Environmental Science Program Review March 2019
UNIVERSITY OF HAWAI‘I AT HILO TROPICAL CONSERVATION BIOLOGY AND ENVIRONMENTAL SCIENCE
PROGRAM REVIEW MARCH 2019
Table of Contents
I. Mission Statement and Goals of the Program ...... 2
II. Executive Summary ...... 3
III. Program Organization and Components ...... 3
IV. Evidence of Program Quality ...... 17
V. Challenges for TCBES Program ...... 34
VI. Future Program Goals and Resource Requirements ...... 37
VII. External Reviewer’s Report ...... 41
VIII. Memorandum of Understanding ...... 42
IX. Appendices ...... 43
Shared Use Laboratory Annual Reports ...... 43
M.S. theses of UH Hilo TCBES graduates ...... 52
Publication list from TCBES students ...... 64
Alumni survey results ...... 87
Defining TCBES Participation as Determined by the TCBES Executive Committee ... 98
Duties of TCBES Director and Associate Director ...... 104
TCBES Bylaws ...... 106
1 University of Hawai‘i at Hilo Tropical Conservation Biology and Environmental Science Master’s Program 2018-2019 Program Review
I. Mission Statement and Goals of the Program The primary purpose of the University of Hawai‘i at Hilo (UH Hilo) Master’s of Science (M.S.) in Tropical Conservation Biology and Environmental Science (TCBES, tcbes.uhh.hawaii.edu) is to provide graduate training that utilizes the extraordinary biological, physical and cultural complexity on the island of Hawai‘i as a focus of investigation and study. The emphasis of TCBES on using Hawai‘i as a living laboratory, and on conducting teaching and research on applied environmental problems relevant to the local community, but of global importance, fits entirely within the mission and vision statements of UH Hilo. The program prepares students for technical, instructional, and managerial positions and for entry into Ph.D. programs.
UH Hilo Mission ʻAʻohe pau ka ʻike i ka hālau hoʻokahi. One learns from many sources.
The purpose of our university ʻohana (family) is to challenge students to reach their highest level of academic achievement by inspiring learning, discovery and creativity inside and outside the classroom. Our kuleana (responsibility) is to improve the quality of life of the people of Hawaiʻi, the Pacific region and the world.
TCBES Mission Foster knowledge of theory and techniques in conservation biology and environmental sciences, including basic, applied, and socio-ecological research; and Promote scholarly activities in marine and terrestrial environments that will enable participants to pursue careers in research and natural resource management.
UH Hilo Vision E lawe i ke aʻo a mālama, a e ʻoi mau ka naʻauao. Those who take their learnings and apply them increase their knowledge.
We will be acclaimed as a university community that works together across disciplines and diverse perspectives to prepare student scholars to thrive, compete, innovate and lead in their professional and personal lives. We will engage every student in applied learning that links theory with practice, connects to the distinctive natural and cultural environments of Hawaiʻi, and promotes skilled participation in a global society.
TCBES Vision Conservation and environmental science leaders who take a comprehensive and integrative approach to solving complex problems, both locally and globally.
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The need for new understanding and novel approaches to the management and sustainability of the Earth’s natural resources has never been greater. Scientists and practitioners within the field of Conservation Biology and Environmental Science need specialized knowledge of their discipline. They also need the integrative perspective of a broadly educated scholar-practitioner who is equipped to understand and manage interactions between natural systems and human influences. The TCBES Program is coordinating with Social Science faculty who also serve on the TCBES Executive Committee to provide courses with a social scientific lens towards conceptualizing and studying conservation, biology, and environmental science. By exposing students to social science methods, theories, and application, TCBES draws attention to human perspective on ecological and biological conditions and in structuring conservation practices. The articulation of social science analysis in TCBES broadens both the research and internship tracks of the program by sharpening its relevance to the needs of contemporary society and how society interacts with conservation issues. TCBES joins programs and departments across the US that have recognized the necessity for interdisciplinary fusion across the social and natural sciences in advancing innovative and relative approaches to science and sustainability.
II. Executive Summary Because TCBES is an interdisciplinary program rather than a department, its organization, operations, and statistics are different from most units at UH Hilo, and those differences will be reflected in the Program Review. TCBES faculty have full-time appointments within their respective undergraduate departments and participate in the program voluntarily. TCBES Program Faculty are UH Hilo faculty who actively teach courses that carry the CBES Alpha (including those that are dual listed at the 400/600 level), who serve on graduate thesis committees, who interface with agency personnel to enable and enrich the internship experiences of those students who pursue that path, and who provide service to the TCBES program (via Executive Committee, Admissions Committee, the TCBES symposium, seminar speaker, etc.). TCBES serves students and the communities of Hawai‘i island and state as well as students from the mainland United States and international locales who are attracted to study the special features and conservation challenges of the natural and cultural environments of Hawai‘i.
The TCBES program exemplifies the mission and vision of UH Hilo. Through inspiration of place-based learning, discovery, and creativity, TCBES students, faculty, and collaborators work across disciplines to address environmental problems that impact the well-being of people in Hawai‘i, the Pacific, and the world. The research and internships conducted by TCBES use the extraordinary living laboratory of Hawai‘i to engage in the UH Hilo vision of “applied learning that links theory with practice, connects to the distinctive natural and cultural environments of Hawaiʻi, and promotes skilled participation in a global society.”
III. Program Organization and Components Background TCBES is an interdisciplinary Master’s Degree Program that includes faculty from four colleges (College of Natural and Health Sciences; College of Arts and Sciences; College of Agriculture, Forestry, and Natural Resource Management; and College of Pharmacy), with a course to be
3 contributed by College of Business and Economics starting in the next academic year. Currently, 44 faculty participate in TCBES, from a variety of departments and specializations including but not limited to Animal Science, Anthropology, Applied Engineering, Aquaculture, Biology, Chemistry, Entomology, Forestry, Geography and Environmental Studies, Geology, Horticulture, Marine Science, Mathematics, Pharmacy, Philosophy, Plant Pathology, Political Science, Psychology, and Sociology. In addition, with our new focus on internships starting in Fall 2018, other faculty have becomed involved from new departments that have become involved including Physics & Astronomy and Computer Science. As of Fall 2018, TCBES is administered within the newly formed College of Natural and Health Sciences, but the Director and Associate Director are appointed by the Vice Chancellor of Academic Affairs.
The program admitted its first cohort of students in the Fall semester of 2004 and produced its first graduates in 2006. As of August 2018, 172 students have graduated from TCBES. A total of 255 students have started into the program (including 22 entering in Fall 2018 and 19 entering in Fall 2017 that would not yet be eligible for graduation). The average time to graduation is 39 months, and the median time is 36 months, with the shortest graduation time being 21 months (Figure 1). The students that take longer than the average are often those with extenuating circumstances (e.g., outside employment). In fact, sometimes we are a victim of our own success; many of those students that take longer to graduate often take jobs in natural resource agencies in Hawai‘i before they have finished their M.S. Overall, only 15 students have left the program after matriculating.
Figure 1. Number of months students spend working on degree until graduation. Data are from first cohort in Fall 2004 through graduation in August 2018.
Students apply for the program through the UH Hilo common application, https://www.sis.hawaii.edu/uhdad/bwskalog.P_DispLoginNon, available on the graduate education website (https://hilo.hawaii.edu/academics/graduate/). TCBES applications have a priority deadline of December 1, but are examined after that on a rolling deadline basis. The aim has been to take a cohort of up to 20 students per year.
4 As an interdisciplinary, multi-college program, TCBES encourages and facilitates sustained collaboration across a variety of research areas. Faculty and students engage in projects in environments that range from marine: coastal habitats, benthic and pelagic ocean zones to terrestrial: tropical rainforests, mesic and dry forests and shrublands, rivers, alpine, subalpine, montane, and urban areas. At the core of the TCBES Program lie the dynamic research collaborations between faculty, students and federal and state agencies in Hawai‘i. Research partners who sit on thesis committees as well as Internship partners who mentor graduates become UH Hilo affiliate or adjunct faculty.
The program has two tracks. In the Thesis Track, students complete 30 credits of coursework, conduct original research, and write a research proposal and thesis. In the Internship Track, students pursue 36 credits of coursework, and an internship that provides an immersive training experience. In the past, the Internship Track was rarely sought out, and was often a fallback option for students who faced various challenges in completing thesis research. Improvements to the internship track implemented in Fall 2018 place this track on par with the Thesis Track both academically and professionally. The internship students take 10 credits of the CBES 690 Internship course to gain an intensive experience that involves portfolios, skill development, and self-evaluation, as well as additional required classes. When pursuing the internship, the student writes a detailed proposal and works directly with agency and/or private industry or non- governmental organization (non-profit) personnel in a two-way obligation between TCBES and the organization. This mentor-mentee process is facilitated by a dedicated Coordinator who leads the internship cohort and interfaces with the agency personnel as the mentorships are established and completed.
Program Components This is the first program review for TCBES, although a Self Study was completed in 2011 in support of a change in status from a provisional to an established program. That report noted that TCBES had 36 faculty and 47 graduates, compared to the 44 faculty and 172 graduates as of August 2018. The TCBES Handbook (http://tcbes.uhh.hawaii.edu/tcbes-graduate-handbook) and the Graduate Student Handbook (http://tcbes.uhh.hawaii.edu/documents/student_info_docs/GraduateStudentHandbook2018- 2019final-1.pdf) serve as guidelines of program requirements.
The TCBES curriculum consists of 600-level courses. In general, TCBES does not provide service or General Education courses, as nearly all students enrolled in TCBES courses are enrolled in the TCBES Program. Students are admitted as a cohort and all students take core courses their first year (see Table 1). The goal is to have students finish the program in 2-3 years (Table 2). With the modifications to the Internship Track, more elective courses, particularly in applied areas relating to natural resource management, will need to be offered.
Table 1. Overview of the TCBES program curriculum for the two tracks as of Fall 2018. Core Courses (8) credits required for all M.S. TCBES students: CBES 600 Conservation Biology & Environ Science (3) CBES 601 CBES Field & Laboratory Method (3)
5 CBES 602 Research Seminar in TCBES (1) CBES 603 Natural Resource Management Seminar (1) Core Courses Required for Internship Track (in addition to the above): CBES 645 Social Science Research Methods in Environmental Conservation (3) CBES 689 Organizational Management & Logistics (3)
Other Required Courses: Thesis Track: CBES 700 Thesis Research (1–6) (6 Credits required) Internship Track: CBES 690 Internship (1–6) (10 Credits required) Elective Courses: Thesis Track: 16 Elective credits of 600-level CBES courses Internship Track: 12 Elective credits of 600-level CBES courses
Total Credits Required: Thesis Track = 30 credits (8 Core + 16 Electives + 6 Thesis) Internship Track = 36 credits (14 Core + 12 Electives + 10 Internship) Note: A maximum of 6 credits of 400-level courses may count towards these elective credits
There are a number of noteworthy items regarding the TCBES curriculum (listed in Table 3). First, TCBES is a broad program, with expertise in ecology, evolution, genetics, spatial analysis (GIS, remote sensing), and social science. Second, there are a high number of experimental courses (CBES 694, 697, 698) offered in TCBES. Many of these courses, ranging from 1-3 credits, have been taught by outside lecturers, taking advantage of opportunities for new topics that are beyond the scope of our faculty. These outside lecturers include post-doctoral associates, agency personnel, and sabbatical visitors. These courses have substantially increased the diversity of topics offered (e.g., isotopic analysis, environmental law, insect morphology, marine larval biology). Third, it is noticeable that some of our courses are taught infrequently, which is largely a function of TCBES’ interdisciplinary program status. Faculty are foremost required to teach within their departments, and teaching in the TCBES program occurs when their schedules allow. This reality makes it difficult to develop a set schedule of course offerings. Finally, many of our students take CBES 699V Directed Research, particularly for 1 credit.
Another notable programmatic element of TCBES are its core courses and its cohort model. During the first semester all students enroll in CBES 600, 601, and 602, and in the second semester all students enroll in CBES 603. Both the CBES 600 and 601 classes are designed to provide students the training and skills required to conduct independent Master’s-level research. CBES 600 is a combination of lectures, discussions, in-class exercises, reading, and writing assignments. Learning objectives are to: 1) define and describe the principles and concepts central to conservation biology and environmental science; 2) evaluate scientific literature
6 critically in terms of its scientific merit; 3) express oneself clearly in technical scientific writing by analyzing, summarizing, and synthesizing scientific material; and 4) examine and solve problems by communicating effectively in informal groups using analytical reasoning skills. CBES 601 is a laboratory class focused on the fundamentals of research design and data analysis, as well as the development of professional skills that scientists need to be successful. Further, students are introduced to the broad range of field and laboratory equipment/instruments available at UH Hilo for addressing problems in environmental science and conservation biology. Students are given two research problems using Hawai‘i as a natural laboratory, as well as several in-class exercises. The learning objectives of the course are: 1) to provide students with experience in conducting research projects from start to finish; and 2) to develop professional skills through the following activities: searching for potential funding sources, writing grant proposals, practicing peer review, and disseminating research results through manuscripts and oral presentations. Finally, the CBES 602 and 603 core courses coincide with the weekly seminar series, with the fall presentations focusing on research and the spring presentations focusing on resource management.
Over the last five years or so, the program has been actively adding components of Hawaiian culture to the curriculum, with the assistance of Dr. Huihui Kanahele-Mossman, formerly Associate Director of Kipuka Native Hawaiian Student Center at UH Hilo. During the Orientation for new students at the beginning of Fall, students are introduced to a sense of place through a field trip that involves sharing of cultural knowledge as well as service. The Orientation serves as an entry point towards developing a relationship with her, which continues in CBES 601 during the Fall semester. For the two research projects in the course, students meet with her at two stages: 1) while conceiving their research plan and 2) after they have results. Using Hawaiian texts and stories they learn how Hawaiian cultural concepts can be incorporated into the significance and interpretation of their research. In the first research project students choose an ‘ōlelo no‘eau (wise saying) and develop their project based on that. The second research project is more open ended, but again this cultural component is infused in the research. Students must explain the Hawaiian connections in their oral and written assignments for the course. In the CBES 602 and 603 courses, students are required to introduce the seminar speakers and make them a lei, a skill that they learn during the program Orientation. This attempt at integration is a unique aspect of TCBES and uncommon in most Master’s programs.
Table 2. Timeline for the completion of each t rac k the TCBES degree as of Fall 2018. M.S. THESIS TRACK (30 credits): 2 years 3 years Goals 1. Discuss plan of thesis projects with advisor 2. Core courses (CBES 600, CBES 601, CBES 602) credits Fall Year 1 Fall Year 1 taken (minimum of 7 credits) 3. Thesis Committee Selection
1. Fill and submit Form 1: Graduate Committee Formation 2. Discuss thesis projects with committee Spring Year 1 Spring Year 1 3. Thesis Proposal Writing 4. Core courses finished (CBES 603), more electives credits taken
7 1. Thesis Proposal Approval by committee 2. Fill and submit Form 2: Thesis/Project/Dissertation Proposal Summer Year 1 Fall Year 2 3. Fill and submit Thesis/Dissertation Form for Graduate Level Degrees (CBES 700) before end of first week of Fall semester in order to take thesis credits
1. Discuss thesis projects with committee Fall Year 2 Spring Year 2 2. Thesis and elective credits taken
1. Fill out Graduation Application form 2. Course work completed and confirmed with committee Summer Year 2, Spring Year 2 3. Thesis completed Fall/Spring Year 3 4. Fill and Submit Thesis/Project/Dissertation Defense Schedule by the deadlines to defend on time
1. Master’s thesis defense/approval Spring/Summer Spring/Summer 2. Fill and Submit Form 3: Thesis/Project/ Year 2 Year 3 Dissertation Completion
M.S. INTERNSHIP TRACK AS OF FALL 2018 (36 credits) 2 years Goals 1. Core courses (CBES 600, CBES 601, CBES 602) credits taken (minimum of 7 credits) 2. Internship credits taken (CBES 690) and discuss plan of study and Fall Year 1 internship project with advisor 3. Core courses and electives credits taken 4. Fill and submit Form 1: Graduate Committee Formation with Non-Thesis track selected
1. Internship credits taken (CBES 690) and plan and prepare for Spring Year 1 internship 2. Core courses finished (CBES 603, 645, 689), more electives credits taken
Summer Year 1 1. Break or Internship credits taken (CBES 690) 1. Conduct internship (CBES 690) Fall Year 2 2. Additional electives as coursework
1. Conduct internship (CBES 690) Spring Year 2 2. Additional electives as coursework 3. Fill out Graduation Application form
1. Conduct internship Spring/Summer 2. Additional coursework Year 2 3. Master’s project presentation/approval 4. Fill and Submit Form 3: Thesis/Project/Dissertation Completion
8 Table 3. The TCBES curriculum from Fall 2004-Fall 2018, before the changes were adopted in the Internship program that will influence enrollment (see Table 1). Courses were grouped as either Core (C) focusing on Foundations (F), Methods (M), or Applications (A). Outside lecturers are anyone who is not full-time UH Hilo instructors or tenure-track faculty. The Departments and Colleges contributing to teaching includes all units that have contributed over the lifetime of that course. Courses that are cross-listed with 400-level courses are noted by a separate column. * Courses that have typically been team-taught are *** Some courses that are cross-listed have a cap of noted with an asterisk. 5 graduate students. ** Courses approved to become regular courses by **** Discontinued course the faculty vote in Fall 2018. # Credits Last Total Average # Course (C, F, M, Cross Semester Semesters of Number Course Title A) Listed Taught Taught Students Faculty Dept. Tropical Conservation CBES Biology and Environmental 600* Science 3 (C) Fall 2018 15 17.1 Biology Marine Science Outside Lecturer CBES TCBES Field and 601* Laboratory Methods 3 (C) Fall 2018 15 17.1 Biology Marine Science Outside Lecturer CBES Research Seminar in 602* TCBES 3 (C) Fall 2018 12 17.6 Biology Marine Science Outside Lecturer CBES Natural Resource Spring 603* Management Seminar 1 (C) 2018 11 16.7 Agriculture Biology Marine Science Outside Lecturer Quantitative Research Methods in Tropical CBES Conservation Biology and 605**** Environmental Science 3 (C) Fall 2005 2 15.5 Biology Marine Science CBES GEOG 609*** Landscape Ecology 3 (F) 409 Fall 2018 4 5.0 Geography CBES Environmental Chemistry 610 Analysis 3 (M) Fall 2008 2 5.5 Chemistry CBES Global Environmental Marine 615 Change 3 (F) Fall 2018 4 5.3 Science Research Techniques in CBES Molecular Conservation 620 Biology 3 (M) Fall 2017 5 6.8 Agriculture Biology
9 Marine Science CBES 630**** Nearshore Monitoring NA NA 0 0.0 NA CBES Spring 633 Biodiversity 3 (F) 2018 5 10.0 Biology Geography CBES Physical Environment of 635 Ecosystems 3 (F) Fall 2010 2 5.5 Geology CBES GEOG 640*** Advanced Remote Sensing 3 (M) 470 Fall 2018 9 4.4 Geography CBES Communicating Science in BIOL 642 K-12 Settings 3 (A) 442 Fall 2016 1 5.0 Education Soc Sci Research Methods CBES in Environmental Spring 645 Conservation 3 (M) 2018 4 7.5 Anthropology Geography Sociology CBES Law, Property, and Political 647 Environment 3 (A) Fall 2018 1 7.0 Science CBES Oceanographic Monitoring 650**** and Analysis NA NA 0 0.0 NA CBES BIOL Spring 655 Ecological Physiology 3 (F) 443 2018 8 4.9 Biology CBES Vegetation of the Hawaiian GEOG Spring 657 Islands 3 (F) 457 2018 4 4.3 Geography CBES 660 Molecular Ecology 3 (F) Fall 2012 1 6.0 Chemistry CBES CHEM Spring Marine 665 Environmental Toxicology 3 (F) 487 2018 2 1.0 Science Geographical Information CBES System (GIS) and GEOG Spring 670*** Visualization 3 (M) 480 2018 13 8.0 Geography Outside Lecturer CBES Spring 675 Conservation Genetics 3 (F) 2018 6 8.3 Biology Outside Lecturer CBES Spring 677 Quantitative Ecology 3 (M) 2018 10 14.2 Biology Outside Lecturer Advanced Statistical CBES Analyses and Research Outside 680 Design 3 (M) Fall 2011 2 11.0 Lecturer CBES Spatial Data Analysis and GEOG 681*** Modeling 3 (M) 481 Fall 2017 6 5.8 Geography Outside Lecturer CBES Behavioral Ecology and 685 Evolutionary Analysis 3 (F) Fall 2015 4 6.5 Biology CBES Spring 690 Internship Other 2018 7 2.0 Agriculture
10 Biology Geography Marine Science CBES 694 Special Topics Other Fall 2016 19 16.3 Biology Education Geography Marine Science Outside Lecturer CBES Advanced Insect Taxonomy 697** & Ecology 3 (F) Fall 2017 2 5.0 Agriculture Outside Lecturer CBES Speciation and Adaptive 697** Radiation 3 (F) Fall 2018 2 6.0 Biology CBES Spring Marine 698** Fisheries Ecology 3 (F) 2017 1 4.0 Science CBES Environmental Spring Marine 698** Microbiology 3 (F) 2017 1 4.0 Science CBES Spring 699V Directed Studies Other 2018 16 10.2 Agriculture Anthropology Biology Chemistry Geography Geology Marine Science Pharmacy Psychology Outside Lecturer CBES Spring 700 Thesis Research 2018 16 22.3 Agriculture Anthropology Biology Chemistry Geography Geology Marine Science Pharmacy Psychology
11 Present and Planned Improvements to the Curriculum Given the realities of the current enrollment situation of UH Hilo, TCBES has been asked by the UH Hilo administration to develop a more robust strategy to insure higher enrollment in our courses. During Fall 2018, the faculty voted to group the curriculum into three categories: Foundation, Methods, and Applications (see Table 3). All students will be required to take at least one course from each of these three categories as part of their elective requirements, starting Fall 2019. The goals of these classifications is to structure the semester offerings, and to ensure a greater diversity of educational experiences by arguing that at least one Foundations, Methods, and Applications should be offered each semester. This structure also supports the Internship Track, whose students will be required to take Applications courses. The present curriculum only has two Applications courses (Table 3), and it will be essential to expand these offerings but that will require expertise by outside lecturers.
