Month: March 2021

Categories
Graduate Advisors Graduate School Advice

What do Graduate Advisors Look For in Applicants?

A big part of applying to research-based graduate programs is finding an advisor. This faculty member will impact your overall education experience and play a critical role in the success of your thesis or dissertation work. But identifying potential advisors is not enough. You need to find someone who is willing to take you on as a student. Limits on space and funding make things very competitive, especially when assistantships are on the line. 

So what exactly are advisors looking for when selecting students?

In this article, we review the top 9 qualities and qualifications graduate advisors look for when selecting advisees. Equipped with this knowledge, you can focus on making yourself into a stronger candidate.

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Note: Graduate advisors wear many hats. They advise, teach and conduct their own research. When seeking students, they look for dependable individuals with specific skill sets because their choices impact the success of their own projects. 

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Strong Introductory Email

Graduate advisors receive hundreds of emails from prospective students. To stand out from the crowd make sure to send a strong introductory email. We consulted with professors in ecology and wildlife science to find out what they look for in emails. Check out the popular answers below.

Advisors look for students who…

  • Ask about availability to take on new students
  • Know the advisors’ area of research
  • Have specific research interests
  • Can explain how their research interests fit with the work of the advisor
  • Express an interest in pursuing grant or funding opportunities with the university (if no assistantship is posted). 

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Student sample of an introductory email:

Professor Langdon,

My name is Lindsay Keating and I graduated from Franklin University with a Bachelor’s in Biology and a minor in Anthropology. I am looking to get my Master’s Degree in Wildlife Science this Fall (2021) or Spring (2021). In the interim, I am working full-time as a Lab Technician at Ohio State University, College of Medicine, in their Department of Microbial Infection and Immunity and recently finished working part-time, fully remote with the University of Arkansas assisting one of Dr. Kate Fansler’s Ph.D. students. As a result, I wanted to reach out to professors whose research I felt resonated with my interests. Do you anticipate bringing on students and having funding/space for a Master’s student in the following year? I am also willing to work with you to develop a project, write proposals, and apply for outside sources of funding.

I am interested in actionable conservation, moving between conducting ecological fieldwork and then applying the research to develop sustainable solutions by working with stakeholders. In particular, I enjoy working with vulnerable communities and ecosystems and I believe that your research examining the effects of rangeland management, climate change, and restoration on native bee and invertebrate communities corresponds well with these interests. I am very open to exploring many research options and believe that your work would offer me the opportunity to make a meaningful impact. I would love to speak further about how my skills and experience can benefit your research and I’ve attached my CV, transcript, a statement of interest, and a GRE score report for reference. Thank you for your time and consideration!

Best,
Lindsay Keating

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Relevant Research Experience

Completing an undergraduate degree is a prerequisite to any graduate program, but advisors also want to see that applicants have experience beyond coursework. Relevant real-world research experience will make you a much stronger graduate candidate, especially if you are applying for an assistantship position. If you want to impress to advisors even more, gain experience in a research leadership role. 

Advisors suggest:

  • Start early in seeking out research experience opportunities
  • Find a graduate student or faculty member who needs help with a research project. 
  • Conduct independent research/study 
  • Work as a seasonal technician or lab tech

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Check out Building Your Qualifications for Grad School: How to Stand Out for more advice on research experience.

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“Research is the most important thing you can do to prepare yourself for graduate school because it will teach you not only how to do research, but whether you like research and if so, what areas of research you enjoy the most.”

– Walter P. Carson – Associate Professor | Department of Biological Sciences | University of Pittsburgh

Meets Minimum GPA/GRE Scores

Many graduate programs have set GPA and GRE minimums (typically a GPA of 3.0 and GRE scores of 1000 combined verbal and quantitative). Advisors want students who check those required boxes. Check to see if the advisors you reach out to want to see your scores in your introductory email. 

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Note: If your GPA is higher for your major classes than your overall score, you may want to emphasize this in your communication with an advisor. It will show your focus and desire to succeed in your field. 

