.

CURRENT PROFESSIONAL SERVICE:

 Associate Editor for Ichthyological Exploration of Freshwaters (January 2015 – present)  Associate Editor for the Raffles Bulletin of Zoology (September 2010 – present)  Associate Editor for Systematics and Biodiversity (April 2011 – Present)  American Society of Ichthyologists and Herpetologists – Board of Governors (2012–2017)  American Society of Ichthyologists and Herpetologists – Gibbs Award Committee member (2017–2019).  American Society of Ichthyologists and Herpetologists – Best Ichthyological Papers Committee member (2017).

Contact Information:

Dr. Kevin W. Conway Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 (979) 845-2620 Email: [email protected]

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Thomas J. DeWitt, Associate Professor Department of Wildlife & Fisheries Sciences Texas A&M University

Professional Preparation: Grand Valley State University Biology B.Sc. 1987 University of Michigan Naturalist-Ecologist Training Program -- 1989 Boston University Behavior, Ecology, Evolution M.A. 1990 Binghamton University Behavior, Ecology, Evolution Ph.D. 1995 University of Kentucky Behavior, Ecology, Evolution Postdoc 1995-1999

Appointments: 2011-Present: Editorial Board, ISRN Ecology (ISSN: 2090-4614) 2006-Present: Associate Professor, Wildlife & Fisheries Sciences, Texas A&M University 2001-2006: Assistant Professor, Wildlife & Fisheries Sciences, Texas A&M University 1999-2001: Research Assistant Professor, Wildlife & Fisheries Sciences, Texas A&M University

Publications: Dr. DeWitt published 43 papers, often in top general (Science, PNAS) or disciplinary journals (Evolution, Ecosphere, American Naturalist, Animal Behaviour). He extensively cited.

Ten representative publications: 1. DeWitt TJ (2016) Expanding the phenotypic plasticity paradigm to broader views of trait space and ecological function. Current Zoology 62: 463-473. doi: 10.1093/cz/zow085 (USA) Conceptual synthesis; integration of morphometry, environment, development, ecological function 2. Santamaria C, Mateos M, DeWitt TJ, Hurtado L (2016) Constrained body shape among highly genetically divergent allopatric lineages of the supralittoral isopod Ligia occidentalis (Oniscidea). Ecology and Evolution 10.1002/ece3 1984. Molecular population genetics, morphometry, phylogeography of a coastal isopod 3. Kim D, DeWitt TJ, Costa CSB, Kupfer JA, McEwan RW, Stallins A (2015) Beyond bivariate correlations: three-block partial least squares illustrated with vegetation, soil, and topography. Ecosphere 6: art135. New multi-block data analytics; coastal geography, environment, and plant communities 4. Timm-Davis LL, DeWitt TJ, Marshall CD (2015) Divergent skull morphology supports two trophic specializations in otters (Lutrinae). PLOS ONE 10: e0143236. Otter morphometric diversity, functional diversification of foraging modes 5. Davis KM … DeWitt TJ, Riley DG (2015) Digital quantification of eye pigmentation of cattle with white faces. Journal of Animal Science 93: 3654-3660. Morphometric methods for veterinary cancer risk assessment 6. De Ruiter DJ, DeWitt TJ, Carlson KB, Brophy JK, Schroeder L, Ackermann RR, Churchill SE, Berger LR (2013) Mandibular remains support taxonomic validity of Australopithecus sediba. Science 340: 1232997. Hominin skull morphometry and evolution 7. Ruehl CB, Shervette V, DeWitt TJ (2011) Replicated shape variation between simple and complex habitats in two estuarine fishes. Biological Journal of the Linnean Society 103: 147–158. Habitat-morphology associations, replicated phenotype divergence in estuarine fish 8. Tobler M, DeWitt TJ, Schlupp I, García de León FJ, Herrmann R, Feulner PGD, Tiedemann R, Plath M (2008) Toxic hydrogen sulfide and dark caves: Phenotypic and genetic divergence across two abiotic environmental gradients in Poecilia mexicana. Evolution 62:2643-2658. Quantitative and molecular population genetics, morphometrics, development, phylogeography 9. Langerhans RB, Layman CA, DeWitt TJ (2005) Male genital size reflects a tradeoff between attracting mates and avoiding predators in two livebearing fish species. Proceedings of the National Academies of Science USA 102: 7618-7623. Natural and sexual selection, mate choice, speciation 10. DeWitt TJ, Langerhans RB (2003) Multiple prey traits, multiple predators: keys to understanding complex community dynamics. Journal of Sea Research 49: 143-155. 150

Conceptual synthesis; organismal traits, environment, community ecology, natural selection

Synergistic Activities: Broadening participation of underrepresented groups in science. Dr. DeWitt has a long history of inclusion in research and mentoring students from underrepresented groups. Of 33 undergraduate students engaged in research since assuming his tenure- track position, 16 are female and 9 are minorities. Among 10 graduate students, 3 are female and 4 are minorities. Dr. DeWitt is a Sloan Foundation Minority Mentor.

Service to national and local science infrastructure. Dr. DeWitt served several National Science Foundation (NSF) programs as a grant panelist and external referee, participated in a National Institute for Mathematical and Biological Synthesis (NiMBioS) working group, assisted the National Resource Conservation Service (NRCS) at a local level by educating landowners on native plants and habitat management for biodiversity, and edits for an impactful international journal (ISRN Ecology). Innovations in teaching. Dr. DeWitt’s work on data and shape analysis gave him a unique view of statistics leading to creation of a course entitled Excel Biometry. It is a graduate course in which the philosophy is that statistics is geometry and students learn to do the mathematics “by hand”, using spreadsheets. The course is being developed into a textbook and instructional media kit. It has been replicated at least twice at other universities by former students.

Development and refinement of research tools. Dr. DeWitt develops methods to fuse data sets, such as geometric and traditional morphometric data (e.g. Ginter et al. 2012), methods to test for statistical significance of parallelism for multivariate vectors, and methods of combining ordinations of like entities (e.g. taxa) from different datasets.

The PI participates and actively engages in media outreach. Dr. DeWitt’s research has been featured in many science education outlets such as undergraduate texts (e.g. Evolutionary Analysis, Biology of Fishes), hobbyist magazines (e.g. Practical Fishkeeping, Livebearer News) hundreds of internet news outlets (e.g. MSNBC, Yahoo! News), dozens of U.S. newspapers (e.g., Chicago Tribune, Los Angeles Times, Philadelphia Inquirer), dozens of international newspapers (e.g. The Times of London, Toronto Star, Folha de Sao Paulo, The Australian), and broadcast outlets (e.g. Canadian Broadcasting Company, National Public Radio).

Contact Information: Thomas DeWitt Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone (979) 578-4954 Email: [email protected]

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Dr. Norman O. Dronen, Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: Eastern Washington University 1967-1968 B.A. in Biology Cheney, Washington Eastern Washington University 1969-1970 M.S. in Biology Cheney, Washington New Mexico State University 1970-1974 Ph.D. in Zoology Las Cruces New Mexico State University 1970-1974 Ph.D. in Zoology Las Cruces 1974-1975 Post Doc

EXPERIENCE: 1970 to 1974 - New Mexico State University, Las Cruces, New Mexico. Teaching Associate and Coordinator of General Biology Program. Editor of Dessert Biome Jouronada Validation Site Annual Research Report. Teacher BIOL 489, General Parasitology. 1974 to 1987 - Department of Biology, Texas A&M University. Assistant Professor, Associate Department Head (1982-1984), Director of Undergraduate Programs and Chair of Curriculum Committee (1979-1985), Field Advisor and Teacher Certification Officer for Biology (1985-1897), Member of Faculty Senate from College of Science (1985-1987). Tenured in 1984, Promoted to Associate Professor. 1987 to 1997 - Department of Wildlife and Fisheries Sciences. Associate professor. Assitant Director of Student Counseling. Field Advisor and Teacher Certification Officer for Biology. Member of Faculty Senate from College of Agriculture and Life Sciences. Promoted to Full Professor in 1997. 1998 to present – Full professor; 2016 - completed six-year professor post-tenure review.

SELECTED AWARDS AND HONORS: Top 100 graduates of New Mexico State University; Invited Research Scientist, Academy of Sciences, People’s Republic of China, Ain Shams University, Egypt; Universidad National Autonoma de Mexico; the Museum of Natural History, London; and the Manter Museum, University of Nebraska, Lincoln.

SELECTED PUBLICATIONS OF 24 SINCE 2010: D’Amelio, S., S. Cavallero, N. O. Dronen, N. B. Barros and L. Paggi. 2012. Two new species of Contracaecum Railliet & Henry (Nematoda:Anisakidae), Contracaecum fagerholmi n. sp. and Contracaecum rudolphii F from the brown pelican, Pelecanus occidentalis, from the northern Gulf of Mexico. Systematic Parasitology, 81:1–16. Blend, C. K., N. O. Dronen, S. L. Gardner, G. R. Racz & H. W. Armstrong. 2012. The deep-sea digenean genus Tellervotrema Gibson & Bray, 1982 (Opecoelidae: Plagioporinae): Reevaluation of the type species, T. armstrongi Gibson & Bray, 1982, and T. beringi (Mamaev, 1965). Zootaxa, 3295: 1–29. Dronen, N. O., D. M. Calhoun, and S. R. Simcik. 2012. Mesocoelium Odhner, 1901 (Digenea: Mesocoelidae) revisited; a revision of the family and re-evaluation of species composition in the genus. Zootaxa. 3387: 1–96. Dronen, N. O., S. L. Gardner, and F. A. Jiménez. 2012. Details of the paranephridial system of a species of Prohytiasmus (Cyclocoelidae: Cyclocoelinae) from the American coot, Fulica americana (Rallidae) from Oklahoma, U.S.A. Journal of Parasitology, 95: 1026–1028. Dronen, N. O. and V. Tkach. 2013. Description of a new species of Uvitellina Witenberg, 1923 (Cyclocoelidae: Haematotrephinae) from the black-winged stilt, Himantopus himantopus (Charadriiformes: Recurvirostridae) from the Ukraine. Comparative Parasitology, 80, 179–185. Dronen, N. O., T. Craig and K. Gamble. 2014. Detection of cyclocoelids in their molluscan hosts in bird holding facilities. Book:technical manual being used at Lincoln Park Zoo, Chicago and will be distributed to more zoos and bird breeding facilities when new edition finished. Dronen, N. O. 2014. Key to the species of Athesmia Loss, 1899 (Digenea: Dicrocoeliidae), with the description of a new species from the clapper Rail, Rallus longirostris Boddaert (Guiformes: Rallidae) from Galveston, Texas, U.S.A. Zootaxa. 3815, 342– 352. Dronen, N. O. and V. Tkach. 2014. A new species of Morishitium Wienberg, 1928 from the red-billed blue magpie, Urocissa erythrorhyncha (Boddaert) (Corvidae) from Guizhou Province, People’s Republic of China. Zootaxa, 3835, 273–282.

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Dronen, N. O., C. K., Blend and A. Malhota. 2014. Keys to the species of Neolebouria Gibson, 1976 (Opecoelidae: Plagioporinae). Systematic Parasitology, 88, 213–225. Blend, C. K. and N. O. Dronen. 2015. A review of the genus Helicometra Odhner, 1902 (Digenea: Opecoelidae: Plagioporinae) with a key to species including Helicometra overstreeti n. sp. from the cusk-eel Luciobrotula corethromycter Cohen, 1964 (Ophidiiformes: Ophidiidae) from the Gulf of Mexico. Marine Biodiversity, 45:183–270. Blend, C. K., T. Kuramochi and N. O. Dronen. 2015. Allopodocotyle enkaimushi n. sp. (Digenea: Opecoelidae: Plagioporinae) from the short-tail Grenadier, Nezumia proxima (Gadiformes: Macrouridae), from Sagami Bay, Japan, with a key to species of this genus and a checklist of parasites reported from this host. Comparative Parasitology, 82: 219–230. Dronen, N. O. and C. K. Blend. 2015. Updated keys to the genera in the subfamilies of Cyclocoelidae Stossich, 1902, including a reconsideration of species assignments, species keys and the proposal of a new genus in Szidatitreminae Dronen, 2007. Zootaxa 4053: 001–100. [Monograph] Delanski, K.M., S.Nelson, N.O. Dronen, T.M. Craig, J. Pond, and K.C. Gamble. 2016. Detection and Management of Air Sac Trematodes (Szidatitrema Species) in Captive Multispecies Avian Exhibits. Journal of Avian Medicine and surgery. 29: 345– 353. Dronen, N.O., C.K. Blend, R.M.A. Khalifa, H.S. Mohamadain, and Y.F.M. Karar. 2016. Pelopscreadium aegyptense n. gen., n. sp. and Pelopscreadium spongiosum (Bray & Cribb, 1998) n. comb., (Digenea: Lepocreadiidae), each from disjunct populations of the Yellow boxfish, Ostracion cubicus Linnaeus (Ostraciidae). Zootaxa 4127: 567–578. Blend, C.K., N.O. Dronen and H.W. Armstrong. 2016. Podocotyle nimoyi n. sp. (Digenea: Opecoelidae: Plagioporinae) and a redescription of Podocotyle pearsei Manter, 1934 from five species of deep-sea macrourids from the Gulf of Mexico and Caribbean Sea with a checklist of parasites reported from these hosts. Zootaxa 4117: 491–512.

MANUSCRIPTS CURRENTLY IN PRESS OR SUBMITTED: Dronen, N. O. 2016. Intraspecific variation in Uvitellina iraquensis n. sp. (Cyclocoelidae: Haematotrephinae) from the white- tailed lapwing, Vanellus leucurus (Lichtenstein) (Chardriiformes: Charadriidae) from Iraq. In press, accepted at Zootaxa on 12/08/2016 Blend, C. K., N. O. Dronen, G.R. Raez and S.L. Gardner. 2017. Pseudopecoelus mccauleyi n. sp. and Podocotyle sp. (Digenea: Opecoelidae) from the deep waters off Oregon and British Columbia with an updated key to the species of Pseudopecoelus von Wicklen, 1946 and a checklist of parasites from hosts relevant to this study. In review, submitted to Acta Parasitologia on 11/11/2016. Neely, W.J., J.M. Freeman, E.C. Greiner and N.O. Dronen. 2017. A sample of endohelminths from four species of endangered and threatened Malaysian freshwater turtles (Geoemydidae) confiscated by Hong Kong authorities in 2001. Submitted to Comparative Parasitology on 11/21/2016.