Because UH Hilo is primarily an undergraduate institution, it is important to point out some of the academic and financial differences of graduate teaching. In terms of costs, 7 graduate students = 10 undergraduate students because graduate students pay higher tuition (see https://hilo.hawaii.edu/uhh/bo/cashier/tuition_schedule.php). The ratio of undergraduate:graduate tuition costs is 0.62 for residents and 0.76 for non-residents. Seven graduate students would pay about $10,000 in tuition for a 3-cr course if all students pay resident tuition, and about $23,000 if all students are non-residents. Also noteworthy is that many of our graduate students take CBES 699 courses, an average of 10.2 students per semester (see Table 3) and Thesis Track students take 6 credits of CBES 700. These courses come at no salary cost to the university because the instructors supervise these courses on top of their normal teaching loads.
Funding for Students TCBES is currently able to engage six Graduate Assistants under funding provided by UH Hilo – five graduate students are paid for by funds within the Academic Affairs office, while the sixth is funded from the pool of returned indirect funds provided from research and training awards garnered by TCBES faculty. This important aspect of graduate student recruiting is critical to the health of the program, as students have an expectation of being able to secure at least partial support during their academic pursuits. If UH Hilo were unable to provide such support, its ability to attract strong graduate students would be severely impacted.
In addition to the provision of Graduate Assistantships, and their resulting tuition waivers, TCBES is also an ongoing awardee of positions from the Hau‘oli Mau Loa Foundation (HML) since 2012. HML is a Hawai‘i-based non-profit organization (https://hauolimauloa.org/) that sponsors cohorts of three TCBES students for two years each, with UH Hilo covering their tuition. Given the overlapping nature of these positions, this results in a total of six HML Fellows attending the TCBES program each year.
Individual TCBES faculty also provide funding for graduate students through extramural awards. Typically, this is in the realm of two years of salary as well as two years of tuition assistance – which may or may not cover all costs, depending on the funding source. Numbers of students for whom faculty can provide such funding varies from year to year. Occasionally, students will come to UH Hilo with their own funding. TCBES has had three students who were funded by the NSF’s Graduate Research Fellowship Program (GRFP) to date.
12 Resources Available for Student Support A variety of resources are available to TCBES students. We highlight some of the main resources that our students regularly use below. Field Equipment Checkout: TCBES offers students the opportunity to check out a variety of equipment for use in the field. Note that while the majority of equipment is intended for terrestrial use, some additional items may be available from the Marine Sciences department that are more suited for aquatic work. Vehicles: The TCBES program currently has two vehicles available for rent for current students or appropriate staff members: a Toyota 4Runner and a Ford Escape Hybrid. These vehicles are available on a per-diem basis. Lockers: There are 40 total lockers available for students in Wentworth Hall open to all students on a first-come, first-serve basis. Graduate Workroom: The official TCBES Graduate Workroom is located in Wentworth 16. Students are encouraged to use the space and its resources for collaboration. Several computers and both black-and-white and color printing are available for student use, free of charge. There is also a modest stock of basic tableware as well as a microwave and fridge for students to enjoy. Laptop Computers: In addition to the aforementioned equipment, TCBES has several MacBook laptop computers available to borrow. While they are older models that may not handle more intensive applications like ArcGIS, they can help accomplish standard workplace tasks and internet research. Student Services: Graduate students are encouraged to take care of their mental and physical health and use the counseling and other student services that are part of UH Hilo. o Women’s Center: “The UH Hilo Women’s Center confirms the dignity and diversity of all women. The center continues and challenges feminist traditions by creating community space for all women and their allies to achieve individual and social change. We work to challenge sexism, racism, ableism, ageism, classism, and other barriers that inhibit women's inclusion and power.” https://hilo.hawaii.edu/studentaffairs/womenscenter/ o LGBTQ+: “The University of Hawaiʻi at Hilo LGBTQ+ Center is committed to promoting a stronger, healthier and equitable environment for LGBTQ+ community and allies. The LGBTQ+ Center is an inclusive, safe space dedicated to empowering and fostering greater opportunities for people to thrive by providing activities and services that create connections between students and community members; provide essential LGBTQ+ resources; advocate for civil and human rights; and embrace, promote and support our cultural diversity regardless of identity or sexual orientation.” https://hilo.hawaii.edu/studentaffairs/lgbtq/ o Counseling Services: “Counseling Services develops and delivers counseling, consulting, prevention and outreach services for the UH Hilo community that empower students to achieve personal and academic goals. We seek to be sensitive to students of diverse needs and cultures, backgrounds, ages, and abilities, and to be LGBTQ+ affirming. Counseling Services provides free, confidential personal counseling to all UH Hilo students.” https://hilo.hawaii.edu/studentaffairs/counseling/ o UH Hilo Medical Center: “The University of Hawaiʻi at Hilo's Student Medical Services (SMS) is staffed by a nurse practitioner. Services include medical care, prescriptions, first aid, health education, tuberculin skin tests and immunizations. The Family Planning
13 Clinic, located within the SMS, offers pelvic exams, contraceptive methods, and testing for pregnancy and sexually-transmitted diseases for men and women.” https://hilo.hawaii.edu/studentaffairs/health/
Advances in Space, Research Capacity, and Productivity A variety of improvements in facilities has greatly enhanced the capacity of TCBES. In 2011, the Wentworth Building underwent renovations that improved research facilities, classrooms, and most importantly provided the graduate workroom (Wentworth 16) as a home for TCBES students. Wentworth 16 (803 ft2) is a large all-purpose room dedicated for graduate student use with computers, printers, whiteboards, supply cabinets, and large tables. The addition of this student office space established Wentworth as the hub of activity and instantly enhanced the cohesiveness among the students and led to greater collaboration.
There is no dedicated research space for TCBES faculty and students per se because space is assigned by the undergraduate departments. The renovation of Wentworth opened up new research possibilities for faculty, jointly shared by Biology and Marine Science faculty. Wentworth 17 (1,228 ft2) is a cellular biology and microbiology laboratory currently shared by at least five faculty. Wentworth 13 (899 ft2) is a “dirty lab” shared by three faculty who conduct ecology and evolution research. Other research space exists in the Marine Science Building, Kanaka‘ole Hall, and College of Agriculture Building.
TCBES was initially established under the auspices of a National Science Foundation grant aimed at improving research competitiveness, within the Experimental Program to Stimulate Competitive Research. The initial EPSCoR award allowed UH Hilo to create and staff three research and training labs, which continue to serve the campus undergraduate and graduate programs and many collaborators today: the Core Genomics Facility, the Analytical Laboratory, and the Spatial Data and Visualization Laboratory (SDAV). Salary for a technician at each facility was initially provided by EPSCoR. With the loss of EPSCoR, the technician position at the SDAV facility was discontinued and technician salary for the two other labs has been covered under TCBES RTRF; this model is not sustainable in the long run. Annual reports from the Core Genomics Facility, the Analytical Lab, and SDAV are appended to this document (Appendix 1).
These shared-use facilities are augmented by a number of other labs as well as agencies that partner with TCBES. The availability of these networks provide infrastructure in terms of physical facilities and personnel that provide services to a broad variety of users in the UH Hilo community and to visiting researchers and agency personnel. Brief overviews of these research, teaching, and outreach facilities follow.
The Core Genomics Facility in Wentworth 15 (485 ft2) provides genetics and genomics services for faculty across campus and the local scientific community, as well as being a teaching lab for modern genetics and genomics techniques to both undergraduate and graduate students. It has offered a wide variety of equipment and services in
14 addition to workshops that provide hands-on experience in learning current molecular and biotechnological techniques that are vital to a career in research. Currently, the use of the facility is in flux as many other labs offer more economical sequencing. Because the dedicated manager of the facility took a position at a different university, resulting in the lab’s being monitored by a combination of faculty oversight and part-time technician presence, its fee for services model has been discontinued. The TCBES program is looking for ways to continue to use the equipment in the facility and have it available for graduate student projects, and also to adopt a more teaching-driven focus. The facility’s web site is at: https://hilo.hawaii.edu/depts/epscor/ and is currently being managed by Dr. Jonathan Awaya.
The Spatial Data Analysis and Visualization (SDAV) lab employs geospatial tools for the examination of environmental problems of local significance, and disseminates geospatial tools and knowledge to the larger island community through education and outreach activities. The lab utilizes a suite of geospatial technologies and devices such as small unmanned aerial system (sUAS) platforms, LiDAR, and hyperspectral imaging, to support ongoing research and educational projects. It has been a critical part of the recent monitoring and research into seismic events on island as well as natural disasters such as hurricanes, catastrophic floods, and other emergent events. The lab has been featured on CNN and other national and indeed international news outlets for its role in analyzing environmental events that have had a direct impact on the lives and economy of citizens of this island. Its web site is available at http://spatial.uhh.hawaii.edu/home.htm and is currently being managed by Dr. Ryan Perroy.
The Analytical Laboratory’s primary focus is supporting ecological research involving terrestrial and water quality studies. It provides analytical services for researchers working on nutrient studies throughout the University of Hawaiʻi System as well as Federal and State agency research projects in Hawaiʻi. The facility also provides analytical services for visiting researchers from other universities, including internationally. A detailed listing of services and equipment available can be found at the lab’s web site: https://hilo.hawaii.edu/analab/ and is currently being managed by Dr. Tracy Wiegner.
The Listening Observatory for Hawaiian Ecosystems (LOHE) was established under the auspices of the NSF’s Center for Research Excellence in Science and Technology (CREST) award titled “Understanding Biotic Response to Environmental Change in Tropical Ecosystems Through a Place-Based Context”, and is under the direction of Dr. Patrick Hart. The LOHE lab actively pursues a variety of research in the fields of bioacoustics, conservation, community and behavioral ecology, amongst others. Members have undertaken research such as investigating and comparing the vocal repertoire of Hawaiian forest birds, the effect of forest composition on bird abundance, growth and mortality rates of trees in Hawaiian forests, and many others. LOHE uses sound to better understand the distribution
15 and abundance of animals in Hawai‘i across the landscape. Many of the studies the lab conducts seek to document the vocalizations of native Hawaiian species to have as a reference for the future. A new algorithm developed by a researcher at the LOHE lab—to identify the song of specific bird species—boasts efficiency and limitless potential for science. This facility is in the process of establishing a partnership with Arizona State University’s Dr. Gregory Asner to further its ability to conduct research and training using up to date equipment and techniques. It is poised to take part in activities that will help with Harnessing the Data Revolution, a current initiative of the National Science Foundation and other national research agencies. Information about current opportunities for TCBES and undergraduate students, lab members, publications, and projects is at https://sites.google.com/a/hawaii.edu/hart-lab-3/.
The Pacific Aquaculture and Coastal Resources Center (PACRC), under the direction of Dr. Maria Haws, operates at two field sites: a coastal site adjacent to the Port of Hilo, where ornamental fish culture and the cultivation of pearl oysters marked initial projects, and an inland site approximately six miles away, whose primary function is providing quarantine, health management and integrated agriculture-aquaculture farming systems. PACRC operates aquaculture and coastal resource management projects worldwide, including in Ecuador, Fiji, Honduras, Marshall Islands, México, Federated States of Micronesia, Nicaragua, Tanzania, Thailand, and the United States.
The Pacific Islands Climate Adaptation Science Center (PI- CASC) at UH Hilo is a partnership between the U.S. Geological Survey and a university consortium that includes the University of Hawaii at Mānoa (the consortium lead) and the University of Guam, in addition to UH Hilo (see http://pi-casc.soest.hawaii.edu/). Each partner brings unique roles to the PI-CASC and develops regionally specific programs, projects, and products. PI-CASC develops research products (information, tools, and techniques) that strengthen the capacities of natural and cultural resource managers across the Pacific to anticipate and adapt to climate change impacts. The Department of the Interior (DOI) has established a network of eight DOI Climate Adaptation Science Centers (CASCs), including the PI-CASC. The U.S. Geological Survey (USGS) manages the CASCs on behalf of the DOI through the National Climate Adaptation Science Center. The UH Hilo PI-CASC group developed the Manager Climate Corps (MCC) to support and connect local natural resource managers, researchers, cultural practitioners, policy professionals, community leaders, and graduate students on Hawai‘i Island through in-person networking and collaborative research products. The MCC builds adaptive capacity locally by identifying existing professional networks and expanding them through manager-driven research projects and collaborative forums. MCC works closely with TCBES at UH Hilo, to help local managers and communities adapt to socio-ecological shifts such as climate change, land-use change, invasive species impacts, and cultural change. The MCC also develops interactive forums that strengthen and build upon local knowledge networks and supports manager-driven interdisciplinary coursework at UH Hilo (see http://pi-casc.soest.hawaii.edu/).
16 The Hawaii Cooperative Fishery Research Unit (HCFRU), under the direction of Dr. Timothy Grabowski of UH Hilo’s Marine Science Department and TCBES, was established in the spirit of cooperation and collaboration, and with a shared vision of developing the scientific knowledge and natural resource professionals necessary to ensure the sustainability of Hawaiian natural resources for future generations. It is based at the University of Hawai‘i at Hilo and is part of the National Cooperative Research Units Program within the U.S. Geological Survey. The mission of the HCFRU is to 1) conduct and facilitate research focused on the renewable freshwater, estuarine, and marine resources of Hawai‘i and the Pacific Islands; 2) provide technical and professional education at the graduate and professional levels in applied ecology, natural resources management, and conservation; and 3) train the natural resource professionals of the future. Cooperators for the HCFRU are the U.S. Geological Survey, the University of Hawai‘i System, the Hawai‘i Department of Land and Natural Resources, and the U.S. Fish and Wildlife Service. HCFRU was originally located on the island of O‘ahu, and relocated to its current site at UH Hilo in 2012 and was re-staffed in 2016. Since being re-staffed, Dr. Grabowski and his students in the HCFRU have published 10 peer-reviewed articles, book chapters, and reports and given over 20 presentations on important environmental and climatological issues. There are currently three TCBES students working with HCFRU faculty and staff, and one has already graduated with
the M.S.degree. (See https://www.coopunits.org/Hawaii/)
The Hawaiʻi Cooperative Studies Unit (HCSU), a collaborative research program with the US Geological Survey, which is conducting over 25 projects on numerous resource management issues. Because of its wide array of partners and participants, HCSU is a valuable partner to TCBES not only for its laboratory facilities, but also for its wealth of contacts and collaborators – as well as being part of the recruiting network for students interested in entering TCBES. (See http://hilo.hawaii.edu/hcsu/)
IV. Evidence of Program Quality TCBES has expanded rapidly in student numbers at its inception and maintained an enrollment of at least 50 students each semester since Fall 2008 (Figure 2). Average enrollment in any given year is 53. The program has concentrated on students in the Thesis Track, and through August 2018, only 16 students had participated in the Internship Track. However, as of Fall 2018, the Internship Track underwent a revision to be in line with a Professional Master’s Degree. The curricula requirements were modified so that the number of Internship credits (CBES 690) was increased from 3 credits to 10 credits (see Table 1) to symbolize the increased expectations of the internship project. In Fall 2018, 13 students entered the program under this revised degree track and an additional 9 students entered the Thesis Track. The increased emphasis on the Internship Track and a change in the composition of the students will have effects on the program going forward.
17
Teaching
Figure 2. TCBES student numbers enrolled for at least 1 cr. over the course of the program. Program began in Fall 2004 with a cohort of 17 students; Fall 2005 represents the beginning of enrollment of two simultaneous cohorts.
Trends in the Student Semester Hours (SSH) (Figure 3a) and Full Time Equivalents (FTE) (Figure 3b) have paralleled the enrollment trends since 2005. The institutional requirements are responsible for these trends for several reasons: 1) UH Hilo requires continuous enrollment from all graduate students; 2) all graduate students must be registered for at least 1 credit, although full-time enrollment in considered 6 credits, and 3) while students do not need to register during the Summer, if they intend to graduate in August, they must be enrolled for at least 1 credit.
18 TCBES STUDENT SEMESTER HOURS
298 291 280 286 278 261 242 247 228 235 214 221
191 Student Semester Hours Semester Student
FA FA FA FA FA FA FA FA FA FA FA FA FA 05 06 07 08 09 10 11 12 13 14 15 16 17 Year
Figure 3a. Student Semester Hours in TCBES at UH Hilo since 2005.
Figure 3b. Student FTE in TCBES at UH Hilo since 2005.
TCBES courses have been taught both by tenure-track faculty and others, emphasizing the large contribution that lecturers have played in TCBES (Figure 4a). Lecturers have included some people regularly in the lecture pool for UH Hilo departments such as Biology, Marine Science, and Geography and have also included post-docs, qualified community members, and agency personnel. Some TCBES courses are team taught—most notably the CBES 600 and 601 core courses taken by each incoming cohort. The ratio of courses taught by faculty (including Assistant, Associate, and Full Professors) vs. adjunct (Instructors and lecturers) varies over time,
19 depending on such items as development of experimental courses and availability of faculty for TCBES teaching from within their departments. The average currently stands at ~75/25 Tenure- Track/Non-Tenure-Track (Figure 4b).
Figure 4a. TCBES Teaching by Tenure Track vs. Non-Tenure Track personnel.
% Tenure Track vs. Non-Tenure Track Teaching 100 90 80 70 60 50
Percent 40 30 20 10 0 FA 05 FA 06 FA 07 FA 08 FA 09 FA 10 FA 11 FA 12 FA 13 FA 14 FA 15 FA 16 Academic Year Fall Semester
Figure 4b. Percent TCBES Classes Taught by Tenure Track vs. Non-Tenure Track personnel per Academic Year. Definitions: 1. For all Course Data: Data excludes courses numbered -99V (Individual Instruction) 2. Tenure Track = Assistant Professor, Associate Professor, and Professor 3. Non-Tenure Track = Instructors and Lecturers, Outside Lecturers, Others not working toward tenure 4. Faculty FTE = SH Taught / 12 Sources: IRO_SOCAD (Census) and IRO_OHR (Extract Month: 10)
The number of degrees awarded in a given academic year fluctuates (Figure 5), mainly because the number of students in each cohort varies (see pictures of all cohorts at
20 http://tcbes.uhh.hawaii.edu/Cohorts), with a low of 13 and a high of 23, and because students vary in the number of semesters to completion. Most students finish the program in 5-6 semesters. The TCBES program has been very attractive for minority students, particularly Native Hawaiians (Figure 5).
Degrees Awarded 30 4 23 4 3 3 1 15 4 4 21 23 8 17 1 17 2 19 15 15 1 0 6 5 9 8 0
2006-07 2008-09 2010-11 2012-13 2014-15 2016-17 NumberofDegrees ACADEMIC YEAR
MS TCBES Total MS TCBES Native Hawaiian Figure 5. The number of M.S.TCBES degrees awarded at UH Hilo from 2005 to the present. Numbers in orange represent the number of students with native Hawaiian ancestry.
Evidence of Student Success
Student Learning Outcomes Graduates of the program will be able to: Perform, interpret, and communicate scientific research in the interdisciplinary field of conservation biology and environmental science; Use advanced technological equipment, perform qualitative and quantitative analysis of complex data. Develop skills and applications in natural resource management and policy.
Student Assessments UH Hilo has developed assessment criteria to meet the WASC requirements at the undergraduate level, but those rubrics are not yet complete at the graduate level. The UH Hilo Graduate Council has finished the rubric for Written Communication but is still developing the assessments for the other required skills. In order to assess Written Communication, TCBES chose to use the CBES 601 course (CBES Field & Laboratory Methods). All TCBES students take this core course in their first semester. During this course, students learn the basics of applying the scientific method to design independent research. They conduct two group projects. The students are responsible for designing, implementing, analyzing, and presenting (orally and in written form) both projects. We chose to evaluate the lab report that they write on their second project, because it is generally more sophisticated than the report from their first project. However, it is important to keep in mind that on this project students are working on a short-term research project with minimal class time (done over the course of 4 weeks) and on a subject that is outside of their
21 thesis topic. Very few would be expected to achieve advanced knowledge (scores of 4) in this context.
Two faculty reviewed the 18 student reports written during the Fall 2017 term (Table 4) and graded according to the rubric, based on a 1-4 scoring system (Table 5). Overall averages were 2.7 for Line of Reasoning, 2.6 for Organization and Structure, 2.4 for Content, and 3.1 for Language/Prose/Syntax. The general consensus was that students have the basic writing skills in terms of language, but could improve on developing arguments and hypotheses (Introduction section of a scientific paper) and integration and literature review (Discussion section). In addition, some students could improve on the logical flow of information, but most have an acceptable level of organization.
22 Table 4. Results of assessment using the Rubric for Written Communication (see Table 5) on CBES 601 student papers of Lab Report 2, assigned in Fall 2017.
