April snow

As Erin mentioned, it does tend to snow in Laramie in April. (And also in the other months that don't end in "uly" or "gust.") One of the benefits is a long skiing season.

I'm not an accomplished skier, but I enjoy living close to so many options. In early April, I went skiing at Monarch, just a few hours away in Colorado. Although it was the first week of April, they still had fresh snow and a base of 80".

While winters are long here, they also provide good recreation - and in April, ski slopes can be just as nice as they are in mid-winter but less crowded.

Candidate!

My preliminary exams are over! (And yes, I passed!)  My writtens were actually fun (even though I didn't get much sleep during the process) and my oral exam went well. And I love my committee. They are all very supportive and help me think beyond the comfort zone of my dissertation topic, which is really rewarding.

It's nice to be back in non-prelim mode.  I have lots of work to do in the next month to prepare for an LTER working group, a metabolism modeling workshop, and the ASLO/NABS Aquatic Sciences Conference in June.

And in case you were wondering if all I ever think about is science: I'm heading down to Colorado for the weekend to celebrate the end of the prelim era.  Fort Collins is only an hour south of Laramie, so it's an easy weekend escape to check out different dining options, sample micro brews at Odell or New Belgium, wander around Old Town, and/or enjoy live music at the Aggie.

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READING: Gazeau et al. (2010). Effect of ocean acidification on the early stages of the blue mussel (Mytilus edulis). Biogeosciences.
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April showers...

...or snow?  Either way, it's "spring time" in Laramie.  And that means a week of lovely chaco weather followed by a big snow storm!

I took these photos yesterday afternoon, about halfway to this morning's total accumulation:

University of Wyoming campus, 23 April 2010

Walking home, 23 April 2010

So now I get to break out the snow boots to walk to campus for Undergraduate Research Day!  

I am looking forward to hearing about the research-to-classroom connections made by our Wyoming Science Teacher Education Program (WySTEP) Fellows this year (I mentor graduate and undergraduate research partners for WySTEP during the summer).

I have also been working with an undergraduate student on a research project monitoring the impacts of an invasive snail on native freshwater invertebrates.  She will be presenting her results today as well as at the American Society of Limnology and Oceanography / North American Benthological Society Conference in June. 

The University of Wyoming offers several fellowships and scholarships to support undergraduate research.  Which, in turn, is a great opportunity for graduate students to mentor undergraduate researchers and expand their own research.  Getting involved with undergraduate research programs and projects has been very exciting and rewarding.

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READING: Taylor & Townsend (2010). Stoichiometric control of organic carbon–nitrate relationships from soils to the sea. Nature.
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Prelims: Day 7 Recap

Edits done, written exam turned in, and I just went out for a couple of beers at Front Street to celebrate with friends.

Now: I am ready to SLEEP!

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READING: Right now? Nothing.
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Prelims: Day 6 Recap

Considering the influence of sediments and anaerobic microbial processes on freshwater ecosystem carbon cycling

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READING: Hedin et al. (1998). Thermodynamic constraints on nitrogen transformations and other biogeochemical processes and soil-stream interfaces. Ecology.
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Prelims: Day 5 Recap

Edits on 1-4. Lots of work left to do. It's going to be a crazy couple of days!

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READING: My terrible writing.
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Prelims: Day 4 Recap

Role of freshwater ecosystems in global carbon cycling through deep time: Comparing early Eocene thermal maximum, late Pleistocene glacial maximum, and current environmental conditions

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READING: Bowen et al. (2004). A humid climate state during the Palaeocene/Eocene thermal maximum. Nature.

Ward et al. (2005). Carbon starvation in glacial trees recovered from the La Brea tar pits, southern California. PNAS.
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Prelims: Day 3 Recap

Use of δ¹⁸O-CO₂ to 1) quantify terrestrial ecosystem respiration, 2) understand mechanisms responsible for variation in atmospheric δ¹⁸O-CO₂, and 3) model global carbon cycling

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READING: Wingate et al. (2009). The impact of soil microorganisms on the global budget of δ¹⁸O in atmospheric CO₂. PNAS.
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Prelims: Day 2 Recap

Evolution of carbon concentrating mechanisms in aquatic primary producers: Resulting stable isotope composition and ecological implications given projected increases in atmospheric CO₂

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READING: Tortell (2000). Evolutionary and ecological perspectives on carbon acquisition in phytoplankton. Limnology and Oceanography.
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Prelims: Day 1 Recap

Perspectives: Impacts of rising atmospheric CO₂ on freshwater ecosystems

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READING: Urabe et al. (2003). Stoichiometric impacts of increased carbon dioxide on a planktonic herbivore. Global Change Biology.
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The Dreaded Prelims

Progress as a PhD student includes many benchmarks: deciding on an advisor/University/program, research topic, committee members, dissertation research objectives/methods, and the list of courses to include in your program of study. Presenting your proposed research. Writing your dissertation research proposal. Finishing required classes. Passing your preliminary exams. Writing-up and publishing dissertation research. Defending. Finding a post-doc or real job. Graduating.

So...where am I? I begin the written portion of my preliminary exams (prelims) this Tuesday. And I have been dreading this part of the PhD process more than any other.

Prelims for the Program in Ecology begin with a week of written questions from your 5+ member committee.  The written part is open-book, and I'm actually(!!!) looking forward to it.  I think I am a decent writer, and I enjoy reviewing and synthesizing material to answer "think big" questions.

Two or more weeks after finishing your written questions, you will meet with your committee for your oral exam.  Your oral exam questions will not be limited to your research area or your written questions - they are in part used to confirm that you know (and can think) enough to be a PhD Candidate in Ecology, so the range of possible topics is daunting.  The point seems to be to take you to the edge of your abilities.  And, like many PhD students, I fear that this "edge" won't be on a deep enough ledge to satisfy my committee.

Your committee members will vote on whether you have passed your prelims immediately after your oral exam.  If you pass, you get to 1) celebrate, 2) sleep, 3) call yourself a "PhD Candidate", and 4) carry on with all of the research you have neglected while preparing for and completing your prelims!

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READING: Biology, physiology, chemistry, biophysics, ecology, biogeochemistry, statistics, limnology....

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