Cooperative Research Units
Education, Research And Technical Assistance For Managing Our Natural Resources
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Georgia Education Activities

Courses Taught

  • Bayesian Modeling for Conservation Science The objectives of this course are to develop a basic understanding of and appreciation for Bayesian principles for the solution of problems in natural resources science; to gain practical experience in constructing, evaluating, and interpreting models under the Bayesian framework; and to explore classes of models useful for conservation science. (Clinton Moore 2017)
  • UGA WILD8360: Quantitative Conservation Science (Brian Irwin 2016)
  • UGA WILD8300: Structured Decision Making and Adaptive Mangement The goal of this seminar is to introduce students in natural resources management to the principles and practices of structured decision making (SDM). (Brian Irwin, Clinton Moore 2016)
  • Scientific Communication for Natural Resource Professionals This course teaches students how to prepare manuscripts for submission to scientific journals, how to prepare proposals, how to prepare press releases, and how to interact with the peer-review publication process. (Cecil Jennings 2016)
  • UGA WILD8360: Quantitative Conservation Science (Brian Irwin 2015)
  • Bayesian Modeling for Conservation Science The objectives of this course are to develop a basic understanding of and appreciation for Bayesian principles for the solution of problems in natural resources science; to gain practical experience in constructing, evaluating, and interpreting models under the Bayesian framework; and to explore classes of models useful for conservation science. (Clinton Moore 2015)
  • UGA WILD8360: Quantitative Conservation Science (Brian Irwin 2014)
  • Structured Decision Making and Adaptive Management The goal of this seminar is to introduce students in natural resources management to the principles and practices of structured decision making (SDM). SDM has long been used in business contexts and in specific natural resource applications such as forest management, but it is now becoming more widely implemented in wildlife and fisheries conservation at local, state, and federal levels. SDM offers a clear collaborative path for managers and scientists; therefore, it represents a departure from the tradition of keeping the scientific and management endeavors apart from one another. The course will also take up adaptive management, a specific application of SDM where decisions are linked through time. The seminar will comprise a 1-hour lecture and 1-hour class discussion per week. The discussions will be based on readings in the primary literature and will be student-led. (Clinton Moore, Brian Irwin 2014)
  • Scientific Communication for Natural Resources Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2014)
  • UGA WILD8360: Quantitative Conservation Science (Brian Irwin 2013)
  • Bayesian Modeling for Conservation Science The objectives of this course are to develop a basic understanding of and appreciation for Bayesian principles for the solution of problems in natural resources science; to gain practical experience in constructing, evaluating, and interpreting models under the Bayesian framework; and to explore classes of models useful for conservation science. (Clinton Moore 2013)
  • UGA WILD8980: Introduction to Quantitative Conservation Science (Brian Irwin 2012)
  • Scientific Communication for Natural Resource Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2012)
  • MSU FW479: Fisheries Management (Brian Irwin 2010)
  • Scientific Communication for Natural Resource Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2010)
  • MSU FW893: Conservation of Exploited Fish and Wildlife Populations (Brian Irwin 2008)
  • Scientific Communication for Natural Resource Professional To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2008)
  • Scientific Communication for Natural Resource Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2006)
  • Scientific Communication for Natural Resource Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2003)
  • Management of Natural Resource Agencies (Cecil Jennings 2003)
  • Scientific Communication for Natural Resource Professionals To help young scientists develop an advanced understanding of and appreciation for the components of effective written and oral scientific communication with a diverse group of
    constituents, including peers, supervisors, administrators, politicians, reporters, lawyers, and the lay public.

    Students are not expected to depart the course with fully developed advanced communication skills, as these skills evolve gradually over the course of a career. Instead, this course
    will provide students with a practical introduction to this topic as well as hands-on experience with disseminating research results at research conferences (i.e., giving oral presentations) and in peer-reviewed scientific journals (i.e., writing, editing, reviewing, and responding to criticism)
    (Cecil Jennings 2001)
 

Current Staff

Federal Staff: 3

Masters Students: 6

Phd Students: 3

Post Docs: 3

University Staff: 4

5 Year Summary

Students graduated: 13

Scientific Publications: 41

Presentations: 133

Georgia Cooperative Fish and Wildlife Research Unit Cooperators

  1. Georgia Department of Natural Resources
  2. U.S. Fish and Wildlife Service
  3. U.S. Geological Survey
  4. University of Georgia
  5. Wildlife Management Institute