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Specific Skill Set(s)

Every research topic benefits from particular skill sets. Figure out which skills are most important in your area of interest and strengthen them through experience and additional training if necessary. Advisors especially appreciate when you have applied these skills in a real-world context.

“For genomics/genetics, there are skills sets that are high demand, principally bioinformatics and genomic lab work. These skills were relatively rare at an MS level going into a PhD, so immediately became more impressive”

–Liz Kiereplka – Senior Research Biologist/Research Assistant Professor | Department of Natural Sciences |  NC State University & North Carolina Museum of Natural Sciences

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Concrete Goal/Focus Area

Graduate school is not like undergrad, it’s more specific, and involves self-teaching and learning-by-doing. Advisors want to see focused students who know what they want from the experience. Furthermore, you should know enough about your interests to confirm that they fit well within the realm of the advisor’s work. 

“Really think about potential research questions and if those questions fit with the professor. Engaging with the professor about what they are interested in and gauging if those interests fit yours will get you far.”

– Liz Kiereplka – Senior Research Biologist/Research Assistant Professor | Department of Natural Sciences |  NC State University & North Carolina Museum of Natural Sciences

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Note: It’s easy to become overly taxa-focused in wildlife science and ecology. Think about questions and research interests related to an advisor’s work, not the specific species.

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Quality References and Recommendations

When actively seeking new grad students, professors rely heavily on network connections. For advisors, bringing a new student into a lab carries risk. When a colleague can vouch for your ability and dedication, the reassurance is worth its weight in gold. This is why you should focus on building relationships with other professors and professionals – not just inside the classroom but, ideally, also in a research setting where they see your work firsthand. You will want these connections to serve as quality references.

“The natural resource conservation and management field (e.g., Fisheries and Wildlife, Conservation Biology, Ecology, Hydrology) is very small and there are very few degrees of separation among professionals…What this ‘small world’ means to potential graduate students is that the professional that you are working with as an undergraduate definitely knows others in his/her discipline and probably knows researchers/faculty in other disciplines.”

– James Peterson – Professor and Leader USGS Oregon Cooperative Fish and Wildlife Research Unit–  Department of Fisheries & Wildlife | Oregon State University

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Compatible Personality

Advisors assess chemistry in addition to qualifications when interviewing students. Remember, you could end up working together for several years. Use your interview as an opportunity to evaluate personality fit just as you might with a new colleague or boss. Be honest with yourself, if your gut tells you the fit isn’t right. 

Advisors want students to ask:

  • What do work expectations look like?
  • Do you work hands-on or hands-off as an advisor?
  • How often do you meet with students?
  • Do you have an open-door policy or prefer scheduled meetings?

Active Participant 

Graduate advisors love when students are active members of the scientific community. You can participate by attending scientific meetings and conferences. If possible, present research (paper or poster) at an event. Not only do these experiences provide great networking opportunities they’ll expose you to new research in the field, sparking new ideas and ways of thinking. Another way to be involved is to participate in departmental events like socials, clubs or seminar series. 

Willingness to Learn

Graduate school is a wonderful opportunity to advance your education and your graduate advisor is there to guide you. Advisors appreciate when you ask questions rather than pretending to know more than you do. Additionally, recognize that the best advisor/advisee relationships are a two-way street. Open communication with your advisor will help you make the most of your time and efforts. 

“I wish graduate students knew it is fine not to know everything. Admit when you don’t know or understand something. Even the smartest and brightest students have areas in which they are not as smart and bright.” – Graduate Advisor at Lidenwood University

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Alyson Morris is the Communications Specialist for CJB Network and writes on environmental career development. She is a graduate student at the University of Oregon and is pursuing her Master’s in Strategic Communication.

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Categories
Conservation News Environmental Careers

Report: The Impact of Covid-19 on Conservation Hiring

This report examines how the Covid-19 pandemic has impacted conservation hiring in the United States since the start of the shutdown in March 2020.

