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1 Curriculum Vitae Peter Stiling Education Academic CURRICULUM VITAE PETER STILING Office of the Provost University of South Florida 4202 East Fowler Avenue Tampa, FL 33620-5150 Tel: (813) 974-5558 Email: [email protected] EDUCATION Ph.D. Zoology - University College Cardiff, Wales, 1979 B.S. (Hons) Biology - University of East Anglia, England, 1976 ACADEMIC POSITIONS 2002-present, Professor, University of South Florida 1996-2002, Associate Professor, University of South Florida 1990-1996, Assistant Professor, University of South Florida 1985-1990, Research Associate, Florida State University 1983-1985, Lecturer, University of the West Indies, Trinidad 1980-1983, Research Assistant, Florida State University AWARDS 2013 Theodore and Venette Askounes-Ashford Distinguished Scholar Award 2012 Fellow AAAS (American Association for the Advancement of Science) 2008 Faculty Award for Research, Scholarly and Creative Excellence 2004 Winner – Best paper 2002-2003, Royal Entomological Society. 2003 President’s Award for Faculty Excellence 2000-2001, Visiting Scientist, Smithsonian Institution 1995 Teaching Incentive Program Award ADMINISTRATIVE APPOINTMENTS Assistant Vice Provost, Strategic Initiatives, 2016-present My role as Assistant Vice Provost, Strategic Initiatives, centers around four strategic initiatives: 1. The University of South Florida System STEM Collaborative. Over the last decade, the University of South Florida System has placed great emphasis on STEM, the science, technology, engineering and math fields and medicine. This is an area of critical importance not only in Tampa Bay, but also across the nation. The President’s Council of Advisors on Science and Technology, PCAST, found that economic forecasts predicted a need for producing, over the next decade, one million more college graduates in STEM fields than expected under current assumptions. The USF System possesses one of the highest percentages of STEM graduates in the state. 1 I chair a university system committee to strategically increase our STEM offerings, explore opportunities across colleges and the USF system to better collaborate in STEM, grow STEM research and better connect the USF System with its regional and business partners. 2. Director, University of South Florida in London Programs Part of the 2013-2018 University of South Florida Strategic Plan is to “deliver high quality globally informed academic programs that prepare students for leadership roles both at home and abroad.” As part of this plan, I established USF in London programs, designed to increase the number of USF students studying aboard. Our inaugural class in the summer of 2015 was 97 students followed, in 2016, by 178 students. We offered a broad array of classes including English, Art History, Humanities, Photography, Government & International Affairs, Marketing, Accounting, Biology, Psychology, Public Health, and Honors courses. We followed a flipped classroom design by taking students on numerous site visits from Darwin’s House, Kew Gardens, and the Natural History Museum to a walking tour of Brixton, the Houses of Parliament, a Jack the Ripper tour, and many more excursions. Forty-three percent of our students were African American, Hispanic or Asian. I am currently preparing for Summer 2017 and for a Fall 2017 and Spring 2018 semester. 3. Director, USF Office of Global Sustainability Many universities, and their neighboring communities, are concerned about the environmental, economic and social impacts caused by their everyday activities. A sustainability report details the environmental and societal effects of these activities and can often provide strong directions on how to improve financial performance. How can universities save money on energy, encourage recycling, promote the use of buses and bicycles and reduce waste. My office is responsible for STARS, the Sustainability Tracking, Assessment and Rating System, a system that provides a framework for understanding sustainability within systems of higher education. Princeton’s Review of Green Colleges and the Sierra Club ranking of Cool Schools use information from this report. 