About the lab
We are an active and supportive research group excited about ecology and evolution, conservation, and natural history. We are field ecologists who conduct research in several ecosystems, working on how environmental change alters species interactions and how those altered interactions affect community and ecosystem processes.
In the lab, we welcome diversity and are committed to building a diverse, inclusive environment where people of all backgrounds and perspectives are respected and valued. Our lab is a friendly, supportive environment conducive to learning and research, and as a group we're committed to treating each other with respect and ensuring everyone feels welcome and appreciated. I am dedicated to recruiting and mentoring a diverse group of lab members and to being an advocate for diversity in the department and on campus.
Our lab is in the Department of Biological Sciences at Binghamton University. BU is part of the State University of New York (SUNY) system and one of New York's top-ranked public universities, classified as a Doctoral University with "very high research activity" (R1) under the Carnegie Classification system. We have a vibrant Ecology, Evolution, and Behavior group within the broader department.
Prospective graduate students
Our lab asks questions about species interactions, biodiversity, global change, and ecological function. We are field biologists at heart, also heavily using quantitative tools, trait-based approaches, and lab-based molecular work to answer our questions — see the Research page for details on current projects. I'm interested in students with some experience in these areas, or who are eager to learn, and who bring new perspectives and skills to the lab, including a willingness to learn new techniques to ask new questions in our systems. Students should be curious, self-motivated, hard-working, and enthusiastic, and since a lot of our science happens in the field, they should enjoy being outdoors, stay flexible and dedicated to their project, and work well as part of a team.
As a mentor, I want to understand each student's career goals and help them build the experience and skills to reach them. Good science and publishing are expected and at the core of what we do; alongside that, depending on their goals, I encourage students to learn new techniques, collaborate, present their work, get teaching experience, and engage in outreach or management. I provide feedback throughout a student's graduate career — from formulating ideas to experimental design, manuscripts, and presentations — along with advice on finding positions after graduate school. I am a supportive mentor and value work-life balance, while expecting students to be fully present in the lab.
I expect students to be good citizens of the lab and department: fully engaged in graduate school, professional, treating it like a full-time job, including being present and available during regular working hours. This includes mentoring and engaging with other lab members and with the department by attending seminars and discussion groups. On the research side, I expect students to take ownership of their projects, produce publishable work, submit at least one chapter before their defense, apply for grants and fellowships, present at conferences, and publish their work.
Students are supported through teaching assistantships, research assistantships, or fellowships, and are guaranteed funding for at least 5 years. Admittance to both the program and my lab is competitive. Contact me directly the fall before you'd like to start ([email protected]) with a cover letter, CV, and transcript(s); if we're a good fit, formal applications are due in mid-December.
Prospective postdoctoral associates
I am happy to discuss and work with potential applicants to obtain external funding to work on research related to my lab.
Prospective undergraduate students
I welcome undergraduate researchers interested in gaining research experience in ecology, evolution, and conservation. I look for students who genuinely want to be part of a research lab and gain hands-on experience — motivated, responsible students who take ownership of their projects and are productive, engaged lab members. Positions in the lab are competitive, and I prioritize students who demonstrate genuine interest in the topics we study.
There is a three-semester commitment to the lab (we generally don't take seniors), though this can be revisited early on if it becomes clear the lab isn't the right fit. The more a student puts into the lab — in research time, depth, and engagement — the more detailed a reference letter I can write, and the more it will strengthen an application to graduate school: presenting at conferences, contributing to a publication, or completing independent work all help, and sustained commitment to one project often matters more than broader, surface-level experience. Please discuss up front if you are working in another lab, I generally encourage students to only commit to one lab group.
If graduate school in biology (including ecology and evolution) is on your radar, let me know. A reference from a colleague known in the field can carry real weight— colleagues in the field will often reach out to me directly about students who've come through the lab.
An Honors thesis is a great way to get meaningful experience; it requires committing to at least three semesters in the lab plus your senior Honors thesis year. A summer commitment is also important for students who want to do fieldwork, and there are competitive fellowships (Summer Scholars and Artists Program) available to support this — I can help sponsor students for these opportunities.
There may also be select technician opportunities; I typically look first for interested applicants already in the lab. If you're interested, please contact me ([email protected]) with a cover letter describing your interests, resume/CV, GPA, and relevant coursework.
