Talking about my fit Flashcards
Why did you apply for this job?
I decided to apply for this job because I do have all minor and major requirements for this job position and I share values with Fort Hays University and its commitment to form young leaders that are able to solve problems, make decisions, think critically, communicate ideas effectively and work well with others.
My former research trainning and work experience fit perfectly with the job requirements.
I earned Ph.D. in vegetation science. I have Higher ed teaching experience in a variety of settings (lecture, lab and field classes). I have mentored undergraduate and graduate students. And I think my research plans to be developed at Fort Hays will be a good oportunity for undergraduate and graduate students that aim to get involved in research. Besides that I think my research plans has great chances to be funded by external funding agencies because of the novelty of the proposal and its focus on climate-ready and sustainable agricultural practices.
I see this job opportunity as a step further in my career. I realize that it will be a challenge, but I feel prepared for it.
I am completely in love with what I do and I will do my best to teach and mentor students, develop research and enhance the Department of Biological Sciences program.
Why are you interested in our university/college?
Fort Hays University is one of the highest ranked public universities in the midwest. I like to teach smaller class sizes courses and get the chance to establish a good relationships with students. I thrive in a collaborative environment, and I relished the opportunity to engage with other colleagues and work together to complete research projects.
What is it about our department that interests you?
The department has a group of professors with experience in areas of knowledge similar to mine, which would enable fruitful collaborations.
I enjoy the courses you have in the curricum and would be happy to teach many of them.
I also like that the department offers undergraduate and graduate courses. I am interested to teach and mentor both undergraduate and graduate students.
What are your impressions of our curriculum?
I think it is a well-rounded and thoughtful program for students to prepare themselves as much as possible for the real world of a major or non-major in Biological sciences.
I liked the humanities and social and behavior sciences component, as well as the technical and apllied courses.
What experience do you have working at this type
of institution?
UNL was the university I have worked on that is more of a teaching-centered university. I was able to partipate of several developmental courses and workshops on teaching.
They have a stong focus on science communication and teaching compared to the universities in Brazil. And I really like it.
How would you teach a class on Range management?
How would you teach a class on Wildlife management?
How would you teach a class on Range Plants?
How would you teach a class on Environmental biology?
Range management:
Upon completion of this course students will be able to:
1. Identify and describe major rangeland types and their unique importance to society.
2. Explain basic factors that drive rangeland ecosystems such as fire, herbivory and climate.
3. Describe how management actions can manipulate ecosystem drivers and influence ecosystem function and structure, and be able to predict the potential management outcomes.
4. Understand how management can affect ecosystem services provided by rangelands.
5. Generate science-based answers to complex rangeland management issues and effectively communicate those answers.
Wildlife management:
1 Communicate using the language of natural resource management generally and wildlife
ecology and management specifically.
2. Apply ecological and behavioral concepts and principles to the management of wildlife
populations and habitats to achieve a diversity of objectives, including sustained harvest, control,
conservation, and restoration.
3. Understand key ecological principles that apply to wildlife and habitat at the organism,
population, community, and ecosystem levels, with an understanding of their relevance to
wildlife management practices.
4. Understand the policy framework, decision processes, and social and political considerations
that influence decisions in wildlife management at the state and federal levels.
5. Perform critical thinking, synthesis, library use, and scientific writing.
Range Plants:
- Identify the ecological and economic importance of important/ common plants.
- To develop the hability to use taxonomic keys to identify plants.
Environmental Biology:
1. Apply information learned through readings and other media posted with the learning management
system (LMS)
2. Comprehend the interdisciplinary (e.g. agricultural science, biology, chemistry, ecology, economics,
geology, history, policy, etc.) concepts integral to environmental science
3. Analyze current environmental issues and evaluate potential solutions
4. Relate the features of human populations to different types of environmental degradation
5. Assess the costs/benefits of conservation vs. remediation or technological solutions.
6. Recognize the impact of globalization on the environment
7. Recognize the ecological footprints left by different peoples of the Earth
8. Work effectively in a group to teach select environmental concepts to elementary children through the
Experiential Environmental Education (E3) project.
Why do you want to teach at a liberal arts college/research institution/community college/state university?
