Using our posts as course material? Please tell us just so we know.

We’re aware of a number of courses at college and universities around the world that have used our posts as course material. But I suspect there are many more we don’t know about. We like to know about this just because it helps us make the case to our employers and funding agencies that our blogging is worthwhile. So if you’re teaching or taking a course that uses our posts, can you please let us know in the comments? Again, this isn’t because you need our permission or anything, it’s just for our own information. Thanks!🙂

49 thoughts on “Using our posts as course material? Please tell us just so we know.

  1. You already know about mine, but for the sake of completeness I’ll post it here as well. I’m using your talk on the rationale of scientific blogging and other related posts to support our Masters students on a module where they set up their own blogs. I also point them towards a couple of my favourite posts from the blog as examples of best practice.

  2. Hi Jeremy,
    Last year, I suggested your posts on fluctuation-mediated coexistence as supplementary reading in a final year undergrad/Masters subject that is basically an introduction to theoretical population biology. While I lecture on the storage effect, the topic isn’t covered in the texts, and Chesson’s Annual Reviews paper on coexistence is a bit too heavy going for many of my students (and the primary literature doubly so). I did this again this year, so will poll the students at the end of semester to see if anyone made use of them.

  3. Jeremy et al. I am currently referring to the dynamic ecology site for zombie ideas and your older posts on r and K selection, Great stuff! I encourage my students to check the blog each day for classroom discussion. Meg’s ecology video post has been a big hit as well.

  4. Is the IDH a Zombie Idea? Still prevalent in Tropical Ecology (and even if not useful anymore should be taught as a concept that launched much research, IMO).

  5. I am teaching a senior level population ecology class within the Fish and Wildlife department at the University of Idaho. I have recently used some of Brian’s material on the tradeoffs of modeling detection probabilities.

  6. Hi Jeremy, you already know about mine. I link to your zombie ideas/IDH and others in the coexistence section of my upper-level undergraduate ecology course.

  7. I’ve definitely sent your posts about Statistical Machismo around to my Data Analysis class, although have yet to make it a required assigment.

  8. Hi Jeremy,

    Stephen Bonser and I used your zombie intermediate disturbance hypothesis post as the first reading (and core content for the first lecture) in our third year plant ecology course at the university of New South Wales for three years. Our emphasis is on critically assessing ideas, so this post was perfect for us.

    • That would be my graduate stats course looking at the post on statistical machismo. Glad to hear my students are doing the suggested readings! That post was a nice followup to my general linear model module.

      • Well, so far two of them have done the reading.🙂

        Thanks for letting us know what course it is, hope the class goes well.

  9. (Note from Jeremy: comment moved here the “Best Of” page):

    This comment is to say thank you. I am teaching an online-only Community Ecology course this semester. The course has not been taught here for over 10 years, so I am continually developing and revising content as I go for an online audience, while hoping I’m doing a good job for the students. This entire blog and the video links provided are extremely helpful – much appreciated!

    Nancy S.
    Aquatic ecologist and chief cookie-maker
    Streamline Consulting
    Thunder Bay, ON, Canada

  10. University of New England. Applied Research Skills in Environmental and Rural Science. Wonder which post they’re sending students to. I’m guessing one of Brian’s statistical posts, or maybe Meg’s post on interpreting ANOVA interaction terms?

  11. I’m using several posts again as part of our discussions about experimental design and statistics in a senior capstone course at Sewanee for Exology and Biodiversity majors. It’s great for the students to hear or read different perspectives on some of these topics.

  12. PCB 6466, Methods in Experimental Ecology. It’s my “obstacles to strong inference” post, surprisingly. Not the first post of ours I’d expect to crop up in a stats & experimental design course, but we’ll take it.🙂

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