Currently browsing category


Post-doc Opportunity in Watershed Modeling at Kent State University

This position has been filled. Thanks for your interest.

Post-doctoral Associate in Watershed Modeling

A post-doctoral position focusing on hydrologic modeling of urban watersheds is available in the Department of Geology, Kent State University, in the lab of Anne Jefferson ( The successful candidate will have experience using RHESSys or another distributed watershed model and interest in applying their skills to questions about the effects of green infrastructure and climate change in urban areas. The post-doc will be expected to contribute to research design and undertaking, publication, and pursuit of external funding. There will also be the potential to develop additional projects building on the strengths, interests, and expertise of the successful candidate. The post-doc will have access to a wealth of data sets, field sites and instrumentation; an interdisciplinary, collaborative group of researchers and external partners focused on urban ecosystems; and a campus mentoring program for postdocs.

Kent State University (, the second largest university in Ohio, is a state-supported, doctoral degree granting institution ranked as ‘high research’ by the Carnegie Foundation. The Department of Geology ( has a strong graduate program (both MS and Ph.D. degrees) in both applied and basic areas of geologic research. The city of Kent combines the eclectic atmosphere of a small midwest college town with easy access to major metropolitan centers, including Cleveland, Akron, Columbus, and Pittsburgh.

Salary will be commensurate with experience and includes a competitive benefits package. Funding is initially available to support 1.5 years of work and opportunities will be sought to extend the support. If you are interested in learning more about the position, e mail Anne Jefferson (ajeffer9 at kent edu) with your CV, a description of your interests and experiences, and contact information for three people willing to serve as references. Review of applications will begin March 1st and continue until the position is filled. Kent State University is an Affirmative Action/Equal Opportunity Employer and encourages interest from candidates who would enhance the diversity of the University’s faculty.

Alea Tuttle describes her job in environmental restoration

Watershed Hydrology Lab alumna Alea Tuttle, who earned a MS in Earth Sciences with me at UNC Charlotte in Spring 2012, has described her job in environmental restoration using only the 1000 most common words in the English language. Here’s an excerpt:

Part 1: How we make money by making wet places better

When people want to build things on top of wet places, or when they do bad things to wet places they are supposed to tell a group of people that watch out for the wet places. They figure out how much of the wet place that they did bad things to, which then gets turned into a number that people use to figure out how much money the people who build things have to give away. Then the people who look out for the wet places give the money to us to help other wet places that need help getting better. When we find a wet place that needs help, we use their money to buy the wet place and make it so that nobody can do bad things to it anymore and also to help the fix the wet place to make it better. Also we use some of the money to buy food and other things that we need and want while we are helping the wet places.

Check out her post at Highly Allochthonous.

March Meanderings

Cross-posted at Highly Allochthonous

It all began at the end of February, when I travelled to La Crosse, Wisconsin to the Upper Midwest Stream Restoration Symposium, which was a really stimulating and vital mix of academics, consultants, and government folks all interested in improving the state of the science and practice of stream restoration. I gave a talk on Evaluating the success of urban stream restoration in an ecosystem services context, which was my first time talking about some hot-off-the-presses UNCC graduate student research, and I learned a lot from the other speakers and poster presenters. While the conference was incredibly stimulating, travel delays due to bad weather on both ends of my trip made for a somewhat grumpy Anne (nobody really wants to spend their birthday stuck in a blizzard in O’Hare), so I’ll be thinking carefully about how to plan my travel to the Upper Midwest during future winters. Nonetheless, the view from the conference venue was phenomenal.

icy river and snowy land

View of the Mississippi River from the Upper Midwest Stream Restoration Symposium in La Crosse, WI. Not shown: bald eagles that frequent the open water patches of the river.