We are an active and supportive research group excited about ecology and evolution, conservation, and natural history. We are field ecologists who conduct research in several ecosystems, working on how environmental change alters species interactions and how those altered interactions affect community and ecosystem processes.
In the lab, we welcome diversity and are committed to building a diverse, inclusive environment where people of all backgrounds and perspectives are respected and valued. Our lab is a friendly, supportive environment conducive to learning and research, and as a group we're committed to treating each other with respect and ensuring everyone feels welcome and appreciated. I am dedicated to recruiting and mentoring a diverse group of lab members and to being an advocate for diversity in the department and on campus.
Our lab is in the Department of Biological Sciences at Binghamton University. BU is part of the State University of New York (SUNY) system and one of New York's top-ranked public universities, classified as a Doctoral University with "very high research activity" (R1) under the Carnegie Classification system. We have a vibrant Ecology, Evolution, and Behavior group within the broader department.
Prospective graduate students
Our lab asks questions about species interactions, biodiversity, global change, and ecological function. We are field biologists at heart, also heavily using quantitative tools, trait-based approaches, and lab-based molecular work to answer our questions — see the Research page for details on current projects. I'm interested in students with some experience in these areas, or who are eager to learn, and who bring new perspectives and skills to the lab, including a willingness to learn new techniques to ask new questions in our systems. Students should be curious, self-motivated, hard-working, and enthusiastic, and since a lot of our science happens in the field, they should enjoy being outdoors, stay flexible and dedicated to their project, and work well as part of a team.
As a mentor, I want to understand each student's career goals and help them build the experience and skills to reach them. Good science and publishing are expected and at the core of what we do; alongside that, depending on their goals, I encourage students to learn new techniques, collaborate, present their work, get teaching experience, and engage in outreach or management. I provide feedback throughout a student's graduate career — from formulating ideas to experimental design, manuscripts, and presentations — along with advice on finding positions after graduate school. I am a supportive mentor and value work-life balance, while expecting students to be fully present in the lab.
I expect students to be good citizens of the lab and department: fully engaged in graduate school, professional, treating it like a full-time job, including being present and available during regular working hours. This includes mentoring and engaging with other lab members and with the department by attending seminars and discussion groups. On the research side, I expect students to take ownership of their projects, produce publishable work, submit at least one chapter before their defense, apply for grants and fellowships, present at conferences, and publish their work.
Students are supported through teaching assistantships, research assistantships, or fellowships, and are guaranteed funding for at least 5 years. Admittance to both the program and my lab is competitive. Contact me directly the fall before you'd like to start ([email protected]) with a cover letter, CV, and transcript(s); if we're a good fit, formal applications are due in mid-December.
Prospective postdoctoral associates
I am happy to discuss and work with potential applicants to obtain external funding to work on research related to my lab.
Prospective undergraduate students
I welcome undergraduate researchers interested in gaining research experience in ecology, evolution, and conservation. I look for students who genuinely want to be part of a research lab and gain hands-on experience — motivated, responsible students who take ownership of their projects and are productive, engaged lab members. Positions in the lab are competitive, and I prioritize students who demonstrate genuine interest in the topics we study.
There is a three-semester commitment to the lab (we generally don't take seniors), though this can be revisited early on if it becomes clear the lab isn't the right fit. The more a student puts into the lab — in research time, depth, and engagement — the more detailed a reference letter I can write, and the more it will strengthen an application to graduate school: presenting at conferences, contributing to a publication, or completing independent work all help, and sustained commitment to one project often matters more than broader, surface-level experience. Please discuss up front if you are working in another lab, I generally encourage students to only commit to one lab group.
If graduate school in biology (including ecology and evolution) is on your radar, let me know. A reference from a colleague known in the field can carry real weight— colleagues in the field will often reach out to me directly about students who've come through the lab.
An Honors thesis is a great way to get meaningful experience; it requires committing to at least three semesters in the lab plus your senior Honors thesis year. A summer commitment is also important for students who want to do fieldwork, and there are competitive fellowships (Summer Scholars and Artists Program) available to support this — I can help sponsor students for these opportunities.
There may also be select technician opportunities; I typically look first for interested applicants already in the lab. If you're interested, please contact me ([email protected]) with a cover letter describing your interests, resume/CV, GPA, and relevant coursework.