CURRENT EXTRAMURAL FUNDING: Schubot Exotic Bird Foundation - $ 2,500 for 2016 & $5,000 for 2017 ($3,000 to $9,000/year since 1998).

Contact Information: Dr. Norman Dronen Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone: (979) 845-5777 Email: [email protected]

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Dr. Maureen G. Frank, Assistant Professor Department of Wildlife and Fisheries Sciences Texas A&M University

Education Ph.D. in Wildlife Biology, Department of Wildland Resources June 2016 Utah State University, Logan, Utah

Bachelor of Science, Wildlife and Fisheries Sciences May 2012 Texas A&M University, College Station, Texas

Professional Experience Assistant Professor and Extension Wildlife Specialist August 2016 – present Supervisor: Dr. Larry Redmon Duties: – Provide support to county extension agents through program development and agent training. – Develop educational materials related to local wildlife species and issues. – Collaborate with researchers, Extension personnel, wildlife biologists, natural resource managers, and non- governmental conservation organizations. – Expand youth conservation education programs.

Ph.D. Research Assistant, Utah State University August 2012 – June 2016 Advisor: Dr. Michael Conover Outreach, Extension, and Departmental Programing Summary of outreach and extension efforts since August 2016.

Type Number of Total Programs Participants Extension Programs, Adults 17 567 Extension Programs, Youth 4 466 Training Programs, County Extension Agents (CEAs) 1 9

Publications Summary of publications and other educational resources developed, career totals. Type Total Peer-Reviewed Extension Articles 4 Refereed Journal Articles 2 Newsletters in Support of CEAs 6 Dissertation 1 Weblog Articles 8 Websites 1

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Professional Presence and Service Summary of professional activities, career totals. Type Total Research Presentations 12 Invited Guest Lectures 3 Manuscripts Reviewed for Journals 3 Department Committees 1 Graduate Student Committees 1 Local and Regional Committees 2 Professional Society Elected Positions 1

Grants and Other Funding Summary of funding awarded, career totals. Type Number of Total Awards Amount Research Grants, PI 1 $15,000 Travel Grants 2 $800 Fellowships 1 $80,000

Contact Information: Maureen G. Frank Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 830-278-9151 ext. 280 Email: [email protected]

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Dr. Masami Fujiwara, Associate Professor Department of Wildlife and Fisheries Sciences Texas A&M University

PROFESSIONAL PREPARATION: Massachusetts Institute of Technology and Woods Hole Oceanographic Institution Joint Program, Biological Oceanography, PhD, 2002 University of Alaska Fairbanks, Marine Biology, M.S. 1997 University of Alaska Fairbanks, Biology, B.S. 1994 PROFESSIONAL APPOINTMENTS: 2015-Present Associate Professor, Wildlife and Fisheries Science, Texas A&M Univ. 2009-2015 Assistant Professor, Wildlife and Fisheries Science, Texas A&M Univ. 2005-2009 Project Scientist, University of California Santa Cruz 2005-2009 Contract Researcher, Southwest Fisheries Science Center, National Marine Fisheries Service 2002-2005 Post-Doctoral Researcher, University of California Santa Barbara COURSES TAUGHT: WFSC 624 – Dynamics of Population (4 credits) 2010-2016 WFSC 425 – Marine Fisheries (3 credits) 2010-2016 WFSC 403 – Animal Ecology (3 credits) 2016 CONTRACTS AND GRANTS:

 Impacts of fish disease on Klamath River fall Chinook salmon population dynamics. $31,051, September 2009 – July 2012, Pacific States Marine Fisheries Commission (subcontracted from University of California, Santa Cruz)  Population dynamics model of fall-run Chinook salmon in the Klamath River Basin. $47,000, September 2010 – August 2012, DOC-National Oceanic and Atmospheric Administration  UBM-Institutional: Integrated undergraduate research experiences in biological and mathematical sciences. PI: Jay Walton, $498,895, September 2010 – August 2015, National Science Foundation  Investigation of short-term fluctuation in shrimp abundance in the Gulf of Mexico. $160,000, February 2011- January 2013. Texas Sea Grant  Economic Valuation of Brown and White Shrimps as Forage Species in the Coastal Areas of Texas. $219,816, February 2013-January 2015. Texas Sea Grant

PROFESSIONAL ACTIVITIES:

 Secretary: Theoretical Ecology Section, Ecological Society of America 2013-2015  Advisor: Texas A&M Chapter of SACNAS 2012-Present

CURRENT AND FORMER GRADUATE STUDENTS: Current MS: Heather Lee, Cyrenea Piper PhD: Ali Abdulameer Al-Badran, Michaela Pawluk Former

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MS: Melvin Woody (2014), Mengmeng Sun (2014) PhD: Can Zhou (2015), Bheemaiah Shankara Narayana Rao (2016) SELECTED PUBLICATIONS: (31 total) Fujiwara, M. (2016) Incorporating demographic diversity into food web models: Effects on community structure and dynamics. Ecological Modelling 322: 10-18 Zhou, C., et al. (2016) Finding regulation among seemingly unregulated populations: a practical framework for analyzing multivariate population time series for their interactions. Environmental and Ecological Statistics 23(2): 181-204 Fujiwara, M., et al. (2014). The effects of disease-induced juvenile mortality on the transient and asymptotic population dynamics of Chinook salmon (Oncorhynchus tshawytscha). Plos One 9(1) Zhou, C., Fujiwara, M., Grant, W.E. (2013) Dynamics of a predator-prey interaction with seasonal reproduction and continuous predation. Ecological Modelling 268: 25-36 Fujiwara, M., Zhou, C. (2013) Population dynamics of stage-structured sequential hermaphrodites. Canadian Journal of Fisheries and Aquatic Sciences 70:1296-1305 Fujiwara, M. (2012) Demographic diversity and sustainable fisheries. PLOS One 7(5): e34556 Fujiwara, M., Mohr, M.S., Greenberg, A., Foott, J.S., Bartholomew, J.L. (2011) Effects of Ceratomyxosis on Population Dynamics of Klamath Fall-Run Chinook Salmon. Transactions of American Fisheries Society 140:1380–1391 Fujiwara, M. Mohr M.S.(2009) Identifying multiple environmental signals from population time-series: Application to salmon spawner counts. Oikos 118: 1712-172 Fujiwara, M. (2008) Identifying interactions among salmon populations from observed dynamics. Ecology 89: 4-11 Fujiwara, M. (2008) Effects of an autocorrelated stochastic environment and fisheries on the age at maturity of Chinook Salmon (Oncorhynchus tshawytscha). Theoretical Ecology Fujiwara, M. (2007) Extinction-effective population index for population comparisons. Ecology 88: 2345-2353 Fujiwara M., Anderson K.E., Neubert M.G., Caswell H (2006) On the estimation of dispersal kernels from individual mark- recapture data. Environmental and Ecological Statistics 13: 183-197 Kraus, S.D., M.W. Brown, H. Caswell, C.W. Clark, M. Fujiwara, P.K. Hamilton, R.D. Kenney, A.R. Knowlton, S. Landry, C.A. Mayo, W.A. McLellan, M.J. Moore, D.P. Nowacek, D.A. Pabst, A.J. Read, R.M. Rolland (2005) North Atlantic Right Whales in Crisis. Science 309: 561-562 Fujiwara, M., Kendall, B, Nisbet, R., and Bennett, W. (2005) Analysis of size trajectory data using an energetic-based growth model. Ecology 86 (6): 1441-1451 Fujiwara, M. and Caswell, H. (2001) Demography of the endangered North Atlantic right whale. Nature 414: 537-541 Caswell, H., Fujiwara, M., and Brault, S. (1999) Declining survival probability threatens the North Atlantic right whale. Proceedings of the National Academy of Sciences USA 96: 3308-3313

Contact Information: Masami Fujiwara Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone (979) 845-9841 Email: [email protected]

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Dr. Delbert M. Gatlin III, Professor and Associate Head for Research and Graduate Studies Department of Wildlife and Fisheries Sciences Texas A&M University Education

1983 Ph.D. Mississippi State University Nutrition/Biochemistry 1980 B.S. Texas A&M University Fisheries Ecology and Aquaculture

Research and Professional Experience

2013 - present: Regents Professor, Dept. of Wildlife and Fisheries Sciences, Texas A&M University (TAMU) 1998 - 2012: Professor, Dept. of Wildlife and Fisheries Sciences, TAMU 2006 - 2007: Interim Head, Dept. of Wildlife and Fisheries Sciences, TAMU 1994 - present: Associate Head for Research and Graduate Programs, Dept. of Wildlife and Fisheries Sciences, TAMU 1993 - 1998: Associate Professor, Dept. of Wildlife and Fisheries Sciences, TAMU 1990 - present: Assistant/Associate/Professor, Intercollegiate Faculty of Nutrition, TAMU 1987 - 1993: Assistant Professor, Dept. of Wildlife and Fisheries Sciences, TAMU 1985 - 1987: Assistant Professor, University of Arkansas at Pine Bluff

Professional Society Memberships

American Fisheries Society American Society for Nutritional Sciences (formerly American Institute of Nutrition) Fish Culture Section of the American Fisheries Society World Aquaculture Society including U.S. Chapter

Awards and Service/Leadership

2013: Designated Regents Professor of Texas A&M University 2011: Senior Faculty Fellow of Texas AgriLife Research 2010: Researcher of the Year, Texas Aquaculture Association 2007: Vice Chancellor’s Award in Excellence for Administration, Texas A&M AgriLife 2006: Faculty Fellow of the Texas Agricultural Experiment 2002: Researcher of the Year, Texas Aquaculture Association 2001: Faculty Fellow of Texas A&M University 2001: Vice Chancellor’s Award in Excellence for Graduate Teaching, TAMU 1996-1999: Elected to serve on the Committee on Animal Nutrition (CAN) of the National Research Council 1990: Researcher of the Year, Texas Aquaculture Association 1986: Certified Fisheries Scientist, American Fisheries Society

RECENT PUBLICATIONS (total of 247 peer-reviewed articles, 16 book chapters, 3 books)

Rossi, W., M. Newcomb and D. M. Gatlin III (2017) Assessing the nutritional value of an enzymatically processed soybean meal in early juvenile red drum, Sciaenops ocellatus L. Aquaculture, 467:94-101.

Pewitt, E., S. Castillo, A. Velásquez and D. M. Gatlin III (2017) The dietary tryptophan requirement of juvenile red drum, Sciaenops ocellatus. Aquaculture 469:112–116.

Pereira, R. T., P. V. Rosa and D. M. Gatlin III (2017) Arginine and glutamine in diets for Nile tilapia: innate immune responses, amino acids circulating profile and whole-body deposition. Aquaculture, In press.

158

Molina, E. M., D. M. Gatlin III and J. R. Tomasso, Jr. (2016) Survival and physiological responses of juvenile red drum exposed to hypersalinity and elevated temperatures. North Am. J. Aquaculture, 78:174-177.

Sutili, F., D. M. Gatlin III, W. Rossi Jr., B. M. Heinzmann and B. Baldisserotto, (2016) In vitro effects of plant essential oils on non-specific immune parameters of red drum, Sciaenops ocellatus L. J. Animal Phys. and Animal Nutr., DOI: 10.1111/jpn.12488.

Anuta, D. J., A. Buentello, S. Patnaik, M. E. Hume, A. Mustafa, D. M. Gatlin III, and A. L. Lawrence (2016) Effects of dietary supplementation of a commercial prebiotic Previda® on survival, growth, immune responses and gut microbiota of Pacific white shrimp, Litopenaeus vannamei. Aquaculture Nutr. 22:410-418.

Sutili, F., B. Baldisserotto and D. M. Gatlin III (2016) Evaluation of Ocimum americanum essential oil as an additive in red drum (Sciaenops ocellatus) diets. Fish & Shellfish Immunol. 56:155–161.

Raggi, T., A. Buentello and D. M. Gatlin III (2016) Characterization of pantothenic acid deficiency and the dietary requirement of juvenile hybrid striped bass, Morone chrysops x M. saxatilis. Aquaculture, 451:326–329.

Mendoza Rodriquez, M. G., C. Pohlenz, and D. M. Gatlin III (2016) Supplementation of organic acids and algae extracts in the diet of red drum Sciaenops ocellatus: immunological impacts. Aquaculture Res. doi:10.1111/are.13015.

Minjarez-Osorio, C., S. Castillo-Alvarado, D.M. Gatlin III, M. L. González-Félix, M. Perez- Velazquez and W. Rossi, Jr. (2016) Plant protein sources in the diets of the sciaenids red drum (Sciaenops ocellatus) and shortfin corvina (Cynoscion parvipinnis): A comparative study. Aquaculture 453:122–129.

Wang, J., D. Zhang, Y. Sun, S. Wang, P. Li, D. M. Gatlin, III and L. Zhang (2016) Effect of a dairy–yeast prebiotic (GroBiotic®-A) on growth performance, body composition, antioxidant capacity and immune functions of juvenile starry flounder (Platichthys stellatus). Aquacult. Res., 47:398-408. Montalban-Arques, A, P. De Schryver, P. Bossier, G. Gorkiewicz, V. Mulero, D. M. Gatlin III and J. Galindo-Villegas (2015) Selective manipulation of the gut microbiota improves immune status in vertebrates. Frontiers in Immunology, 6:1-14.

Rossi, W., J. T. Tomasso and D. M. Gatlin III (2015) Production performance and non-specific immunity of cage-raised red drum, Sciaenops ocellatus, fed soybean-based diets. Aquaculture, 443:84-89.

Castillo, S., S. Halligan and D. M. Gatlin III (2015) Dietary phenylalanine and tyrosine influence growth responses of juvenile red drum Sciaenops ocellatus as the basis for quantifying the total aromatic amino acid requirement. J. Nutr., 145:2341-2346.

Rossi, W., J. T. Tomasso and D. M. Gatlin III (2015) Performance of cage-raised, overwintered hybrid striped bass fed fishmeal- or soybean-based diets. North Am. J. Aquaculture, 77:178–185.