Table 5. Graduate Studies Rubric for Written Communication developed for WASC by the UH Hilo Graduate Council. Line of Reasoning Organization and Content Language/Prose/Syntax Structure 4 (Advanced) • Thesis is highly • Organization if • Synthesizes Ideas expressed in refined and well ideas/information is original insight professional and technical developed. highly advanced and into the content. language appropriate to the • Argument is well organized. • Highly discipline; complex ideas are complex and developed expressed clearly. coherent and argument provides demonstrates a innovative strong line of logical solution to a well- reasoning supported defined problem. by evidence. • Demonstrates application of the solution.
3 (Competent) • Composes a well- • Organization of • Exhibits original Uses grammatically correct defined thesis that is ideas/information is insight into the prose that is highly supported by well-planned, and content. appropriate to the audience; coherent and organized; structure • Content paper successfully utilizes relevant arguments. enhances the message illuminates the complex sentence structures; • Argument is or argument. argument and/or prose is articulate and coherent and message. sophisticated. develops a clear line of logical reasoning.
2 (Emerging) • Constructs an • Some organizational • Content is Minor problems with identifiable thesis problems evident. adequately grammar or punctuation, but with some gaps or addressed. sentences generally make inconsistencies in • Content sense; sentence structure is reasoning. generally supports simplistic; prose may be • Minor gaps in logic main argument. conversational or somewhat but the overall inappropriate for purpose of argument is linear the assignment or the and coherent. audience.
23 1 (Beginning) • Thesis is weak, • Some attempt at • Content is only Exhibits grammatical unclear or too broad organizing superficially problems but overall meaning for assignment, but ideas/information but addressed. of sentences is not totally has some relevance reasoning for that • Content does not obscured; prose may not to the body of essay ordering is not fully support main reflect an understanding of or presentation. apparent. argument. standard English; may lack • Paper utilizes only an understanding of the marginally coherent purpose of the assignment or set of ideas; the audience. connections between some ideas and arguments are missing or underdeveloped.
*This column is used to simultaneously assess critical thinking
Student Theses and Publications To date there have been 158 TCBES theses successfully submitted to the UH Hilo Mookini Library. Topics range from “The role of parasites in the invasional success of the Puerto Rican tree frog (Eleutherodactylus coqui) in Hawai‘i” to “Variation of subterranean fungal community structure across substrate age and elevation in native forests on Hawai‘i Island” and “Movement patterns of the ‘Ōma‘o and Japanese White-eye and implications for seed dispersal in Hawai‘i” (see Appendix 2).
Since the beginning of the TCBES program, over 200 peer-reviewed and grey literature (e.g., technical reports) publications have been produced by our graduates. Some of these publications are related to their Master’s thesis work with University of Hawai‘i at Hilo and others continued publishing research work as they developed their careers (see Appendix 3).
TCBES Symposium The Annual TCBES Research Symposium is held during spring semester and typically attended by 200 or more students, faculty and university and community members. The TCBES Symposium represents an exciting opportunity for students to present their ongoing or completed research, as well as network and collaborate with others at all levels of study. This lively two-day event offers students and professional researchers an opportunity to network about their interests and current issues vital to this field of education and research. Keynote speakers touch on a variety of topics integral to conservation and scientific research in general, enhancing the variety of specific talks with a broad perspective. Keynote speakers are chosen by the TCBES students each year and recently included the late Dr. Ruth Gates of Hawaii Institute of Marine Biology, in 2017.
Participants may present research in a 5-minute talk, 15-minute talk, or poster presentation format. A call for abstracts is typically announced in the beginning months of each spring semester. Beyond the TCBES students, UH Hilo undergraduate students conducting research with TCBES faculty also present their research at the symposium. Partner researchers in agencies and private sector researchers and faculty present alongside our student researchers.
24 The event itself is organized by the TCBES Student Club ("Mater") and serves as a leadership and teaching tool for the students. In addition, Mater organizes a silent auction to fundraise for each following year’s symposium and general student support, as a method of further institutionalizing the symposium and student leadership. All TCBES students and interested undergraduates are encouraged to participate—whether it be planning, organizing, presenting, or all of the above.
TCBES Weekly Seminar Series The TCBES program hosts seminar series each semester with different guest speakers each week. The fall semester offers a Research Seminar Series featuring research being conducted primarily in Hawai‘i, but also on other Pacific Islands. Seminar presentation themes are diverse to expose the enrolled students to a wide variety of topics and cutting-edge methodology being used in conservation. Topics from Fall 2018 varied from “Community engagement and gene drives: Challenges and ethical considerations” to “From New Caledonia to Hawai‘i: Explaining variations in the composition and structure of tropical island forests at different spatial scales” and “Biomes to microbes: Harnessing technological advancements to identify physical and biological drivers of coral-reef dynamics”. The spring seminar series is titled Natural and Cultural Resource Management, which features local conservation managers as guest speakers from agencies such as Mauna Kea Watershed Alliance, Big Island Invasive Species Committee, and The Nature Conservancy. In addition, during the spring semester, the new cohort of TCBES students present lightning talks on their plans for their thesis and internship projects. This is a great opportunity for them to practice presentation skills and summarizing their projects.
Alumni Success An online survey was sent out to all TCBES alumni for which we had email addresses (about 2/3 of students) and 41 responded to the survey. Nine people indicated that they had gone on for a Ph.D., another for a Master’s degree in Education, and another for Hawai‘i teacher certification. Amazingly, 100% have been employed since graduation and 78% are working in a conservation- related field. Types of employment included research, education, and outreach with job descriptions such as internship coordinator, technician, field crew leader, postdoctoral associate, forester, permitting specialist, watershed management coordinator, assistant professor, aquaculture education specialist, data analyst, environmental science educator, elementary school teacher, and assistant director of sustainable practices. Some employers listed included: National Geographic, Oregon Department of Fish and Wildlife, Blue Water GIS, USGS, Hawai‘i Wildlife Fund, DLNR Division of Aquatic Resources, UH Hilo, Hawai‘i Volcanoes National Park, Hawai‘i Cooperative Studies Unit Kamehameha Schools, Institute of Pacific Islands Forestry, US Forest Service, USDA Agriculture Research Service, Forest Inventory and Analysis program, and Utah State University.
In addition, TCBES faculty remain in close contact with many alumni and know the employment situation of many former students. In Hawai‘i, other entities for which our alumni work include: DLNR Division of Forestry and Wildlife, Office of Mauna Kea Management, Pōhakuloa Training Area, Department of Health, UH Hilo, Big Island Invasive Species Committee, ‘Imiloa, NOAA, Conservation International, Hawai‘i Community College, College of Micronesia-FSM, Arizona State University, The Nature Conservancy, Aloha Kuamo‘o ‘Āina, Hui Aloha Kīholo,
25 Hawaiʻi Environmental Education Alliance, UH Mānoa, San Diego Zoo Global, and National Ecological Observatory Network. Other alumni make a living with consulting, and some are leaders in the business community in Hawai‘i (e.g., President of Shipman, Ltd., founder of Island CPR). Many of those alumni that currently reside on the mainland are also working in environmental related fields.
Evidence of Faculty Quality UH Hilo Tenure-Track Faculty TCBES faculty span four colleges and many departments. Not all TCBES faculty have taught TCBES courses due to the demands within their own departments. Teaching excellence, however, is extremely important to the success of the program. Special care is taken to choose instructors for the first semester team-taught core courses (CBES 600 and 601), in which students are exposed to the process of how to do science and how to act like a conservation professional. The Core teaching team consists of three faculty who work together and participate in all course aspects, rather than separating the course into individual sections taught independently by individual Core faculty. These Core faculty require numerous oral and written assignments, and provide copious feedback on these assignments. The result has been a first-year cohort that is dramatically stronger after the first semester. Feedback from students comes through standard UH Hilo course evaluation forms as well as a more detailed online evaluation called Student Assessment of Learning Gains. Laulima (the UH system educational server) functions as the platform for posting resource materials, which include lectures, peer-reviewed articles, handouts, computer code, etc. All faculty are available to students for at least three hours per week during regularly scheduled office hours. In addition, most are happy to meet and advise students outside of normal office hours, or when their door is open.
While not all faculty have taught TCBES courses, all are active researchers; one indication of that is peer-reviewed publications (Table 6). Many TCBES faculty have served as primary advisors (note: these numbers include students that are still in progress with their degrees and those who did not finish, so total number of students shown is greater than our total number of graduates). Some of the TCBES faculty listed here may not have served as primary advisors, but have served on graduate student committees; the activity of departments on student committees is shown in Table 8.
Table 6. Tenure-track faculty involvement in teaching, mentoring, and research. The TCBES faculty list is diverse, and includes faculty that have left UH Hilo due to retirement or those who have moved on to other employment. Information for Table 6 was gleaned from program records, consultation with faculty, and literature searches.
TCBES No. No. Peer- Courses TCBES No. Reviewed Taught Students TCBES Name Current Rank Publicatio (Alpha for Mentored Students ns (Career each is as Primary Graduated Total) CBES) Adviser Former TCBES and Marine 600, 601, Jason Adolf 5 5 40 Science Faculty 602
26 Associate Professor, 600 4 1 35 Norman Q. Arancon Horticulture Jonathan Awaya Associate Professor, Biology 620 3 3 14 Associate Professor, Celia T. Bardwell- Philosophy; Chair, Gender and 0 0 9 Jones Women's Studies Program Interim Dean, College of Natural and Health Sciences; 600, 601, Chair, Natural Sciences 9 8 55 602, 605 Division, Professor, Marine James P. Beets Science
Professor, Geography and 645 1 2 19 Kathryn J. Besio Environmental Sciences
Assistant Professor, Marine 600, 601, John Burns 2 0 11 Science 602 Leng Chee Chang Associate Professor 0 0 65
Associate Professor, Marine 615 3 2 10 Steven Colbert Science Chair & Professor, Marine 4 4 32 Marta deMaintenon Science Former TCBES and Geography Donna Delparte 2 2 40 Faculty
Assistant Professor, 697 4 3 15 Jesse Eiben Entomology Armando García- Associate Professor, 2 2 22 Ortega Aquaculture Associate Professor, Anthropology; Coordinator, Pacific Island Studies 0 0 10 Certificate, PISC; Project Joseph H. Genz Director: IOA LSAMP
Unit Leader, U.S. Geological Survey-Hawaii Cooperative 600, 601, 2 0 40 Timothy B. Fishery Research Unit; Adjunct 602, 663 Grabowski Associate Professor
Retired TCBES and Biology Leon Hallacher 1 1 18 Faculty Mazen L. Hamad Professor, Chemistry 1 0 20
Chair & Professor, Biology. 677, 690 28 17 43 Patrick J. Hart Associate Director, TCBES Director of PACRC; Associate 7 5 17 Maria C. Haws Professor, Aquaculture
27 Kevin D. Hopkins Professor, Aquaculture 6 4 25 Professor, Pharmaceutical 4 3 38 Susan Jarvi Sciences Professor Emeritus, Geography James Juvik 3 2 62 and Environmental Sciences Professor Emerita, Geography Sonia Juvik 1 0 19 and Environmental Sciences Marina Karides Chair & Professor, Sociology 645 1 0 34 Matthew Knope Assistant Professor, Biology 697 1 0 19 Associate Professor, Tropical 2 1 24 Yiqing Li Forest Ecology & Management Christopher Lu Professor, Animal Science 0 0 109 Steven P. Lundblad Chair & Professor, Geology 0 0 24 Sarah Marusek Professor, Political Science 697 0 0 21 Dean, College of Agriculture, Forestry and Natural Resource 1 1 50 Management; Professor, Soil Bruce W. Mathews Science 605, 655, Professor Emeritus, Biology 9 8 60 William J. Mautz 690, 694
Karla J. McDermid Professor, Marine Science 603 8 6 42 Smith Jené Michaud Professor, Geology 635 2 2 19 Jon-Pierre Michaud Associate Professor, Chemistry 610, 665 3 2 17 Professor, Anthropology; Director Heritage Management 1 1 33 Peter R. Mills MA Program
600, 601, Associate Professor, Biology 3 2 22 Cedric C. Muir 605, 675 Stan T. Nakanishi Assistant Professor, Biology 0 0 15
Professor, Biology; Director, M.S. in Tropical Conservation 600, 601, 20 14 81 Biology and Environmental 602, 690 Rebecca Ostertag Science Adam A. Pack Chair & Professor, Psychology 4 1 90
Former TCBES and Geography 640, 670 Sun Y. Park 0 0 Unknown Faculty
Former TCBES and Marine Michael Parsons 1 1 46 Science Faculty
28 Associate Professor, 640, 670, 4 2 16 Ryan Perroy Geography 681
Former TCBES and Biology Brian Perry 1 1 51 Faculty Matthew Platz Professor, Chemistry 0 0 358 Former TCBES and Biology Donald Price 18 17 51 Faculty
609, 633, Chair & Associate Professor, 645, 657, 11 10 24 Geography Jonathan Price 690
Professor Emeritus, Craig Severance 2 2 17 Anthropology
Former TCBES and Geography Rosemary Sherriff 56 Faculty
Michael H. Professor, Plant Pathology 603, 620 4 2 19 Shintaku
Former TCBES and Biology Elizabeth Stacy 12 10 34 Faculty
Former TCBES and Geography Michael Steinberg 1 1 4 Faculty Shihwu Sung Professor, Applied Engineering 690 2 1 75
600, 601, Assistant Professor, Biology 3 1 11 Jolene T. Sutton 602, 677
Former TCBES and MARE 600, 601, Misaki Takabayashi 9 8 39 Faculty 602, 620 Li Tao Assistant Professor, Biology 0 0 13
Associate Professor, Marine 602 7 5 10 Jason P. Turner Science Assistant Professor, 0 0 8 Grady Weyenberg Mathematics
Professor,Faculty Supervisor, 600, 601, 12 9 29 Tracy N. Wiegner UH Hilo Analytical Lab 602 234 172 2180
A key benefit of the TCBES program has been the research productivity of its faculty. Since FY 2012, its faculty have generated over $32 million in extramural funding (Table 7). These funds can be seen in the following table. They reflect only funds accruing directly to UH Hilo, and are not reflective of awards made to faculty as part of collaborative projects with other institutions or those awarded to the UH System – those awards would drive this total up dramatically but are
29 not included here. Therefore, Table 7 is a minimum for faculty grants and is meant to illustrate the tremendous grant abilities of our faculty. Faculty in the TCBES maintain active collaborations with faculty across the UH system, as well as nationally and internationally. In addition, they regularly collaborate with scientists at a variety of state and federal agencies, and some of our faculty garner funds through other institutions (e.g., Marsden Fellowship).
TCBES itself was initially developed under the auspices of the National Science Foundation’s EPSCoR award titled “Investing in Multidisciplinary University Activities (IMUA), #0237065, $9M. That project’s co-Principal Investigator, Dr. Donald Price, convened a group of faculty from across UH Hilo, and through wide ranging discussions and facilitated meetings, the M.S. program in Tropical Conservation Biology and Environmental Science emerged. This entrepreneurial spirit has continued to be a driving force behind TCBES, with its faculty becoming arguably the most productive group at UH Hilo with respect to competing for extramural funds on federal, state, and non-governmental levels over the course of its existence. The hallmark of this spirit of collaboration and practice of breaking down administrative barriers is perhaps most evident in the three multi-investigator awards subsequently conveyed upon TCBES faculty by NSF:
NSF GK-12: Partnerships for Reform through Investigative Science and Mathematics (PRISM), award #0538721, $1.8M. Over the course of this three-year project, TCBES worked closely with the Hawai‘i Department of Education as the pioneering initiative improved science and mathematics education in K-8 schools serving a rural and ethnically diverse student population in Hawai‘i. The project developed teaching methods and curriculum based on the current educational standards, training TCBES PRISM Fellows in pedagogy and introducing HIDOE teachers to research based teaching. The collaboration used NSF supported materials relevant to the local regions through the advancement of discovery and understanding of science and mathematics related to local interest topics. Curriculum developed by this exciting project is still available for use by K-8 teachers. NSF CREST: Center in Tropical Ecology and Evolution in Marine and Terrestrial Environments, award #0833211, $5.0M. This five-year project enabled the TCBES Program to become a highly collaborative research center in tropical conservation biology and environmental sciences in Hawai‘i. The project pursued three research themes: The Evolutionary Genomics and Ecology of Local Adaptation and Speciation (EGES), Coral Reef Ecosystems (CRE), and Terrestrial Ecology and Climate Change (TECC). Major goals of the project included promoting a research center of excellence of national importance in conservation biology and environmental sciences in the marine and terrestrial environments, the training of graduate, undergraduate, and post-doctoral students in these fields, and the further development of collaborations with federal and state agencies in Hawai‘i and with faculty at Ph.D.-granting institutions. The NSF CREST Program built on the strengths of the TCBES Program, including Hawai‘i’s outstanding natural laboratory featuring a tremendous diversity of habitats, endemic species, and endangered species; an integrated research and education program building the STEM pipeline for students in Hawai‘i from K-12 through to undergraduate and graduate programs; and strong partnerships with federal and state agencies in Hawai‘i. NSF CREST: Understanding Biotic Response to Environmental Change in Tropical Ecosystems Through a Place-Based Context, award #1345247, $5.0M. This second five-year
30 award from NSF CREST, still on-going at the time of this Program Review, has enabled UH Hilo to further develop the Center for Tropical Conservation Biology and Environmental Science (TCBES) and pursue research focused on enhancing the understanding of biotic response to environmental change in tropical ecosystems through a place-based context. TCBES integrates detailed ecological, evolutionary, and genomic research with bioinformatics analysis and Geographic Information Systems modeling. The center is training the next generation of scientists and professionals, particularly from Native Hawaiian and Pacific Islander communities, with the interdisciplinary perspective that is required to both study and effectively steward the spectacular yet fragile ecosystems found throughout the region. The Center seeks to become a fully established, self-sustaining locus of research and training and create a Professional Master’s program in TCBES fields, capable of advancing state-of-the-art research, training, and resource management in evolution, ecology and genomics. The Center focuses on three synergistic research themes in its sub- projects: Organismal Response to Environmental Change (OREC), Behavioral Responses to Environmental Change (BREC), and Dynamic Interactions between Symbioses and Environment (DISE). Integration of next-generation DNA sequencing and bioinformatics analysis in each of the research areas is allowing unprecedented insight into the molecular basis of biotic responses to environmental change.
Together these awards have expanded on regional and national partnerships developed by TCBES faculty in the areas of ecology, evolution, and genetics to generate a diverse, technologically and scientifically literate workforce to meet the growing need for sound management of Hawai‘i’s fragile natural resources. We expect this work will advance TCBES faculty to a nationally competitive level in applying genomic tools to predict organismal responses to climate change and other environmental challenges, will produce M.S.- and Ph.D.- level scientists who will be able to apply these concepts and techniques in a culturally relevant context, and will elucidate the impacts climate change will have on the geographic ranges and social and symbiotic interactions of species in Hawaii and the broader Pacific region. TCBES researchers are launching bioinformatics and bioacoustics laboratories in association with established genetic, analytical and spatial data analysis core research facilities to further enhance Hawai‘i’s capacity to train technologically-proficient scientists who can address the conservation challenges facing the state and Pacific region.
31 Table 7. UH Hilo faculty grants funds directly coming to UH Hilo over the period of fiscal year 2012-2019. The faculty list includes present faculty and some faculty who are no longer at UH Hilo.
Affiliate and Adjunct Faculty
TCBES students and faculty collaborate with many individuals that represent other universities, government agencies, and non-profits. In order for these individuals to serve on TCBES student committees, the present rules require that they attain affiliate or adjunct status. Such status is given after being voted on by the TCBES faculty and then approved by the Vice Chancellor for Academic Affairs. Affiliate and adjunct faculty are allowed to sign Master’s thesis forms and can serve as PIs on grants that are run through UH Hilo. What is truly remarkable is the number and variety of agencies that have participated in the program (Table 8).