March proper saw me give variations of the restoration talk two other times. On the 15th, I gave it as the seminar for Kent State’s Biological Sciences department, and on the 26th, I gave it at the North Dakota State University Department of Geosciences (more about that trip below). In between, I gave a seminar on the co-evolution of hydrology and topography to the Geology Department at Denison University in Granville, Ohio. Students in that department had just returned from a trip to Hawaii, and a very memorable dialogue occured in the midst of me talking about the High Cascades:

“You’ve seen a young lava flow. What would happen if you poured a bottle of water on it?” “It would steam!” “Not that young!”

Closer to home I also hosted a couple of prospective graduate students, helped interview candidates for a faculty position in our department, and went with a colleague to visit an acid mine drainage site about an hour to the south of Kent. In one fairly small watershed, we were able to tour a number of different remediated and unremediated sites, and it certainly lent a whole different perspective to the ideas of stream restoration and constructed wetlands to look at a landscape irrevocably scarred by mining activities.

Orange water flowing from a tube down a hill and into a stream.

Unremediated acid mine drainage flow directly into Huff Run. The orange is iron precipitate.

Wetland plants and a concrete inlet weir.

Constructed wetland as the second stage of acid mine drainage remediation in the Huff Run watershed.

At the end of the month, we finally got our turn for spring break. I ended up with a somewhat epic combination of mounds of work and a big trip to take, possibly the worst combination of the untenured and tenured professor spring break stereotypes (see this PhD comics strip). The first half of the week, I spent in Fargo, North Dakota, home to the famously flood-prone Red River of the North. (I’ve blogged before about why the river so often produces expansive floods.) It was truly fascinating to put my feet on the ground in a place that I’ve read about and watched from afar for years. And my visit was made all the more interesting by my host and guide, Dr. Stephanie Day, a geomorphologist newly at NDSU and who may well unravel some of the Red’s geomorphological peculiarities.

Scientist in foreground, river in midground, background = flat, snowcovered ground.

Stephanie Day, Assistant Professor of Geosciences at North Dakota State University beside the Red River in Moorhead Minnesota. The flat surface in the background is the approximate elevation of the land for miles around.

Looking towards downtown Fargo, ND from the river side of the levee.

Looking towards downtown Fargo, ND from the river side of the levee.

snow and ice covered river, not in much of a valley.

River’s edge view looking towards downtown Fargo. Snow well over knee deep here on 25 March, by my measurements. As all that snow starts to melt, the water will rise.

There’s a pretty good chance we’ll see a major flood on the Red River later this spring, as the >24″ of snow melts out of the watershed, runs off over frozen ground, and enters the northward flowing river. The Fargo Flood page is the place to go to follow the action, and you can count on updates (and more pictures) here as events unfold.

The latter half of my spring break saw me diagonal across the state of Minnesota to my beloved Driftless Area, back across the Mississippi River, and into the state of Wisconsin. I saw my family, finished paper revisions, and wrote part of a grant proposal. Then I flew home, with nary a weather delay in sight.

If March was a tight, recursive meander of talks and trips to the Upper Midwest, then April promises to be a bit anastomosing with lots of different threads woven together to make another month of scientific delight.

Urban geography faculty position at Kent State University

The following ad describes the fourth position of the new cluster of which I am part. Come join the team of amazing scientists at Kent State University. 

The Department of Geography at Kent State University seeks an Urban Geographer with interests in urban sustainability and/or urban planning.  A specialization in statistical modeling, GIS and/or remote sensing related to urban geography is desirable (Qualifications: Ph.D. in Geography or a related field).  The position will begin in August 2013.

This hire is part of a joint initiative in the field of Urban Ecology and Hydrology.  The Departments of Geography, Biological Sciences, Geology and the College of Architecture and Environmental Design are hiring four tenure track faculty members to build upon existing strengths in each department and across colleges and to further develop our combined expertise and scientific leadership in understanding how human impact affects the well-being of ecosystems.  This initiative seeks to both enhance research productivity in this area and create cutting-edge interdisciplinary opportunities for the training of graduate and undergraduate students.  The proposed cluster will mesh with strategic hiring plans of the participating departments and the Cleveland Urban Design Collaborative (CUDC) and represents a natural extension of ongoing collaborations.  A rich collaborative environment within the University is supported by research and educational partnerships with multiple external partners throughout Northeast Ohio and outstanding research facilities.  While this is a cluster hire, this urban position will sit within the Department of Geography.