Introduction

The field of conservation refers to the organizations and professionals working to protect, manage, and study the natural environment. It covers a range of professional areas including ecology, wildlife and fisheries, forestry, outdoor recreation, and environmental education.

To better understand the effect of the Covid-19 pandemic on conservation, we looked at data from the website Conservation Job Board which lists new job openings in the field. 

Specifically, we compared job posting volume in the 12-month periods before and after the start of the pandemic as an indicator of the effects of Covid-19 on hiring. We also conducted interviews with employers and reviewed news reports to provide additional context.

Findings

Conservation Hiring Down Sharply in 2020

New hiring in the field of conservation fell sharply in the spring of 2020 as Covid-19 surged across the country. New job postings dropped over 60% in April and May of 2020 compared to 2019.

The depressed state of conservation hiring continued through the end of 2020 with job posting volume down almost 50% from April 1 – December 31 compared to the same period in 2019. Postings for new seasonal jobs fell 59% faring worse than permanent positions, down 41%.

COVID Derailed Seasonal Programs and Projects

The field of conservation relies heavily on seasonal hiring to implement programs and projects. In 2019, seasonal positions made up nearly 60% of the posts on Conservation Job Board, mostly for outdoor-based, hands-on work.

The sharp drop in seasonal postings after the Covid-19 shutdown suggests that much of this planned work was canceled in 2020.

Media reports and our interviews show a wide range of programs canceled for various reasons.

Examples of canceled conservation work include:

Environmental summer camps, classes, and events canceled across the U.S. for public safety.

Some Conservation Hiring Persisted in 2020

Despite the Covid-19 pandemic, conservation hiring persisted in 2020 – albeit at lower levels. 

Conservation jobs often take place outdoors in remote settings where workers can more easily socially distance and the risk of Covid-19 is lower compared to indoor spaces. 

Organizations also made adjustments to make work safer. 

For example, the Great Basin Institute adopted strict safety protocols that included requiring field crews to quarantine for 14 days before starting work. This enabled the organization to continue with many of its planned conservation projects in 2020.

Public facilities such as the Woodcock Nature Center adapted by changing their programming. The organization created take-home kits for parents and students and began offering virtual field trips.

Conservation Jobs Rebounding in 2021

Signs of a rebound in conservation employment in 2021 have emerged. According to job posting data, total new hiring activity in February surpassed pre-Covid-19 levels. 

Postings for new permanent jobs surged, up 32% over February 2020.

This over-performance suggests that the reduced posting from previous months was at least partially due to employers delaying planned permanent positions rather than canceling them outright. If true, then the opening of these paused positions could be driving elevated hiring levels for permanent jobs.

While a strongly encouraging sign, the rebound in permanent job postings in conservation has a long way to go to make up for the reduction over the prior 11 months.

Signs also point to improvements in seasonal work. For example, nature-based summer camps that canceled their 2020 seasons are now reporting that they will reopen. However, programs will still operate with fewer attendees than prior to the pandemic.

Postings for new seasonal jobs also rebounded from the lows of the summer months but were still down 13% compared to February 2020. 

This suggests that the planned conservation work for the spring and summer of 2021 has increased from the prior year but still has not returned fully to pre-Covid-19 levels.

Results Table

Methods

We compiled job posting data from the website Conservation Job Board. The 11-year old site listed approximately 11,000 free and paid postings by employers in 2019 and 2020 for job openings in conservation.  

We measured the volume of jobs posted to the website broken out by seasonal and permanent positions over a 24 month period dating from March 1, 2019, through February 28, 2021. 

Then we calculated the monthly percentage change in job posting volume compared to the same month of the previous year. This percentage gave us an indicator of the effects of Covid-19 on hiring levels.

To provide additional context to the job posting data, we reviewed media reports dating back to March 2020 related to the impact of Covid-19 on conservation programs in the United States. We also conducted interviews with staff at organizations involved with hiring.