Velasquez, A., C. Pohlenz, F. T. Barrows, T. G. Gaylord and D. M. Gatlin III (2015) Assessment of taurine bioavailbility in pelleted and extruded diets with red drum Sciaenops ocellatus. Aquaculture, 449:2-7.

Fausi, I. A. and D. M. Gatlin III (2015) Evaluation of elevated dietary aluminum and iron on red drum Sciaenops ocellatus. J. World Aquaculture Soc., 45:475-480.

Peredo, A. M., A. Buentello, M. E. Hume and D. M. Gatlin III (2015) Evaluation of a dairy-yeast prebiotic in the diet of juvenile Nile tilapia, Oreochromis niloticus. J. World Aquaculture Soc., 46:92-101.

Wu, X., S. Castillo, M. Rosales, A Burns, M. Mendoza and D. M. Gatlin III (2015) Relative use of dietary carbohydrate, non- essential amino acids, and lipids for energy by hybrid striped bass, Morone chrysops ♀ × M. saxatilis ♂. Aquaculture, 435:116- 119. Minjarez-Osorio, C., S. Castillo-Alvarado, D.M. Gatlin III, M. L. González-Félix, M.

159

Castillo, S. and D. M. Gatlin III (2015) Dietary supplementation of exogenous carbohydrase enzymes in fish nutrition: A review. Aquaculture, 435:286-292.

Sanchez, D., R., J. M. Fox, D. M. Gatlin III, and A. L. Lawrence (2014) Dietary effect of fish oil and soybean lecithin on growth and survival of juvenile Litopenaeus vannamei in the presence or absence of phytoplankton in an indoor system. Aquaculture Res., 45:1367-1379.

Mashoof, S., C. Pohlenz, P. L. Chen, T. C. Deiss, D. Gatlin III, A. Buentello and M. F. Criscitiello. (2014) Expressed Ig mu and tau transcripts share diversity segment in ranched Thunnus orientalis. Developmental & Comparative Immunology, 43:76-86.

Tomasso, J. T., W. Rossi, A. Buentello, C. Pohlenz, D. M. Gatlin (2014) Replacement of fishmeal with plant feedstuffs in the diet of red drum Sciaenops ocellatus: effects on production characteristics and tolerance to aquaculture-related stressors. J. World Aquaculture Soc., 45:199-205.

Pohlenz, C., A. Buentello, S. J. Helland and D. M. Gatlin III (2014) Effects of dietary arginine supplementation on growth, protein optimization and innate immune response of channel catfish Ictalurus punctatus (Rafinesque 1818). Aquaculture Res., 45:491-500.

Pohlenz, C. and D. M. Gatlin III (2014) Interrelationships between fish nutrition and health. Aquaculture, 431:111-117.

Mendoza-Rodriguez, M. G. and D. M. Gatlin III (2014) Effects of various levels of silica ash in the diet of juvenile red drum (Sciaenops ocellatus). J. World Aquaculture Soc., 45:199-205.

Wu, Y. and D. M. Gatlin III (2014) Effects of altering dietary protein content in morning and evening feedings on growth and ammonia excretion of red drum (Sciaenops ocellatus). Aquaculture, 434:33-37.

Liu, W., Y. Yang, J. Zhang, D. M. Gatlin III, E. Ringo and Z. Zhou (2014) Effects of dietary microencapsulated sodium butyrate on growth, intestinal mucosal morphology, immune response, and adhesive bacteria of juvenile common carp (Cyprinus carpio) pre-fed with or without oxidised oil. Br. J. Nutr., 112:15-29.

Castillo, S., M. Rosales, C. Pohlenz and D. M. Gatlin III (2014) The effects of organic acids on growth performance and digestive enzyme activities of juvenile red drum Sciaenops ocellatus. Aquaculture, 433:6-12.

Zychowski, K. E., C. Pohlenz, T. Mays, A. Romoser, M. Hume, A. Buentello, D. M. Gatlin, III, and T. D. Phillips. (2013) The effect of NovaSil dietary supplementation on the growth and health performance of Nile tilapia (Oreochromis niloticus) fed aflatoxin-B1 contaminated feed. Aquaculture, 376-379:117–123.

Grisdale-Helland, B., D. M. Gatlin III and S. J. Helland (2013) Optimization of dietary macronutrients for Atlantic salmon post- smolts using increasing ration levels. Aquaculture, 408-409:88-94.

Rossi, W., Jr., D. Moxely, A. Buentello, C. Pohlenz and D. M. Gatlin III (2013) Replacement of fishmeal with novel plant feedstuffs in the diet of red drum Sciaenops ocellatus: an assessment of nutritional value. Aquaculture Nutr., 19, Supplement 1:72-81.

Patterson, D. and D. M. Gatlin III (2013) Evaluation of whole and lipid-extracted algae meals in the diets of juvenile red drum (Sciaenops ocellatus). Aquaculture, 416-417:92-98.

Contact Information: Delbert M. Gatlin III Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-847-9333 Email: [email protected]

160

Jacquelyn K. Grace, Assistant Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: Wake Forest University Ph.D. Biology, 2014 Advisor: Dr. David J. Anderson Dissertation: Endocrine-mediated organizational effects on personality and stress in Nazca boobies

Willamette University Advisor: Dr. David P. Craig B. A. Biology, Magna Cum Laude, 2007 Senior Thesis: The development and lateralization of prey delivery in a bill-load holding bird Secondary Senior Project: Habitat use of Western scrub-jays along a suburban-rural gradient

ACADEMIC APPOINTMENTS: Assistant Professor, Dept. of Wildlife and Fisheries Sciences, Texas A&M Univ. 2016-present Postdoctoral Fellow, Centre d'Etudes Biologiques de Chizé 2014-2016 Centre National de la Recherche Scientifique, Université de la Rochelle Mentor: Dr. Frédéric Angelier Adjunct Professor, Department of Biology, Wake Forest University Spring 2014 Graduate Teaching Assistant, Department of Biology, Wake Forest University 2012-2014 Graduate Teaching Assistant, University of Michigan Biological Station 2009, 2011 NSF Graduate Research Fellow in Animal Sciences, Wake Forest University 2008-2012 Dean’s Graduate Research Fellow, Wake Forest University 2007-2008 Laboratory Teaching Assistant, Wake Forest University 2004-2007

GRANTS and AWARDS: ($248,100 including fellowships) International Society for Behavioral Ecology Congress, travel award 2016, $700 Fyssen Foundation, Postdoctoral Fellowship, Centre d’Etudes Biologique de Chizé, 2014, 50,000€ Society for Integrative and Comparative Biology, DAB Best Student Oral Presentation finalist, 2014 Elton C. Cooke Award, Outstanding Graduate Student, Wake Forest Univ. Biology Dept., 2013 National Science Foundation Dissertation Improvement Grant, June 2011, $14,974 National Science Foundation Graduate Research Fellowship, begun Fall 2008 Wake Forest University, Vecellio Award, 2009, 2011 American Ornithologist’s Union Research Award, 2008 Dean’s Fellowship, Wake Forest University Graduate School, 2007-08

PUBLICATIONS: (* indicates undergraduate co-author) Angelier, F., Meillère, A., Grace, J. K., Trouvé, C., Brischoux, F. 2016. No evidence for an effect of traffic noise on the development of the corticosterone stress response in an urban exploiter. General and Comparative Endocrinology 232: 43-50. doi:10.1016/j.ygcen.2015.12.007 Liang, A.*, Grace, J. K., Tompkins, E. M., Anderson, D. J. 2015. Yawning, acute stressors, and arousal reduction in Nazca booby adults and nestlings. Physiology and Behavior 140: 38-43. doi:10.1016/j.physbeh.2014.11.029 Grace, J. K., Anderson, D. J. 2014. Personality correlates with contextual plasticity in a free-living, long-lived seabird. Behaviour 151(9): 1281 – 1311. doi: 10.1163/1568539X-00003185 Grace, J. K., Tompkins, E. M., Anderson, D. J. 2013. Leucistic adult large cactus-finch (Geospiza conirostris) on Española Island, Galápagos: a potential continuation of nestling beak color. Wilson Journal of Ornithology 125(1): 201-204. doi: http://dx.doi.org/10.1676/12-093.1 Grace, J. K., K. Dean, M. A. Ottinger, D. J. Anderson. 2011. Hormonal effects of maltreatment in Nazca booby nestlings: implications for the “cycle of violence.” Hormones and Behavior 60(1):78-85. doi: 10.1016/j.yhbeh.2011.03.007

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Müller, M.S., Porter, E.T., Grace, J.K., Awkerman, J.A., Birchler, K.T., Gunderson, A.T., Schneider, E.G., Westbrock, M.A., Anderson, D.J. 2011. Maltreated nestlings exhibit correlated maltreatment as adults: evidence of a “cycle of violence” in Nazca boobies (Sula granti). Auk 128(4): 615. doi: 10.1525/auk.2011.11008. Grace, J. K. and D. J. Anderson. 2009. Masked Booby (Sula dactylatra). The Birds of North America Online (A. Poole, Ed.). Ithaca: Cornell Lab of Ornithology; Retrieved from the Birds of North America Online: http://bna.birds.cornell.edu.bnaproxy.birds.cornell.edu/bna/species/073, doi:10.2173/bna.73 Grace, J. K., and D. P. Craig. 2008. The development and lateralization of prey delivery in a bill load holding bird. Animal Behaviour, 75: 2005-2011, doi:10.1016/j.anbehav.2007.11.009. Anderson, D. J., K. P. Huyvaert, J. A. Awkerman, C. B. Proaño, W. B. Milstead, G. Jiménez-Uzcátegui, S. Cruz, J. K. Grace. 2008. Population Status of the Critically Endangered Waved Albatross (Phoebastria irrorata), 1999 to 2007. Endangered Species Research 5: 185-192, doi: 10.3354/esr00089.

PRESENTATIONS: Grace, J. K., F. Angelier. Jan. 2017. Society for Integrative and Comparative Biology Annual Meeting. New Orleans, LA. Oral presentation. Grace, J. K., F. Angelier. Aug. 2016. 16th Congress of the International Society for Behavioral Ecology. Exeter, UK. Oral presentation. Grace, J. K., F. Angelier. Nov. 2015. Colloque de Ecophysiologie Animale. La Rochelle, France. Oral presentation. Grace, J. K., D. J. Anderson. Jan. 2014. Society for Integrative and Comparative Biology Annual Meeting. Austin, TX. Oral presentation. Grace, J. K., D. J. Anderson. Aug. 2013. Joint meeting of American Ornithologists’ Union and Cooper Ornithological Society. Chicago, IL. Oral presentation. Grace, J. K., D. J. Anderson. Jan. 2013. Society for Integrative and Comparative Biology Annual Meeting. San Francisco, CA. Oral presentation. Grace, J. K., K. Dean, M. A. Ottinger, D. J. Anderson. Feb. 2012. Annual Meeting of the Pacific Seabird Group. Turtle Bay, HI. Oral presentation. Grace, J. K., K. Dean, M. A. Ottinger, D. J. Anderson. 2011. Joint Meeting of the Animal Behavior Society and the International Ethological Conference. Indiana University, Bloomington, IN. Poster. Grace, J. K., and D.P Craig. 2006. IV North American Ornithological Conference. Veracruz, Mexico. Oral presentation.

Invited Seminars and Lectures Grace, J. K., F. Angelier. Oct. 2016. “Stress, death, and the “silver spoon”: effects of early-life stress on lifetime morphology, mortality, and behavior in a wild bird.” Louisiana Tech University, Biology Department. Invited seminar. Grace, J.K. 2015. Centre d’Etudes Biologique de Chizé, Centre National de la Recherche Scientifique. Villiers en Bois, France. Invited seminar. Grace, J.K. 2014. Wake Forest University: Department of Biology. Seminar. Grace, J. K., D.J. Anderson. 2010. Darwin Research Station, Galápagos, Ecuador. Invited seminar. Grace, J. K.. 2012, 2013. Wake Forest University: Animal Behavior. Invited lecture. Grace, J. K. 2011. High Point University: Animal Physiology. Invited lecture. Grace, J. K. 2010. Davidson University: Introduction to Biology. Invited lecture. Grace, J. K., D. J. Anderson. 2010. University of Hawaii at Manoa: Ecology, Evolution, and Conservation Biology Program. Invited seminar. Grace, J. K.. 2008, 2009, 2010, 2011. Grant and fellowship writing. Wake Forest University School of Medicine, GRAD700; and Wake Forest University scholarship workshop. Invited lecture.

Contact Information Dr. Jacquelyn Grace Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-845-5777 Email: [email protected]

162

Dr. William E. Grant, Professor Department of Wildlife & Fisheries Sciences Texas A&M University

Professional Preparation: Michigan State University, Wildlife Ecology, B.S., 1970 Colorado State University, Systems Ecology, Ph.D., 1974 Appointments: 1976–Present, Assistant Professor–Professor, Department of Wildlife and Fisheries Sciences, Texas A&M University 1974–1976, Postdoctoral Fellowship, University of Minnesota Professional Activities: International Society for Ecological Modelling: Vice President, North American Chapter, 1987–1989 President, North American Chapter, 1993–1996 President, 1996–1998 Member, Board of Governors, 1998–2010 International Journal “Ecological Modelling” Member, Editorial Advisory Board, 1985–1996 Associate Editor, 1997–Present Other Relevant Activities: Grant has been teaching a graduate course on the use of systems analysis and simulation in ecology and natural resource management at Texas A&M University since 1976, has authored 4 textbooks on this topic, and has published more than 200 articles in scientific journals. International collaborative activities over the past 4 decades have been focused on promoting the systems approach to problem solving, emphasizing the use of systems analysis and simulation related to natural resource management and the environment. He has offered over 60 short courses in Spanish in 9 countries in Latin America, as well as several short courses in English in Australia, Canada, Denmark, and the U.S.

