I joined the Entomology and Plant Pathology Department in August 2016. I came to UTIA from the USDA Agricultural Research Service where I spent ten years (2006-2016) studying fire ant biology and natural history. I held two academic positions before that (Western Michigan University [1998-2002] and University of Wisconsin [2002-2006]). My primary teaching responsibilities in the past were Introductory Genetics, Evolutionary Genetics, and Molecular Evolution. I was a postdoctoral research associate for almost four years at three different institutions.[bg_collapse view=”link” color=”#f48222″ expand_text=”Read More” collapse_text=”Read Less” ] I received my Ph.D. at the University of Georgia under the supervision of Dr. Ken Ross in the Department of Entomology. My research program has largely focused on functional, population, and evolutionary genomics studies of fire ants (genus Solenopsis), although I have worked in other systems over my career. Mentoring is critical to integrating my teaching and research responsibilities. I have mentored six postdoctoral associates, three graduate students, and I have served on 15 graduate committees. I also actively recruit undergraduates and they play integral roles in almost all of my studies. I have mentored 27 undergraduate students to date. I am committed to strengthening diversity in science and I have a long track record of mentoring and hiring students of STEM-underrepresented groups.[/bg_collapse]

Left to right: Solenopsis daguerrei, queen; Solenopsis daguerrei, male; Solenopsis invicta, worker (click to enlarge)

A central concern to evolutionary biology is understanding the evolutionary, ecological, and historical processes responsible for the patterns of diversity observed in nature. One main goal of my research is to contribute to this understanding. My research program largely focuses on functional, population, and evolutionary genomics studies of fire ants (genus Solenopsis). [bg_collapse view=”link” color=”#f48222″ expand_text=”Read More” collapse_text=”Read Less” ] Fire ants, especially the invasive species Solenopsis invicta, already are considered an ideal model for evolutionary and ecological studies given their pest status and the wealth of existing background information on their biology and natural history, including detailed understanding of the population genetics in their native and introduced ranges. As a result of the development and availability of new genomic resources and our continuing efforts, fire ants quickly are becoming a social insect model system (along with honey bees) for functional, ecological, and evolutionary genomic studies. An additional significant component of my research focuses on using these population genomic data and approaches to address more applied questions, which ultimately are aimed at the development of biologically based, environmentally safe strategies to manage fire ants (as well as other invasive ants and emerging pests). Thus, for my research program now I employ tools of molecular biology, population genetics and functional genomics to address basic evolutionary questions using fire ants as a model system as well as apply these to address fundamental issues or questions in biological control or population suppression of fire ants. [/bg_collapse]

I consider outreach an important facet of teaching. I have had the wonderful opportunity to develop and teach an outdoor science curriculum during a week-long field biology course sponsored by a middle school in Gainesville, Florida. One goal was to make learning science fun! I also am involved in two citizen science projects. Citizen science—the inclusion of the public in scientific research—is one solution and is an approach that has been growing in use over the last decade, including in the area of natural resource management.[bg_collapse view=”link” color=”#f48222″ expand_text=”Read More” collapse_text=”Read Less” ] Citizen science is a cost effective way of increasing the temporal and spatial breadth of data collection and analysis, and provides an opportunity to educate and engage the public about science in general and more specifically topics related to a specific project. One project builds on an already successful citizen science project created by Dr. Sean Ryan (Pieris Project) that is one of the few that focus on an agricultural pest—the globally invasive cabbageworm Pieris rapae. Our joint project expands the scope of the original project to include detailed studies of this pest and a naturally occurring virus that infects P. rapae and is used to control this pest. The second project, which is also led by Dr. Sean Ryan, a postdoctoral researcher under my supervision, incorporates citizen science to describe several new fire ant species.[/bg_collapse]

I believe that a major goal of education is the development of self-directed or perpetuating learners. In this age, information is accumulating so rapidly that no one can possess enough knowledge or skills to insure they will be ready for future developments. We must all be equipped to acquire new skills as the need dictates. Therefore, I feel I am responsible as a teacher not only for imparting knowledge, but also for teaching students to think critically and independently.[bg_collapse view=”link” color=”#f48222″ expand_text=”Read More” collapse_text=”Read Less” ] I also know from personal experience as a student that the teachers who have had the most impact on me are those who forced me to think critically and independently rather than those who merely presented factual information directly from a textbook. Although I had little formal training in teaching and learning prior to receiving my first faculty position, I have worked hard to educate myself in pedagogy and mentoring. I have had a variety of teaching experiences from small graduate-level specialty courses to undergraduate biology courses for science majors. My goal across all of these courses is to communicate principles of biology whereby students learn by actively participating (experiential learning) and by thinking critically. Thus, I’ve always placed an emphasis on learning important concepts within a given field or discipline more than simply relaying factual material for memorization.[/bg_collapse]

EPP 123 – Chocolate: Bean to Bar
EPP 570 – Entomology and Plant Pathology Colloquium