Faculty in the participating departments are highly productive researchers who have demonstrated success in attracting substantial grants and contracts to support their research programs.  Combined, these units have over 80 students in doctoral degree programs, over 2000 undergraduate majors, and over 140 students in Master’s and professional degree program majors.  Further information is available on the website of each department:; and

Successful applicants will be expected to develop highly productive research programs, secure extramural funding, engage in collaborative research, direct theses and dissertations, and exhibit a commitment to excellence in undergraduate and graduate education.  Positions are available at the Assistant Professor rank although applications for candidates qualified for higher academic rank are encouraged.

Review of applications will begin on October 31 and continue until the position is filled.  Submit statements of research, teaching interests, and a current CV to position number 990277 at  Please provide three letters of recommendation.  These may also be uploaded to the Kent State site or submitted directly to the chair of the search committee, David Kaplan (

Kent State University is an Affirmative Action/Equal Opportunity Employer and encourages applications from candidates who would enhance the diversity of the University’s faculty.

Biogeochemistry faculty position in Biology at Kent State University

Come join the team of amazing scientists at Kent State University. I am not involved in the search and it’s not my department, but I’d still love to see a great new collaborator (co-conspirator?) arrive on campus. 

Tenure-Track Faculty Position – Biogeochemistry

Kent State University Department of Biological Sciences is seeking applicants to fill a tenure-track position in the field of Biogeochemistry. Researchers will be considered from all areas of biogeochemistry and related fields such as ecosystem ecology, microbial ecology, aquatic ecology, soil science, and plant physiological ecology.

We are particularly interested in applicants who complement our strengths and can take advantage of our vibrant doctoral program, wide variety of field sites and excellent core research facilities, and interdisciplinary Center for Ecology and Natural Resource Sustainability. The successful applicant will be expected to establish a highly productive extramurally funded research program, engage in collaborative research, direct theses and dissertations, and exhibit a commitment to excellence in undergraduate and graduate education. Qualifications include a Ph.D. in Ecology, Biology, or equivalent discipline, and post-doctoral experience. The position is available at the Assistant or Associate Professor ranks; candidates at the Associate Professor level would be expected to have a history of sustained extramural funding. Salary and startup funds are competitive and commensurate with academic qualifications and prior experience.

Review of applications will begin October 15, 2012 and continue until the position is filled. Applicants should send their curriculum vitae, statements of research and teaching interests, and three letters of recommendation by email to; or by mail to: Chair, Biogeochemist Search Committee, Department of Biological Sciences, Kent State University, P.O. Box 5190, Kent, OH 44242-0001

Kent State University is an Affirmative Action/Equal Opportunity Employer and encourages applications from candidates who would enhance the diversity of the University’s faculty.

Hydrologist + professor = Anne's answers to career profile questions

Cross-posted at Highly Allochthonous

A few weeks ago, I was asked to answer some questions for a career profile section of a website aimed at students looking at college degree options. The website creators wanted to use me as their profile of a hydrologist, maybe because hydrology has been dubbed one of the “50 best careers for 2011” and “should have strong growth in the next decade.” As US News reported in December, “There were 8,100 hydrologist jobs in 2008, and the Labor Department projects that employment will grow more than 18 percent by 2018.”

I’ve included below my answers to the generic career profile questions I was asked, but I was unable to completely disentangle my scientific profession as a hydrologist from my career as a university professor. Hydrologists working in industry or government would have somewhat different takes on day-to-day work life than I do. Nonetheless, I hope my answers might be useful to students trying to decide “what to be when I grow up.”