SELECTED PUBLICATIONS: Grant, W. E. 1986. Systems Analysis and Simulation in Wildlife and Fisheries Sciences. Wiley, New York. 338 pp. Grant, W. E., E. K. Pedersen, and S. L. Marín. 1997. Ecology and Natural Resource Management: Systems Analysis and Simulation. Wiley, New York. 373 pp. Grant, W. E., S. L. Marín, y E. K. Pedersen. 2001. Ecología y Manejo de Recursos Naturales: Análisis de Sistemas y Simulación. Instituto Interamericano de Cooperación para la Agricultura (IICA). San José, Costa Rica. 340 pg. Grant, W. E., and T. M. Swannack. 2008. Ecological Modeling: A Common-Sense Approach to Theory and Practice. Blackwell, Oxford, UK. 155 pp. Wang, Hsiao-Hsuan, W. E. Grant, P. D. Teel, S. A. Hammer. 2016. Tick-borne infectious agents in nature: Simulated effects of changes in host density on spatial-temporal prevalence of infected ticks. Ecological Modelling 323:77-86. Chiou, Chyi-Rong, Yen-Jui Chen, Hsiao-Hsuan Wang, William E. Grant. 2016. Predicted range expansion of the invasive plant Leucaena leucocephala in the Hengchun peninsula, Taiwan. Biological Invasions 18:381-394. 163

Wang, Hsiao-Hsuan, Carissa L. Wonkka, William E. Grant, William E. Rogers. 2016. Range expansion of invasive shrubs: Implication for crown fire risk in forestlands of the southern United States. AoB PLANTS doi: 10.1093/aobpla/plw012. Leo, Jennifer P., Thomas J. Minello, William E. Grant, Hsiao-Hsuan Wang. 2016. Simulating environmental effects on brown shrimp production in the northern Gulf of Mexico. Ecological Modelling 330:24-40. Díaz-Solís, Heriberto, W. E. Grant, M. M. Kothmann, W. R. Teague, F. Paz Pellat, M. Bolaños González. 2016. Strategies to reducing GHG emissions in semi-arid rangelands of Mexico. Terra Latinoamericana 34:73-81. González Afanador, Edith, Michael E. Kjelland, X. Ben Wu, Neal Wilkins, William E. Grant. 2016. Ownership property size, landscape structure, and spatial relationships in the Edwards Plateau of Texas (USA): Landscape scale habitat management implications. Environment Systems and Decisions 36:310-328. doi: 10.1007/s10669-016-9604-7. Poché D.M., W. E. Grant, H.-H. Wang. 2016. Visceral leishmaniasis on the Indian subcontinent: Modelling the dynamic relationship between vector control schemes and vector life cycles. PLoS Neglected Tropical Diseases 10(8): e0004868. doi:10.1371/journal.pntd.0004868. Arevilca, Aminta, Luis Elissetche, Michael Scanlin, Sara Stephens, Hsiao-Hsuan Wang, William Grant. 2016. Rapidly increasing invasion of eastern Texas forestlands by the most prevalent invasive shrubs: Chinese and European privets. Southeastern Naturalist 15:61-67. Suriyamongkol, Thanchira, Erin McGrew, Lela Culpepper, Kacy Beck, Hsiao-Hsuan Wang, William E. Grant. 2016. Recent range expansions by Chinese Tallow (Triadica sebifera (L.) Small), the most prevalent invasive tree in the forestlands of eastern Texas. Southeastern Naturalist 15:68-75. Villamizar-Gomez, A., M. R. J. Forstner, T. Suriyamongkol, K. N. Forks, W. E. Grant, H.-H. Wang, I. Mali. 2016. Prevalence of Batrachochytrium dendrobatidis in two sympatric tree frog species, Hyla cinerea and Hyla versicolor. Herpetological Review 47:601-605. Wang, Hsiao-Hsuan, Pete D. Teel, William E. Grant, Greta Schuster, A. A. Pérez de León. 2016. Simulated interactions of white-tailed deer (Odocoileus virginianus), climate variation and habitat heterogeneity on southern cattle tick (Rhipicephalus (Boophilus) microplus) eradication methods in south Texas, USA. Ecological Modelling 342:82-96. Faris, A., H.-H. Wang, A. Tarone, W. E. Grant. 2016. Forensic entomology: Evaluating uncertainty associated with postmortem interval (PMI) estimates with ecological models. Journal of Medical Entomology 53:1117-1130.

Contact Information: Dr. William E. Grant Department of Wildlife & Fisheries Sciences College Station, TX 77843-2258 979-845-5702 Email: [email protected]

164

Luis A. Hurtado-Clavijo, Associate Professor Department of Wildlife and Fisheries Sciences Texas A&M University

PROFESSIONAL PREPARATION: 1997-2002 Ph.D., Ecology and Evolution, Rutgers University, NJ 1994-1996 M.Sc., Conservation, Ecology and Management of Natural Resources, Instituto Tecnológico y de Estudios Superiores de Monterrey, Campus Guaymas, México 1986-1992 B.Sc., Biology, Universidad Nacional de Colombia, Bogotá, Colombia

ACADEMIC/PROFESSIONAL APPOINMENTS: Current position 2015-P Associate Professor, Department of Wildlife and Fisheries Sciences, TAMU 2008-P Faculty Marine Biology IDP 2006-P Faculty Ecology and Evolutionary Biology IDP 2007-P Faculty Genetics IDP 2008-P Faculty Applied Biodiversity Science (ABS) NSF-IGERT Program

Past positions and experience 2008-2015 Assistant Professor, Department of Wildlife and Fisheries Sciences, TAMU 2006-2008 Research Assistant Professor, Department of Wildlife and Fisheries Sciences, TAMU 2005-2006 Research Assistant Professor, Department of Biological Sciences, University of Texas at El Paso 2002-2005 Postdoctoral Associate, Arizona Research Labs/ Department of Ecology and Evolutionary Biology, University of Arizona

PRODUCTS: Number of peer-reviewed publications = 37; number of times cited = 1088; H-index = 15; i10-Index = 23

10 most recent publications (* graduate students in my lab; + graduate students in another lab; C Corresponding author)

Hurtado LAC, Mateos M, Liu S*. 2017. Phylogeographic patterns of a lower intertidal isopod in the Gulf of California and the Caribbean and comparison with other intertidal isopods. Ecology and Evolution 7: 346–357. doi: 10.1002/ece3.2599 Hurtado LAC, De La Rosa-Reyna X*, Mateos M, Shaver DJ, Metz R, Thiltges J, Hill J, Reyes-Lopez MA, Johnson C. 2016. Thousands of SNPs in the critically endangered Kemp’s Ridley sea turtle (Lepidochelys kempii) revealed by ddRAD-seq: opportunities for previously elusive conservation genetics research. Gulf of Mexico Science 33 (2): 214-218 Hurtado LAC, Mateos M, Mattos G+, Liu S*, Haye PA, Paiva PC. 2016. Multiple transisthmian divergences, extensive cryptic diversity, occasional long-distance dispersal, and biogeographic patterns in a marine coastal isopod with an amphi-American distribution. Ecology and Evolution 6: 7794–7808. doi:10.1002/ece3.2397 Baringou S+, Rouault JD, Koken M, Hardivillier Y, Hurtado L, Leignel V. 2016. Diversity of cytosolic HSP70 Heat shock protein from decapods and their phylogenetic placement within Arthropoda. Gene 591 (1): 97-107. DOI: 10.1016/j.gene.2016.06.061 Santamaria CA *, Mateos M, DeWitt TJ, Hurtado LAC. 2016. Constrained body shape among highly genetically divergent allopatric lineages of the supralittoral isopod Ligia occidentalis (Oniscidea). Ecology and Evolution 6: 1537-1554. DOI: 10.1002/ece3.1984 Smolensky NC+, Hurtado LA, Fitzgerald LA. 2015. DNA barcoding of Cameroon samples enhances our knowledge on the distributional limits of putative species of Osteolaemus (African dwarf crocodiles). Conservation Genetics 16 (1): 235-240. DOI: 10.1007/s10592-014-0639-3 García-Hernández JC, Hurtado LA, Leyva-García G, Güido-Moreno A, Aguilera-Márquez D, Mazzei V, Ferrante M. 2015. Isopods of the genus Ligia as potential biomonitors of trace metals from the gulf of California and pacific coast of the Baja California peninsula. Ecotoxicology and Environmental Safety 112: 177–185. http://dx.doi.org/10.1016/j.ecoenv.2014.11.002 Santamaria CA*, Mateos MC, Hurtado LAC. 2014. Diversification at the narrow sea-land interface in the Caribbean: phylogeography of endemic supralittoral Ligia isopods. Frontiers in Ecology and Evolution 2:42. DOI: 10.3389/fevo.2014.00042 (Open Access)

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Hurtado LAC, Santamaria CA*, Fitzgerald LA. 2014. The phylogenetic position of the Critically Endangered Saint Croix ground lizard Ameiva polops: revisiting molecular systematics of West Indian Ameiva. Zootaxa 3794 (2): 254–262. DOI: http://dx.doi.org/10.11646/zootaxa.3794.2.4 (Open Access) Hurtado LAC, Lee EJ*, Mateos M, Taiti S. 2014. Global diversification at the harsh sea-land interface: Mitochondrial phylogeny of the supralittoral isopod genus Tylos (Tylidae, Oniscidea). PLoS ONE 9(4): e94081. DOI: 10.1371/journal.pone.0094081 http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0094081

Competitive Funding as PI: 2016-18 NOAA-Texas Sea Grant. $200,000. 2014-17 NOAA-Texas Sea Grant. $292,874. 2008-15 NSF, Population and Evolutionary Processes Program. $613,500. 2015 TAMU-CONACyT. $24,000. 2013 TAMU-CONACyT. $24,000. 2009 TAMU-CONACyT. $24,000. 2009 TAMU-CONACyT. $24,000.

Contact Information: Dr. Luis Hurtado Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-845-4096 Email: [email protected]

166

Dr. Thomas E. Lacher, Jr., Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: University of Pittsburgh Biological Sciences B.S.: 1972 University of Pittsburgh Ecology, Evolution and Systematics Ph.D.: 1980,

APPOINTMENTS: Apr 2011 – present Professor, Texas A&M University Mar 2007 – Apr 2011 Professor and Department Head, Texas A&M University Aug 2002-Mar 2007 Senior Vice-President, Conservation International. Aug 1996 – Aug 2002 Professor and Caesar Kleberg Chair in Wildlife Ecology, Texas A&M University Sep 1989 – Aug 1996 Director, Archbold Tropical Research Center, Clemson University Sep 1981 – Sep 1989 Assistant/Associate Professor, Western Washington University Mar 1979 – Mar 1981 Assistant Professor, Universidade de Brasilia

OTHER RELEVANT PROFESIONAL ACTIVITIES: 2015-present. Associate Conservation Scientist, Global Wildlife Conservation, Austin, TX, 2015 – present.

Visiting Professor, Doctoral Program in Ecologia de Ambientes Aquáticos Continentais” Universidade Estadual de Maringá, Maringá, Paraná, Brasil. Presented a one week short course in Conservation Biology, 2014.

Visiting Professor, Participant in the project “Morcegos em Fragmentos Florestais do Alto Rio Paraná, Sul do Brasil,” Universidade Estadual de Maringá, Maringá, Paraná, Brasil. Presented a seminar on the Conservation and Ecology of Mammals and presented a four lecture short course on Mammalogy, 2013.

Co-chair of the Species Survival Commission/ Small Mammal Specialist Group of the International Union for the Conservation of Nature and Natural Resources (IUCN), member since 2011, appointed co-chair 2012.

Member and representative for Texas A&M University (one of only 10 institutions worldwide) on the IUCN Red List Partnership and the IUCN Red List Committee, Gland, Switzerland, (2010-present).

SELECTED PUBLICATIONS: Books Savitsky, B.G. and T.E. Lacher, Jr. (eds.). 1998. GIS Methodologies for Developing Conservation Strategies: Tropical Forest Recovery and Wildlife Management in Costa Rica. Columbia University Press, New York, 237pp.

Kendall, R.J., T.E. Lacher, Jr., G.P. Cobb, and S.B. Cox (eds). 2010. Wildlife Toxicology: Emerging Contaminant and Biodiversity Issues. Taylor and Francis, Boca Raton, i-xviii + 321 pp.

Wilson, D.E., T.E. Lacher, Jr and R.A. Mittermeier (eds). 2016. Handbook of Mammals of the World. Vol. 6. Lagomorphs and Rodents: Part 1. Lynx Editions, Barcelona, Spain, 987 pp.

Wilson, D.E., T.E. Lacher, Jr and R.A. Mittermeier (eds). (In press). Handbook of Mammals of the World. Vol. 7. Rodents:Part 2. Lynx Editions, Barcelona, Spain.

Twelve Relevant Recent Papers Schipper, J. J. Chanson, F. Chiozza, N. Cox, M. Hoffmann, V. Katariya, J. Lamoreux, A. Rodrigues, S.N. Stuart, H.J. Temple, J. Baillie, L. Boitani, T.E. Lacher, Jr., et al.. 2008. The status of the world’s land and marine mammals: diversity, threat, and knowledge. Science 322:225-230.

Castro-Arellano, I. and T.E. Lacher, Jr. 2009. Segregation by temporal niche in high and low richness rodent assemblages of subtropical Mexico. Journal of Tropical Ecology 25:593-603.

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Lacher, T.E., Jr., J. Bickham, C. Gascon, R. Green, R.D. Moore, and M. Mora. 2010. Impacts of contaminants and pesticides on biodiversity and ecosystem structure and function. Pp. 109-143, In: Wildlife Toxicology: Emerging Contaminant and Biodiversity Issues. R.J. Kendall, T.E. Lacher, Jr., G.P. Cobb, and S.B. Cox (eds). Taylor and Francis, Boca Raton.

Lamoreux, J.F. and T.E. Lacher, Jr. 2010. Mammalian endemism, range size and conservation status in the southern temperate zones. Diversity and Distributions 16:922-931.

Hoffmann, M. et al. (Multiple authors from the Global Assessment Teams incl. T.E. Lacher, Jr.). 2010. The impact and shortfall of conservation on the status of the world’s vertebrates. Science 330:1503-1509.

Lacher, T.E., Jr., L. Boitani, and G.A.B. da Fonseca. 2012. The IUCN Global Assessments: Partnerships, collaboration and data sharing for biodiversity science and policy. Conservation Letters 5:327-333.