Table 8. Affiliations of committee members on TCBES thesis committees and the number of student committees. Numbers are underestimates due to some missing data in the early years of the program. UH Hilo departments that served on student committees are listed first, followed by the large number of committee members from many academic, state and federal government, research institutions, and non-profit agencies associated with TCBES. UH Hilo Anthropology 7 Biology 213 CAFNRM 61 Chemistry 10 Geography 58 Geology 8 Marine Science 121
32 Mathematics 1 PACRC 1 Pharmacy 7 Philosophy 1 Psychology 6 Affiliates Boston University 1 Chapman University 1 Colorado State University 1 Conservation International 1 Cornell 2 Department of Hawaiian Home Lands 1 Eastern Mennonite University 1 Edith Kanaka‘ole Foundation 2 German Centre for GeoSciences, GFZ 1 Hawai‘i County Planning Dept 1 Hawai‘i Division of Aquatic Resources 8 Hawai‘i DLNR Surface Water Protection and Management Branch 1 Hawai‘i DOFAW DLNR 1 Hawai‘i Pacific University, Natural Science 1 Hawai‘i Wildlife Fund 1 Hawai'i-Pacific Islands CESU 2 ‘Imiloa Astronomy Center 1 Kai Palaoa 1 Kamehameha Schools 1 Kauai Endangered Seabird Recovery Project 1 Lanakila Learning Center 1 Louisiana Sea Grant 1 Mālama O Puna 1 Maui Nui Seabird Recovery Project 1 Monterey Bay Aquarium Research Institute 2 National Marine Fisheries Service 1
33 National Oceanic and Atmospheric Agency 11 National Park Service 4 Office of Mauna Kea Management 3 Oregon State University 1 Purdue University, Forestry and Natural Resources 1 San Diego Zoo Global 1 San Jose State University 1 Smithsonian National Museum of Natural History 1 Smithsonian Tropical Research Institute 1 Stanford University 1 UC Berkeley 2 UH Hilo Core Genomics Lab 1 UH Hilo Kīpuka Native Hawaiian Student Center 1 UH Mānoa Biology 1 UH Mānoa Botany 2 UH Mānoa CTAHR 1 UH Mānoa HIMB 8 UH Mānoa NREM 1 UH Mānoa SOEST 2 UH Mānoa Zoology 1 University of Arizona 1 University of Maryland 1 University of Nevada Las Vegas 3 USDA ARS 9 USDA Forest Service 31 USDA-APHIS-WS National Wildlife Research Center 1 USFWS 1 USGS Hawai‘i Cooperative Studies Unit 2 USGS PIERC 19 USGS Southwest Biological Science Center 1 Virginia Tech 1
Service
34 Service in TCBES is voluntary, but is considered an important component for TCBES faculty. As defined in Appendix 5, to be considered part of TCBES must either serve as primary advisor to Master’s student(s) OR be active in a combination (two or more) of the different types of activities within a 3-yr period. These activities are: Teaching at the graduate (600) level) or at the 400/600 level (dual listed). Serving on graduate student thesis committees. Providing service to TCBES program (via Executive Committee, Admissions Committee, the TCBES symposium, seminar speaker, etc.). The TCBES Director provides a substantial service to the program. The first Director of the program was Dr. Donald Price, who initiated the program in 2004 and served as director until his departure from UH Hilo in May 2016. Price ably led the program through substantial growth and development, and served as PI on several instrumental NSF grants that boosted TCBES enrollment, faculty, and facilities (i.e., EPSCoR, PRISM, CREST). With his departure it was decided to try a model of a Director and Associate Director (currently filled by Dr. Rebecca Ostertag and Dr. Patrick Hart, respectively). Their main objectives have been to better codify TCBES and seek broader institutional support, and their list of duties is in Appendix 6, which highlights the complexities involved in running an interdisciplinary program across colleges. Ostertag and Hart formed an Executive Committee, made of departments active in TCBES, to serve as an active advisory committee, meeting almost weekly for the last 2.5 years. The Executive Committee has drafted several important documents including criteria for participation in TCBES (Appendix 5) and bylaws (Appendix 7). They also developed a review process for Graduate Assistants, devised a new curriculum design for the Internship track, wrote memos on college reorganization and inter-college collaboration, devised criteria for rewarding faculty mentoring of graduate students (but which have been unable to be applied), and assisted in the design of a new logo, and revised mission and vision statements.
V. Challenges for TCBES Program Below we highlight current challenges faced by TCBES.
1. Teaching: A major ongoing challenge for the TCBES program is ensuring that an adequate number of graduate courses are taught each semester. Because the locus of tenure for all TCBES faculty is within other UH Hilo Departments, TCBES has little control over the assignment of faculty to teach both required and elective TCBES courses. One example is the unwillingness of deans and department chairs to assign their faculty to teach TCBES courses. While academic units must deal with their teaching needs, there also needs to be a recognition of the value of TCBES for these academic units serving undergraduate students. TCBES is vital to the function of UH Hilo in that it provides opportunities for undergraduate education, key research support for faculty that improves retention (of both students and faculty), and builds links to the community. TCBES students are only allowed to take six credits of 400-level courses but there has been declining support for stand-alone 600-level classes (vs. dual-listed 400/600 level). While some classes can be taught dual level and teaching 400/600 level courses can be economical, there are some courses that need to remain only at the 600-level for pedagogical reasons. First, some classes are best taught exclusively at the graduate level due to the complexity of topics and higher level of
35 expectations for learning outcomes. Second, some classes need to be exclusive to the 600 level in order to fully engage students in a rigorous and vibrant M.S. program and support a graduate culture as stated to be a critical component of graduate level programs by WASC. Third, about 40% of TCBES students who enter the program were UH Hilo undergrads, and cannot enroll in a 600-level version of a 400-level course they have taken.
2. Internship Coordinator: The TCBES Program made a strategic decision to place more emphasis on its Internship Track. Feedback provided by employers of our TCBES alumni and by current and former students indicated that the thesis-based research focus of the TCBES degree does not necessarily provide the best possible training for students who seek positions in environmental management, policy, or planning. These positions, regularly available at many government agencies and non-governmental organizations (NGOs), often require different skill sets than those taught in the thesis-based academic program, including training in social sciences, culture, business, regulations, law, and human resources.
The expansion of the Internship Track is important for the growth and resilience of TCBES, as it increases the number of M.S. students and broadens the student population we serve. Many of the internship students will pay full tuition, and the track will tend to attract more students from out of state. The first year under this revised track, we had record high applications and enrollment (n = 23 in the new cohort, 13 internship and 9 thesis). The intention of the Internship Track is that students will be provided supervision by an instructor. Unfortunately, at the same time as our program developed, the university hit on hard financial times, so that the first semester we were able to only hire Ms. Lisa Canale as a lecturer, and the second semester as a temporary instructor hire.
Securing of long-term funding for this internship coordinator position is an immediate need that is absolutely essential to the success of the program. A long-term position requires a university position number, which is at the discretion of higher administrators. The rationale for this position is clear when one considers the duties: 1) networking, communication, identification of student opportunities for conservation-related work experiences locally and statewide; 2) building partnerships and writing agreements with agencies; 3) teaching lecture and laboratory courses on topics in introductory biology, conservation biology, environmental science, experimental design, scientific literacy, professional development, and internship planning; 4) working collaboratively with faculty to create any new or revised policy and procedures necessary to ensure the academic quality of internships and student participation; and 5) monitoring and assessing of internship projects and student success, and serving as academic advisor to students within the Internship Track. The Internship Coordinator needs job security as it is an iterative position that builds upon contacts with the natural resource management community and is based on trust of these partners. In the inaugural year, we have had immediate success placing our 13 internship students due to the long-standing professional contacts of TCBES faculty and Ms. Canale.
3. Release Time for Faculty Mentoring: UH Hilo currently offers no compensation to faculty for their time spent mentoring TCBES graduate students. Because of the high teaching load for UH faculty, compensation for time spent mentoring graduate students is critical to the long-term viability of the program. Some level of support was sporadically provided in the
36 past through the office of the Vice President for Research and Innovation whereby the TCBES Executive Committee was tasked with creating and administering a protocol by which research-active faculty with graduate students were provided with single-semester teaching releases. Criteria included total number of graduate students successfully mentored to graduation, faculty rank, and plans to acquire extramural funding. This program appears to have been halted at least two years ago.
4. Graduate Student Support: The number of Graduate Assistantships (GAs) provided to students by the university each year has varied greatly since the inception of the program (a document summarizing the annual fluctuation of GAs in the TCBES program was provided to the offices of the Deans of CAS, CAFNRM, and CNHS and to the VCAA in October 2018). Currently, the University has committed to funding five GA positions per year through the use of RTRF funds. This support is essential to attracting highly qualified students and maintaining the quality and stature of the program. Unfortunately, this support is not guaranteed through a MOA and could be reduced by future administrators. The TCBES Executive Committee recommends formalization of a policy by which the university can guarantee funding for a minimum of five GA positions per year.
5. Funding of Shared Laboratory Facilities: The three shared lab facilities started under EPSCoR funding (SDAV, Core Genomics, and Analytical Lab) originally had their laboratory manager salary paid for by various EPSCoR grants. These labs are essential for research productivity and are necessary for faculty retention. With the cessation of EPSCoR, central administration decided to eliminate the technician for the SDAV lab and to use returned overhead (RTRF) to fund the laboratory manager salaries. The VCAA at the time, Matthew Platz, decided to consolidate all the RTRF generated by TCBES faculty into one pool, forgoing giving money to the deans, departments, and individual investigators to pay for those lab manager salaries. The management of TCBES RTRF was given as a duty to the TCBES Director in May 2016. It has since been used to pay for the laboratory, for vehicle maintenance, and for teaching release and summer salary of the Director and Associate Director.
RTRF is declining throughout the University of Hawai‘i, and UH Hilo has been hit especially hard due to some decisions made by the UH System. In addition, the cessation of the NSF CREST grant will greatly reduce the RTRF specifically targeted for TCBES. In light of declining RTRF, difficult decisions need to be made about how to pay for these positions. Currently, RTRF is paying for the salary of the Analytical Lab manager and a student employee position for the Core Genomics facility. The university needs to evaluate the value of these shared lab facilities and consider these fixed costs. In addition, air conditioning failures in Wentworth threaten the viability of the equipment. The annual reports of the facilities (Appendix 1) show the greatest use of the Analytical Lab and the least use of the Core Genomics facility. However, the Core Genomics facility can have good potential as a teaching laboratory, but the cost of supplies for genetic work is high. The SDAV lab is generating interest and income and is currently receiving no support from TCBES RTRF.
6. Affiliate Faculty: The TCBES program relies on affiliate faculty, as many students choose committee members that are outside of UH Hilo (see Table 8) and with the rise of the Internship Programs, it is likely some of those mentors will also become affiliate. The
37 University of Hawai‘i system requires that any committee member not already on staff given signature authority be hired as a non-compensated employee. Briefly, the process is that the TCBES Director puts out a call for applications, faculty and then for a vote at the Graduate Council, and if approved, the TCBES program forwards on the application material (CV, cover letter) to the CNHS Dean’s Office. The Dean sends a memo and CV to VCAA for approval, and then CNHS generates an official letter to the candidate stating terms of the position. The Human Resources department will then send out the Dean's letter and a HR welcome packet with a variety of forms that require additional processing upon return. Hires need to be renewed annually. Unfortunately, hiring affiliate faculty is currently a slow process at UH Hilo, mainly due to the fact that these hires are not made a priority by the offices processing the paperwork, which can hinder the graduation of our students.
7. Better Communication and Morale: Because TCBES is not a department, and because faculty are spread all over campus, it lacks in faculty cohesion. A core group of faculty are dedicated to TCBES and provide most of the service. Most faculty, when they go outside of the university, introduce themselves as faculty from their department but do not include their affiliation with TCBES (as evidenced by conference presentations, email signatures, etc.). It would be very valuable to develop a better feeling of group belonging and pride in TCBES among faculty. Similarly with students, the sense of identity could be enhanced. While there is often a strong bond that develops among students in the first semester core courses, those bonds diminish over time as students pursue separate classes and their own research, and generally spend less time on campus.
Another large morale issue is the feeling among TCBES faculty that the UH Hilo administration does not fully support TCBES faculty involvement in the program and graduate programs in general. Graduate programs are expensive and while undergraduate education is the mainstay of UH Hilo, graduate programs add important educational and research opportunities, and provide major workforce development. An active Master’s program with research support and excited, motivated students is vital for faculty retention. UH Hilo has had difficulty in keeping faculty in these fields, despite the attractiveness of the environmental opportunities in Hawai‘i. Faculty retention is hindered by limitations in support for research, including space and funding of graduate students.
VI. Future Program Goals and Resource Requirements Below we outline priorities and brainstorm potential solutions for the future of TCBES.
1. Teaching: To address the issue of faculty assignment to graduate level teaching, the TCBES Executive Committee recently put together some talking points that should be considered by the UH Hilo administration. A major first-step would be the creation of a cross-college Teaching Memorandum of Agreement (MOA). Given the interdisciplinary nature of TCBES, such a MOA could help clarify responsibilities and expectations, and provide guidance for the future.
The TCBES Executive Committee recommends the following talking points be considered in a MOA:
38 Teaching of CBES courses should be approximately proportional to the number of faculty in each of major departments/academic units participating in TCBES. At the moment, CNHS, CAS, and CAFNRM are the units with the most TCBES faculty and students whose research topics relate best to these units. The possibility of teaching TCBES courses should be mentioned in faculty hiring letters. It may help with faculty recruitment if is known that TCBES participation is welcomed. Departments/academic units should be encouraged to have their faculty teach in the TCBES Core Classes (TCBES 600, 601, 602, and 603). These cross-disciplinary perspectives are vital for the students, and serve to promote the perspectives of the Core professors’ academic disciplines. Undergraduate students who see their academic peers engaged in graduate coursework related to their undergraduate degrees are more likely to see themselves in similar pursuit, thus increasing the pool of applicants to TCBES from UH Hilo. An agreement should be made across colleges so that a certain minimum number of CBES courses and 400/600 level courses are taught per academic unit per year. The program is committed to a recent curriculum change that groups classes as either Foundations, Applications, or Methods (see Table 3), and TCBES plans to teach at least one course from each category per semester. The administration should be able to provide assurance to the program that a certain level of funding will be available from the VCAA office each year to hire lecturers for departments that assign their faculty to teach in the TCBES program. Similar to departments, TCBES should continue to be given an annual B budget to pay for laboratory and field supplies for instruction, van use, equipment, etc. Currently the B budget is within CNHS.
2. Reassigned Time for Faculty Mentorship: Faculty spend considerable time mentoring graduate students throughout their time at UH Hilo and beyond. All Thesis track students must take a minimum of six 700-level thesis credits as a requirement for graduating. However, the faculty that are providing the mentorship for these students do not receive credit for these CBES 700 credits, which students typically take over several semesters. The TCBES Executive Committee recommends a policy by which 700 level thesis credits may be used to provide one or two teaching releases total per semester for TCBES faculty. One potential formula for assigning releases to faculty is for each 30 credit-hrs of 700-level CBES courses taken by students per semester, the university agrees to provide a single teaching release to a faculty in the program. These 30 credit-hrs are equivalent to a single 3-credit course in which 10 students are enrolled. The TCBES Executive Committee would choose the faculty member(s) that qualify for the release(s) each semester by following a selection criteria similar to the one previously used (see section V.3 above). Another suggestion is that reassigned time be given for graduating students (as primary advisor) with a formula of 3 credits reassigned for a certain number of graduates. Finally, giving faculty credit for mentoring the GAs should also be considered.
3. Reassessment of the Organizational Structure of TCBES: The Executive Committee spent much of AY 2017-2018 investigating different structures for TCBES, but in the end were discouraged from proceeding due to the current financial situation of UH Hilo and high
39 number of interim administrators. The main issue articulated by the Executive Committee is that the lack of a larger organizational structure means that TCBES cannot hire faculty or have the same autonomy as other academic units on campus. TCBES is the only Master’s degree at UH Hilo that functions across departments. At the undergraduate level, the most similar program involving faculty from many departments is the Gender and Women’s Studies Program (https://hilo.hawaii.edu/depts/genderstudies/).
While details of becoming a School or Department would need to be worked out, a recommendation would be to reassign some of faculty time to TCBES from their existing departments. For example, a faculty could have 12.5% of their time in TCBES (teaching 1 course per year or other duties). An additional recommendation is to create a mechanism that allows TCBES to directly hire faculty into the program with tenure residing in TCBES. The Executive Committee did not explore the possibility of creating a parallel undergraduate degree or certificate track, but that could be another possibility. Concerns about remaining distinct from UH Mānoa are an important part of these discussions.
4. Equity of Graduate Student Support. According to the BOR Policy 5.207 both UH Hilo and UH Mānoa shall each be authorized to have a Graduate Division; however, the UH Hilo Graduate Division is understaffed, and does not function at a level similar to other universities of comparable size. This higher level organization of graduate programs would improve the entire organization of graduate education. Another inequity is the source of funding for GAs; at UH Mānoa, this funding is reimbursed by the Legislature and at UH Hilo GAs are funded by RTRF. Developing a process that treats UH Hilo GAs similar to those at UH Mānoa would be advantageous to students and support program stability, and would free up RTRF for other things including funding student travel to conferences and supplies for research.
5. Developing a Donation Strategy: Topics related to the environment are viewed highly favorable by the general public, and TCBES needs commitment by the University of Hawai‘i Foundation to develop a more strategic plan for donations. To date, we do not know of any donations to TCBES through the UH Foundation. Development of a strategy could include reaching out to TCBES alumni, planning of field trips and educational outreach, and targeted contact with potential donors. Hawai‘i Island has a large number of potential donors that are interested in doing environmental service and in helping educate students, and these networks need to be developed and maintained by university staff with specific fundraising skills.
6. Developing a Broader Marketing Strategy: The quality and physical setting of the TCBES program at UH Hilo is highly attractive to local, national, and international students. While TCBES has a healthy applicant pool, the promotion of the Internship Track opens up opportunities to recruit more students. Currently, the only advertising that is conducted is through the emailing of program brochures to relevant list-serves. With a greater applicant pool, the program could be more selective in choosing the most appropriate students, particularly in the Internship Track.
40 7. Finding Support for Program Needs: TCBES has no clerical staff and would greatly benefit from a half-time office assistant that can be involved in fiscal administration, student support, record keeping, program marketing, and website maintenance. Current support to the program has come from staff that have been paid by the NSF CREST grant that fit in helping the TCBES program when they have time, but this agreement has never been formalized. With the expiration of CREST funding, TCBES needs a more secure strategy for program management.
Another need for the program is a 4-wd van that would greatly facilitate the ability for students to go on field trips. It would also allow TCBES students take advantage of the research opportunities at the UH Hilo Hakalau Forest Biological Field Station, which UH Hilo manages, but which few TCBES students visit. Currently, no TCBES students are conducting their thesis research at the station.
The TCBES B budget has been approximately $2000-3000 per year for the last several years. There is a need for greater B budget funds to buy office supplies, computers, and printers for the Graduate Workroom, to buy basic field supplies and pay laboratory costs for classes, and to support the new student Orientation.
8. Weekly Seminar Series: One avenue where we note this lack of cohesion is at the weekly TCBES seminars. Students are required to attend during their first year, but we rarely see the second- and third-year students in the audience. Similarly, only a small number of faculty attend the seminars. To improve attendance, the seminars were moved to Fridays at 3 pm, and a monthly pau hana is planned by the student club. However, perhaps a more radical idea to revamp seminars should be explored.
9. Potential Name Change: The idea of a name change has been brought up several times, especially as the program has broadened since its origins to include more social science and sustainability science. A name change that emphasizes these new themes might be advantageous. Some suggestions are: Tropical Ecology and Environmental Studies (TEES), Resilient Ecosystems and Environmental Studies (REES), Conservation, Tropical Ecology and Environmental Science, or Conservation, Resilience, and Environmental Science in the Tropics.
41 VII. External Reviewer’s Report
42 VIII. Memorandum of Understanding
43 IX. Appendices Appendix 1: Shared use laboratory annual reports
UH Hilo Evolutionary Genomics Core Facility The UH Hilo Evolutionary Genomics core facility functions as a service lab. The lab offers technical training sessions in genomics, as well as DNA sequencing and DNA genotyping services. The facility promotes research, training, and collaboration with faculty and students from UH Hilo and other campuses, and with US Federal and State of Hawai‘i agencies, and provides researchers, educators, and students access to genomic services and technical training that may not be otherwise available.