What do you do, and why did you decide to pursue this career field?
I am an assistant professor in the Department of Geography and Earth Sciences at the University of North Carolina at Charlotte. My research and teaching focus on water, so I am a hydrologist.

The sorts of research questions that fascinate me are: “What controls whether a rain drop ends up running over or through the soil into a stream channel within hours to weeks versus sinking down and becoming groundwater that spends years to centuries underground before maybe emerging in that same stream at a spring? How do the topography and geology of a landscape affect the sensitivity of streams and groundwater to floods, droughts, and climate change? How do human activities like urban development, stormwater management, and stream restoration affect floods, low flows, groundwater recharge, and water quality?”

My hometown is on the Mississippi River and its identity and economy is strongly tied to the river. In 1993, while in high school, I got to see the incredible dynamism of the river in action during a record-breaking flood. I was hooked, and decided to study geology in college. My first experiences with scientific research thrilled me – being the person to collect and analyze the data and answer a question that had never before been answered. In order to choose my own research projects in hydrology, I knew I needed a Ph.D.

What type of preparation did you do to get into this field, such as educational experience and work experience?

I have a BA degree in Earth and Planetary Science from The Johns Hopkins University, a MS degree in Water Resources Science from the University of Minnesota, and a PhD in Geology from Oregon State University. After my PhD, I spent time as a post-doctoral researcher before getting my job at UNC Charlotte.

All through school, I was involved with research. As an undergraduate, I did a summer “Research Experience for Undergraduates” at the Smithsonian and a senior thesis on soil water isotopes. Graduate degrees in the sciences are heavily research oriented, and both my MS and PhD projects involved lots of work in the field – wading in streams to measure the amount of flow and collecting stream water, snow, and rock samples. They also involved a lot of time in front of the computer trying to make sense of all of the data I had collected.

While I was in school, I had a couple of work experiences related to water policy and management, since those are also interests of mine. As an undergraduate I did an internship with an environmental organization in Washington, DC, and as a MS student I worked for a county planning department and for the University of Minnesota’s Water Resources Center. These sorts of experiences aren’t required for a hydrology professor, but, for me, they provide valuable context for my scientific research.

If your education was directly related to your career, what types of classes and projects did you have to do?

There are many different undergraduate majors possible for people interested in working with water. Among the most common are civil and environmental engineering, geology or earth science, and geography. There are only a handful of universities that offer undergraduate degrees in hydrology or watershed science, though graduate programs specifically related to interdisciplinary training in water resources science are increasing. As an undergraduate, I recommend getting a strong base in the fundamental courses and concepts in your major, and then adding water-related classes as you have time. If you don’t get a deep enough base in a traditional discipline, you may find that potential employers or graduate advisors don’t understand what skills and knowledge you have.

Regardless of your major, if you are interested in hydrology, take as much math, chemistry, and physics as you possibly can during your high school and undergraduate years. Those classes will give you critical background for your hydrology classes. By the time I was done with my PhD, I’d taken the equivalent of six semesters of math (calculus, differential equations, and beyond), two semesters of statistics, two semesters of physics, and three semesters of chemistry. I sometimes wish I’d taken more, and I definitely wish I’d taken a computer programming class. Another thing I I recommend for almost anyone interested in hydrology is a class (or more than one) in Geographic Information Systems (GIS). GIS is a powerful tool for anyone interested in understanding how natural resources are distributed across a landscape, and some employers may expect at least a little familiarity with GIS.

If you decide to go to graduate school, you may find the array of classes that you can choose from to be dizzying. Work carefully with your graduate advisor and your committee to select a set of classes that will serve your graduate research project *and* your future career plans well. There’s no one standard set of classes for people seeking graduate degrees in hydrology, but I took classes like “Forest and Wetland Hydrology”, “Hillslope Hydrology”, “Groundwater Hydraulics,” “Sediment Transport,” and “The Role of Fluids in Geological Processes.” I also took classes that wouldn’t appear to have anything to do with water, things like “Volcanology” and “Glacial Geology”. Those classes were helpful as I continued to increase my depth of knowledge in geology, and because they provide a supporting framework for understanding problems in hydrology. However, the most important part of graduate school is learning to do scientific research and to communicate it well. You’ll learn that outside the classroom through working with your advisor, your committee members and collaborators, and your fellow graduate students.

