Adjunct Teaching - Biology - BIO R: Polar Ecology

Position: Adjunct Teaching - Biology - BIO 559R: Polar Ecology
Job Title:

Adjunct Teaching - Biology - BIO 559R:
Polar Ecology

Posting End Date:  March 5, 2026

* NOTE:

Last day to apply is Wednesday, March 4, 2026, at 11:59pm (MST)

Position

Start Date:

April 28, 2026

Required Degree: MS or PhD in ecology, biology, environmental science, or a closely related field, with relevant expertise (polar, alpine, boreal, soil, or field-based ecology strongly aligned).

The required degree must be completed by the start date.

Experience:

* Demonstrated ability to teach and mentor students in experimental design and field methods.

* Significant field experience, including comfort supervising students in remote environments and managing dynamic field conditions.

* Strong organizational and project-management skills (multi-part logistics, gear, schedules, budgets, and coordination with external partners).

* Commitment to safety culture and risk management in field settings.

* Ability to work collaboratively with course faculty, staff, and teaching assistants.

Duties/Expectations:

Primary Responsibilities

1) Instruction and Course Delivery

* Teach BIO 559R content aligned with the syllabus (lectures, discussions, guided reading, and active-learning experiences).

* Provide instruction on polar ecological concepts and climate-related processes (e.g., polar amplification and related mechanisms), integrating current examples and scientific literature.

* Facilitate weekly learning activities and assignments (reading responses/reflections, participation, and discussions), maintaining high expectations and strong student support.

2) Student Research Project Mentoring

* Guide students in developing testable hypotheses and designing feasible field experiments within time and logistical constraints of a single field season.

* Coach students through proposal development (including materials lists and budgeting) and help translate project needs into practical field plans.

* Mentor multiple, diverse student projects (e.g., warming/soil community structure across elevation gradients; isostatic rebound and ecosystem transition; microplastics and soil communities; glacial recession chronosequences).

3) Field Expedition Leadership, Safety, and Daily Operations

* Lead the required week-long field expedition in Southeast Alaska, providing daily direction and oversight for fieldwork, lab/extraction work, and evening science programming.

* Run (or coordinate) daily field safety briefings; establish clear stop-work authority and promote a culture of shared responsibility, risk awareness, and respectful communication.

* Supervise field sampling, sample handling, and basic lab workflows (e.g., soil extractions; microscopy-based observation/identification/enumeration as appropriate).

* Coordinate student scientific communication during the field week (e.g., end-of-week public oral presentations to lodge visitors).

4) Logistics and Project Management (Pre-Trip and On-Site)

* Manage (or coordinate) field logistics essential to course delivery, which may include:

* Working with lodge/operators and local partners; planning day-to-day transportation to field sites (e.g., boats), and coordinating access methods (e.g., ATV/OHV where applicable).

* Organizing field gear/camping equipment and cargo shipments; ensuring communications plans (e.g., radios, satellite communicators) are in place.

* Coordinating required training and compliance items connected to field activities (e.g., boat/ATV operations, camping systems, bear safety).

* Maintain a detailed field schedule and adapt plans in response to weather, safety constraints, and field conditions.

5) Assessment, Grading, and Learning Outcomes

* Evaluate student performance using the course grading structure (e.g., participation, reflections, proposal, field notebook/data collection, final report, and presentation).

* Provide timely feedback and document student progress throughout the term and field expedition.

* Submit required grades and course documentation by university deadlines.

6) Student Experience and Mentorship Culture

* Foster a supportive learning environment that emphasizes collaboration, leadership development, and inclusive participation (including strong mentorship for women and other students who benefit from visible role models in field biology).

* Represent the department professionally while modeling ethical field conduct, stewardship, and respectful engagement with people and place.

Documents Required at the Time of Application:

* CV

* Brief cover letter describing relevant teaching, field leadership, and project-management experience

* Mission Alignment Statement (instructions below)

* Evidence of teaching effectiveness (if available): summaries of student evaluations, sample syllabus/lesson plan, or statement of teaching philosophy

* Names/contact information for 2-3 references (including at least one who can address teaching/mentoring and one who can address field leadership)

Note:

Failure to attach the required documents may result in your application not being considered.

This position…