Rocha da Silva, J.R., H. Ortêncio Filho and T.E. Lacher, Jr. 2013. Species richness and edge effects on bat communities from Perobas Biological Reserve, Paraná, southern Brazil. Studies on Neotropical Fauna and Environment 48:135-141. DOI:10.1080/01650521.2013.845967

Ortêncio-Filho, H., T.E. Lacher, Jr., and L.C. Rodrigues. 2014. Seasonal patterns in community composition of bats in forest fragments of the Alto Rio Paraná, southern Brazil. Studies on Neotropical Fauna and Environment 49:169-179. DOI: 10.1080/01650521.2014.950834

Gomez-Ruiz, E.P., P.C. Jimenez, J.J. Flores-Maldonado, T.E. Lacher, Jr., and J.M. Packard. 2015. Conservación de murciélagos nectarívoros (Phyllostomidae: Glossophagini) en riesgo en Coahuila y Nuevo León. Therya 6:89-102.

Lacher, Jr., T.E., W. Murphy, J. Rogan, A.T. Smith, and N. Upham. 2016. Evolution, phylogeny, ecology and conservation of the Clade Glires: Lagomorpha and Rodentia. Pp. 15-27, In: Handbook of Mammals of the World. Vol. 6. Lagomorphs and Rodents 1. D.E. Wilson, T.E. Lacher, Jr and R.A. Mittermeier (eds). Lynx Editions, Barcelona, Spain.

Lacher, Jr., T.E. 2016. Family Caviidae. Pp. 406-439, In: Handbook of Mammals of the World. Vol. 6. Lagomorphs and Rodents 1. D.E. Wilson, T.E. Lacher, Jr and R.A. Mittermeier (eds). Lynx Editions, Barcelona, Spain.

Gomez-Ruiz, E.P. and T.E. Lacher, Jr. 2016. Modeling the potential geographic distribution of an endangered pollination corridor in Mexico and the United States. Diversity and Distributions. Version of Record online: 28 OCT 2016 | DOI: 10.1111/ddi.12499

RESEARCH EXPERIENCE: I have worked on the ecology, behaviour, biogeography and conservation of vertebrates since 1972, with significant international experience as well. I have developed several large, integrated projects in conservation and tropical biology, one, a multi-year project on sustainable management in the buffer zone of the La Amistad Biosphere Reserve in Costa Rica and Panama. I conducted one of the first country-wide assessments of deforestation and land-use change in Costa Rica, cited above (Savitsky and Lacher, 1998), and related this to conservation prioritization in Costa Rica. I also founded the Tropical Ecology, Assessment and Monitoring Initiative at Conservation International in 2002. This projects monitors trends in biodiversity at field stations throughout the tropics. I am currently co-chair of the Species Survival Commission/ Small Mammal Specialist Group of the International Union for the Conservation of Nature and Natural Resources (IUCN), and an active participant and author in the Global Mammal Assessment. I am also co-editor of volumes 6 and 7 of the Handbook of Mammals of the World (Rodents and Lagomorphs).

Contact Information: Dr. Thomas E. Lacher, Jr. Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-845-5750 Email: [email protected]

168

Dr. Jessica E. Light, Associate Professor Department of Wildlife and Fisheries Sciences Texas A&M University

PROFESSIONAL PREPARATION: University of Michigan Ann Arbor, MI Biology B.S. 1998 University of Michigan Ann Arbor, MI Resource Ecology & Management B.S. 1998 Louisiana State University Baton Rouge, LA Zoology Ph.D. 2005 University of Florida Gainesville, FL Postdoctoral work, cospeciation 2006-2008

APPOINTMENTS: 2015-present Associate Professor, Dept. Wildlife & Fisheries Sciences, Texas A&M University Curator of Mammals, Biodiversity Research and Teaching Collections 2009-2015 Assistant Professor & Curator of Mammals, Texas A&M University 2007-2008 Research Associate, Moore Laboratory of Zoology, Occidental College 2006-2008 Post-doctoral Researcher, Florida Museum of Natural History, University of Florida 1999-2005 Teaching Assistant, Louisiana State University

PUBLICATIONS: (last 5 years; *graduate student author; **undergraduate student author; †equal contributors) Accpt. Takano, O.M.*†, P.S. Mitchell**†, D.R. Gustafsson, A. Adite, G. Voelker, and J.E. Light. An assessment of host associations, geographic distributions, and genetic diversity of avian chewing lice (Insecta: Phthiraptera) from Benin. Accepted at Journal of Parasitology . 2016. Castellanos, A.A.*†, M.C.I. Medeiros†, G.L. Hamer, M.E. Morrow, M.D. Eubanks, P.D. Teel, S.A. Hamer, & J.E. Light. Decreased small mammal and tick abundance in association with invasive red imported fire ants (Solenopsis invicta). Biology Letters 12: 20160463. 2016. Cook, J.A., S. Greiman, S. Agosta, R.P. Anderson, B.S. Arbogast, R.J. Baker, W. Boeger, R.D. Bradley, D.R. Brooks, R. Cole, J.R. Demboski, A.P. Dobson, J.L. Dunnum, R.P. Eckerlin, J. Esselstyn, K. Galbreath, J. Hawdon, H. Hoekstra, S. Kutz, J.E. Light, L. Olson, B.D. Patterson, J.L. Patton, A.J. Phillips, E. Rickart, D.S. Rogers, M.E. Siddall, V. Tkach, &d E.P. Hoberg. Transformational principles for NEON sampling of mammalian parasites and pathogens: a response to Springer and Colleagues. BioScience doi: 10.1093/biosci/biw123 2016. Allen, J.M., G. Burleigh, J.E. Light, & D.L. Reed. Effects of 16S rDNA sampling on estimates of endosymbiont lineages in sucking lice. PeerJ 4: e2187. 2016. Light, J.E., M.O. Ostroff**, & D.J. Hafner. Phylogeographic assessment of the northern pygmy mouse, Baiomys taylori. Journal of Mammalogy 97: 1081-1094. 2016. Light, J.E., C.E. Nessner*, D.R. Gustafsson, S.R. Wise**, & G. Voelker. Remarkable levels of avian louse (Insecta: Phthiraptera) diversity in the Congo Basin. Zoologica Scripta 45: 538-551. 2015. J.R. Rodriguez*, S.A. Hamer, A.A. Castellanos*, & J.E. Light. Structure and ecology of a rodent and tick community in east-central Texas. Southeastern Naturalist 14: 415-424. 2014. Welborn, S.R.* & J.E. Light. Population genetic structure of the Baird’s pocket gopher, Geomys breviceps, in eastern Texas. Western North American Naturalist 74: 325-334. 2014. Nessner, C.E.*, J.J. Andersen*, M.A. Renshaw, M. Giresi*, & J.E. Light. Characterization of 17 novel polymorphic microsatellite loci in the mammal chewing louse Geomydoecus ewingi (Insecta: Phthiraptera) for population genetic analyses. Journal of Parasitology 100: 873-877. 2013. Andersen, J.J.*, D.S. Portnoy, J.C. Hafner, & J.E. Light. Populations at risk: conservation genetics of kangaroo mice (Microdipodops) of the Great Basin Desert. Ecology and Evolution 3: 2497-2513. 2013. Light, J.E., J.C. Hafner, N.S. Upham*, & E. Reddington. Conservation genetics of kangaroo mice, genus Microdipodops. Journal of Mammalian Evolution 20: 129-146. 2013. Voelker, G., B.D. Marks, C. Kahindo, U. A’genonga, F. Bapeamoni, L.E. Duffie**, J.W. Huntley, E. Mulotwa, S.A. Rosenbaum**, & J.E. Light. River barriers and cryptic biodiversity in an evolutionary museum. Ecology and Evolution 3(3): 536-545. 2012. Andersen, J.J.*, M.A. Renshaw, & J.E. Light. Eight novel polymorphic microsatellites in the hispid pocket mouse (Chaetodipus hispidus) and cross-amplification in other Perognathinae species (Rodentia: Heteromyidae). Conservation Genetics Resources 4: 1019-1021. 169

2012. Andersen, J.J.** & J.E. Light. Phylogeography and subspecies revision of the hispid pocket mouse, Chaetodipus hispidus (Rodentia: Heteromyidae). Journal of Mammalogy 93: 1195-1215. 2012. Demastes, J.W., T.A. Spradling, M.S. Hafner, G.R. Spies, D. J. Hafner, & J.E. Light. Cophylogeny on a fine scale: Geomydoecus chewing lice and their pocket gopher hosts, Pappogeomys bulleri. Journal of Parasitology 98: 262-270. 2012. Welborn, S.R.*, M.A. Renshaw, & J.E. Light. Characterization of 10 polymorphic loci in the Baird’s pocket gopher (Geomys breviceps) and cross-amplification in other gopher species. Conservation Genetics Resources 4: 467-469. 2011. Voelker, G. & J.E. Light. Paleoclimatic events, dispersal and migratory losses along the Afro- European axis as drivers of biogeographic distribution in Sylvia warblers. BMC Evolutionary Biology 11: 163. 2011. Smith, V.S., T. Ford, K.P. Johnson, P.C.D. Johnson, K. Yoshizawa, & J.E. Light. Multiple lineages of lice pass through the K-Pg boundary. Biology Letters 7: 782-785. 2011. Toups, M.A., A. Kitchen, J.E. Light, & D.L. Reed. Genetic analysis of human head and clothing lice indicates an early origin of clothing use in archaic hominins. Molecular Biology and Evolution 28: 29-32.

GRANTS: (last 5 years; *graduate student) in review. National Science Foundation. J.E. Light and A.A. Castellanos*. Dissertation Research: Using phylogeography and museums to investigate biodiversity patterns across Central America. in review. National Science Foundation. J.E. Light and W.C. Preisser*. Dissertation Research: Patterns of parasitism: the latitudinal diversity gradient of parasitic helminths. in review. Texas Parks and Wildlife Department State Wildlife Grant Program. J.E. Light, A. Baird, M.L. Haynie, and R. Pfau. Diversity within and among populations of Texas pocket gophers (Geomys): a multiple marker approach to identify unique lineages and conservation units. 2015. Texas A&M University-CONACYT Research Grant Program. J.E. Light and J.A. Fernández ($23,967.27). The Mexican Plateau as a center for diversification for arid land fauna: a comparative phylogeographic study of multiple rodent species. 2014. National Science Foundation. J.W. Demastes, J.E. Light, and T.A. Spradling ($149,937). EAGER: Testing geographic range-expansion models: Population genetics of a colonizing parasite. 2013. Texas EcoLabs; W. Preisser, S.A. Hamer, and J.E. Light ($18,415). Surveillance of tick-borne diseases in Texas. 2013. Texas A&M University Invasive Ant Research and Management Project. J.E. Light, S.A. Hamer, M.D. Eubanks, G.L. Hamer, W.E. Grant, M.E. Morrow, and P.D. Teel ($110,000). Impact of red imported fire ants on small mammals, ticks, and tick-borne pathogens. 2013. East Wildlife Foundation: G. Voelker, J.E. Light, and T. Hibbitts ($876,067). Biodiversity assessment: South Texas, with a focus on the South Texas Sand Sheet. 2012. Texas EcoLab; S.A. Hamer and J.E. Light ($20,847). Wildlife sentinels for emerging tick-borne diseases in Texas.

SELECTED SYNERGISTIC ACTIVITIES: Associate Editor, Journal of Mammalogy (2016-present) National Science Foundation Panel Service (Fall 2010, Spring 2014) Program Committee, Sponsors and Vendors Subcommittee, and Informatics Committee: American Society of Mammalogists (2014-present) Communications Chair: Ecology and Evolutionary Biology Interdisciplinary Research Program, Texas A&M University (2015- present) Reviewer for the National Science Foundation, National Geographic, and 30 journals

Contact Information: Dr. Jessica E. Light Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-845-5777 Email: [email protected]

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Dr. Mariana Mateos, Assistant Professor Department of Wildlife and Fisheries Sciences Texas A&M University

PROFESSIONAL PREPARATION: College/University Major Degree & Year ITESM-Campus Guaymas, Sonora, México Biochemical Engineer in B.Sc. 1995 Aquatic Resources Rutgers University Ecology and Evolution Ph.D. 2002 University of Arizona Ecology and Evolution Postdoc 2002-05

ACADEMIC/PROFESSIONAL APPOINTMENTS: Institution Position Dates Texas A&M University Associate Professor 2014-present Center for Genomic Sciences, UNAM (Mexico) Visiting Professor (sabbatical) 2014-2015 Texas A&M University Assistant Professor 2006-2014 University of Texas at El Paso Assistant Professor 2005-2006 Monterey Bay Aquarium Research Institute Graduate Research Assistant 1999-2002 Rutgers University Graduate Research Assistant 1996-1999 Conservation International, Mexico Coordinator’s Assistant 1995

PRODUCTS: (* graduate students in my lab; ** undergraduates in my lab; C Corresponding author)

Selected Publications on Host-Symbiont Associations

MateosC, M., L. Winter**, C. Winter**, V. Higareda-Alvear*, E. Martinez-Romero, J. Xie*. 2016. Independent origins of resistance or susceptibility of parasitic wasps to a defensive symbiont. Ecology and Evolution 6(9): 2679–2687 http://onlinelibrary.wiley.com/doi/10.1002/ece3.2085/full Xie*, J., C. Winter**, L. Winter**, and M. MateosC. 2015. Rapid spread of the defensive endosymbiont Spiroplasma in Drosophila hydei under high parasitoid wasp pressure. FEMS Microbiology Ecology. doi: 10.1093/femsec/fiu017 http://femsec.oxfordjournals.org/content/early/2014/12/10/femsec.fiu017.abstract?ijkey=0H8B1kGvj3DbrEY&keytype=ref Xie*, J., S. Butler**, G. Sanchez**, and M. MateosC. 2014. Male killing Spiroplasma protects Drosophila melanogaster against two parasitoid wasps. Heredity 112:399–408 http://www.nature.com/hdy/journal/v112/n4/full/hdy2013118a.html Silva* N.O., L.L. Guenther**, J. Xie*, and M. MateosC. 2012. Infection densities of three Spiroplasma strains in the host Drosophila melanogaster. Symbiosis 57: 83–93. http://link.springer.com/article/10.1007/s13199-012-0181-3 Martinez*, H., J. Toledo, P. Liedo, and M. MateosC. 2012. Survey of heritable endosymbionts in southern Mexico populations of the fruit fly species Anastrepha striata and A. ludens. Current Microbiology 65: 711–718. http://link.springer.com/article/10.1007%2Fs00284-012-0223-3 Xie*, J., B. Tiner**, I. Vilchez*, and M. MateosC. 2011. Reproductive fitness of Spiroplasma-infected Drosophila flies surviving a parasitoid wasp attack. Evolutionary Ecology. 25: 1065–1079 http://www.springerlink.com/content/735klqn3274w12p1 Xie*, J., I. Vilchez*, and M. MateosC. 2010. Spiroplasma bacteria enhance survival of Drosophila hydei attacked by the parasitic wasp Leptopilina heterotoma. PLoS ONE 5: e12149 http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0012149

MateosC, M., S.J. Castrezana, B.J. Nankivell, A.M. Estes, T.A. Markow, and N.A. Moran. 2006. Heritable endosymbionts of Drosophila. Genetics: 174: 363–376. http://www.genetics.org/content/174/1/363.full

Selected publications on Phylogenetics/Phylogeography?