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Rob Goldstein is the Managing Director of CJB Network and Conservation Job Board. He received his Master’s in Human Dimensions of Natural Resources from Colorado State University and worked for years as a conservation professional.

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Categories
Career Advice Environmental Careers

Career Pathways for Nature-Based Educators

elementary school children on a field trip

Nature centers are a great place for environmental educators to build a career.

Often located on preserves, nature centers connect people to the natural world by erasing the walls of the traditional classroom.

Educators at these organizations develop and use innovative, hands-on, methods to enhance the public’s understanding of local ecosystems and foster responsible stewardship of nature. Students have the opportunity to engage with the natural environment and witness science in action.

Think visitor centers, guided interpretive tours, museums and exhibits, as well as structured programs, camps and classes for all ages. 

If you are interested in seeing where nature center jobs can take you, continue reading. We review the types of professional roles and educational programs at nature centers to help you understand the possibilities.

Professional Roles: 3 Main Tiers

Roles can be broken down into three tiers, entry level, mid level, and senior level. 

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NOTE: Many organizations offer volunteer and internship experiences for students and other people just starting out in the field. While these opportunities can help you become a more competitive applicant, they are not always economically feasible. 

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Entry Level:

Entry-level roles are where you will typically start out since they require little to no prior paid work experience. Often seasonal or part time, these jobs are a great way for you to gain teaching experience and become familiar with environmental curriculums. These positions can help you get your foot in the door since many organizations hire from within. 

The specific tasks and responsibilities of these roles vary depending on the organization and the program focus.

  • Assistant Teacher – In this role, you might serve as a teacher’s aid, substitute teacher or on-call teacher for school field trips.
  • Camp Counselor – As a counselor you will implement environmental education curriculum during camp, coordinate activities, guide campers, manage group dynamics, and ensure safety protocols.
  • Seasonal Educator – In this instructor role, you teach – and sometimes design – lesson plans while adapting content to a wide variety of different learners and age groups.
  • Naturalist – As a naturalist you provide environmental interpretive services which can include guided walks for the visiting public.

Mid Level:

Environmental educators in mid-level positions take on more responsibility. These positions however also require more experience – you will likely need a few years (or seasons) in an entry-level role under your belt before landing your first mid-level job. The good news is that mid-level jobs are more likely to be permanent positions as opposed to seasonal or temporary work. They also are more likely to pay a salary with benefits. 

  • Environmental Education Coordinator  – As a coordinator, it is your responsibility to ensure smooth daily operations at the center. This generally includes exhibits, presentations and onsite education programs. You could be involved in the strategic interpretive planning for the center’s exhibits, educational spaces and programs. 
  • Outdoor Education Instructor – As an instructor it’s your job to implement curriculum. You help develop and deliver programming. Work includes long-range planning and daily nature education activities. As an experienced instructor, you may supervise educational assistants. 
  • Assistant Education Director  – As an assistant director you are directly involved with planning, organizing and implementing curriculum and operations. You may recruit, interview, and make hiring recommendations for staff and volunteers.    

Senior Level:

To reach the senior level you will likely need several years of experience in a mid-level position, strong leadership skills and a good familiarity with operations. A graduate degree in environmental education or a related field might be needed in some cases.

  • Director of Education – As the director, you are directly responsible for the management of education programs. You oversee staff and programming, including curriculum development. Additionally, you help create and implement strategic business plans that set the future course for programs.

Program Types

Nature centers can offer a wide variety of programs and learning experiences. Similarly, jobs in environmental education can vary widely depending on the type of program

Below we list some common program types. As examples, we also feature some organizations that offer these types of programs 

School-Based Programs

Many nature centers host field trips on-site and offer to bring their programs to schools. The Environmental Volunteers organization located in Palo Alto, California offers hundreds of programs for school groups. Sprout Up is one unique program that trains college students as instructors to deliver environmental science programs for 1st and 2nd graders. The lessons and activities teach children and their families about the role they can play in protecting the environment and instill a sense of stewardship. 

