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Remote Botany? by Tobias Policha, Biology Career Instructor FALL 2020

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Remote Botany? by Tobias Policha, Biology Career Instructor FALL 2020 Biology Remote Botany? By Tobias Policha, Biology Career Instructor FALL 2020 plant anatomy was easier remotely. By relying Biology is a publication on the excellent images available through the of the University of Oregon Flora Project1, I could be certain that Oregon Department of we were all looking at the same things. This Biology was particularly useful while leading group Department Head ‘keying sessions,’ when we would all be working Bruce Bowerman together to identify unknown species. I could curate a set of photos that illustrated the Business Manager salient features required to move through the Shelley Elliott identification key. Another way that I ensured Editor that the students were making detailed Annie Rogers observations was to have them draw the For the iNaturalist project (www.inaturalist.org/ material that we were studying. Sometimes this Design and Print projects/bi-442-542-systematicbotany-at-the- would be outdoor scavenger hunts – “Find an Joseph Dorner university-of-oregon) students identified and example of , draw and label it.” UO Print Services described 20 species, representing at least 15 plant Other times they would use images I provided families. Assignment details were provided by Aaron Liston at OSU via botanydepot.com as the basis for their drawings. To get them outside (safety permitting), I also had them In March, COVID changed life for everyone. The maintain weekly Field Notebooks wherein they future was unknown. For those of us teaching lab would record observations of plant species and field classes starting in just a couple of weeks, diversity and ecological interactions. I set up the future was a big unknown. a class project on the citizen science platform iNaturalist2 and required them to photograph and identify species that they added to the What does remote teaching and learning look like project page. We also contributed to the annual when a direct, tactile experience has been a hallmark Mount Pisgah Arboretum Wildflower Festival, of your discipline? Continued on page 2 How were we to teach the hands-on skills that students need for learning, research, and work? How were we to immerse students in learning about the natural world without taking them outside? My spring class was a senior/grad plant systematics course that normally meets for six hours of lab and (an average of) four hours of fieldwork each week. Students learn to handle and dissect flowers as they discover their intricate anatomy. We work through dichotomous keys, learning new vocabulary, and applying it to diverse specimens as we identify unknown species. We use hand-lenses in the field, and microscopes in the lab. “ZoomTM” An example of student work. The lab instructions was not the zooming-in that I was accustomed to! were: “Key to family, genus, and species. Write out your steps. Write out the scientific name. What is Despite not being there to help the students the common name? Sketch and label flower.” focus their microscopes, in some ways teaching Credit: Heather Dawson. Remote Botany? Continued from cover page From the Department Head which was online this year, by adding observations Greetings once again from the Department of Biology at the to the iNaturalist Bioblitz University of Oregon. This is such a unique time, with our project3. This allowed the university, state and indeed the entire world experiencing so students to participate, many profound challenges. Fortunately, the smoke has cleared and network virtually locally, and as I write we are having our first day of lovely blue with the local community skies since the massive and destructive fires of 2020 began. I of botanists. Instead of have never been so happy to see the rains return as I was this bringing plant products past week in mid-September. These fires have been devastating into lab to share with for some members of our community, and of course all of us the students, I assigned have been affected for several months now by the global a “Domestic Botanical corona virus pandemic. Our faculty and students have rapidly Inventory,” where the and impressively transitioned to distance learning (although students made lists of all Bruce Bowerman with a garter snake quite a few lab courses will in fact be in person this fall, with the plant products in their he escorted off Mt. Pisgah appropriate distancing and safety measures). Of course, we all homes. Several students would prefer to have our classes and students and faculty back on campus for in person instruction, commented that this but I want to commend everyone for their remarkably rapid and skillful transition to online teaching was an effective way of and learning. Let’s hope that we can soon return to a more normal life, as scientists respond with demonstrating reliance on impressive speed to improve treatment and prevention. I am confident that we will continue to adapt plants in their everyday lives. and persevere, effectively and together. Remarkably, in