Hurtado, L.A., M. Mateos, G. Mattos, S. Liu*, P.A. Haye, P.C. Paiva. 2016. Multiple transisthmian divergences, extensive cryptic diversity, occasional long-distance dispersal and biogeographic patterns in a marine coastal isopod with an amphi- American distribution. Ecology and Evolution. doi:10.1002/ece3.2397 Free Fulltext

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Palacios, M., G. Voelker, L. Arias-Rodriguez, M. Mateos, M. Tobler. 2016. Phylogenetic analyses of the subgenus Mollienesia (Poecilia, Poeciliidae, Teleostei) reveal taxonomic inconsistencies, cryptic biodiversity, and spatio-temporal aspects of diversification in Middle America. Molecular Phylogenetics and Evolution 103: 230-244 doi: 10.1016/j.ympev.2016.07.025 Abstract Koralewski, T.E, M. Mateos, K.V. Krutovsky. 2016. Conflicting genomic signals affect phylogenetic inference in four species of North American pines. AoB Plants 8:plw019 doi: 10.1093/aobpla/plw019 Free Fulltext Santamaria*, C.A., M. MateosC, and L.A HurtadoC. 2014. Diversification at the narrow sea-land interface in the Caribbean: phylogeography of endemic supralittoral Ligia isopods. Frontiers in Ecology and Evolution 2: 42. doi: 10.3389/fevo.2014.00042 http://journal.frontiersin.org/Journal/10.3389/fevo.2014.00042/full HurtadoC, L.A., E.J. Lee*, M. Mateos, and S. Taiti. 2014. Global diversification at the harsh sea-land interface: Mitochondrial phylogeny of the supralittoral isopod genus Tylos (Tylidae, Oniscidea). PLoS ONE 8: e94081. doi: 10.1371/journal.pone.0094081 http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0094081;jsessionid=98EFFF94C0AE5E0602AAE7A 02D267F2B EberlC, R., M. Mateos, R.K. Grosberg, C.A. Santamaria*, and L.A. HurtadoC. 2013. Phylogeography of the supralittoral isopod Ligia occidentalis around the Point Conception marine biogeographic boundary. Journal of Biogeography 40: 2361–2372. http://onlinelibrary.wiley.com/doi/10.1111/jbi.12168/abstract

SYNERGISTIC ACTIVITIES: Broadening Participation: Mentor of graduate and undergraduate students from underrepresented groups in my discipline (Sloan Foundation Minority PhD Faculty mentor). Bilingual (English/Spanish) science outreach activities with K-12 students: in-class structured experiments coordinated with teachers; and hands-on booths at science fairs. Ad-hoc reviewer for several academic journals and granting agencies/institutions (state, national, and other countries); associate editor for one academic journal; and review panelist for NSF. Executive Committee member (Seminar Chair) for PhD Program in Ecology and Evolutionary Biology at my institution. International collaborations with Mexican institutions (ECOSUR and UNAM, where I conducted a sabbatical Fall 2014–Spring 2015). Incorporated use of high-performance computing (HPC) into my graduate courses; secured institutional grant to fund HPC server (brazos.tamu.edu)

Contact Information: Dr. Mariana Mateos Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone: 979-847-9463 Email: [email protected]

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MIGUEL A. MORA, Professor and Associate Department Head Undergraduate Affairs Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION:

90-92 PostDoc, Ecotoxicology, Michigan State University. 1990 Ph.D. Ecology, University of California, Davis (UCD). 1984 M.S. Ecology, University of California, Davis. 1977 B.S. Biochemical Engineering, Instituto Politecnico Nacional, Mexico, D.F.

PROFESSIONAL EXPERIENCE:

2017-Present Professor and Associate Department Head for Undergraduate Programs, Department of Wildlife & Fisheries Sciences, Texas A&M University, College Station, TX. 2007-2016 Professor, Department of Wildlife & Fisheries Sciences, Texas A&M University, College Station, TX. 2007-Present Professor (joint appointment), Department of Veterinary Pathobiology, College of Veterinary Medicine & Biomedical Sciences, TAMU 2003-Present Professor, Intercollegiate Faculty of Toxicology, Texas A&M University, College Station, TX. 1993-2007 Field Station Leader and Research Wildlife Biologist, U.S. Geological Survey, College Station, TX.

RECENT PUBLICATIONS: (*indicates graduate student, #corresponding author when not first author)

Telesford-Checkley, J.M.*, M.A. Mora#, T.J. Gentry, T.J. McDonald, D.E. Boellstorff. 2017. Impacts of Heronries on Water Quality as Evaluated through Escherichia coli and Fecal Sterol Analyses. Water Environment Research. 89:00-00, doi:10.2175/WERD1600299.1 Maldonado, Alejandra R.*, Miguel A. Mora, José L. Sericano. Seasonal differences in contaminant accumulation in Neotropical migrant and resident songbirds. 2016. Archives of Environmental Contamination and Toxicology. DOI: 10.1007/s00244-016- 0323-3. Yuwei Xie, Pu Xia, Hui Wang, Hongxia Yu, John P. Giesy, Yimin Zhang, Miguel A. Mora, and Xiaowei Zhang. 2016. Effects of captivity and artificial breeding on microbiota in feces of the red-crowned crane (Grus japonensis). Scientific Reports 6:33350, DOI: 10.1038/srep33350 Rodríguez-Jorquera, Ignacio A., Pablo Siroski, Winfred Espejo, Jorge Nimptsch, Paloma Gusso Choueri, Rodrigo Brasil Choueri, Claudio A. Moraga, Miguel Mora, Gurpal S. Toor. 2016. Latin American Protected Areas: Protected from Chemical Pollution?" Integrated Environmental Assessment and Management, DOI: 10.1002/ieam.1839. Telesford-Checkley, Judlyn M.*, Miguel A. Mora#, William E. Grant, Diane E. Boellstorff, Tony L. Provin. 2017. Estimating the contribution of nitrogen and phosphorus to watersheds by colonial nesting waterbirds. Science of the Total Environment 574:1335-1344. http://dx.doi.org/10.1016/j.scitotenv.2016.08.043. Telesford-Checkley, J.M.*, Miguel A. Mora#, Diane E. Boellstorff, and Tony L. Provin. 2016. An Evaluation of the Contribution of Macro- and Microelements from Colonial Nesting Waterbirds to Surface Water. Journal of Environmental Quality 45:1705- 1712. DOI: 10.2134/jeq2016.01.0019. Lastiri-Hernandez M.A., M.A. Mora, D. Alvarez-Bernal. 2016. Valoraciòn económica del Lago de Chapala: Método costo de viaje. Revista Científica Ecociencia 3:39-59. ISSN: 1390-9320. Torres, Z.*, Miguel A. Mora, Robert J. Taylor, and Dioselina Alvarez-Bernal. 2016. Tracking metal pollution in Lake Chapala: concentrations in water, sediments, and fish. Bulletin of Environmental Contamination and Toxicology 97:418-424. DOI 10.1007s00128-016-1892-6. Álvarez-Bernal, D., Marcos A. Lastiri-Hernández, Héctor R. Buelna-Osben, Silvia M. Contreras- Ramos, Miguel A. Mora. 2016. Vermicompost as an alternative of management for water hyacinth. Revista Internacional de Contaminacion Ambiental 32 (4):425-433. DOI: 10.20937/RICA.2016.32.04.06. Mora, MA., Durgin, BE.*, Hudson, LB.*, Jones, E. 2016. Temporal and Latitudinal Trends of p,p’- DDE in Eggs and Carcass of North American Birds from 1980-2005. Environmental Toxicology and Chemistry 35:1340-1348. DOI: 10.1002/etc.3360. Torres, Zaria*; Mora, Miguel#; Taylor, Robert; Alvarez-Bernal, Dioselina; Buelna, Hector; Hyodo, Ayumi. 2014. Accumulation and Hazard Assessment of Mercury to Waterbirds at Lake Chapala, Mexico. Environmental Science & Technology, 48, 6359−6365. DOI:10.1021/es4048076

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Watkins, Crystal D.*, Kirk O. Winemiller, Miguel A. Mora, Bowen Du, C. Kevin Chambliss, Bryan W. Brooks, David Phalen. 2014. Assessment of Mosquitofish (Gambusia affinis) Health Indicators in Relation to Domestic Wastewater Discharges in Suburbs of Houston, USA. Bull. Environm. Contam. Toxicol.93:13-18. Alvarez-Bernal, D. Salvador Ochoa-Estrada, Miriam Arroyo-Damian, Héctor Rene Buelna- Osben, Rodrigo Moncayo-Estrada, Miguel Mora. 2013. Assessment of water quality of drains from irrigation district in a semiarid agricultural zone. International Journal of Agronomy and Agricultural Research 3:7-15. Mora, M.A., W. E. Grant, L. Wilkins*, Hsiao-Hsuan Wang. 2013. Simulated effects of reduced spring flow from the Edwards Aquifer on population size of the fountain darter (Etheostoma fonticola). Ecol. Model.250:235-243.

OFFICES, EDITORSHIPS, REVIEW PANELS, COMMITTEES (Last 5 years):

2016 Member Review Panel, Earth System Sciences Program Review, University of California, Merced, CA. 2014-2016 Member Board of Directors SACNAS 2014 Member of the Committee of Visitors (COV) for the NSF Office of International and Integrative Activities (OIIA), International Science and Engineering (ISE). 2013, 2016 Panel member, NSF International Research Experiences for Students (IRES) program. 2013 NSF Review Panel, Graduate Research Fellowship Program. 2012-Present Faculty Senator for Agriculture and life Sciences, Place 13. 2016- Committee on Academic Freedom, Responsibility and Tenure (TAMU). 2012-2014 Academic Civil Rights Investigations Committee (TAMU). 2012 EPA Review Panel, STAR Fellowship Program. 2010-present WFSC Sloan Program Director, Alfred P. Sloan Foundation. 2009-2015 Academic Advisor, Texas A&M University SACNAS Student Chapter. 2009-2013 Board Member, SETAC World Council. 2008-present A&M Sloan Program Mentor. 2009-present Associate Editor, Ecotoxicology. 2003-2015 Editorial Board Member, Chemosphere.

SELECTED AWARDS AND RECOGNITIONS:

2016 COALS Dean’s Outstanding Achievement Award for Diversity 2013 Distinguished Scientist Award (national award), SACNAS, 2012 Diversity Service Faculty Award, Texas A&M University. 2007 Fellow, American Ornithologists’ Union. 2001 Elective Member, American Ornithologists’ Union.

Contact Information: Dr. Miguel A. Mora Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 9779-845-5775 Email: [email protected]

174

Dr. Michael L. Morrison, Professor and Caesar Kleberg Chair in Wildlife Ecology and Conservation Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION: Graduate: Oregon State University, Corvallis (June 1982) Degree: Ph.D., Wildlife Science Graduate: Texas A&M University, College Station (Dec. 1977) Degree: M.S., Wildlife Science Undergraduate: Northern Arizona University, Flagstaff (May 1975) Degree: B.S., Zoology (magna cum laude)

EXPERIENCE: Current (2005 to date): Professor and Caesar Kleberg Chair in Wildlife Ecology and Conservation, Department of Wildlife and Fisheries Sciences, Texas A&M University, College Station

July 2001 to July 2003: Field Station Manager (Academic Administrator), University of California, White Mountain Research Station, Bishop, CA

Aug. 1993 to 2002: Adjunct Associate Professor of Wildlife Biology, School of Renewable Natural Resources, Univ. of Arizona, Tucson, AZ

May 1996 to June 2001: Adjunct Professor of Wildlife Biology, Department of Biological Sciences, California State University, Sacramento, CA

July 1988 to July 1994: Associate Professor of Wildlife Biology, Department of Forestry and Resource Management, University of California, Berkeley, CA

Aug. 1982 to June 1988: Assistant Professor of Wildlife Biology, Department of Forestry and Resource Management, University of California, Berkeley, CA

RECENT UNIVERSITY COURSES TAUGHT: (U = undergraduate; G = graduate) Texas A&M University Wildlife Study Design (G; WFSC 618), 2006-present (even years) General Ornithology (U; WFSC 402), 2006-present (yearly) Wildlife Restoration (U/G; WFSC 419/619), 2007-present (odd years) Fundamentals of Ecology Lab (U; RENR 215), 2013-present Fundamentals of Ecology (U; RENR 205), 2014 Wildlife Conservation and Management (U; WFSC 201), 2005-2006

GRADUATE THESES DIRECTED: (U.C. Berkeley, 1982-1992; U. Arizona, 1993 to 2010; California State U., Sacramento, 1996 to 2003; University of Nevada, Reno, 2003 to 2010; Texas A&M University, 2005 to date M.S.: 42 completed, 2 in progress Ph.D.: 21 completed, 1 in progress Post-doctoral: 6 completed, 1 in progress

SELECTED RECENT PUBLICATIONS: 2018 Morrison, M.L., A.D. Rodewald, G. Voelker, M.R. Colón, and J.F. Prather (editors). Ornithology: Foundation, Critique, and Application. Johns Hopkins University Press, Baltimore, Maryland. In press 2017 Lopez, R.R., I.D. Parker, and M.L. Morrison. Applied wildlife habitat management. Texas A&M University Press, College Station. In press 2015 Morrison, M.L., and H.A. Mathewson (editors). Wildlife habitat conservation: concepts, challenges, and solutions. The Wildlife Society, Wildlife Management and Conservation book series. Johns Hopkins University Press, Baltimore, Maryland.