Summary of Activities 2014 Number of Students training/mentoring: 69 Number of training/mentoring sessions provided: 157 Number of lab tours & mini lectures provided: 13 (TCBES cohort, HCC Bio 170L, UH Bio 101L) Genotyping by Sequencing (GBS) Techniques lab group workshops: 8 Internship: 2 PIPES Students for summer Next generation genome sequencing PGM (Genome sequencing and GBS): 6 runs UHH students
DNA services DNA sequencing: 21 clients -1800 samples DNA genotyping: 2 232 samples DNA Extraction Activity for a fee ($20.00 per person): 1 (Thanksgiving:10 participants) DNA training for fee: 2 technicians at USGS w Carter Atkinson's lab
Conference: Island Biology (July) Honolulu Nene poster presentation Professional Training: UH Mānoa 16S Metagenomics Techniques on PGM Powerpoint Presentation: TCBES Symposium “UHH core Genomics Facility” TCBES Symposium: volunteered as presentation judge EPSCoR Retreat: February 7th and 8th Letters of Recommendations for faculty support, grad program and summer internship: 2
44 Summary of Activities 2015 Number of Students training/mentoring: 54 Number of training/mentoring sessions provided: 102 Number of lab tours & mini lectures provided: 16 (Chinese Scholars, BIOL 101L, BIOL 357L, TCBES, STEM, HCC) Internship: 2 (1 SEED intern from Kamehameha, 1 PhD student from China (April 2015)) Next generation genome sequencing PGM (Genome sequencing, metagenomics and GBS): 8 runs UHH students DNA Services DNA Sequencing: 8 clients, 437 samples DNA Genotyping: 2 clients, 1069 samples DNA Extraction Activity for a fee ($20.00 per person): 4 (UHH Alumni dinner, C-4 Club, STEM program) DNA training for fee: 2 faculty from UH Maui Peter Fisher and Sandy Irwin PowerPoint Presentations: “UHH Core Genomics facility Presentation to the Upperbound Summer Program” (June 2015) Ion World JABSOM, Honolulu: “SNP Discovery across the genomes of two endemic birds, the Nene and the Amakihi, using genotyping by sequencing (GBS) methods and Ion Torrent PGM technology”.(October 2015) Presentation to the Genomics for ecologists Conference in Hilo May 2015 “University of Hawaii at Hilo Core Genomics Facility”.(May 2015) Professional Training: Admin tutorials with FA Professional Training: New lab instrument "Chef" Professional Training Bioinformatics classes: 4 Letters of Recommendations for faculty,grad program and summer internship: 5 Conferences: 3 (UHH Genomics for Ecologists, ATCB Honolulu, JABSOM Ion World Tour)
45 Summary of Activities 2016 Number of Students training/mentoring: 53 Number of training/mentoring sessions provided: 78 Number of lab tours & mini lectures provided: 13 (TCBES cohort, HCC Bio 170L, UH Bio 101L, CREST, BIOL 466L) Next generation genome sequencing PGM (Genome sequencing and GBS): 6 runs UHH students Moving core lab supplies and some instruments to LS 22 for June closure re-roofing DNA Services DNA sequencing: 13 clients 691 samples DNA genotyping: 0
In a nutshell over the past 3 years Number of Students training/mentoring: 176 Number of training/mentoring sessions provided: 337 Lab tours/lectures: 42 Internship: 4 DNA Activity for a fee with groups: 5 DNA Training for a fee: 4
46 List of UH System users of Genomics Lab from 2013-2018
Faculty Department Capacity
Misaki Takabayashi Marine Science/TCBES G,U,R,L,S
Karla McDermid Marine Science/TCBES G,U,R,L,S
Jolene Sutton Biology/TCBES G,U,R,L,S
Jonathan Awaya Biology/TCBES G,U,R,L,S
Elizabeth Stacy Biology/TCBES G,U,R,L,S
Donald Price Biology/TCBES G,U,R,L,S
Davin Vicente Biology/TCBES G, U, L
Patrick Hart Biology/TCBES G,S
Jason Adolf Biology Post-doc/TCBES U, S
John Hamiliton Marine Science/TCBES U,S Michael Shintaku CAFNRM/TCBES G,U,R,L,S
Maria Haws CAFNRM/TCBES G,R,L,S
Legend: G – grad students; U – undergrad students; R- research; L- lab tours/training; S-sample submission
47 UH Hilo Analytical Laboratory
The Analytical Laboratory is utilized by students, faculty, and researchers for supplies, laboratory training, and research-associated space. It is a state-wide resource that is highly regarded as one of the best fee-for-services laboratories in the state because of its quick turnaround time and high-quality data. The laboratory has aided in numerous publications in peer-reviewed journals, as well as supported faculty and researchers in obtaining extramural grants by offering them competitive fees. Training on analytical instruments, standard laboratory practices, safety, and methods are also offered. Without the facility, teaching and research would be greatly negatively impacted at UH Hilo, with the UH system, and at state and federal agencies. Highlights from 2013-2018
Awarded NSF MRI grant in 2015 for a new IRMS with 3 peripheral units ($576,328) Awarded ACS SEED grant in 2015 for training local high school student ($2500), attended and presented with student at ACS Annual Meeting in Honolulu, HI Houses 10 Analytical instruments– Thermo Delta V IRMS, Thermo GasBench II, Thermo TC/EA, OI Analytical 1030W, Shimadzu TOC/TN, Technicon Autoanalyzer, Costech Elemental Analyzer, Thermo Delta V IRMS, Latchet QuickChem, Thermo iCap 7400 DUO 1400 jobs to date, with number of samples in each job ranging from 2-2000. 2013 – 125 jobs; 2014 – 118 jobs; 2015 – 148 jobs; 2016 – 130 jobs; 2017 – 187; 2018 – 151 jobs Employed 6 undergraduate and graduate student assistants, including 2 HELP (Highly Engaged Learning Placement) students for last two years Taught 4 directed studies courses for TCBES graduate students on instrument analysis Trained 135 UH Hilo students (TCBES – 60, undergraduate – 75) in lab methods and safety Trained 12 UH Hilo PIPES interns Mentored 2 UH Hilo PIPES intern for a summer project Mentored 16 local high school/intermediate students (Waiākea, Kamehameha, Waiākea Intermediate) Provide annual laboratory tours to 20 different UH Hilo classes (TCBES, Marine Science, Biology, Chemistry, and CAFNRM), including instrument demonstration and assistance with method procedures Provide annual tours to high school groups Aided in over 150 peer review journal articles Recruit Hawai‘i state and federal agency clients from UH Hilo faculty including: USDA Forest Service, NPS, USGS, NOAA, DWS, DAR Provide competitive fee rates to UH faculty increasing their extramural grant success rates Obtained new clients through UH Hilo TCBES alumni from Australia, Saudi Arabia, Peru, Spain, Cambodia, India, Portugal Attended and spoke at multiple conferences to promote the lab
48 List of UH System users of Analytical Lab from 2013-2018 Faculty Department Capacity Tracy Wiegner Marine Science/TCBES G,U,R,L,S Jason Adolf Marine Science/TCBES G,U,R,L,S Jim Beets Marine Science/TCBES G,U,R,S Steve Colbert Marine Science/TCBES G,U,R,L,S Misaki Takabayashi Marine Science/TCBES G,U,R,L,S Karla McDermid Marine Science/TCBES G,U,R,L,S Lisa Parr Marine Science/UNIV 101 U,L John Burns Marine Science/TCBES G,U,R,L,S Jason Turner Marine Science/TCBES G,U,R,S Makani Gregg Marine Science U,R,L,S Rebecca Ostertag Biology/TCBES G,U,R,L,S Cam Muir Biology S Bruce Dudley Biology Post-doc/TCBES G,U,R,S Simona Vadevescu Chemistry U,L Jene Michaud Geology S Steve Lundblad Geology S Charles Simmons Chemistry S Alicia Tanaoka English U,S Don Thomas UH Hilo R,S Maikalani Glendon-Baclig Hawaiian Studies L Armando Garcia PACRC/TCBES G,R,L,S Bruce Mathews CAFRNM/TCBES G,U,R,L,S Yiqing Li CAFRNM L,S Norman Arancon CAFRNM/TCBES G,U,R,L,S Jesse Eiben CAFRNM/TCBES G,R,S Yeo-Myeong Yun Postdoc CAFRNM G,U,R,L,S Colby McNaughton UHH School of Ed S Daniela Guendisch UH Hilo Pharmacy S Margaux Mellot S-STEM program L Staff RCUH RAPD L Creighton Litton UHM-NREM R,S Paul Selmants UHM NREM/TCBES G,U,R,L,S Rebecca Ryals UHM NREM/CTAHR
49 Noa Lincoln UHM-CTAHR R,S Jonathan Deenik UHM-NREM G,R,S Kasey Barton UHM Botany S Caree Edens Hawaii Sea Grant R,S Craig Glenn UHM SOEST S Kelene Keating Kauai CC - MOP L Legend: G – grad students; U – undergrad students; R- research; L- lab tours/training; S-sample submission
50 UH Hilo Spatial Data and Visualization Lab
UH Hilo Spatial Data Analysis & Visualization (SDAV) Laboratory The SDAV Laboratory is a utilized by students, faculty, and researchers for access to geospatial technology and tools and computational resources. The SDAV lab employs geospatial tools for the examination of environmental problems of local significance, and disseminates geospatial tools and knowledge to the larger island community through education and outreach activities. The lab utilizes a suite of geospatial technologies and devices such as small unmanned aerial system (sUAS) platforms, lidar, and hyperspectral imaging, to support ongoing research and educational projects. It has been a critical part of the recent monitoring and research into seismic events on island as well as natural disasters such as hurricanes, catastrophic floods, and other emergent events. The lab has been featured on CNN, PBS NOVA, and other national and international news outlets for its role in analyzing environmental events that have had a direct impact on the lives and economy of citizens of this island. Its web site is available at http://spatial.uhh.hawaii.edu/home.htm
Highlights from 2015-2018 Awarded NSF MRI grant in 2018 for a new terrestrial lidar scanner with differential GPS ($135,944) Awarded NSF RAPID grant in 2018 for a new sUAS platforms and thermal sensors, to assist with lava work ($51,621) Contract work for Hawai‘i County Civil Defense, Hawai‘i County Department of Transportation, Center for the Study of Active Volcanoes, National Park Service, Office of Maunakea Management, Thirty Meter Telescope Pro bono mapping and geospatial analysis projects for local community groups, including the Kahaluu Bay Education Center, Hui Ho‘oleimaluo, and the Kohala Watershed Partnership Employed 9 undergraduate and graduate student assistants Mentored 5 UH Hilo PIPES intern for summer projects Mentored 3 local high school students (Waiakea) Provide annual laboratory tours to 12 different UH Hilo classes (TCBES, Geography & Environmental Science, Geology, and CAFNRM), including sUAS demonstrations and structure from motion 3D model generation Provide annual tours and outreach events to high school and middle school groups
51 List of UH System users of SDAV from 2015-2018 Faculty Department Capacity Ryan Perroy Geography & Env. Sci/TCBES G,U,R,L Jon Price Geography & Env. Sci/TCBES G,U,R Darcy Bevens Geology R, L Asia Wasser Geography & Env. Science G,U Monique Chyba UH Manoa Mathematics G,U,R Julia Hammer UH Manoa Geology G,R Pete Mouginis-Mark Marine Science/UNIV 101 R Ken Hon Geology U,R,L Victor Rasgado Hawaii Community College U,R,L Mark Wasser Geography & Env. Science U,R Rebecca Ostertag Biology/TCBES G,U,R,L Steven Colbert Marine Science/TCBES R Tracy Wiegner Marine Science/TCBES G,U,R John Burns Marine Science/TCBES G,U,R Misaki Takabayashi Marine Science/TCBES G,U,R Oliver Chadwick UCSB Geography G,R Legend: G – grad students; U – undergrad students; R- research; L- lab tours/training; S-sample submission
52 Appendix 2: M.S. Theses of UH Hilo TCBES graduates
2006 Marr, Shenandoah, R. The role of parasites in the invasional success of the Puerto Rican tree frog (Eleutherodactylus coqui) in Hawai‘i. 39 pages.
Purell, Melora. Predicting the potential distribution of an invasive plant using stratified sampling and habitat modeling. 46 pages.
2007 Frayne, Roland D. Examining the comparative foraging proficiency of captive-bred and wild Palila (Loxioides bailleui), an endangered Hawaiian honeycreeper. 68 pages.
Glendon-Baclig, Cybil Eddie-Ann K. Distribution and inorganic speciation of arsenic in Waiākea Mill Pond and Wailoa River Estuary, Hawai‘i Island. 113 pages.
McDaniel, Sierra. Effects of light availability on the germination, growth, and survival of alien grasses and native trees and shrubs. 49 pages.
Russ, Atlantis Dawn. Population genetics of an anchialine shrimp, Metabetaeus lohena, in the Hawaiian Islands. 80 pages.
Souza, Evann. Field control of the invasive little fire ant, Wasmannia auropunctata, (Roger) (Hymenoptera: Formicidae) in tropical fruit orchards. 67 pages.
Tubal, Randee, L. Comparison of dissolved organic carbon bioavailability from native and invasive vegetation along the Wailuku River, Hawai‘i. 34 pages.
Veillet, Anne C. Investigation of inbreeding and inbreeding depression in nene (Branta sandvicensis) using microsatellite DNA fingerprinting and pedigree information. 120 pages.
2008 Doratt, Rogelio Ernesto. The effects of skin and body hydration on the susceptibility of the frog, Eleutherodactylus coqui, to citric acid as a control agent. 53 pages.
Farias, Margaret E. M. Variation in the trap gene of Plasmodium relictum: Prevalence of single nucleotide polymorphisms in infected ‘amakihi (Hemignathus virens) on the east side of Hawai‘i Island. 88 pages.
Jessop, Holly, Sibling sea urchin species of the genus Echinothrix in Hawai‘i: Unification of morphological characters and genetic clades. 80 pages.
53 Kearns, Colby M. Recreational use and impact assessment for Richardson's Ocean Park, Hilo, Hawai‘i. 54 pages.
McGuire, Raymond. Does the invasive tree, Falcataria moluccana facilitate high population density of the invasive Puerto Rican frog, Eleutherodactylus coqui? 58 pages.
McNaughton, Blake D. A biological and social examination of opelu (Decapterus spp.) fisheries in West Hawai‘i, Hawai‘i Island. 55 pages.
Mead, Lucas H. Surface water metabolism in a tropical estuary, Hilo Bay, Hawai‘i, USA, during storm and non-storm conditions. 47 pages.
Warrington, Miyako. Monitoring coqui frog (Eleutherodactylus coqui) populations using sound pressure levels. 55 pages.
Norman, Michelle Noelani. An invasive producer (Albizia) and predator (coqui frogs) alter decomposition processes in a Hawaiian tropical forest. 40 pages.
Pagarigan, Lauren K. Molecular assessment of sub-lethal stress in the Hawaiian coral, Pocillopora meandrina, exposed to elevated inorganic nutrient concentrations and an acute temperature increase. 97 pages.
Patch-Highfill, Leayne D. Estimating genetic diversity of Palila (Loxioides bailleui) and familial relationships of helper males. 98 pages.
Souder, Steven Kazunori. Host specificity and biology of Syphraea uberabensis (Coleoptera: Chrysomelidae) for the potential biological control of Tibouchina herbacea (Melastomataceae) in Hawaii. 52 pages.
Sugishita, Junichi. Habitat use by Hawai‘i ‘amakihi (Hemignathus virens) in low-elevation suburban habitat on the Island of Hawai‘i: Neighborhood and local-scale perspectives. 55 pages.
Tait, James R. Variation of sediment trace elements and stream nitrate isotope ratios with land use in the Waiulaula and Hilo Bay watersheds, Hawai‘i Island, Hawai‘i. 70 pages.
Vaduvescu, Simona. Development of a passive diffusive sampling device for time-integrated assessment of atrazine in Hawaiian streams. 58 pages.
2009 Adams, Lisa M. Free-living Symbiodinium: Genetic diversity and availability for acquisition by asymbiotic coral larvae. 99 pages.
Atwood, Trisha. Effects of hydrological forcing on the structure of a tropical estuarine food web. 45 pages.
54
Chapin, Brandon C. Integrating literature, industry participant knowledge, and fishery data to formulate management recommendations for a targeted marine aquarium species, Centropyge potteri (Pomacanthidae), in the Hawaiian Islands. 124 pages.
Deringer, Cary V. Breeding phenology of Hawaiian petrels (Pterodroma sandwichensis) and Newell's shearwaters (Puffinus auricularis newelli) on Kaua‘i, Hawai‘i,: Using ornithological radar, auditory, and visual surveys. 78 pages.
Gaudioso, Jacqueline M. Quantification of plumage coloration of a Hawaiian honeycreeper (Hemignathus virens virens) along gradients of biogeography: Does variation exist between sub-populations on the island of Hawai‘i? 80 pages.
Gaut, Katie. Application of the nonpoint source pollution and erosion comparison tool (N- SPECT) model for resource management in the Waiulaula watershed, island of Hawai‘i. 113 pages.
Graham, Shannon C. Analysis of the foraging ecology of hawksbill turtles (Eretmochelys imbricata) on Hawai‘i Island: An investigation utilizing satellite tracking and stable isotopes. 31 pages.
Hsu, Bobby. Transfer and effects of maternal anti-Plasmodium antibodies in Hawai‘i ‘amakihi (Hemignathus virens) and common canary (Serinus canaria). 36 pages.
Timmers, Molly A. Gene flow and connectivity of the crown-of-thorns sea star, Acanthaster planci, in the central Pacific. 77 pages.
2010 Benitez, David Martin. The evolution of invasiveness: Testing the EICA hypothesis with three weeds of Hawaiian forests. 44 pages.
Brooks, Samuel E. The effects of invasive riparian trees on hihiwai (Neritina granosa): A freshwater Hawaiian gastropod. 55 pages.
Burns, John. Pathology and epizootiology of skeletal growth anomalies affecting Montipora capitata corals in Hawai‘i. 110 pages.
Chaney, Nancy L. The population structures of three Hawaiian marine gastropod species. 62 pages.
DeBoer, Nicholas. The roles of elevation, distance, and phenotype on the neutral genetic structure of Metrosideros polymorpha on east Hawai‘i Island. 74 pages.
Eldon, Jonathan. Population divergence in an endemic Hawaiian Drosophila: Phylogeographic patterns and local adaptation. 104 pages.
55
Holitski, Tara. Impacts of invasive Poeciliid fish on Hawaiian stream ecosystems. 66 pages.
Lamson, Megan R. One year at Honu‘apo Bay: A social and biological monitoring project in SE Hawai‘i (Ka‘u). 151 pages.
Osada, Kara. Relationship of zooplankton emergence, manta ray abundance and SCUBA diver usage Kona Hawai‘i. 140 pages.
Perry, Cheyenne Hiapo. Light management for landscape restoration: Suppression of a model weedy light-demanding pioneer shrub, Ulex europaeus on Mauna Kea Hawai‘i. 52 pages.
Tango, Lori. The effect of salinity and temperature on survival of the orange-black Hawaiian damselfly, Megalagrion xanthomelas. 47 pages.
Valdez, Kate'Lyn .The foraging ecology of the green sea turtle (Chelonia mydas) on the east coast of Hawai‘i Island. 130 pages.
White, Darla J. Ciguatoxin in Hawaiian archipelago fishes: Toxicity identified by N2a bioassay. 87 pages.
2011 Bernard, Riley. Potential competitive dietary overlap between the invasive coqui frog (Eleutherodactylus coqui) and the endemic Hawaiian hoary bat (Lasiurus cinereus semotus) on the island of Hawaii. 67 pages.
Cornett, Christina. Habitat selection of the endangered Hawaiian Goose: A multi-scale approach. 59 pages.
DiManno, Nicole. Is reproductive response to fertilization in plants driven more by the nature of soil nutrient limitation or by the specific nutrient added? 58 pages.
Dendy, Julian. Low input methods of forest restoration and observations of native birds and flying foxes in savanna habitat in the Lake Ngardok Nature Reserve, Palau. 101 pages.
Fa'anunu, Kalisi. Fishing pressure and benthic associations: Herbivorous fishes on reef flats in Fiji. 72 pages.
Hansen, Eric. The anatomy of light precipitation events and their influence on cloud forest water balance at the Alakahi, Kohala, Hawaii. 80 pages.
Johnson, Melissa A. Evolution of reproductive isolation within Hawaiian Cyrtandra (Gesneriaceae): The roles of allopatry and reinforcement. 76 pages.
56 Jones, Thomas. The relationship between strawberry guava and feral pigs in a Hawaiian wet forest. 43 pages.
Judge, Seth W. Interisland comparison of behavioral traits and morphology of the endangered Hawaiian petrel: Evidence for character differentiation. 100 pages.
Kaye, Springer Jane. Effects of natural fragmentation of native forest structure, invasive rat distributions, and stable isotope signatures after 150 years. 73 pages.
Moss, Andrea Joy. Searching for speciation genes in two Hawaiian picture-winged Drosophila, Drosophila heteroneura and Drosophilia silvestris. 130 pages.
Morrison, Keenan. Intraspecific divergence and a life-history trade-off along a successional gradient within Hawai‘i’s Metrosideros polymorpha. 71 pages.
Netze, Melissa. Maternal strategies of Hawaiian monk seals (Monachus schauinslandi) inhabiting the Main Hawaiian Islands. 74 pages.
Powless, Douglas Edward. Evolution of ‘ōhi‘a (Metrosideros polymorpha Gaud.) across Hawai‘i’s island-age gradient. 94 pages.
Rodomsky, Brett Thomas. Lava roughness, aridity, and early ecosystem development across a topo-climatic gradient: The 1855-56 Mauna Loa lava flow, Hawaii. 82 pages.
Rojas-Umana, Abelardo. Genetic characterization of sturgeons (Genus Acipenser): A molecular survey in the mtDNA control region gene and its potential applications to fish breeding for conservation aquaculture. 110 pages.
Spies, Narrissa P. The effects of growth anomalies on the expression of organic matrix gene galaxin and oncogene homologs, in the endemic Hawaiian coral Montipora capitata. 44 pages.
Tobiason, Sierra. Fisheries and aquaculture of bigeye tuna (Thunnus obesus) in Hawai‘i: Potential interactions and opportunities. 71 pages.
Tom, Shauna Kehauani. An investigation of the cultural use and population characteristics of ‘opihi (Mollusca: Cellana spp.) at Kalaupapa National Historic Park. 82 pages.
Uy, Karen Lizel. Climate change and Hawaiian Drosophila: A comparison of temperature and desiccation tolerance in sympatric populations of Hawaiian picture-winged Drosophila, D. silvestris and D. sproati. 72 pages.
Walsh, Andrew. Effects of nutrient enrichment on the growth of epiphytic algae at Keahole Point. 99 pages.
57 2012 Aragaki, Whitney S. Detection of susceptibility to risk factors for type-2 diabetes mellitus in a multi-ethnic sample of children in Hawai‘i. 91 pages.
Dupuis, Cindy J. Vegetation patterns in lowland wet forests of Hawai'i. 92 pages.
Francisco, Kainana S. Investigating the growth dynamics of māmane (Sophora chrysophylla) on Maunakea, Hawaiʻi using radiocarbon dating and classical dendrochronology methods. 44 pages.
Giddens, Jonatha Lauren. Experimental removal of the introduced predator Cephalopholis argus in Puakō, Hawaiʻi: A community-based approach to coral reef system restoration. 75 pages.
Johnson, Erik E. Surface water metabolism potential of groundwater-fed near shore waters on the leeward coast of the island of Hawaii. 43 pages.
Kovach, Tony. Determinants of avian density across a fragmented landscape. 63 pages.
Lowe, Carley L. Using GIS to investigate trends in humpback whale (Megaptera novaeangliae) habitat use off West Maui, HI 1997-2008. 38 pages.