How did your education help you in your career?

My education through a Ph.D. was absolutely essential to enable me to become a university professor in hydrology. While there are some limited teaching-intensive positions that might not require a completed Ph.D., if your goal is to teach and do research at the university level, you must complete a Ph.D.

What was your career path like in this field? For example, did you begin in one position and advance through others to reach where you are now?

I am in my first position as a university professor. Before getting my job at UNC Charlotte, I had gained some valuable teaching experience as an instructor for an Oregon State University summer session class, and I spent about a year as a post-doctoral researcher expanding my research skills, but this position is the first one to call on all aspects of my training – and then some.

What types of skills is someone required to have to work in your position?

My job requires me to have both deep and broad knowledge of hydrology and related fields, but there are many other skills that are necessary to be a successful hydrologist and university professor. In no particular order, someone like me needs skills in:

  • Written communication – I need to be able to communicate to both technical and non-technical audiences. The written form is the primary way I share my research results with other scientists and secure funding to continue doing my work. I spend a lot of time reading and commenting on student writing, and I also have to write things like letters of recommendation.
  • Oral communication – My job involves speaking to large groups, creating an interactive classroom environment, and communicating one-on-one or in small groups with students and colleagues. Teaching is about 50% of my job and being a communicator and a good listener is vital to being a good teacher.
  • Quantitative, statistical, and computer usage– I spend lots of time in front of a computer analyzing data and doing spatial analysis in GIS. Of course, computing grades also requires low level quantitative skills. 😉
  • Creativity – As a PhD-level scientist, I get to pick the research projects on which I want to work. That means I get to dream them up, and then figure out how to make them feasible.
  • Outdoors – When I get out in the field, skills like map reading, water safety, wilderness survival, and being able to “read” the landscape and weather are essential to keeping my students and I safe and getting the data we want to collect. For some hydrologists, the necessary outdoor skills might include whitewater kayaking or rafting or operating motorboats or snowmobiles.
  • Lab skills – Although most of my data comes from the field, I also do some more traditional laboratory analyses. That means that I need to do things like pipette, clean glassware, and properly store chemicals.
  • Construction – This might sound odd, but I’ve learned to be handy with PVC, wood, metal cable and various other construction materials. My students and I are constantly designing and building our own apparatuses to measure things like peak water height and to safely secure them at our field sites.
  • Personnel and budget management – In some ways, being a researcher is a lot like being a small business owner. It is important for me to be a good mentor to my students, so they learn how to do research, write a scientific paper, and get their degrees. For each research project with which I’m involved, I have to carefully manage the budget so there’s enough money to do the work to completion.
  • Time management – There is absolutely never, ever enough time in the day to get through all of the things that I need to do for my job. Figuring out how to prioritize, work efficiently, and just let go of the things that can’t be done is probably one of the hardest challenges for a new assistant professor. Four years in, the time crunch hasn’t gone away, all I can say is that I’ve gotten inured to it.

What do you do on a typical work day?

Over the course of a typical work week, I spend 4-12 hours in the classroom teaching, 12-30 hours preparing for class and grading papers, 3-8 hours meeting with undergraduate and graduate students about classes or research, a couple of hours in faculty or committee meetings or meetings with research collaborators, several hours dealing with email accumulation, and an hour or two doing what is called “service”, which includes things like peer-reviewing papers or grant proposals and evaluating scholarship applications.