“We are inspiring a love of science and nature not just because it’s the right thing to do but because we really need the next generation to protect the conservation investments that we’ve made not only here locally but around the world. This is the moment when we can help steer kids in that right direction for the long term.”
– Elliott Wright Executive Director, Environmental Volunteers

Preschool Programs

Some nature center programs cater to younger children. The Hartley Nature Preschool at the Hartley Nature Center in Duluth, Minnesota is one example. The preschool teachers engage children at a young age and inspire life-long connections to nature. Instructors lead kids, ages 3 to 5, outside every day (in safe weather) to learn through play and exploration. 

“HNP is changing the world for the next generation, one preschooler at a time and we are so thankful our kids have had the opportunity to be shaped by such an amazing program with exceptional teachers.”
–2018-19 Preschool Parent, Hartley Nature Preschool

Summer Camps

During the summer, nature centers offer environment-themed camps for children. For example, Woodcock Nature Center in Wilton, Connecticut offers multiple summer camp programs. They hire experienced environmental educators to guide hikes and canoeing, engage in nature-based crafts and teach wilderness skills and conservation concepts.

“It’s incredibly rewarding to work with kids in the outdoors. They not only enjoy socializing with each other but also exploring, playing, building, and asking questions. In this environment, they often don’t even realize they are learning. These experiences can help cultivate a lifelong appreciation of the natural world.”
– Sarah Breznen, Director of Education, Woodcock Nature Center

Nature for All

Some programs provide experiences specifically for kids living in urban environments. The Mohonk Preserve in New Paltz, NY offers City Kids on the Ridge which brings children from urban areas into nature. The program focuses on STEAM (science, technology, engineering, arts and math) learning as it relates to environmental conservation.  

“I have a responsibility to help improve the environment in my area. We can do better. Nature is a big part of our world. We do not treat it as a big problem but if we keep polluting it, it will be gone.”
– Nasah and Amago, Students from City Kids on the Ridge, Mohonk Preserve

Wildlife Education

Wildlife education programs give students the opportunity to see animals up close. The Howell Nature Center in Howell, Michigan has a teaching zoo (with both an onsite and mobile option). The center has over 70 permanent native animals that accompany informational presentations for student groups. 

“Our programs give kids and community members the opportunity to connect with and become stewards of the natural world in ways they normally may not. We strive to instill a reverence for wildlife and teach people to live in harmony with wildlife. Additionally, we utilize inquiry-based learning to encourage participants to ask their own questions and develop methods to find the answers to their questions.” – Laura Butler Director of Wildlife & Education, Howell Nature Center

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Individual Learning Experiences

For those with a budding interest in nature, some centers offer individual experiences. The Junior Curator and WILD! Keeper Programs at the Stamford Museum & Nature Center in Connecticut provide kids with basic animal care training. Educators play a key role in engaging these students with nature on a deeper level. In some cases, these specialized experiences inspire kids to explore environmental careers themselves.

“For those interested in education, get as much teaching experience as possible. We can teach people what to teach, but not how to teach, that comes with time and practice.”
–Lisa Monachelli, Director of Education & Summer Camp Director, Stamford Museum & Nature Center

Extended Education for Educators

Many organizations run programs for adult learning. The Ecology School in Saco, ME offers professional development programs in environmental education for educators themselves. The school focuses on hands-on exploration of Maine’s ecosystems, sustainable living practices, food systems and farming, and conservation-in-action.

“I feel so lucky to have landed at The Ecology School and to have been able to make a career here as part of this very special organization. Being part of an organization that places a high value on community, collaboration and joyful learning as well as getting to work day in and day out with inspiring leaders, teachers and students continue to be a really rewarding part of my life.”
– Alex Grindle, Director of Programs, The Ecology School

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Alyson Morris is the Communications Specialist for CJB Network and writes on environmental career development. She is a graduate student at the University of Oregon and is pursuing her Master’s in Strategic Communication.

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