Manuel, Mark E. Investigating survival, movement, and spillover of juvenile yellow tang (Zebrasoma flavescens) from a marine protected area in West Hawai‘i. 39 pages.
Mokiao-Lee, Ambyr. Tracing nitrogen inputs to thermal tide pools in Kapoho, Hawai‘i, using a multi-stable isotope approach. 47 pages.
Most, Rebecca J. Nutrient and herbivory effects on benthic marine algal biomass and community on the Kona Coast of Hawaii. 70 pages.
Phifer, Colin. Pollination ecology of Broussaisia arguta (Hydrangeaceae) in a fragmented forest on the island of Hawaii. 72 pages.
Rhoades, Alicia M. The evolution of reproductive barriers within an endemic Hawaiian tree species (Metrosideros polymorpha) across environmental extremes. 76 pages.
Sakihara, Troy. Endemic grazer (Halocaridina rubra) forces and obscured nutrient effects on benthic autotrophy in Hawaiian anchialine pools. 39 pages.
Todd, Christopher M. Effects of prey abundance on seasonal movements of the Hawaiian hoary bat (Lasiurus cinereus semotus). 71 pages.
VanZandt, Marie Lee Ann. Distribution and habitat selection of the endangered Hawaiian petrel (Pterodroma sandwichensis), from the island of Lāna'i. 72 pages.
58 Vicente, Davin J. Elucidating unique iron uptake pathways by an environmental bacterium, Rhizobium sp. strain TAL1145. 56 pages.
Walker, Judy K. Vertical structure among microbial communities in groundwater-influenced west Hawai‘i coastal water. 90 pages.
Wright, Tani. Genotypic and reproductive analyses of species barriers in two closely related Hawaiian picture-winged Drosophila, D. sproati and D. murphyi. 76 pages.
Wu, Joanna X. Movement patterns of the ‘Ōma‘o and Japanese White-eye and implications for seed dispersal in Hawai'i. 59 pages.
2013 Aslan, Austin. Implications of a novel mutualist for fecundity metrics of two endemic Hawaiian plants. 78 pages.
Atkins, Alizon Z. An experiment in the transportation of culturally significant plant propagules on Polynesian voyaging canoes. 89 pages.
Carlson, Kaileʻa. Effects of submarine groundwater discharge on bacterial growth efficiency in coastal Hawaiian water. 51 pages.
Classen, Stephen M. Physiological ecology of the Hawaiian oyster (Dendostrea sandvicensis) in varying thermal conditions. 73 pages.
Garriques, Daren. Seasonal patterns of gonadal development and condition index of Dendostrea sandvicensis. 47 pages.
Gregg, Toni Makaniokekai Kamai. Effects of water quality and coral community structure on the prevalence and severity of coral diseases and afflictions on Hawaiʻi Island. 90 pages.
Mickelson, Aaron. Defining culture requirements for reproduction and growth of Asparagopsis taxiformis, a Hawaiian native red alga. 108 pages.
Motomura, Sharon A. Effect of soil amendments on the survival of Ralstonia solanacearum in Hawaiian soils. 45 pages.
Nelson-Kaula, Kehauwealani. A comparison of organic matter and nutrient subsidies between the invasive, N2-fixing tree Prosopis pallida, and the native tree, Thespersia populnea, to Hawaiian anchialine ponds. 52 pages.
Pelep, Peltin. Population phylogeography and habitat fragmentation at island-wide and local scales in two endemic Hawaiian Drosophila: D. tanythrix and D. yooni. 99 pages.
59 Soares, Trisha Leilani. Effects of coral affliction prevalence and severity on fish populations around Hawaiʻi Island. 32 pages.
Tagawa, Anya. Spatial and seasonal aspects of plant-based food resources for Hawaiian forest birds. 74 pages.
2014 Annandale, Senifa F. Diel movement patterns of Scarus rubroviolaceus and Scarus psittacus examined using acoustic telemetry in Puakō, Hawaiʻi. 38 pages.
Aue, Asa J. Islands – underground and undercover: Subterranean habitat and obligate communities in the Hawaiian archipelago. 122 pages.
Bierwagen, Stacy Lynn. Home range ecology of Naso unicornis (bluespine unicornfish): Use of acoustic telemetry to define foraging interactions with an invasive alga, Gracilaria salicornia, in a marine reserve. 70 pages.
Fezza, Thomas J. The genetic inheritance of epicuticular hydrocarbons and their role in pheromonal communication in two sympatric species of Hawaiian Drosophila (D. heteroneura and D. silvestris). 101 pages.
Kissinger, Karma R. Use of proteins and oils from soybeans and microalgae to maximize fish meal and fish oil replacement in diets for juvenile giant grouper (Epinephelus lanceolatus) and longfin yellowtail (Seriola rivoliana). 132 pages.
Kropidlowski, Stefan Jozef. Investigating the efficacy of commercial baits for the control of yellow crazy ants (Anoplolepis gracilipes) and their impacts on red-tailed tropicbirds (Phaethon rubricauda). 71 pages.
Pang-Ching, Joshua. Documenting acoustic variability among windward Hawaiʻi ʻAmakihi (Hemignathus virens virens) populations of Hawaiʻi Island. 71 pages.
Tanimoto, Ann M. The vocal repertoire of the ‘Alalā (Corvus hawaiiensis) during breeding season: A comparison between current captive and past wild populations of the native Hawaiian Crow. 86 pages.
Vandruff, Stephanie M. Variation of subterranean fungal community structure across substrate age and elevation in native forests on Hawai‘i Island, USA. 157 pages.
Walsh, Cecile T. Re-attachment and transplantation of native Hawaiian macroalgae: A potential tool for reef management and alien algae mitigation. 56 pages.
Weisz, Caree J. Spatial and temporal microbial pollution patterns in a tropical Hawaiian estuary between high and low river flow conditions. 45 pages.
60
2015 Brill, Eva. Speciation mechanisms in Hawaiian Drosophila: Hybrid male sterility, mating behavior, and differential gene expression in D. planitibia and D. silvestris. 92 pages.
Collins, Colton. Large-scale diversity and endemism patterns of neotropical Heliconia (Heliconiaceae). 300 pages.
Collins, Topaz Palakika. Evaluating techniques of quantifying lipid yield and cell density of Chlorella protothecoides (Krüger) grown on waste glycerol. 41 pages.
Ekar, Jill. Drivers of incipient sympatric speciation in a long-lived tree in a riparian zone. 73 pages.
Heu, Linnea ‘Ihilani. Effects of nutrient enrichment on microbial biomass and class structure in groundwater-fed oligotrophic waters off west Hawai‘i Island: An experimental investigation. 60 pages.
Kettwich, Scarlett K.A. Epiphytes as a bioclimatic indicator in Hawai‘i. 107 pages.
Mueller, Matthew. Islands within islands: The effects of habitat fragmentation, novel community interactions, and climate on Hawaiian Drosophila populations. 156 pages.
Nguyen, Hoang-Yen Xuan. Phylogeny, bioactivity, and physiology of unique bacterial isolates from Hawaiian marine sponges from Hawaii Island: Insights into the bacteria-sponge relationship. 98 pages.
Riney, Michael H. The impacts of stream flow rates on food resource quality and diets of native endemic Atyid shrimps (Atyoida bisulcata) in Hawaiian streams. 57 pages.
Rosam, Jodie. Assessment of light quality, variability, and seedling presence in Hawaiian lowland wet forests. 40 pages.
Roy, Kylle. Food web analysis of Hawai‘i Island’s Blackburnia hawaiiensis (Coleoptera: Carabidae) using next-generation sequencing and stable isotope techniques. 81 pages.
Rushing, James. Indigenous microorganism 4 (IMO 4) as a soil inoculant. 171 pages.
Sakishima, Tomoko. Local adaptation of the Hawaiian endemic tree (Metrosideros polymorpha) across a long elevation gradient. 53 pages.
Wang, Alex. Juvenile dispersal and adult home range size of an endangered Hawaiian honeycreeper, the Ākohekohe (Palmeria dolei). 50 pages.
Wasser, Mark Waltner. Decadal scale vegetation response of Metrosideros polymorpha- dominated communities to wildfire on Hawai‘i Island. 39 pages.
61
2016 Abaya, Leilani M. Identifying hotspots of sewage pollution in coastal areas with coral reefs. 62 pages.
Armstrong, Ellie E. Comparative genomics and host plant adaptation in Hawaiian picture-wing Drosophila. 84 pages.
Ben, Tishanna B. Investigating the growth periodicity, stable carbon isotope trend and climate reconstruction potential of ‘Akoko (Euphorbia olowaluana), a native Hawaiian C4 tree on Mauna Kea, Hawai‘i, using tree ring analyses. 54 pages.
Daw, Adam. Phylogenetics, biology, and ecology of two unclassified species of small near-shore octopuses in Hawai‘i. 88 pages.
Ehrhard, Seamus P. Dietary behavior of the mangrove monitor lizard (Varanus indicus) on Cocos Island, Guam, and strategies for Varanus indicus eradication. 48 pages.
Frazier, Monika. Impact of the growth anomaly disease on gene expression in the coral, Montipora capitata, at Waiʻōpae, Hawaiʻi. 31 pages.
Haggerty, Jacqueline. Thermal tolerance of the common coqui frog (Eleutherodactylus coqui) in East Hawaii along an elevation gradient. 29 pages.
Hart, Kendra M. Responses of native Hawaiian calcifying macroalgae to naturally occurring ocean acidification conditions. 59 pages.
Hiraide, Liliuokalani. Evaluating the pathogenicity profiles of Phytophthora colocasiae. 59 pages.
Howe, Mary Kathleen. Addressing Angiostrongyliasis on Hawaiʻi Island with research, education outreach, and host control. 141 pages.
Kimball, Heather. Development of decision support systems for ecosystem management: A case study on Hawai‘i Island. 89 pages.
Parish, George. Quantifying digestion in California yellowtail (Seriola lalandi dorsalis) technological advances towards the development of the aquaculture sector. 103 pages.
Peterson, Forrest. Addressing obstacles to developing oyster culture in Hawaiʻi. 61 pages.
Stephenson, Nathan Michael. High resolution habitat suitability modeling for a narrow-range endemic alpine Hawaiian species. 55 pages.
62 Stever, Heather. Arthropod diversity estimates for three native subalpine plant species on the Maunakea Volcano of Hawaiʻi island. 65 pages.
Ulloa, Wesley. Isolation of mimosine-degrading endophytic bacteria from the invasive plant: Leucaena leucocephala. 32 pages.
Yakym, Christopher James. Microbial diversity of two Hawaiian picture wings and their host plants: microbes, mortality and epicuticular hydrocarbons. 84 pages.
2017 Akau, James. North Hilo (Hilo Palikū) coastal fishery assemblages : global climate change impacts modeled along a highly constrained hydrological and precipitation gradient.
Kalei, Heather. Understanding kūpeʻe (Nerita polita) gonad development and demography for continued use at two sites on Hawai‘i Island. 38 pages.
Kittle, Ronald. Identification of gastrointestinal microflora in Hawaiian green turtles (Chelonia mydas Linnaeus), and effects of glyphosate herbicide on their gastrointestinal bacteria. 105 pages
Lopes, Keolohilani. Effects of open circuit scuba exhaust on reef fish surveys in the main Hawaiian Islands. 31 pages
Luiz, Blaine. Understanding Ceratocystis species A: growth, morphology, and host resistance. 63 pages
Pihana, Hoku. Effects of coral disease on exosymbiotic invertebrate assemblage: examining exo- symbiont assemblage on healthy and diseased porites species throughout shallow water reef systems on Hawaiʻi Island. 42 pages.
Sullivan, Timothy. Estimating and applying biological parameters to enhance management of Rauvolfia vomitoria an invasive tree in north Kohala, Hawaiʻi. 73 pages.
2018 Anthony, Kamala. Malama lokoia: Salinity and primary productivity relationships at Honokea loko, Hale o Lono, and Waiahole/Kapalaho on Hawaiʻi Island, HI. 61 pages.
Blanchet, Geneviève. Genomic diversity of the critically-endangered ‘Alalā (Corvus hawaiiensis) early and late-bottleneck. 39 pages.
Economy, Louise. Rainfall driven shifts in Staphylococcus aureus and fecal indicator bacteria in the Hilo Bay Watershed. 64 pages.
Fernandez, Nicole. The influence of landscape configuration on Oʻmao vocalizations. 25 pages.
63
Hart, Rose. Quantifying shoreline change at three unique coastal geomorphologies on Hawaiʻi Island. 61 pages.
Kauahi, Cherie. Hydrology of three Loko Iʻa, Hawaiian fishponds, on the eastside of Hawaiʻi Island, HI. 60 pages.
Kirkpatrick, Jessica. An assessment of Nysius wekiucola distributions and micro-habitat conditions on cinder cones of the Maunakea volcano, Hawaiʻi. 112 pages.
Shimabukuro, Amy. Tropical tree plantation rotation effects on fertility, earthworm abundance, and biomass of a Hydrudand soil in Hawaiʻi.
Stout, Ilana. Perpetuating agricultural heritage: Saving seeds and stories on Hawaiʻi Island.
Zarders, Jorden. Invasive arthropod monitoring for University of Hawaiʻi managed lands and facilities for Maunakea.
64 Appendix 3: Publication list from TCBES students
Abaya, Leilani Abaya, L.M., Wiegner, T.N., Colbert, S.L., Beets, J.P., Carlson, K.M., Kramer, K.L., Most, R., Couche, C.S. 2018. A multi-indicator approach for identifying shoreline sewage pollution hotspots adjacent to coral reefs. Marine Pollution Bulletin 129: 70–80.
Abaya, L.M., Wiegner, T.N., Beets, J.P., Colbert, S.L., Carlson, K.M., Kramer, K.L. 2018. Spatial distribution of sewage pollution on a Hawaiian coral reef. Marine Pollution Bulletin 130: 335–347.
Annandale, Senifa Ayotte, P., Heenan, A., McCoy, K., Nadon, M., Annandale, S. 2012. CRED Rapid ecological assessment reef fish Survey at Tau, American Samoa in 2012. NOAA.
Chamberlain, S.D., Kaplan, K.A., Modanu, M., Sirianni, K.M., Annandale, S., Hewson, I. 2014. Biogeography of planktonic and benthic cyanobacteria in coastal waters of the Big Island, Hawai‘i. FEMS Microbiology Ecology 89: 80-88.
Annandale, S.F., Turner, J.P., Rooker, J., Dance, M.A. 2014. Tracking Parrotfishes (Scarus rubroviolaceus and Scarus psittacus) using acoustic telemetry on a Hawaiian coral reef system. Proceedings of the Gulf and Caribbean Fisheries Institute 66.
Atwood, Trisha Atwood, T.B. 2013. Effects of predators on the carbon dioxide dynamics of freshwater ecosystems. Doctoral dissertation, University of British Columbia.
Atwood, T.B., Connolly, R.M., Ritchie, E.G., Lovelock, C.E., Heithaus, M.R., Hays, G.C., Fourqurean, J.W., Macreadie, P.I. 2015. Predators help protect carbon stocks in blue carbon ecosystems. Nature Climate Change 5: 1038-1045.
Atwood, T.B., Hammill, E., Greig, H.S., Kratina, P., Shurin, J.B., Srivastava, D.S., Richardson, J.S. 2013. Predator-induced reduction of freshwater carbon dioxide emissions. Nature Geoscience 6: 191-194.
Atwood, T.B., Hammill, E., Richardson, J.S. 2014. Trophic‐level dependent effects on CO2 emissions from experimental stream ecosystems. Global Change Biology 20: 3386-3396.
Atwood, T.B., Hammill, E., Srivastava, D.S., Richardson, J.S. 2014. Competitive displacement alters top-down effects on carbon dioxide concentrations in a freshwater ecosystem. Oecologia 175: 353-361.
Atwood, T., Richardson, J.S. 2012. Trophic interactions between insects and stream-associated amphibians in steep, cobble-bottom streams of the Pacific Coast of North America. Insects 3: 432-441.
65 Atwood, T.B., Wiegner, T.N., MacKenzie, R.A. 2012. Effects of hydrological forcing on the structure of a tropical estuarine food web. Oikos 121: 277-289.
Atwood, T.B., Wiegner, T.N., Turner, P., MacKenzie, R.A. 2010. Potential effects of an invasive nitrogen-fixing tree on a Hawaiian stream food web. Pacific Science 64: 367-379.
Hammill, E., Atwood, T.B., Corvalan, P., Srivastava, D.S. 2015. Behavioural responses to predation may explain shifts in community structure. Freshwater Biology 60: 125-135.
Hammill, E., Atwood, T.B., Srivastava, D.S. 2015. Predation threat alters composition and functioning of bromeliad ecosystems. Ecosystems 18: 857-866.
Atwood, T. B., Connolly, R.M., Ritchie, E.G., Lovelock, C.E., Heithaus, M.R., Hays, G.C., Macreadie, P.I. 2015. Predators help protect carbon stocks in blue carbon ecosystems. Nature Climate Change 5: 1038.
Hammill, E. Atwood, T.B., Srivastava, D.S., 2016. Predation threat alters community structure and ecosystem function. University of British Columbia.
Atwood, T.B., Connolly, R.M., Almahasheer, H., Carnell, P.E., Duarte, C.M., Lewis, C.J.E., Serrano, O. 2017. Global patterns in mangrove soil carbon stocks and losses. Nature Climate Change 7: 523.
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Ransome, E., Geller, J. B., Timmers, M., Leray, M., Mahardini, A., Sembiring, A., ... & Meyer, C. P. 2017. The importance of standardization for biodiversity comparisons: A case
85 study using autonomous reef monitoring structures (ARMS) and metabarcoding to measure cryptic diversity on Mo‘orea coral reefs, French Polynesia. PloS ONE 12.4: e0175066.
Todd, Christopher Gorressen, M.P., Bonaccorso, F.J., Pinzari, C.A., Todd, C.M., Montoya-Aiona, K. and Brinck, K.W. 2013. A five-year study of Hawaiian hoary bat (Lasiurus cinereus semotus) occupancy on the Island of Hawaiʻi. University of Hawai‘i at Hilo. https://dlnr.hawaii.gov/wildlife/files/2016/06/Bat-White-Paper-Guidance_and-Impl- Plan.pdf
Gorresen, P.M., Miles, A.C., Todd, C.M., Bonaccorso, F.J. and Weller, T.J. 2008. Assessing bat detectability and occupancy with multiple automated echolocation detectors. Journal of Mammalogy 89: 11-17.
Bonaccorso, F. J., Todd, C. M., Miles, A. C., & Gorresen, P. M. (2015). Foraging range movements of the endangered Hawaiian hoary bat, Lasiurus cinereus semotus (Chiroptera: Vespertilionidae). Journal of Mammalogy 96: 64-71.
Villalobos-Chaves, D., Bonaccorso, F. J., Rodríguez-Herrera, B., Cordero-Schmidt, E., Arias- Aguilar, A., & Todd, C. M. 2016. The influence of sex and reproductive status on foraging behavior and seed dispersal by Uroderma convexum (Chiroptera: Phyllostomidae). Sociality in Bats 281-301. Springer, Cham.
Todd, C. M., Westcott, D. A., Rose, K., Martin, J. M., & Welbergen, J. A. 2018. Slow growth and delayed maturation in a Critically Endangered insular flying fox (Pteropus natalis). Journal of Mammalogy 99: 1510-1521.
Tubal, Randee Wiegner, T.N. and Tubal, R.L. 2010. Comparison of dissolved organic carbon bioavailability from native and invasive vegetation among a Hawaiian river. Pacific Science 64: 545-555
Wiegner, T.N., Tubal, R. L., and MacKenzie, R.A. 2009. Bioavailability and export of dissolved organic matter from a tropical river during base- and stormflow conditions. Limnology and Oceanography 54: 1233.
Veillet, Anne Veillet, A., Shrestha, R., & Price, D. K. 2008. Polymorphic microsatellites in nēnē, the endangered Hawaiian goose (Branta sandvicensis). Molecular Ecology Resources 8: 1158-1160.
Warrington, Miyako Adams, L.M., Cumbo, V.R. and Takabayashi, M. 2009. Exposure to sediment enhances primary acquisition of Symbiodinium by asymbiotic coral larvae. Marine Ecology Progress Series 377: 149-156.
86 Benevides Jr, F.L., Mautz, W.J. and Warrington, M. 2009. A piece-wise linear model of sound pressure level of male Eleutherodactylus coqui overnight chorus. Herpetology Review 40: 162-165.
Brown, D.E., Mautz, W.J., Warrington, M., Allen, L., Tefft, H.A., Gotshalk, L. and Katzmarzyk, P.T. 2010. Relation between C‐reactive protein levels and body composition in a multiethnic sample of school children in Hawaii. American Journal of Human Biology 22: 675-679.
Warrington, M.H., McDonald, P.G. and Griffith, S.C. 2014. Within-group vocal differentiation of individuals in the cooperatively breeding apostlebird. Behavioral Ecology 26: 493-501.
Warrington, M.H., McDonald, P.G., Rollins, L.A. and Griffith, S.C. 2014. All signals are not equal: acoustic signalling of individuality, sex and breeding status in a cooperative breeder. Animal Behaviour 93: 249-260.
Warrington, M.H., McDonald, P.G., Sager, A.K. and Griffith, S.C., 2014. The vocal repertoire of the cooperatively breeding Apostlebird (Struthidea cinerea). Emu Austral Ornithology. 114:206-221.