And all of that is before I get to my own research time for generating and analyzing data and writing papers and grant proposals. If I’m really lucky I get to go in the field by myself, with students, or with collaborators. Or I sneak into the lab and run some samples. I try to carve out at least a full workday per week for research time, and I wish I could do more. Summers and holidays give me a bit more room to spend time on research, but in order to keep research going smoothly, it’s imperative that I make time for it even during the busiest teaching periods.

You can probably see that it is very easy to work far more than 40 hours per week as an assistant professor. That’s why I listed time management skills as a requirement for my job.

Do you plan to advance to another position within your career field? If so, to what position and why?

The general progression for a university scientist is to spend about six years as assistant professor, before applying for tenure and a promotion. The next stage is associate professor, and after that you can go onto become a full professor. If you have an interest in and a knack for management, you can try to become the head of a department or even a dean.

As for me, for now, I’m focused on doing good quality research and teaching to prepare myself to apply for tenure in less than two years. I’m trying to mix writing up completed projects, with keeping on-going projects progressing steadily, and writing grants to support new research. That’s not going to change, even with tenure.

What type of person do you think is best suited for a job in your field?

In order to be successful in my career, you have to be highly self-motivated. Love of the outdoors, being thrilled by discovery and data, a passion for teaching, a fascination for your subject…all of these are necessary things too. But they are not sufficient unless you are motivated enough to keep working hard in the face of failure (experiments gone wrong or equipment breakage), rejection (lack of funding for a grant proposal or negative reviews on a paper), long hours (there’s lots of grading), bad weather (working in 100 degree heat or freezing weather), and no one looking over your shoulder (you are your own boss). What keeps me motivated in the face of all that? That’s where the love of the outdoors, the thrill of discovery, a passion for teaching, and a fascination for water come in to play. I’ve got the best job in the world. For me.

Do you have any advice for those who are looking to launch a career in your field?

To summarize: Pick something that fascinates you. Get involved with research projects early and often. Take lots of math. Learn your field deeply and broadly both in the classroom and outside it. Don’t neglect to develop important skills just because they are not taught in formal classes. Learn to manage your time well. Have a passion for what you do and let that be your motivation. And make sure to get outdoors and be around water as often as you can, because that’s what reminds you of the fascination and passion that motivated this career choice in the first place.

Tenure-track faculty position for a Regional Climate Modeler in our department

Assistant Professor, Dept. of Geography and Earth Sciences, Univ. of North Carolina at Charlotte
The University of North Carolina at Charlotte, Department of Geography and Earth Sciences is recruiting a tenure-track, assistant professor specializing in regional atmospheric climate modeling for appointment in July 2011. Required qualifications include: 1) a doctoral degree in atmospheric science, meteorology, climatology, geography, or a related field at the time of appointment; 2) the ability to develop and maintain an externally funded research program; 3) the ability to teach atmospheric science courses at the graduate and undergraduate level; and 4) the ability to contribute to the department’s interdisciplinary teaching and research mission.

The successful candidate will play a major role in expanding the atmospheric component of our graduate and undergraduate programs while contributing to the department’s interdisciplinary teaching and research missions in geographic, earth and environmental sciences. Successful candidates are expected to maintain an active, scholarly research agenda while advising students in the department’s graduate programs, including the Ph.D. in Geography and the Ph.D. in Infrastructure and Environmental Systems. Candidates with research interests in climate dynamics, regional climate change, multi-scale numerical modeling, and human-environment interactions are especially encouraged to apply. Preference will be given to candidates who strengthen bridges across the atmospheric, earth, and geographical sciences curricula and research collaborations. The successful candidate is expected to develop new courses in their area of expertise and teach a core undergraduate course in dynamic, synoptic, or physical meteorology.

