Current Graduate Students

Graduate students in FNR train alongside award-winning faculty and staff to become the next generation of professionals in the natural resource sciences. According to articles in the Chronicle of Higher Education and other literature including Science, broadening experiences in addition to research should be components of graduate education so that students may realize the breadth of potential professional opportunities and diverse interactions. FNR, consistent with the mission of a land-grant institution, strives to build programs that help graduate students realize diverse professional objectives. Graduate Students are the backbone of FNR by supporting all aspects of the land-grant missions of Discovery, Learning, and Engagement. FNR Graduate Students have the unique opportunity to create a Plan of Study that is tailored to their specific learning and professional goals. Detailed program requirements are included in the FNR Graduate Student Handbook found in the ‘Resources’ drop down below.

Lightbulb in magnifying glass
Discovery
Conduct groundbreaking high-impact research.
Open book
Learning
Experience being a scientific instructor.
Leaves
Engagement
Develop materials to share with the public.
Lightbulb in magnifying glass
Discovery

Conduct groundbreaking high-impact research.

Open book
Learning

Experience being a scientific instructor.

Leaves
Engagement

Develop materials to share with the public.

MS and PhD students must conduct research that culminates in a thesis or dissertation, respectively. When conducting thesis or dissertation research students must be registered for research credit hours (FNR 698 for MS or FNR 699 for PhD students). Research is supervised, in majority, by a faculty advisor, who is the chair of a student’s advisory committee.
To ensure the student and faculty advisor know what the expectations are for research credit hours, they complete a form that details the objectives for research credit hours. This form promotes communication about what is expected for satisfactory progress towards completing the thesis/dissertation. The more detailed the expectations are, the better guidance it provides for both student and faculty advisor.
Additionally, students are required to complete a research proposal in their first (MS) or second (PhD) year. This research proposal outlines the objectives of the student's thesis/dissertation. The student discusses the proposal with their advisory committee. After discussion and review, the proposal is approved by the advisory committee.
MS and PhD students are required to defend their thesis/dissertation research in a public presentation and a closed-door discussion with their advisory committee. PhD students, about midway through their degree program, are also examined to evaluate the breadth and depth of a student’s knowledge, to ascertain how well they can apply that knowledge, and to determine whether the examinee is qualified to progress to candidacy.
These presentations and examinations allow for the student to showcase their expertise and is designed to be a celebration of their work throughout their degree program.
Resources:

As scientists, we all are invested in a scientifically literate public. Learning how to be a scientific instructor increases inclusion and equity in STEM. Students funded through FNR are required to teach in the department. The faculty and undergraduate students rely on graduate student teaching assistant support assistance. Teaching develops transferable skills including learning 1) how to be better prepared to teach, which results in less time prepping, 2) lower levels of anxiety, 3) improved planning skills, 4) increased efficacy, and 5) increased success when teaching.
All graduate students are required to take a1 credit discussion-based seminar entitled FNR 59000 Intro to Teaching Natural Resources. Graduate students supported by external funds may not be eligible to TA; however, to gain experience externally funded students can elect to take a course to gain credit while gaining experience as a TA.
Teaching Resources at Purdue:
  • Center for Instruction Excellence
  • College Teaching Development Program :
    The Certificate of Foundation in College Teaching
    The Certificate of Practice in College Teaching

FNR has developed an extension policy designed to provide a flexible, experiential learning opportunity for graduate students to develop and implement an extension project, based on their research or long-term professional interests, while meeting the missions of our department and Purdue University.
According to articles in the Chronicle of Higher Education and other literature including Science, broadening experiences in addition to research should be components of graduate education so that students may realize the breadth of potential professional opportunities and interact with a diversity of stakeholders. The Department of Forestry and Natural Resources, consistent with the mission of a land grant institution, strives to build programs that help graduate students realize diverse professional objectives. With this mind, FNR has developed an extension policy designed to provide a flexible, experiential learning opportunity for graduate students to develop and implement an extension project, based on their research or long-term professional interests, while meeting the missions of our department and Purdue University.
The primary components of student extension work include a 1) logic model, 2) an extension plan, and 3) an extension deliverable. The first two requirements are fulfilled within the required course, Theory and Application of Natural Resource Extension Program. The logic model and extension plan layout the justification and basics of the extension deliverable which is completed by the student prior to graduation. Contact the FNR Graduate Office for details about the policy for the Extension and Outreach Requirements for Graduate Study in FNR.
VIDEO: Novel Models for Integrating Extension and Education, by Brian
M​acGowa​n​ and Rod Williams, Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN.
​FNR 50600 – Theory & Application of Natural Resource Extension Programming