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2017 Long, A.M., M.R. Colón, J.L. Bosman, D.H. Robinson, H.L. Pruett, T.M. McFarland, H.A. Mathewson, J.M. Szewczak, J.C. Newnam, and M.L. Morrison. A BACI assessment to understand the potential impacts of highway construction noise and activity on an endangered songbird. Ecology and Evolution. In press 2016 Locatelli, A.J., H.A. Mathewson, and M.L. Morrison. Grazing impact on brood parasitism in the black-capped vireo. Rangeland Ecology and Management 69:68–75 2015 Long, A.M., J.C Newnam, M.R. Colón, K.N. Smith-Hicks, and M.L. Morrison. Characteristics of vegetation used by golden-cheeked warblers in central Texas. Southeastern Naturalist 15:153-161. 2015 Colon, M.R., E.A. Martinez, K. Wolf-Roque, and M.L. Morrison. New distributional records for endangered black-capped vireos (Vireo atricapilla) on their wintering grounds in Mexico. Southwestern Naturalist 60:313-320. 2015 Long, A.M., H.A. Mathewson, D.H. Robinson, J.A. Grzybowski, and M.L. Morrison. Black-capped vireo breeding habitat in north-central Texas. Western Birds 46:256–260. 2015 Mathewson, H.A., and M.L. Morrison. The misunderstanding of habitat. Pages 3-8 in M.L. Morrison and H.A. Mathewson, editors. Wildlife habitat conservation: concepts, challenges, and solutions. Johns Hopkins University Press, Baltimore, Maryland. 2015 McFarland, T. M., J. A. Grzybowski, H. A. Mathewson, and M. L. Morrison. Presence-only species distribution models to predict suitability over a long-term study for a species with a growing population. Wildlife Society Bulletin 39:218-224. 2015 Melville, H.I.A.S., W.C. Conway, M.L. Morrison, C.E. Comer, and J.B. Hardin. Home range interactions of three sympatric mesopredators in east Texas. Canadian Journal of Zoology 93:547-557. 2015 Melville, H.I.A.S., W.C. Conway, M.L. Morrison, C.E. Comer, and J.B. Hardin. Prey selection by three mesopredators that are thought to prey on eastern wild turkeys (Meleagris gallopavo sylvestris) in the Pineywoods of east Texas. Southeastern Naturalist 14:447-472. 2015 Morrison, M.L., and H.A. Mathewson. Synthesis for advancing useful knowledge of habitat. Pages 169-173 in M.L. Morrison and H.A. Mathewson, editors. Wildlife habitat conservation: concepts, challenges, and solutions. Johns Hopkins University Press, Baltimore, Maryland. 2015 Morrison, M.L. Review: Advances in Reintroduction Biology of Australian and New Zealand Fauna. Restoration Ecology 23:721-722.

EDITORIAL: Editor, Ornithological Monographs (2008 to 2013) Associate Editor, Western North American Naturalist (2007 to date) Editor in Chief, Journal of Wildlife Management, volumes 69-71 (2004 to 2007) Associate Editor, Journal of Wildlife Management (1989 to 1993; 2001 to 2003; 2012 to date).

Contact Information: Michael L. Morrison Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979-204-3015 Email: [email protected]

176

Dr. Nova J. Silvy, Regents Professor Department of Wildlife and Fisheries Sciences Texas A&M University

Education: B.S., Kansas State University, 1964 (Zoology) M.S., Kansas State University, 1968 (Zoology) Ph.D., Southern Illinois University, 1975 (Zoology)

Experience: Associate Department Head for Undergraduate Programs (TAMU), June 2012–present Regents Professor, Texas A&M University (TAMU), 2001–present Professor, TAMU, 1985–2001 Associate Professor, TAMU, 1981-1985 Assistant Unit Leader, Cooperative Fish and Wildlife Research Unit, University of Florida, 1981 Associate Professor, TAMU, 1979-1981 Assistant Professor, TAMU, 1974-1979 Staff Assistant, Cooperative Wildlife Research Lab, Southern Illinois University-Carbondale (SIU), 1973-1974 Instructor, Division of Biology, Kansas State University (KSU), 1967-1968

Position Description: My position is to provide leadership in the field of wildlife management, especially in upland-game research. Teaching responsibilities include the areas of wildlife habitat management, conservation biology, population management, wildlife research methods, and wildlife management techniques.

Current Teaching: WFSC 408 (Wildlife Management Techniques), WFSC 484 (Internships), and WFSC 485 (Problems), WFSC 491 (Undergraduate Research), WFSC 638 (Wildlife Research Methods), WFSC 684(Internships), WFSC 685 (Problems), and WFSC 691 (Research)

Current Graduate Students: 11

Current Graduate Committee Member: 23

Graduate Students Receiving Degrees (for which I was Chair or Co-Chair): 107

External Funding: over $15,000,000

Publications: 285 (5 additional in press)

Honors and Awards Received: 80 (last 47 below) 1997. Vice President, TWS 1998. Distinguished Performance in Teaching, Student Counseling-Clinical Teaching- Student Relations, Presented by Texas A&M University 1998. President-Elect, TWS 1999. President, TWS 2000. Educator of the Year, Texas Chapter, TWS 2000. Board of Directors, North American Grouse Partnership 2000. Appointed Member, IUCN Sustainable Development Working Group 2001. Vice Chancellor's Award in Excellence, Graduate Teaching 2001. Listed in Texas Higher Education: research and professional experts, academic year 2001–2002. Kay Bailey Hutchison, U.S. Senator. 2002. Vice Chancellor's Award for Partnerships 2002 Named Regents Professor by Texas A&M University Board of Regents 2002 Best Scientific Journal Paper for 2001 Annual Meeting, Texas Chapter, TWS 2002 Honorary Life Membership Award, Annual Meeting, Texas Chapter, TWS 2002 Best Scientific Journal Paper for 2002, Annual Meeting, Texas Chapter, TWS 177

2003 Best Scientific Journal Paper for 2003, Annual Meeting, Texas Chapter, TWS 2003 Included into Academic Keys Who's Who in Agriculture Higher Education 2003 Aldo Leopold Memorial Award, TWS 2003 Honorary Life Membership, TWS 2004 Granted by the The Wildlife Society a lifetime title of “Fellow” 2004 Outstanding paper presented at 2003 Southeastern Association of Fish and Wildlife Agencies’ Annual Meeting, Mobile, Alabama. 2005 Hamerstrom Award presented by Prairie Grouse Technical Council 2005 Outstanding paper presented at 2004 Southeastern Association of Fish and Wildlife Agencies’ Annual Meeting, St. Louis, Missouri. 2005 Outstanding Technical Bulletin for 2004 presented at Annual Meeting, Texas Chapter of The Wildlife Society 2005 Best Scientific Journal Paper for 2004, Annual Meeting, Texas Chapter, TWS 2005 Listed as a “Legend” in Texas Chapter, TWS written history 2006 Best Scientific Journal Paper for 2005, Annual Meeting, Texas Chapter, TWS 2006 Outstanding Achievement for Environmental Awareness Award presented by The National Society of the Daughters of the American Revolution 2007 Granted by COALS the title of TAES Fellow 2007 Appointed to the TWS Heritage Committee 2008 Outstanding Service Award from The Wildlife Society for 11 years of being on the Wildlife Society Bulletin’s Editorial Review Board 2008 Honored as Minority Recruiting Mentor in Agriculture and Life Sciences 2009 Outstanding Faculty Award, Department Wildlife and Fisheries Sciences 2009 Appointed to the Joseph W. Jones Ecological Research Center Scientific Advisory Committee. 2010 Elected to Marquis Who's Who in the World 2010 Outstanding Faculty in Department of Wildlife and Fisheries Sciences 2011 Elected to Heritage Committee of TWS 2012 Best Scientific Journal Paper for 2011, Annual Meeting, Texas Chapter, TWS 2012. Appointed Associate Department Head for Undergraduate Programs, WFSC 2012. Former graduate student endows ($104,000) for Nova J. Silvy Fellowship 2013. Granted by COALS the title of Texas A&M AgriLife Senior Fellow 2013. Appointed to the Council of Scientists of the North American Grouse Partnership 2013. Association of Former Students’ Distinguished Achievement College-Level Teaching Award 2014. The Wildlife Society’s Wildlife Publications Award–Outstanding Edited Book Category, for The Wildlife Techniques Manual 7th edition 2015. Outstanding Service Award, Southwest Section of TWS 2015. TWS Excellence in Wildlife Education Award 2016. WFSC Outstanding Graduate Teacher Award 2016. WFSC Outstanding Undergraduate Teacher Award

Contact Information: Nova J. Silvy Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone: 979-845-0598 E-mail: [email protected]

178

John M. Tomeček Assistant Professor and Extension Wildlife Specialist Department of Wildlife and Fisheries Sciences Texas A&M University

Education: Ph.D., Wildlife and Fisheries Sciences, Texas A&M University, 2015 M.A., Slavic Languages and Culture, University of Texas at Austin, 2011 B.A., Anthropology, University of Texas at Austin, 2008

Professional Experience: Assistant Professor and Extension Wildlife Specialist, Texas A&M AgriLife Extension Service, WFSC, Texas A&M University, May 15, 2015 to Present

Publications:

Refereed Journal Articles

Tomeček, J.M., B.L. Pierce, and M.J. Peterson. 2015. Quail Abundance, Hunter Effort, and Harvest of Two Texas Quail Species: Implications for Hunting Regulations. Wildlife Biology 21.6. 303–311

Extension Publications – Peer Reviewed (selected, 13 total)

Tomeček, J.M., M. Frank, and T. Hensley. 2016. Anthrax: Conditions, Symptoms, and Advice for Landowners. EWF-060. Texas A&M AgriLife Extension Service. Tomeček, J.M., T. Hensley, W. Cook, and B. Dittmar. 2015. Chronic Wasting Disease in Texas Cervids. EWF-031. Texas A&M AgriLife Extension Service. Redden, R.R., Tomeček, J.M, and J.W. Walker. 2015. Livestock Guardian Dogs. EWF-028. Texas A&M AgriLife Extension Service. Russell, M. and J.M. Tomeček. 2016. Effects of Fire on Wildlife. EWF-032. Texas A&M AgriLife Extension Service. Tomeček, J.M. 2016. Carcass Disposal Techniques for Managing Chronic Wasting Disease. EWF-061. Texas A&M AgriLife Extension Service. Tomeček, J.M. and C. González. 2016. Enfermedad Crónica Debilitante. EWF-023S. Texas A&M AgriLife Extension Service. Tomeček, J.M. and L. Redmon. 2015. Restrictions on Waterfowl Baiting and Hunting. EWF-029. Texas A&M AgriLife Extension Service.

Outreach Presentations:

Selected Collaborative Education Efforts with Outside-Agency Partners: Chronic Wasting Disease In conjunction with Texas Parks and Wildlife Department, and Texas Animal Health Commission, I have spearheaded efforts to educate the public about Chronic Wasting Disease in Texas. We conducted numerous public education events, trainings to the public on collection disease samples for CWD, and interacted with various government officials (elected and otherwise) to provide them with sound, science-based information from which to make policy decisions. Predation Identification Training In Conjunction with USDA-APHIS Wildlife Services, Texas Wildlife Services, North Dakota Wildlife Services, and South Dakota Department of Game, Fish, and Parks, I personally teach 3 day-long courses on the accurate assessment of predation from forensic sign. These courses were taught to government trappers to better assist them in the execution of their duties to help protect livestock and wildlife. Service: (Professional) Manuscript review for various scientific journals Executive Committee Member, Texas Chapter of the Wildlife Society 2015–

Service: (TAMU)

179

Search committee for Vertebrate Animal Behaviorist in WFSC (2015–2016) Awards Selection Committee Member (WFSC) 2016– Cattle Fever Tick Task Force (COALS) 2016–

Service (State and Local) Cervid Health Advisory Committee (Texas Animal Health Commission) 2016– Chronic Wasting Disease Interagency Task Force 2016– Coyote Management Advisory Committee (City of Austin) 2016–

Service (National) Chair, Chronic Wasting Disease Extension Working Group 2016–

Extramural Funding:

Total as PI since June 2015: USD $400,450 Total as Co-PI since June 2015: USD $313,695

Contact Information: Dr. John Tomeček Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 (325) 650-3520 Email: [email protected]

180

Gary Voelker, Professor and Faculty Curator of Birds Department of Wildlife and Fisheries Sciences Texas A&M University

Education: 1998. Ph.D., Zoology. The University of Washington. 1992. B.S., Ecology, Evolution, and Behavior. University of Minnesota.

Professional Experience: 2015-present Professor and Curator of Birds, Texas A&M University. 2011-2015 Associate Professor and Curator of Birds, Texas A&M University. 2008-2011 Assistant Professor and Curator of Birds, Texas A&M University. 2007-2008 Associate Professor, University of Memphis. 2003-2007 Assistant Professor, University of Memphis. 1997-2003 Curator of Birds, Barrick Museum of Natural History, University of Nevada Las Vegas. 1999-2003 Adjunct Professor of Biology, University of Nevada Las Vegas. 1992-1998 Graduate Student and Curatorial Assistant, Burke Museum and Dept. of Zoology, University of Washington.