The Department is an interdisciplinary community of physical and social scientists with over 30 faculty members representing meteorology, climatology, hydrology, geology, geography, GIS, community planning, and the environmental sciences. UNC Charlotte is a rapidly growing doctoral-intensive urban university located in the state’s largest metropolitan area. Over 25,000 students are currently enrolled at the university. The Department, the College of Liberal Arts and Sciences, and the University are strongly committed to creating and maintaining a diverse community in which all students, staff and faculty can work, learn and live in an environment of respect and support. We welcome applications from candidates who will foster these goals. We encourage applications from women, minorities, and individuals from underrepresented groups.

Review of applications will begin December 1, 2010 and continue until the position is filled. Applications must be made electronically at and must include: 1) letter of application describing research interests, teaching interests, and teaching philosophy, 2) a full curriculum vita, and 3) the names of three referees.
We encourage prospective candidates to review our departmental web site ( prior to applying. For additional information, contact Dr. Matthew Eastin at 704-687-5914 or mdeastin at uncc dot edu.

Diversity in the geosciences and the impact of social media

Cross-posted at Highly Allochthonous

ResearchBlogging.orgOne year ago, Kim Hannula, Pat Campbell, Suzanne Franks, and I launched a survey about women geoscientists reading and writing in the blogosphere. We presented the results at the Geological Society of America meeting, and Kim wrote a great post summarizing and discussing our data. Then I took Kim’s post, polished it up with great wording and thinking suggestions from all of the co-authors and submitted it for publication. It went out to reviewers and a few months later, we were accepted for publication.

In the September issue of GSA Today, you can find our article on The Internet as a resource and support network for diverse geoscientists. We wrote the article with with the idea of reaching beyond the audience that already reads blogs (or attends education/diversity sessions at GSA), with the view that we might be able to open some eyes as to why time spent on-line reading and writing blogs and participating in Twitter might be a valuable thing for geoscientists to be doing. And, of course, we had some data to support our assertions.

GSA Today is an open-access journal, so everyone can and should go ahead and read the whole 2-page paper. But if you want a few highlights, here are some selections from the paper:

The online opportunities for mentoring, networking, and knowledge sharing may be particularly valuable for women and minority geoscientists. Virtual networks offer opportunities to provide support and reduce the professional isolation that can be felt in physical work environments where there are few colleagues of a similar gender, race, or ethnicity. …

Women reported professional and social benefits from reading blogs. We used a five-point scale (1: strongly agree; 3: neutral; 5: strongly disagree) to assess perceived benefits. Of the professional benefits, respondents were most positive about learning things outside their specialty (avg. 1.9), followed by learning within their specialty (avg. 2.3), learning about pedagogy (avg. 2.4), and learning about technology (avg. 2.5). Based on these responses, we conclude that these women blog readers perceive positive professional benefits from their online reading. This suggests that social and other online media could be strategically used to supplement the resources available to all geoscientists, regardless of their gender, ethnicity, geographic location, or employment status. …

Geoscience students perceived the strongest benefits from blog reading, while faculty most strongly agreed that blogs helped them find role models and normalize their experience by finding that many other faculty share their experiences and perspectives. Women in industry perceived less social benefit from blog reading than those in academia, but women in government were the most negative about their blog-reading experiences. In particular, their responses indicated that blog reading had not been helpful to them in finding role models. …

Blogs and other social media may provide a source of community and role models for women geoscientists and help in the recruitment and retention of women from undergraduate education to faculty or industry careers. Our survey results show that blogs are already providing valuable benefits to white, academic women geoscientists, but that existing social media networks could be doing a better job of supporting minority geoscientists and those outside academia. We believe that professional societies, employers, funding agencies, and individual geoscientists should recognize the potential value of social media for supporting a diverse geoscience community. To be effective, such recognition should be accompanied by policies that encourage geoscientists to actively participate in geoscience-related social media opportunities. …

As a white woman geoscientist in academia, I have definitely personally and professionally benefited from my blog reading and writing time. (I even have a publication to show for it!) But I would to love to hear more from minority and outside-of-academia geoscientists about what blogs, Twitter, and other internet-based forms of support could be doing to better support you. As you can see from the paragraph above, what we ended up advocating was that institutional support for blogging and blog-reading would help increase participation. We thought that, with increased participation, more minority and outside-of-academia geosciences voices would emerge, helping others find support, community, role models, and mentoring in voices similar to their own. Meanwhile those of us closer to the white/academic end of the spectrum could learn from all that a diverse geoscientist community has to offer.