4. The USF System Professional Development in Higher Education Leadership Program. I coordinate a yearlong professional development program where university leaders engage potential university leaders such as Chairs, Associate Deans, Unit Directors, and Treasurers. Such leadership includes the President and the Provost, Vice Presidents and Vice Provosts, General Counsel, Chief Operating Officers and many more. Attendees become familiar with all aspects of the day to day running of the university from athletics and communications to legal issues and the medical school. This program ensures that our attendees are primed for leadership roles in the future. Special Faculty Assistant to the Office of the Provost, 2014-2016 My initial appointment as Special Faculty Assistant to the Office of the Provost concerned leadership of two new university initiatives: the University of South Florida System STEM collaborative and the University of South Florida in London Programs. I also began the USF System Professional Development in Higher Education Leadership Program. Chair, Department of Integrative Biology, 2011-2014 One of my first initiatives was to boost our departmental visibility. I established a visibility committee whose report established IB as a premier STEM department within the university, 2 and a high-ranking biology department nationally. Of 214 biology departments in the U.S., we ranked 16th in per capita publication rate, 24th in awards per faculty, 44th in grants per faculty and 47th in per capital citation rate. All this while supporting about 750 majors with 16 faculty. Our students had a low time to degree completion and our teaching evaluations were relatively high. While Chair I championed our successful faculty and worked to increase student success. We hired a STEM education specialist in March 2013, who obtained NSF with 6 months of joining the faculty. I worked with students to establish a biology honors society, Tri Beta and met with colleagues and administrators to find new ways to improve our MCAT scores. As part of a team from USF World I visited the Caribbean island of St. Eustatius for a site visit aboard an 80’ sailing schooner owned by Seamester, and observed faculty and students who were midway through a semester at sea. I recommended that USF became the school of record for this study aboard experience. I nominated faculty for university outstanding research and teaching awards, which they received. I was also keen to keep our successful staff and engaged the services of a professional to conduct team-building exercises and increase staff morale. I recommended staff for university awards, which they received. I also served on the Dean’s budgetary committee and volunteered to pilot a new-shared business service model. Towards the end of my chairmanship, I completed a 96 page departmental review for SACS, the Southern Association of College and Schools, accreditation. GRANTS IN SUPPORT OF RESEARCH AND TEACHING 29. 2015-2016. Transforming STEM education across Florida’s consortium of metropolitan universities. $506,925. The Leona M. and Harry B. Helmsley Charitable trust. Paul Dosal, Maribeth Ehasz, Douglas Robertson, Kevin Yee and Peter Stiling. 28. 2015-2020. $2,975,896. National Science Foundation. Systemic transformation of evidence-based education reform (STEER). Gerry Meisels, James Wysong, Jennifer Lewis, Robert Potter and Peter Stiling. 27. 2014-2019. $1,200,000. Howard Hughes Medical Institute. A high engagement STEM academy for entering first year students to inspire achievement and persistence in STEM. R.Pollenz, A. Feldman, S. Lewis, R. Potter, K. Ramachandran, P. Stiling and K.Yee. 26. 2013-2015. $249,491. National Science Foundation. Transforming STEM teaching in a large urban-serving research university. Gerry Meisels, Catherine Benetau, Jennifer Lewis, Robert Potter and Peter Stiling 25. 2011-2014. $15,123. United States Fish and Wildlife Service. Re-establishing viable populations of the semaphore cactus, Conseola corallicola, in the face of rising sea levels. Peter Stiling 24. 2008-2009. $5,000.University of South Florida. Testing the enemy release hypothesis using native and exotic cactus moths in Florida. Peter Stiling 23. 2004-2008. $348,000. National Institute for Global Environmental Change. Changes in biodiversity under elevated CO2. Peter Stiling 22. 2004-2007. $38,925. Florida Department of Agriculture. Quantifying seedling success of Conseola corallicola, the semaphore cactus, an imperiled species. Peter Stiling 3 21. 2003-2006. $350,487. National Science Foundation. Are current trophic dynamics models worth their salt? The relative roles of top-down and bottom-up effects along a salinity gradient in a Florida salt marsh. Peter Stiling 20. 2001-2004. $445,951. National Institute for Global Environmental Change. Insect herbivory, attack rates by natural enemies and leaf abscission under ambient and elevated CO2. Peter Stiling 19. 2001-2004. $210,000. National Science Foundation. The relative importance of top-down and bottom-up forces along a plant productivity/quality gradient in a Florida salt marsh: the utility of the HSS, trophodynamics, GGA and MS models. $6,000 — REU Supplement 2002 $6,000 — REU Supplement 2003. Peter Stiling 18. 2000. $1,500. Cactus and Succulent Society of America, Restoration of a rare cactus in the Florida Keys: the effects of an exotic cactus moth. Peter Stiling 17. 2000. $13,297. United States Department of Agriculture.
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