Publications: 71 peer-reviewed publications; 14 articles in edited volumes. From last 2 years (* denotes graduate student and † denotes undergraduate student): Takano, O.M.*, P.S. Mitchell†, D.R. Gustafsson, A. Adite, G. Voelker, and J.E. Light. In press. An assessment of host associations, geographic distributions, and genetic diversity of avian chewing lice (Insecta: Phthiraptera) from Benin. Journal of Parasitology. Outlaw, D.C., J.A.Harvey*, S.V. Drovetski and G. Voelker. In press. Diversity and distribution of avian haemosporidians in Sub-Saharan Africa: an inter-regional biogeographic overview. Parasitology. Voelker, G., M. Tobler, H.L. Prestridge, E. Duijm, D. Groenenberg, M.R. Hutchinson*, A.D. Martin†, A. Nieman, C.S. Roselaar, and J.W. Huntley*. In press. Three new species of Stiphrornis (Aves: Muscicapidae) from the Afro-tropics, with a molecular phylogenetic assessment of the genus. Systematics and Biodiversity. Palacios, M.*, G. Voelker, L.A. Rodriguez, M. Mateos and M. Tobler. 2016. Phylogenetic analyses of the subgenus Mollienesia (Poecilia, Poeciliidae, Teleostei) reveal taxonomic inconsistencies, cryptic biodiversity, and spatio-temporal aspects of diversification in Middle America. Molecular Phylogenetics and Evolution 103:230-244. Voelker, G., R.C.K. Bowie and K.W. Conway. 2016. Replacement names for Chapinia Voelker & Bowie, 2016 and Ripleyia Voelker & Bowie, 2016 (Aves: Passeriformes: Muscicapidae). Zootaxa 4107:599. Huntley, J.W.* and G. Voelker. 2016. Cryptic diversity in Afro-tropical forests: the systematics and biogeography of the avian genus Bleda. Molecular Phylogenetics and Evolution 99:297-308. Wogan, G.O.U., K.A. Feldheim, A.S.Tsai, A.A. Brown, J.Kapelke, M. Galinato, J.N.Tung, J.M. Bates, P. Kaliba, G. Voelker and R.C.K. Bowie. 2016. New genetic resources and a preliminary multi-locus assessment of species boundaries in the Batis capensis species complex (Passeriformes: Platysteridae). Biochemical Systematics and Ecology 65:83-88. Light, J.E., C. Nessner, D. Gustafsson, S. Wise and G. Voelker. 2016. Remarkable levels of avian louse (Insecta: Phthiraptera) diversity in the Congo Basin. Zoologica Scripta 45:538-551. Voelker, G., J.W. Huntley*, J.V. Penalba and R.C.K. Bowie. 2016. Resolving taxonomic uncertainty and historical biogeographic patterns in Muscicapa flycatchers and their allies. Molecular Phylogenetics and Evolution 94:618-625. Gold, J.R., S.C. Willis, M.A. Renshaw, A. Buentello, C.M. Hollenbeck, H.J. Walker, Jr., and G. Voelker. 2015. Phylogenetic relationships of tropical eastern Pacific snappers (Lutjanidae) inferred from mitochondrial DNA sequences. Systematics and Biodiversity 13:916-927. Ryberg, W., J.A. Harvey*, A. Blick†, T. Hibbitts, and G. Voelker. 2015. Genetic structure inconsistent with subspecies designations in the Western Massasauga (Sistrurus tergeminus). Journal of Fish and Wildlife Management 6:350-359. Hibbitts, T.J., S.A. Wahlberg, and G. Voelker. 2015. Resolving the identity of Texas Desmognathus. Southeastern Naturalist 14:223-220. Bates, J.M., and G. Voelker. 2015. Scientific collecting in Malawi, a response to Dowsett-Lemaire et al. Bird Conservation International 25:270-279. Voelker, G., G. Semenov, I.V. Fadeev, A. Blick†, and S.V. Drovetski. 2015. The biogeographic history of Phoenicurus redstarts reveals an allopatric mode of speciation and an out-of-Himalayas colonization pattern. Systematics and Biodiversity 13:296-305. 181

Heatley, J.J., J. Cary*, L. Kingsley, H. Beaufrere, K.E. Russell, G. Voelker. 2015. Midazolam sedates Passeriformes for field sampling but affects multiple venous blood analytes. Veterinary Medicine: Research and Reports 6:61-69. Wogan, G.O.U., K.A. Feldheim, G. Voelker, and R.C.K. Bowie. 2015. Microsatellite markers for the Cape Robin Chat (Cossypha caffra) and the Red-Capped Robin Chat (Cossypha natalensis) for use in demographic and landscape genetics analyses. Conservation Genetics Resources 7:151-154. Wogan, G.O.U., K.A. Feldheim, G. Voelker, and R.C.K. Bowie. 2015. Development and characterization of thirteen microsatellite markers for the Fiscal Flycatcher (Sigelus silens) for use in phylogeographic and landscape genetics research. Conservation Genetics Resources 7:125-127.

Presentations: 46 in last 5 years, many include graduate and undergraduate students. 3 were invited seminars in Italy and Norway.

Offices, Editorships, Review Panels, Committees: 2014-present Associate Editor for Systematics and Biodiversity. 2010-present Associate Editor for Ibis (International Journal of Avian Science). 2016-present Chair, WFSC Promotion and Tenure Committee 2014-present Co-advisor, TAMU Wildlife Society. 2010-present Graduate Curriculum Committee, Dept. Wildlife and Fisheries.

Extramural Funding: Over $2,300,000 from agencies (e.g., TPWD, State Comptroller) and NSF (4 research grants, 1 collections improvement grant.

Contact Information: Gary Voelker Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 979.845.5288 Email: [email protected]

182

Dr. Kirk O. Winemiller, Regents Professor Department of Wildlife and Fisheries Sciences Texas A&M University

Professional Positions Dates

Associate Department Head, Dept. Wildlife & Fisheries Sciences, TAMU June 2011-Aug. 2012 Regents Professor, Texas AgriLife Research Jan. 2009-present Associate Chair, Interdisciplinary Program in EEB, TAMU Jan. 2008-Dec. 2009 Chair, Interdisciplinary Program in Ecol & Evol Biol (EEB), TAMU Oct. 2004-Dec. 2007 Professor, Dept. Wildlife & Fisheries Sciences, TAMU Sept. 2002-present Associate Professor, Dept. Wildlife & Fisheries Sciences, TAMU Sept. 1996-Aug. 2002 Assistant Professor, Dept. Wildlife & Fisheries Sciences, TAMU May 1992-Aug. 1996 Research Associate- Oak Ridge National Lab, Environmental Sciences 1990-1992 Division, Oak Ridge, TN & University of Tennessee Lecturer, Department of Zoology, University of Texas at Austin 1987-1990

Education

Ph.D. (Zoology)– University of Texas, Austin, TX, 1987 M.S. (Zoology)– Miami University, Oxford, OH, 1981 B.A. (Zoology)– Miami University, Oxford, OH, 1978

Recent Academic Awards & Professional Honors

2016– Dean’s Outstanding Achievement Award for International Impact, College of Agriculture and Life Sciences, TAMU 2015– Distinguished Achievement Award for Research, Association of Former Students, TAMU 2013– Dean’s Outstanding Achievement Award for Research as an Interdisciplinary Research Team, College of Agriculture and Life Sciences, TAMU 2013– Special Recognition in Fisheries Work, Texas Chapter American Fisheries Society 2012– Outstanding Fisheries Research Award, Texas Chapter American Fisheries Society 2009– Bush Excellence Award for Faculty International Teaching, TAMU 2009– Regents Professor, Texas AgriLife Research, TAMUS 2008– President’s Award for Excellence in Service to International Students, TAMU 2008– Faculty Fellow, Texas AgriLife Research, TAMUS 2007– AAAS Fellow (elected), American Association for the Advancement of Science

Courses Recently Taught at Texas A&M University Community Ecology - graduate 3 credits Population Ecology – graduate 1 credit Seminar in Ecology - graduate, 1 credit Amazon Tropical Biology - undergraduate, 3 credits Internship/Directed Independent Studies - undergraduate, graduate, variable credits

Major advisor for 5 Postdocs, 26 PhD, and 17 MSc Students

Mentored 50 Undergraduate Students Conducting Research

Hosted and collaborated with 30 Visiting International Scholars and Doctoral Students

Professional Societies – currently an active member of 15

Recent Service on Invited Panels, Boards, Workshops

2010-2016– Board of Trustees, Texas Nature Conservancy 183

2013-2014– Review Team for setting flow criteria for priority tributaries to the Sacramento-San Joaquin Delta in California for the California State Water Resources Control Board. 2011-2013– Expert Science Team for Brazos River Basin; Co-chair, Ecology Subcommittee. 2001-present– Associate Editor for journals Ecology and Ecological Monographs

Research Grants & Contracts – 78 projects, $7.1 million

Refereed Journal Publications and Book Chapters – 235

Technical Reports – 29

Invited Plenary Addresses & Symposia – 54

Invited Seminars – 81

Contributed Scientific Talks – 117

Six recent publications:

Bailly, D., F.A.S. Cassemiro, K.O. Winemiller, J.A. F. Diniz-Filho, and A.A. Agostinho. 2016. Diversity gradients of Neotropical freshwater fish: evidence of multiple underlying factors in human-modified systems. Journal of Biogeography 43:1679-1689. Winemiller, K.O. and 39 coauthors. 2016. Balancing hydropower and biodiversity in the Amazon, Congo and Mekong– Basin- scale planning is needed to minimize impacts in mega-diverse rivers. Science 351/6269:128-129. Zuluaga Gómez, M.A., T. Giarrizzo, D.B. Fitzgerald, and K.O. Winemiller. 2016. Morphological and trophic diversity of fish assemblages in rapids of the Xingu River, a major Amazon tributary and region of endemism. Environmental Biology of Fishes 99(8):647-658. Winemiller, K.O., P. Humphries, B.J. Pusey. 2016. Protecting large apex predators. Pp. 361-398 In: Conservation of Freshwater Fishes. G. Closs, M. Krkosek and J.D. Olden, editors, Cambridge University Press, Cambridge, England. Röpke, C., S. Amadio, K.O. Winemiller, and J. Zuanon. 2016. Seasonal dynamics of the fish assemblage in a floodplain lake at the confluence of the Negro and Amazon rivers. Journal of Fish Biology 89:194-212. Fitzgerald, D.B., M. Tobler, and K.O. Winemiller. 2016. From richer to poorer: successful invasion by freshwater fishes depends on species richness of donor and recipient basins. Global Change Biology 22(7):2440-2450.

Contact Information: Kirk O. Winemiller Department of Wildlife and Fisheries Sciences College Station, TX 77843-2258 Phone: 979-862-4020 Email: [email protected]

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Dr. Jessica Yorzinski, Assistant Professor Department of Wildlife and Fisheries Sciences Texas A&M University

EDUCATION:

2012 Ph.D. University of California Davis, Animal Behavior. Dissertation: Auditory and visual mechanisms of animal communication. Thesis advisor: G. Patricelli 2011 M.S. University of California Davis, Animal Behavior. Thesis advisor: G. Patricelli 2005 B.S. Cornell University, Neurobiology and Behavior, magna cum laude. Mentor: S. Vehrencamp

PROFESSIONAL POSITIONS:

2016-present Assistant Professor. Department of Wildlife and Fisheries Sciences, Texas A&M University 2015-2016 Lecturer. Department of Animal Sciences, Purdue University. 2013-2015 Postdoctoral Research Associate. Department of Biological Sciences, Purdue University. 2012-2013 Postdoctoral Research Associate. Center for Cognitive Neuroscience, Duke University.

SELECTED PUBLICATIONS: *Indicates undergraduate author

Yorzinski, J.L. & Hermann, F.S.* 2016. Noise pollution has limited effects on nocturnal vigilance in peahens. PeerJ 4: e2525.

Yorzinski, J.L. 2016. Eye blinking in an avian species is associated with gaze shifts. Scientific Reports 6: 32471.

Nichols, M.R.* & Yorzinski, J.L. 2016. Peahens can differentiate between the antipredator calls of individual conspecifics. Animal Behaviour 112: 23-27.

Yorzinski, J.L., Patricelli, G.L., Platt, M.L., & Land, M.F. 2015. Eye and head movements shape gaze shifts in Indian peafowl. Journal of Experimental Biology 218: 3771-3776.

Yorzinski, J.L., Chisholm, S., Byerley, S.*, Coy, J.R.*, Aziz, A.B.*, Wolf, J.A.*, Gnerlich, A.* 2015. Artificial light pollution increases nocturnal vigilance in peahens. PeerJ 3: e1174.

Yorzinski, J.L., Platt, M.L., & Adams, G. 2015. Eye-spots in Lepidoptera attract attention in humans. Royal Society Open Science 2: 150155.

Tyrrell, L.P., Butler, S. R., Yorzinski, J.L., Fernández-Juricic, E. 2014. A novel system for bi-ocular eye-tracking in vertebrates with laterally placed eyes. Methods in Ecology and Evolution. 5: 1070-077.

Yorzinski, J.L., Penkunas, M.J., Platt, M.L., & Coss, R.C. 2014. Dangerous animals capture and maintain attention in humans. Evolutionary Psychology 12: 534-548.

Yorzinski, J.L. 2014. Peafowl antipredator calls encode information about signalers. Journal of the Acoustical Society of America 135: 942-952.

Yorzinski, J.L. & Platt, M.L. 2014. Selective attention in peacocks during predator detection. Animal Cognition 17: 767-777.

Yorzinski, J.L., Patricelli, G.L., Babcock, J., Pearson, J.M. & Platt, M.L. 2013. Through their eyes: selective attention in peahens during courtship. Journal of Experimental Biology 216: 3035-3046.

Yorzinski, J.L. & Anoop, K.R. 2013. Peacock copulation calls attract distant females. Behaviour 150: 61-74.

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Yorzinski, J.L. & Platt, M.L. 2012. The difference between night and day: antipredator behavior in birds. Journal of Ethology 30: 211-218.

Yorzinski, J.L. & Patricelli, G.L. 2010. Birds adjust acoustic directionality to beam antipredator calls to predators and conspecifics. Proceedings of the Royal Society of London Series B 277: 923-932.

Yorzinski, J.L. & Platt, M.L. 2010. Same-sex gaze attraction influences mate-choice copying in humans. PLoS ONE 5(2): e9115.

Yorzinski, J.L. 2010. Predator recognition in the absence of selection. In: Indonesian Primates, Developments in Primatology: Progress and Prospects (S. Gursky-Doyen and J. Supriatna, eds). Pp. 181-197. New York, New York: Springer Publishing.

Yorzinski, J.L. & Vehrencamp, S.L. 2009. The effect of predator type and danger level on the mob calls of the American crow. Condor 111: 159-168.

Yorzinski, J.L. & Vehrencamp, S.L. 2008. Preliminary report: antipredator behaviors of mandrills. Primate Report 75:11-18.

Laidre, M.E. & Yorzinski, J.L. 2008. Offspring protection by male mandrills, Mandrillus sphinx. Primate Report 76: 33-40.

Yorzinski, J.L. & Ziegler, T. 2007. Do naïve primates recognize the vocalizations of felid predators? Ethology 113(12): 1219–1227.

Contact Information Dr. Jessica Yorzinski Department of Wildlife and Fisheries Sciences College Station, TX 77843 979-845-5777 Email: [email protected]

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