One final note, I’m a newbie member of the Diversity in the Geosciences committee for the Geological Society of America. If you have ideas for how GSA could be doing a better job of promoting and supporting diversity off-line and/or on-line, please let me know.

Jefferson, A.J., Hannula, K.A., Campbell, P.B., & Franks, S.E. (2010). The Internet as a resource and support network for diverse geoscientists GSA Today, 20 (9), 59-61 : 10.1130/GSATG91GW.1

Post-doctoral Scholar – Oregon State University Hydrogeomorphic response to changing climates in the Pacific Northwest

Described below is a great post-doc opportunity to work with fantastic people. (I should know, I did my PhD and post-doc in this research group.)

We are looking for someone to co-lead a multi-year, inter-institutional research effort to characterize and forecast the effects of changing climate on streamflows and geomorphic processes in the Pacific Northwest. Focus will be on developing and extending theoretical and empirical models of hydrologic response to climate drivers, emphasizing the role of geologic and ecologic controls and filters. The individual hired will have primary responsibility for exploring fruitful lines of attack on the problem, data acquisition and analysis, developing and applying relevant hydrologic and statistical models, and reporting results as journal publications and presentations. This post-doctoral position is with the Watershed Processes Group of Oregon State University (, and the person hired will work closely with federal scientists from the USDA Forest Service Pacific Northwest Research Station.
1) Ph.D. in hydrology, geomorphology, watershed sciences, or a closely related field, with a demonstrated record of publication or other successful dissemination of work.
2) Strong fundamental understanding of hydrologic processes at the scale of small watersheds to larger catchments, with expertise in one or more of the following: snowpack dynamics, groundwater processes, ecohydrologic interactions, drainage network response to precipitation/runoff relationships.
3) Experience and facility with distributed parameter hydrologic models; familiarity with climate models and climate change scenarios desirable
4) Strong statistics, data analysis and visualization skills, particularly with respect to long time-series data sets.
5) High level working knowledge of GIS and other spatial analysis tools. Expertise with interpreting remote sensing a plus.
Please send a letter of application describing your research experience and qualifications relevant to this position, a complete resume with links to publications, and the names, email addresses and telephone numbers of three references to Sarah Lewis, or 3200 SW Jefferson Way, Corvallis, Oregon 97330. Review of applications will begin February 15, 2010, and continue until a suitable candidate is found.

Hydro graduate student summer opportunity (neat stuff)

As seen on the NC water-research listserv:

Call for Applications (see attached)
CUNY Environmental Cross-Roads Initiative and Northeast Consortium for Hydrologic Synthesis Third Annual Summer Synthesis Institute:
The 20th Century: Relationships Linking Water and People June 1 – July 16, 2010 City University of New York, New York.

We invite you to apply to the 2010 Summer Synthesis Institute funded by the National Science Foundation and the Consortium of Universities Allied for Hydrological Sciences (CUAHSI) and hosted by the CUNY Environmental Cross-Roads Initiative and the Northeast Consortium for Hydrologic Synthesis. The Synthesis Institute is a six-week intensive research collaborative that offers advanced graduate students the opportunity to conduct interdisciplinary research on the role of humans in shaping the character of hydrologic systems across the Northeast Corridor from 1600 to 2100. The two previous Institutes focused on the colonial era and 19th century.

For further information please visit
Email completed application materials to

Deadline for applications is February 15th, 2010

CUAHSI is the Consortium of Universities Allied for Hydrological Sciences, Inc. representing more than 100 institutions. The Institute is funded by a grant from the National Science Foundation under the aegis of CUAHSI.