Warrington, M.H., Rollins, L.A., Raihani, N.J., Russell, A.F. and Griffith, S.C. 2013. Genetic monogamy despite variable ecological conditions and social environment in the cooperatively breeding apostlebird. Ecology and Evolution 3: 4669-4682.
Warrington, M.H., Rollins, L.A., Russell, A.F. and Griffith, S.C., 2015. Sequential polyandry through divorce and re-pairing in a cooperatively breeding bird reduces helper-offspring relatedness. Behavioral Ecology and Sociobiology 69: 1311-1321.
Tanimoto, A. M., Hart, P. J., Pack, A. A., Switzer, R., Banko, P. C., Ball, D. L., ... & Warrington, M. H. 2017. Changes in vocal repertoire of the Hawaiian crow, Corvus hawaiiensis, from past wild to current captive populations. Animal Behaviour 123: 427- 432.
Warrington, M. H., Curry, C. M., Antze, B., & Koper, N. 2017. Noise from four types of extractive energy infrastructure affects song features of Savannah Sparrows. The Condor 120: 1-15.
Warrington, M. H., Rollins, L. A., Russell, A. F., & Griffith, S. C. 2015. Sequential polyandry through divorce and re-pairing in a cooperatively breeding bird reduces helper-offspring relatedness. Behavioral Ecology and Sociobiology 69: 1311-1321.
White, Darla Caldwell, J. M., Burns, J. H. R., Couch, C., Ross, M., Runyon, C., Takabayashi, M., Vargas- Angel, B., Walsh, W., Walton, M., White, D., Williams, G., and Heron, S. 2016. Hawaiʻi coral disease database (HICORDIS): species-specific coral health data from across the Hawaiian archipelago. Data in Brief 8: 1054-1058.
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Parsons, M.L., Walsh, W.J., Settlemier, C.J., White, D.J., Ballauer, J.M., Ayotte, P.M., Osada, K.M. and Carman, B. 2008. A multivariate assessment of the coral ecosystem health of two embayments on the lee of the island of Hawai‘i. Marine Pollution Bulletin 56: 1138- 1149.
Williams, I.D., White, D.J., Sparks, R.T., Lino, K.C., Zamzow, J.P., Kelly, E.L. and Ramey, H.L., 2016. Responses of herbivorous fishes and benthos to 6 years of protection at the Kahekili Herbivore Fisheries Management Area, Maui. PloS ONE. 11.7: p.e0159100.
Yakym, Christopher Sakai-Kawada, F.E., Yakym, C.J., Helmkampf, M., Hagiwara, K., Ip, C.G., Antonio, B.J., Armstrong, E., Ulloa, W.J. and Awaya, J.D. 2016. Draft genome sequence of marine sponge symbiont Pseudoalteromonas luteoviolacea IPB1, isolated from Hilo, Hawaii. Genome Announcements 4: 1-2.
88 Appendix 4: Alumni survey results
Alumni comments are provided by year of entering the program, due to the fact that the program has grown considerably in faculty and curriculum since its inception in 2004.
TCBES Alumni Survey Results
89
90 Alumni Quotes by Graduation Year
2005 Employed in conservation and how long: - Owner of my own GIS business: Blue Water GIS for about 10 years.
Have you been involved in non-employed conservation work, for example as a volunteer? - “We do pro-Bono GIS work regularly.”
How did TCBES benefit you or help to prepare you professionally? - “Skills to look at each problem from a wider lens, both ecologically and contextually.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “For me, the program was very much self-directed as there was not a strong GIS component at the time. It would have been hugely helpful to have a mentor or professor to work with that had more in-depth knowledge of GIS.”
What other thoughts would you like to share about your experience with TCBES? - “It was in its infancy when I attended, I’m sure has developed into a more robust and in-depth program by now.”
2007 Employed in conservation and how long: - Botanist Hawaii Volcanoes National Park for 15 years.
How did TCBES benefit you or help to prepare you professionally? - “TCBES was foundational to my success as a Botanist at Hawaii Volcanoes. I was well prepared to apply scientific findings to make land management decisions, had well established connections in the greater conservation community, and had the educational credentials to qualify secure my position.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “I was in the first class so there was a limited variety of courses. Would have like to have focused more on terrestrial issues then splitting with marine and genetics.”
2008 Further degrees pursued: - “Ph.D.” - “M. Ed. Curriculum & Instruction: STEM Concentration.” - “Elementary Education (Teaching science/conservation/sustainability) for 11 years.”
Employed in conservation and how long: - Wildlife Biologist for 3 years and Wildlife Program Manager for 8 years.
Have you been involved in non-employed conservation work, for example as a volunteer?
91 - “I volunteer on a regular basis with various conservation groups around Hawaii Island. Clean-ups, Fish counts, Legislation, Environmental Activism, Fishing programs.” - “Fish pond restoration.”
How did TCBES benefit you or help to prepare you professionally? - “Experimental Design and Analysis.” - “TCBES gave me the skills to think critically, to lead and execute a project, manage time, and to find that balance between work kuleana and life.” - “Networking and knowledge.” - “I was a fellow in a science education program funded by NSF. As a result of gaining experience in the education field, I am know employed full-time as an educator.” - “Better understanding and use of GIS and developing experimental designs.” - “During grad school, I was immersed in a lab setting that was new to me and I had to quickly learn skills for my research. This type of learning forced me to adapt to new situations, be open-minded and collaborate with others that I might have not necessarily worked with.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “More Entomology classes.” - “At the time I was a part of TCBES, I don't think that there was a lot of emphasis on the importance of community in the work that we do. Consultation with community on their needs for their ʻāina should precede design and execution of projects and should really be the "why" that fuels an investigation.” - “More statistical knowledge and experience as it pertains to conservations science and general academic research.” - “More of the economics of conservation, Grant writing, Nonprofit organization, etc.” - “Specialize course forest birds ‘Ornithology’.” - “Luckily, I was able to be part of the NSF PRISM program and had the opportunity to design relevant curriculum and have a crash course in education, however, those that don't get that opportunity are missing out on learning about how to not only design but learn about how to share their knowledge with our next generation of scientists. I think that having some sort of education classes as an option would be highly beneficial for all, it might help improve communication and collaboration skills.”
What other thoughts would you like to share about your experience with TCBES? - “There are limited course offerings so students are no able to diversify the content knowledge gained and/or specialize. Research is the only way to gain specialized knowledge and expertise in your specific area of the conservation field. Job placement and assistance is extremely limited.” - “Great one on one interactions with professors.” - “I feel lucky to have had the chance to go through this program-I don't think i would have gone to the mainland for a M.S, therefore, I am thankful it was offered on our island. In addition, I wouldn't have been given the amazing position I currently have if I hadn't earned this degree. Mahalo.”
2009 Further degrees pursued: - “PhD.”
Employed in conservation and how long: - I am an Assistant Professor of Aquatic Ecology at Utah State University, I have been an Assistant Prof. for 4 years, and held a post doc for two years prior.
How did TCBES benefit you or help to prepare you professionally? - “My adviser Dr. Wiegner helped me learn how to develop a scientific project, execute it, and publish it.”
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What would you have liked to have learned or experienced in TCBES that was not part of the program? - “grant writing.”
2010 Further degrees pursued: - “PhD.”
Employed in conservation and how long: - Program Director for Hawai'i Wildlife Fund (10 years) and Fishery Technician for DLNR Div. of Aquatic Resources Kona (6 years). - Watershed Management Coordinator for 7.5 years. - I was the Crew Leader and Local Coordinator for the US Forest Service's Forest Inventory and Analysis (FIA) program for 5 years and a Biological Science Technician at the US Forest Service working on a strawberry guava biocontrol project (2015-present). - Active researcher in marine science for 9 years.
Have you been involved in non-employed conservation work, for example as a volunteer? - “Long-time volunteer and Board member of Ka 'Ohana O Honu'apo (since 2005), and occasional volunteer for Surfrider Foundation”
How did TCBES benefit you or help to prepare you professionally? - “The TCBES program provided a well-rounded, interdisciplinary introduction to conservation efforts in Hawai'i nei, and opened up doors and allowed access into professional networks that I was otherwise unaware of living / volunteering on island.” - “Advanced my knowledge of statistics, research, and GIS.” - “TCBES was a period of growth for me in almost all aspects of my life and lead to my current employment. It was foundational to my life and work at this time.” - “My adviser Dr. Wiegner helped me learn how to develop a scientific project, execute it, and publish it. Created the base for my development as a professional scientist.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “Courses related to: non-profit management, including things like grant writing, administration, finances, event coordination and supervisory skills. Also, it would have been helpful for TCBES advisors recommend students on the thesis tracks plan to align their dissertation chapters with specific journals to make the publishing process more attainable.” - “More GIS courses would have been helpful.” - “More economics and about organization and structure (governments, non-profits, etc.), grants writing.” - “More courses specifically geared towards applied skills (e.g., molecular training, complex statistical procedures, analytical lab training).”
What other thoughts would you like to share about your experience with TCBES? - “The TCBES program was a great experience. I enjoyed the comradery between classmates.” - “Very rewarding and great experience, I still see my advisor and have strong relationships with mentors and people from my cohort.” - “Excellent multi-disciplinary program with strong focus on student support.”
93 2011 Further degrees pursued: - “PhD ecology and evolutionary biology” - “Ph.D. in Botany” - “Ph.D.” - “PhD”
Employed in conservation and how long: - Oregon Department of Fish and Wildlife for 7 years - Postdoctoral research associate, going on four years (2 postdoc positions) - Postdoctoral researcher at USDA-Agricultural Research Service for 2 years - Conservation research with Hawaii Cooperative Studies Unit, UHH (10 years) - Specialist and Advisor for 7.5 years - Researcher at Kewalo marine lab for 6 years, currently employed with USFWS since Sept. 2018
Have you been involved in non-employed conservation work, for example as a volunteer? - “Local watershed conservation.” - “various community education events.” - “I occasionally (4-5 year) volunteer with local NGO’s or community groups to participate in work days, clean ups and restoration activities.” - “Conservation Biology outreach events and natural reserve cleanup events.” - “Refuges volunteer on Oahu, na pua Noeau marine resources manager instructor.”
How did TCBES benefit you or help to prepare you professionally? - “Professional and technical analytical skills.” - “The program opened my eyes to a world of possibilities and helped solidify that I was entering the right field!” - “It provided me with the knowledge and skills needed to prepare for doctoral study, as well as a career in science (ecology, conservation, evolutionary theory, hypothesis testing, field methods, statistical analysis, presentation skills, grant writing, etc).” - “It provided me space to study conservation methods in-depth; the degree allowed me to advance professionally.” - “Field experience in a variety of settings and disciplines.” - “I really valued the diversity of courses, faculty and affiliate faculty expertise. I gained different perspectives and experiences along the way.” - “Taught me research skills that were instrumental to obtaining my PhD and were useful in transitioning into Data Science.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “More advanced statistics (advanced parametric techniques; Bayesian techniques).” - “More intense statistical training in R.” - “Botany, systematics, phylogenetics.” - “More statistics.” - “I don’t recall it being offered but I would have like to experience an exchange of some sort (example: an International study abroad work exchange to gain experience in your thesis focus or discipline).” - “More hands-on training with the technical aspects of science (Statistics, Modeling, Simulation, R, Python, GIS, visualization).”
94 - “More classes on molecular methods. Also appreciate more seminars that are outside my field, but still within conservation. I also think a class should be taught on both policy, and also how the federal government works. It’s quite a different animal from academia, as I’m learning.”
What other thoughts would you like to share about your experience with TCBES? - “I really value the core courses and am sad to see not all programs have those types of classes. I think it really helped with cohort building and set a great jumping off point academically.” - “I didn’t realize how much of an impact my varied research experiences would be when applying for a job. Because of the marine and forest projects I worked on as part of my core classes, I was able to enter my PhD program with more experience than most other graduate students.”
2012 Further degrees pursued: - “PhD Zoology, UH Manoa.”
Employed in conservation and how long: - Research, Fellowship with National Geographic for 7 years - Research and community engagement (I am a Natural Resource Specialist with the Institute of Pacific Islands Forestry, US Forest Service) for 7 years - Outreach Coordinator for 4 years - Coral reef and marine debris for 9 years - Biologist, Data Analyst, GIS Analyst, Project Manager for 6+ years - Environmental science education for 9 years
Have you been involved in non-employed conservation work, for example as a volunteer? - “Helping with conservation research in the field.” - “Community work days with different organizations.” - “On Kauai, for Division of Forestry and Wildlife.”
How did TCBES benefit you or help to prepare you professionally? - “Classes were outstanding. Amazing professors.” - “Getting an M.S. with TCBES and building a strong background and foundation in Hawaiian ecology made me a very strong candidate for my position, and the personal/professional relationships I built from my undergraduate and graduate career at UH Hilo provided great references and were really helpful in showcasing what I could bring to the position/team.” - “It helped me network with others in the conservation field, thus creating lifelong friends and colleagues. These contacts helped me achieve my goals and get job opportunities along the way.” - “TCBES provided me with the foundation to become a better conservationist and coastal resource advocate. The program provided a diverse opportunity into the Hawai'i conservation community.” - “The professors set high standards for academic work and conferences/symposia helped students get practice with public presentation. Professors were highly invested in their students and were true mentors. It really makes a big difference!” - “The program prepared me by providing me knowledge, skills, and dispositions to successfully understand the complexity of conservation in Hawaii.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “Bayesian statistics.”
95 - “I would have enjoyed having more program sponsored/supported opportunities with my cohort to spend time getting to know each other, become better engaged with local communities by learning about Hawaii island from a place-based, community stewardship perspective, and to learn and experience research and stewardship through a biocultural lens.” - “More incorporation of Traditional Ecological Knowledge into curriculum.” - “More policy awareness and implementation in the conservation field. In my current role, I have seen the how policy implementation can benefit our coastal resources and create behavior change toward a sustainable future.” - “More lab meetings and/or literature reading groups.” - “I felt like I was adequately prepared in the coursework that I took.”
What other thoughts would you like to share about your experience with TCBES? - “I'm grateful for the smaller more intimate setting. When I went on to my PhD, it was quite obvious that the smaller/intimate setting is super beneficial for the Master’s Program.” - I appreciate all of the support from the various professors and their fields of research. - TCBES is a great program and the instructors all particularly supportive of student growth!
2013 Further degrees pursued: - “Hawai’i teacher certificate.”
Employed in conservation and how long: - Aquaculture Education Specialist, the Lab technician, now Assistant Director of Sustainable Practices continuously for 6 years since graduation
Have you been involved in non-employed conservation work, for example as a volunteer? - “Nature conservancy.” - “Assisting in forestry restoration and climate change lobby.”
How did TCBES benefit you or help to prepare you professionally? - “Learned a lot of very useful skills if I had stayed in academia.” - “It was an excellent experience to masters level research and background.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “Skills for applying to federal and state conservation jobs.” - “ARC GIS, R stats, program management, publishing papers.”
What other thoughts would you like to share about your experience with TCBES? - “There needs to be more oversight and help to get people to graduate- writing center help or alternate proofreading. It took me 4.5 years, much of it because I couldn't get reviewed by my adviser.”
2014 Further degrees pursued: - PhD in Environmental & Evolutionary Biology (In Progress, University of Louisiana at Lafayette)
96
How did TCBES benefit you or help to prepare you professionally? - “TCBES prepared me for PhD work to some extent, but most was from my advisor.” - “yes.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “TCBES should require a survey course in Hawaiian culture mixed with science. Did half-ass job with the cohort in 2014 and two of the CORE faculty never incorporated it in the curriculum. TCBES should also have a bioinformatics and/or programming course for grad students... not just a stats class. In addition, the stats course should be mandated into the curriculum as a required elective and offered every semester. I think there should be a phylogenetic course too for anyone doing Systematics and learning these skills....” - “some sort of seminar explaining how to write/submit for thesis. a grant writing workshop would also be beneficial.”
What other thoughts would you like to share about your experience with TCBES? - “TCBES is what you make of it. Some people spend a lifetime doing really good science in the program, others spend a lifetime and no progress, and others get in and out with good science too. TCBES prepared me for PhD, but Marine Science Program was more challenging. I think more funding opportunities should be available for students to receive a tuition waiver. More lab based and skill-based courses. Every semester it seems like the courses are dull and not relevant to research. Two seminar classes are not useful. They were so similar and didn't really find a use besides connecting with other researchers. Instead, I think this should be switched to a 1 credit special topics class that rotate faculty and have a student-led discussion seminar. Talk and discuss papers on (encompassing topic), for an example one semester could be climate change, another could be genomics, or research ethics and do the CITI trainings. Something needs to be done to quality check thesis projects, besides the committee. An outside graduate member to oversee and make sure things are "enough", so no one submits a 12-page thesis and graduates.” - “I feel that students who select the internship track should not be awarded an M.S. they should receive an M.A. I personally feel that the internship route is a valuable option and helps students gain work experience/make connections. However, it does not prepare students to pursue research related jobs or PhD's. When I was enrolled in TCBES from 2012-14 only 1 student opted for the internship route and all started as thesis track hopefuls (to my knowledge). A friend of mine is currently enrolled and they have mentioned to me that close to half of the students start out pursuing the internship option because it is easier and they can get an MS without writing a thesis. To me this is a bad sign of the caliber of students enrolled in the program. If the TCBES programs wants to expand and continue doing research it needs to entice students into doing so and I feel a great way to accomplish this would be to not award an MS to internship track students.”
2015 Employed in conservation and how long: - US Geological Survey for 3 years - Coordinating conservation internship experiences for undergraduates for 3 years - Hawaii Volcanoes National Park - Vegetation Specialist & now GIS Specialist (9 years, started before TCBES) - Biological Science Technician @ USDA working on ROD (2017-present), before that I worked at USDA on coffee berry borer IPM, 2 years
Have you been involved in non-employed conservation work, for example as a volunteer? - “Volunteering at county fairs, booths at conferences.” - “I volunteer monthly at a fishpond in Hilo.”
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How did TCBES benefit you or help to prepare you professionally? - “I was able to make connections and obtain the position I have now. The program helped me to think like a scientist and ask questions.” - “The thing TCBES did best (or at least what benefited me personally the most) was helped me to become a better scientist. From experimental design to manuscript publication, and everything in between. The program also provided an opportunity to interface with Agencies and Conservation groups and their staff (what I believe to be one of the greatest strengths of TCBES), and be exposed to a variety of different viewpoints surrounding current issues.” - “Connections with the conservation/Hilo community; working with and for scientists; understanding and speaking scientific jargon; experience in field and lab; etc.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “I would have liked to take certain courses such as bioinformatics but classes were limited while I was in school. I think publishing should be a major focus, and it wasn’t of much value to me at the time. It is a major learning curve and experiencing this (maybe even in a class?) would help everyone to be more motivated to publish their thesis and other work.” - “I would have enjoyed a greater variety of course offerings, but understand the limitations of a generalist program at a small school.” - “Graduate-level labs, especially chemistry and genetics.” - “Maybe an actual lab class to work on pipetting skills.”
What other thoughts would you like to share about your experience with TCBES? - “There was quite a lot of course work in comparison to other MSc programs. I think this is in part the reason why people struggle to finish the thesis route in 2 years. More and more people are doing “plan B” and although this is expediting graduation time, I would prefer to hire a “plan A” person who has conducted their own research and can think for themselves rather than take a bunch of course work. We get a lot of applicants from UH Manoa who have done similar research and internship masters, and I find they often cannot work independently and have little to no work experience. This is sort of like skeletal degrees, people with high degrees but no skill to prove it. I hope that TCBES does not become like that. People should be encouraged to do directed studies as I found that to be the best way to learn new skills and make connections.” - “I think the two greatest strengths of TCBES are A) The passion, excellence, and availability of the faculty; and B) The proximity to and relationship with agencies and conservation groups on Hawaii Island.”
2017 Employed in conservation and how long: - Field crew lead, wildlife/predator biologist, environmental consultant for about 5 years
Have you been involved in non-employed conservation work, for example as a volunteer? - “Rodent mitigation in Midway atoll.”
How did TCBES benefit you or help to prepare you professionally? - “Knowledge, peer group, professional connections etc.”
What would you have liked to have learned or experienced in TCBES that was not part of the program?
98 - “More Student teaching opportunities, better special studies courses.”
What other thoughts would you like to share about your experience with TCBES? - “I had some amazing teachers and great opportunities. I feel there is a lot to learn at the TCBES program but also that for all the amazing tech we have around the land we don’t have enough instructors to show proper use of some lab equipment etc. I also felt that (for specific instance) the entomology course taught by Dr. Price was just a series of speakers with little practical application of field techniques which was the title of the course if I remember correctly.”
2018 Employed in conservation and how long: - Natural Resource Management since thesis submitted in March 2018 - Education and outreach, casual hire for multiple organizations - Research assistant with the Conservation Genomics Research Group at University of Hawaii at Hilo. Working on the bioinformatics for the genomic conservation of the 'Alala (Corvus hawaiiensis) for 2 months
How did TCBES benefit you or help to prepare you professionally? - “Improved my writing and presentation skills, increased my networks, and advanced my learning and expertise in arthropods.” - “TCBES provided experience and skill in my particular field.” - “Gave me a wide array of skills in different conservation field and some field experience from the core courses.”
What would you have liked to have learned or experienced in TCBES that was not part of the program? - “None- I directed my learning toward what I thought would help me succeed. Directed studies courses allowed me to learn other topics/ skills that were not offered as a course in the program.” - “More skills in writing cover letters. Have it be a requirement as part of the seminar course to actually apply for jobs you are interested in.” - “make more volunteer work or have some type of meetings with conservation/environmental agencies to get to know them better and network.”