the midst of these challenges, our department has nevertheless continued to excel and grow. We have over the past year added three new and talented faculty members: Jeffrey Diez (a forest ecologist), James Murray (a computational neuroscientist), and Lauren Ponisio (a pollinator ecologist). Each of them are profiled in this issue, and we look forward to their exciting contributions to the education and research missions of our department and university. Bruce Bowerman [email protected] Welcome New Team Members Jeff Diez Institute of Ecology and Evolution I was drawn to the field of ecology because it combines my Graduate student Juan Tirado- love of the outdoors and the challenge of understanding Garcia in the field studying complex systems. I grew up in Atlanta but within reach sunflowers. His graduate of the wilder barrier islands of Georgia and lush southern project for the course involved Appalachian mountains. Since then I’ve had the privilege the 13 species of sunflowers of living and working in amazing ecosystems ranging from (Helianthus spp.) that grow in the unique Gondwanan landscapes of New Zealand to Kansas, where he was during Virginia’s Shenandoah Valley to the spectacular Swiss Alps. our course. Most recently, I’ve been loving the diversity of west coast One pleasant surprise was landscapes and the open expanses of southwestern deserts. the sense of community As a population and community ecologist, I’m interested in that emerged amongst the basic mechanisms shaping species’ population dynamics, interactions, and the assembly of botanical educators facing communities. Changing climate and human-mediated species movements (leading to biological the same challenges. I invasions) make community ecology very dynamic right now. Ecological communities are being brainstormed with faculty “reshuffled” in space and time, as species distributions and their phenology are changing more at Lane Community rapidly than historic rates. This reshuffling is altering species interactions, shifting patterns of College and Oregon State biodiversity, and may impact ecosystem services on which societies rely. In our research, we use University. I attended these changes as natural experiments to understand basic properties of communities, while also several sessions focused building capacity to predict changes in the coming decades. I’m thrilled to be here in Eugene and Continued on page 3 look forward to actually meeting everyone someday! 2 UNIVERSITY OF OREGON COLLEGE OF ARTS AND SCIENCES FALL 2020 Lauren Ponisio Institute of Ecology and Evolution Remote Botany? Continued from page 2 I grew up in the Central Valley of California, where I was on remote education at the not exposed to the grandeur of the natural world. I did (virtual) annual meeting learn, however, of the importance of agriculture for both of the Botanical Society conservation and livelihoods, and how wild pollinators form of America4, and I shared a link between the two. I did my BS/MS at Stanford where I assignments through the encountered my first native plant guide (and native plants!). Botany Depot5 website. I migrated to the other side of the bay for my PhD, where I The whole experience was focused on restoring wild pollinators in agriculture and how fire ultimately rewarding for maintains plant-pollinator communities. I was a postdoctoral me and the students, in fellow at the Berkeley Institute for Data Science, where I ways that we could not focused on data science pedagogy and how to apply the have imagined. One student principles of reproducible, open science in ecology. even commented that “I At UO, my research program will focus on understanding the mechanisms by which species interactions expected that this class maintain species diversity, and how we can harness these processes to manage and restore diversity in would transition the most human-modified systems. I will continue to focus on pollinators because they are critical for pollination roughly to an online format, in managed and natural plant communities, but we endeavor to make our research broadly applicable but it ended up being my across ecological interactions. My aim is to discover new insights into how communities form, evolve, favorite….” and persist through time and space, aiding in the prediction and prevention of community collapse. 1. www.oregonflora.org 2. www.inaturalist.org/projects/ In addition, my personal connection to issues concerning agriculture sustainability as a native bi-442-542-systematic-botany- of the Central Valley and Latina woman has motivated me to study how to design agricultural at-the-university-of-oregon systems to better support humans and wildlife. I have investigated strategies for designing 3. www.inaturalist.org/projects/ agricultural systems to promote biodiversity conservation and the links between conservation lane-county-wildflower-show- strategies and improving livelihoods. bioblitz-2020 4. 2020.botanyconference.org James Murray Institute of Neuroscience 5. botanydepot.com Growing up in Montana, James Murray knew from an early The Department of Biology is age that he wanted to be a scientist or cowboy.
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