99 Appendix 5: Defining TCBES participation as determined by the TCBES Executive Committee
Defining TCBES Participation
Departments/Divisions/Colleges in TCBES Privileges It is recognized that a faculty member teaching a TCBES course in a given semester is reducing their undergraduate teaching within their Department/Division/College. Thus, if financially possible, the Department/Division will receive funds to hire a lecturer as a replacement for that faculty. For 600-level courses, funds to the Department will be on a per credit basis, to cover the number of credits that department is dedicating to graduate-level teaching. For dual-listed (400/600) courses 1 credit of compensation will be given to the Department/Division/College, or a GA may be provided if available. Some Departments/Divisions/Colleges will receive graduate teaching assistants (GAs), and these GAs will provide assistance with undergraduate teaching within a department. Teaching can be broadly defined and include grading, lecturing, field trips, mentoring, and laboratory session preparation support. The provisioning of GAs to Departments will be done by the Admissions committee and will vary annually. GA appointments to Departments will be based on class size, subject area, number of GA positions, the skill level and background of the GAs, and other factors determined important by the Admissions Committee. The Admissions Committee must contain members from across the different departments and colleges of participating TCBES faculty.
Commitments Departments/Divisions/Colleges must agree to teach a certain number of credits over a 2-year cycle. This teaching load will be negotiated biannually with the TCBES program and will be contingent on factors such department size, ability to teach graduate courses, available resources, and other factors determined important by the Executive Committee. Graduate teaching is defined as either 600-level or dual 400/600 level teaching. Supplies for graduate courses (600 level) will come out of the TCBES B budget. Departments/Divisions/Colleges that are given GAs must agree to have each GA be assigned a faculty mentor that oversees the activities of this GA and assists as needed.
100 Individual Faculty in TCBES Privileges TCBES faculty can serve as major advisor for Master’s theses. TCBES faculty can serve on Master’s student theses committees. TCBES faculty can teach or develop graduate-level courses. TCBES faculty may be provided opportunities to apply for course releases for mentoring graduate students or writing grants. TCBES faculty may have a GA assigned to them, which can thus be used as a student recruiting tool. TCBES faculty and their collaborators have use of the EPSCoR labs at the university rates, which are cheaper than for outside users. The labs have bench space available and also fee- based services. At present, the RTRF from TCBES faculty goes toward the salary of technicians for Core Genomics Lab and Analytical Lab for and a GA for the SDAV lab. TCBES faculty can vote on the applications of Affiliate and Adjunct faculty who seek to join the program. TCBES faculty can participate in the shared governance and development of graduate education. TCBES faculty, their students, and other staff have access to vehicles for research. The Toyota 4Runner can hold five passengers, has four-wheel drive. The Ford Escape Hybrid can hold five passengers, does not have four-wheel drive. Fees are charged for research use; use in coursework will be covered by TCBES. TCBES faculty can participate in decision making about graduate-level academics and programming. Given the redistribution of RTRF to the TCBES program, TCBES faculty will have access to a small pot of funds for publication costs, student travel, and small grants for students.
Responsibilities To be considered part of TCBES must either serve as primary advisor to Master’s student(s) OR be active in a combination (two or more) of the different types of activities within a 3-yr period. These activities are: . Teaching at the graduate (600) level) or at the 400/600 level (dual listed). . Serving on graduate student thesis committees. . Providing service to TCBES program (via Executive Committee, Admissions Committee, the TCBES symposium, seminar speaker, supervising GAs, etc.).
In addition, TCBES faculty will agree to: 1) conduct oneself in a professional manner toward students, following a code of conduct (see Code of Conduct for TCBES Faculty); 2) Follow all University of Hawaii at Hilo policies as highlighted in The Faculty Handbook, and fully documented at UH Hilo Academic Policies (https://hilo.hawaii.edu/policies/)
101 and UH Hilo Policies and UH System policies (https://hilo.hawaii.edu/chancellor/UniversityPolicies.php).
Accountability The following process is in place to address concerns if questions exist about faculty adhering to the Code of Conduct: 1) A student, staff, or faculty member should first discuss the concern(s) with the TCBES Director; 2) The TCBES Director will be obligated to bring the concern(s) to the TCBES Executive Committee, to ensure that the issue is not ignored; and 3) The TCBES Executive Committee will discuss the issue and make a recommendation for action. The recommendation must be agreed upon by a majority of the TCBES Executive Committee members. The recommendation will be forwarded on the Graduate Council and/or the upper University of Hawaii at Hilo administration via proper channels (Dean, VCAA, Chancellor).
102 Code of Conduct for TCBES Faculty (based on UH Mānoa policies, http://manoa.hawaii.edu/graduate/content/standards- responsibilities) Teaching Responsibilities . To provide an educational climate free from discrimination or harassment based on age, disability, gender, marital status, national origin, race, religion, sexual orientation or any other factor unrelated to academic competence or performance. . To foster the development of excellence in every student with supervision and support. . To strive to enhance the educational value of teaching and research assistantships of the students under their supervision. . To advise students concerning the ethics of the profession, to encourage the practice of research and publication consistent with ethical standards, and to help students identify and avoid ethically questionable projects. . To inform students of the academic standards and evaluation procedures. . To provide students ample time and opportunity to meet or exceed academic standards. . To review student work in a timely manner and to provide students with objective and fair evaluations of their work and progress. . To provide accurate student evaluations to other professionals who require such evaluations.
Mentoring Responsibilities . To assist students in securing research support and to advise them of implications associated with participation in particular research projects. . To advise students of career opportunities or other degree programs. . To be accessible to all students under their guidance. . To be candid and fair in their relations with students and to avoid any conduct that demeans students. . To recognize the power they hold when engaged in teaching, research or supervision and to avoid engaging in conduct that could be construed as an abuse of that power. . To adhere to the fair standards concerning acknowledgment of student contributions to their work. See CoAuthorship Guidelines. . To refrain from allowing personal animosities or intellectual differences with colleagues to impede student access to such colleagues or to interfere with student progress in course work or research. . To refrain from interfering with any grievance procedure. . To refrain from any punitive action against a student who filed a grievance.
Advising Responsibilities . To track student progress. . To provide students with up-to-date information about how they are fulfilling degree requirements. . To provide a final degree audit for graduation.
103 In addition to the UH Mānoa policies, as an advisor in the TCBES program, faculty will be expected to: . Meet regularly with advisees to assess progress and guide degree path; . Document the outcome of meetings; . Mentor of students in standards of academic integrity and professional behavior; . Provide timely and respectful feedback on student work; . Inform and advise students on opportunities for professional advancement; . Provide oral or written letters of recommendation for opportunities that advance the student’s career; . Provide a supportive academic environment that emphasizes professionalism, diversity, inclusion, and student success; and . Be proficient in the graduate school policies including the graduate handbook, degree requirements, and deadlines.
104 Coauthorship Guidelines (based on http://manoa.hawaii.edu/graduate/content/co-authorship)
Guiding Principles The scholarly and professional relationships among students, faculty and staff at the university shall be governed by principles of integrity and honesty. In the case of joint research or creative work by a group of collaborators, efforts shall be made to attribute credit fairly in accordance with the amount of work contributed by each collaborator. Intentional improper assignment of co-authorship constitutes a case of alleged research misconduct. Allegations for research misconduct will be handled in accordance with administrative procedures outlined in the university’s Systemwide Executive Policy E5.211: Ethical Standards in Research and Scholarly Activities.
Distribution & Priority Individuals collaborating on research or creative projects are encouraged to discuss, at an early stage, how decisions will be made concerning distribution of intellectual property, priority in authorship, and other such issues as applicable. It is strongly recommended that collaborators formalize their understandings and agreements in writing. Points to consider:
. Who will be authors and in what order? . Decide who or what agencies require acknowledgement. . Identify the corresponding author. . Identify where and when the work will be published.
In general, individuals are advised to follow prevailing professional standards in their disciplines for the determination of priority in authorship for a joint publication. In disciplines where no formalized standards exist, the priority in authorship shall be determined in accordance with the amount of work contributed by each collaborator. For large research projects involving many collaborators, it may be feasible to list authors alphabetically or by institution, if agreed upon by all parties concerned.
Faculty & Student Collaboration In the case of a joint publication by a faculty and a student, the faculty shall acknowledge contribution from the student. In general, all articles that result from a student’s thesis or dissertation should show the student as primary author. If a student believes that his or her work has been misused by a faculty, he or she should first approach the faculty to discuss the issue. If this is not feasible or if the outcome of the discussion is unsatisfactory, the student should discuss the issue with the faculty’s administrative supervisor, who will then conduct an administrative review. If the issue remains unresolved after the administrative review, it may be brought to the TCBES Executive Committee for consultation.
105 Appendix 6: Duties of TCBES Director and Associate Director
TCBES Director and Associate Director Duties and Roles It is proposed that TCBES be led by a Director (Rebecca Ostertag) and Associate Director (Patrick Hart) from June 1, 2016 to May 31, 2019. The proposed duties and roles are outlined in the document below, where D = Director and AD = Associate Director.
Program Structure TCBES Committees -- Organize and provide oversight for all TCBES committees. Work with TCBES faculty to redefine the terms, means of appointment or election of members, duties and responsibilities of the TCBES Executive, Admissions, and Curriculum Committees. (D & AD) Graduate Council – Serve on the Graduate Council to represent TCBES. (D) Teaching Assistantships – Negotiate with the UH Administration and the various departments associated with TCBES for graduate assistant (GA) positions. Work with the TCBES Admissions Committee to prepare position descriptions, advertise the positions, and facilitate the review and selection of the teaching assistants. GAs will be supported by tuition and/or by RTRF depending on their duties. (AD) Instruction of TCBES Courses –Recruit faculty, visiting faculty or lecturers (post-docs, agency personnel, others) to teach TCBES courses each semester (D/AD) TCBES Certified Faculty – Organize the nomination of certified TCBES faculty each semester. (AD) Fund raising for TCBES – Identify, write and secure external funding for the TCBES program and submit all required reports to the funders. This includes Federal Grant applications, Private Foundations (NSF EPSCoR, NSF GK-12, NSF CREST, Hau‘oli Mau Loa; current NSF CREST, Hau‘oli Mau Loa) (D/AD) The Program Experience from Student and Faculty Perspectives New TCBES Student Orientation Program – Organize the 1-day TCBES student orientation held the week before classes start. Coordinate with TCBES Mater student club, faculty executive committee, faculty teaching the core courses, Kīpuka program, and Graduate Division orientation program. (D) Current Students – Review and approve all TCBES student documents for progress towards degree and graduation. Discuss with each student their progress when they are requesting approval of forms. Meet with each student on an annual basis. (D) Faculty Relations – Meet with all faculty in the TCBES program on an annual basis. Determine how TCBES can best serve their needs (GAs, course releases, common resources such as the core labs). (D/AD) TCBES Symposium – Coordinate with student TCBES Mater club to organize and run the annual TCBES Research Symposium. (D/AD)
Correspondence Communicate with Prospective Students – Serve as primary faculty contact for prospective students considering applying to the TCBES program. Email, phone and in-
106 person communications with students to discuss the program and how the student can best apply to the program. (AD) TCBES Website – Maintain and continually improve the TCBES website. The TCBES website has important information for prospective and current students. Webmaster responsibilities can be handled by a student assistant, if available. (D/AD) Promotion of TCBES – Work with the campus alumni association, the UH Foundation and other organizations to write articles and generally promote the TCBES program. (D) Hau‘oli Mau Loa Scholarships – Work with the Hau‘oli Mau Loa and UH Foundation and RCUH on business processes related to advertising for and recruiting of Graduate Assistants, and manage the payment of student stipends and research and travel funds. (D)
Other Administrative Tasks TCBES student help – Supervise an undergraduate (UG) student assistant for TCBES. Each year a request is made for Federal Work Study supported UG student assistance. If this is granted then the director supervises the student to help with the TCBES workroom, TCBES vehicles, TCBES website and other duties. (D/AD) TCBES Student Work Room (W 16) – Oversee and work with the TCBES student assistant to ensure the functioning of the student work room including computer maintenance, laptop computers for instruction, printers, lockers, key access for students with NS Division Chair, etc. (D) Graduation Ceremony – Attend the campus graduation ceremony and present the graduates during the ceremony. (D) TCBES Student Mater Club Advisor – Act as the advisor for the TCBES student. (D) TCBES Vehicles – Oversee the operation and maintenance of the TCBES vehicles. TCBES has two vehicles that are used by TCBES students and faculty. Reservations are managed by the student assistant, if available, and organized using a Google calendar. The vehicles need to be maintained in proper driving condition with safety checks and insurance renewed each year. (D) TCBES Budget – Manage the TCBES budget as defined by program RTRF and graduate student tuition. (D) TCBES Listserves – Manage the TCBES-all, TCBES-faculty and TCBES-student listservs. This requires adding new faculty, students and agency members several times per year. (D) Annual Report-Serve as lead author on an annual report, to be finalized and posted over the summer (D)
The Director will receive 2 course releases per year and 1-month summary salary. Beginning in Fall 2018, the Associate Director will receive either a course release or 1-month summer salary. Course releases and summer salaries will be paid by TCBES Program RTRF.
Summary: the main duties of the AD would be to coordinate GAs and communicate with perspective students. The AD would play a large role in restructuring the committees within TCBES, to better define roles and serve students and faculty. The AD would also play a large role in enhancing faculty relations. The other tasks would fall to the D, or when duties are listed as D/AD, the D would delegate work as deemed appropriate.
107 Appendix 7: TCBES Bylaws
Tropical Conservation Biology and Environmental Science (TCBES) Master’s Program University of Hawaii at Hilo Bylaws
I. Purpose of the Bylaws The Bylaws define the operating procedures for program administration and governance within the Tropical Conservation Biology and Environmental Science Master’s Program, University of Hawaii at Hilo.
II. Mission Statement The mission of the TCBES Program is to: Foster knowledge of theory and techniques in conservation biology and environmental sciences, including basic, applied, and socio-ecological research. Promote scholarly activities in marine and terrestrial environments that will enable participants to pursue careers in research and natural resource management.
III. Membership and Eligibility to Vote
A. Faculty TCBES faculty are employees of the University of Hawaii at Hilo at the Instructor, Assistant, Associate or Professor level. To be considered a voting member of TCBES, faculty must either serve as primary advisor to Master’s student(s) or be active in service activities within a 3-yr period. These activities are: Teaching at the graduate (600) level) or at the 400/600 level (dual listed). Serving on graduate student thesis committees. Providing service to TCBES program (via Executive Committee, Admissions Committee, the TCBES symposium, seminar speaker, engagement in TCBES- sponsored activities). In addition, TCBES faculty will agree to: conduct oneself in a professional manner toward students, following a code of conduct (see Code of Conduct for TCBES Faculty); follow all University of Hawaii at Hilo policies as highlighted in The Faculty Handbook, and fully documented at UH Hilo Academic Policies (https://hilo.hawaii.edu/policies/) and UH Hilo Policies and UH System policies https://hilo.hawaii.edu/chancellor/UniversityPolicies.php).
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B. Allies
Allies include affiliate and adjunct faculty, students, or other interested people. Allies do not have voting rights.
IV. Voting
The Executive Committee will create, advise, propose, and vote on policy decisions affecting general program operations. A quorum of two-thirds of the members is needed to hold a vote. The TCBES Executive Committee will make a reasonable effort to reach consensus on decisions.
Policies that are developed by the Executive Committee affecting governance, affiliate and adjunct faculty composition, and curricula will be sent out to the TCBES faculty for vote.
In all forms of voting, decisions shall be based on a simple majority of those who cast votes. Abstentions will not count as votes in defining a majority. In the event of a tie, the Executive Committee will exercise executive prerogative. Voting can take place in meetings, by secret ballot, or by email. Any votes related to electing officers will be by secret ballot.
V. Officers and Standing Committees
A. Delegated Powers and Duties of the TCBES Director and Associate Director
The Director is the chief administrative officer and the Associate Director assumes duties as defined and delegated by the Director. The Director positions provide leadership and administer the policies established by TCBES. The Director and Associate Director have signature authority over all UH Hilo forms relating to TCBES student enrollment, progress towards degree, and graduation.
The duties of the Director and Associate Director are listed below (See TCBES Director and Associate Director Duties and Roles document for more details.) TCBES Committees – Organize and provide oversight for all TCBES committees. Graduate Council – Serve on the Graduate Council to represent TCBES. Graduate Assistantships – Negotiate TCBES GA positions with the UH Hilo Administration, advertise, hire, train, and oversee the success of the GAs and their relationship with their academic units. Instruction of TCBES Courses – Recruit faculty, visiting faculty or lecturers (post- docs, agency personnel, others) to teach TCBES courses each semester
109 TCBES Affiliate and Adjunct Faculty – Organize the nomination and paperwork of affiliate and adjunct TCBES faculty each semester, renew faculty yearly if deemed appropriate. Program Review – Prepare and submit Program Review. Dean’s Council – Serve as representative. Fundraising and grant management – Identify, write and secure external funding for the TCBES program, manage grant finances and personnel and submit all required reports to the funders. New Student Orientation Program – Organize the TCBES student orientation held the week before classes start. Current Students – Discuss, review and approve all TCBES student documents for progress towards degree and graduation. Faculty Relations – Determine how TCBES can best serve faculty needs. TCBES Symposium – Coordinate with student TCBES Mater club to organize and run the annual TCBES Research Symposium. Communicate with Prospective Students – Serve as primary faculty contact for prospective students considering applying to the TCBES program. TCBES Website – Maintain and continually improve the TCBES website. TCBES Student Work Room (Wentworth 16) and GA Office (Wentworth 18) – Oversee key access and maintain functioning space for students. Graduation Ceremony – Attend the campus graduation ceremony and present the graduates during the ceremony. TCBES Student Mater Club Advisor – Act as the advisor for the TCBES student club. TCBES Vehicles – Oversee the operation and maintenance of the TCBES vehicles. TCBES Budget – Manage the TCBES budget as defined by program RTRF and graduate student tuition. TCBES Listservs – Manage the TCBES-all, TCBES-faculty and TCBES-student listservs. Annual Report – Keep records and provide annual reports to Graduate Council.
B. Election of the Director and Associate Director
TCBES faculty may nominate the Director and Associate Director. The TCBES faculty will vote on the Director and Associate Director positions based on the nominations. The current Director will forward the result of the vote to the Vice Chancellor of Academic Affairs (VCAA) as a recommendation. The VCAA will appoint the Director and Associate Director. The term of appointment of the Director and Associate Director is three years, with reappointment possible.
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C. Acting Director
In the event of unavailability or extended absence from campus of both the Director and Associate Director, the Director will appoint an Acting Director.
D. Vote of No-Confidence
If the TCBES Director and/or Associate Director has lost the confidence of the department faculty, a two-thirds majority of the faculty may make a formal recommendation to the VCAA calling for replacement of the Director and/or Associate Director.
E. Standing Committees
1. Executive Committee The TCBES Executive Committee serves as an advisory board to: propose policy, initiate the process of planning for new goals and guide future development, to advise and make decisions on general program operation (see Section IV Voting for details).
The Executive Committee will have broad representation across colleges and departments. To ensure broad participation, membership in the Executive Committee should include the Director and Associate Director, and one person from each of the major academic units involved in TCBES (e.g., Biology, CAFNRM, Geography and Environmental Studies, and Marine Science) and at least 1-3 other academic unit with faculty who are active in TCBES. Each year in April the Director will put out an email call to all TCBES faculty, asking through department chairs/deans to confirm who will be the representative for the academic unit. Terms start in the Fall. An Executive Committee member can serve for a term of up to five consecutive years. A faculty member can serve more than one five-year term, but not consecutively. It is assumed that that the composition of the committee will most likely include new and more experienced members at any one time.
2. Admissions Committee The Admissions Committee serves to review applications to the TCBES program, as well as select GAs and fellowships, when applicable. The Associate Director will lead the Admissions Committee. The committee will convene in the latter end of the fall semester and work through spring semester. The Admissions Committee will have broad representation across colleges and departments. To ensure broad participation, membership should include representation from each of the major academic units involved in TCBES (e.g., Biology, CAFNRM, Geography and Environmental Studies, and Marine Science). Each year in April the Director will put out an email
111 call to all TCBES department chairs/deans (with copy to TCBES faculty) to confirm who will be the representative for the academic unit. Terms start in the Fall. The appointment can be for 1-3 years. Typically, each year one-third of the membership will rotate.
VI. Meetings
A. Requests for Meetings A faculty member may request a TCBES Program meeting, and the Director will make a reasonable attempt to accommodate her/him. TCBES welcomes Allies at the Executive Committee and all Program-wide meetings.
B. Scheduling of Meetings Meetings for the Executive Committee and Admissions Committee shall be scheduled at the discretion of the Director. Every attempt will be made to provide 48-hours notice.
C. Conduct of Meetings Minutes will be taken at every Executive Committee meeting and will be available upon request.
D. Program business shall be conducted through email, the Executive Committee, and the Admissions Committee.
V. Procedures for Amendment of the Manual of Operations and Procedures
The bylaws may be amended by a two-thirds majority of all eligible faculty who cast a vote. Proposed amendments must first be formally proposed and discussed at an Executive Committee meeting or by email. After discussion the faculty may vote to hold a ballot on the specific amendment and a ballot shall then be held within two weeks.
Submitted for faculty review by Patrick Hart, 20 March 2018. Submitted for revisions by Rebecca Ostertag, 3 April 2018. Approved by the faculty membership of TCBES, 10 April 2018
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