This course provides an opportunity for students to develop and implement extension activities based on their research interests. The course will focus on important natural resources issues, identify common target audiences, provide examples of extension programming, discuss outputs developed from various extension programs, and outline metrics used to evaluate program impact.

Current Syllabus​.

Plan Presentation - View the YouTube video showing an example of a student extension presentation​ Emily McCallen​ Extension Presentation​.

For more information about the Theory & Application of Natural Resource Extension Programming course or our graduate student extension program, contact:

Brian J. MacGowan, Extension Coordinator and Extension Wildlife Specialist, (765) 647-3538, macgowan@purdue.edu.

Rod N. Williams, Engagement Faculty Fellow and Associate Professor of Wildlife, (765) 494-3568, rodw@purdue.edu.

Student Deliverables
Examples of deliverables produced by students who have completed their degree are listed below. Work in production by the more than 80 current FNR graduate students are not included.

Complete list​ of FNR Graduate Student Deliverables.

  • ​Amber Saylor Mase (PhD 2014). 2013. Social Science Results to Inform Extension of U2U Decision Support Tools (DSTs).  (Advisor: Linda Prokopy)
  • Miller, AmyAmber Saylor Mase, FNR extension researcy Useful to Usable flyer. (MS 2014). Northeast and Southern Nursery Association Meeting Presentation, Holiday Inn City Center, Lafayette, Indiana, July 22-25, 2013. (Advisor: Doug Jacobs)
  • Blythe, Rita (MS 2014). Indiana's woodrats get a boost through captive breeding. The Nature Conservancy in Indiana, Spring 2013 Newsletter. (Advisor: Rob Swihart)
  • Rueda Krauss, O. (MS 2014) and C. H. Michler. 2013. First stages of an Acacia koa tree selection program at HARC A (DHHL). Hawaii Forest Industry Association, Hilo, HI. (Advisor: Doug Jacobs)
  • Herold, Jamie.M. (MS 2013). (In Press). Integrated Vegetation Management for INDOT Roadsides. Joint Transportation Research Program, Indiana Department of Transportation and Purdue University; West Lafayette, Indiana.  (Advisors:  Zachary Lowe)
  • Shields, Josh (PhD 2013). Ecological and economic effects of invasives. Presentation at the Invasive Species Training and Ecological Impacts workshop, October 5, 2011, Martell Forest, West Lafayette, Indiana. (Advisor: Mike Jenkins)
  • Wang, Ying (PhD 2013) and Pijut, P.M. 2011. Flowering control in fine hardwoods. Center for Advanced Forestry Systems Industrial Advisory Board Meeting, Seattle, Washington, June 14-16, 2011. (Advisor: Paula Pijut)

FNR Graduate Student Feedback on the Policy
Eighty-one percent of students thought the extension requirement contributed to their ability to communicate technical information to a diverse array of audiences.

What parts of the extension requirement do students find most beneficial?

  • ​The diversity of publications related to extension in addition to research will make my resume stand out more. I can reach a broader audience and highlight work done at FNR.
  • Knowing that my research is now in the hands of managers who can utilize the information was the most fulfilling part of the process.
  • Providing workshops for the deliverables requirement was most beneficial because it greatly improved my public speaking skills.
  • It made me think about applications of what I'm doing and how it can benefit the public.
  • Doing the project was cool and helped me put my project in a different perspective; it helped me relate to folks outside of the science community.
  • It forced me to start thinking about how to write and present my research to a broad audience.

For more resources view: Graduate Extension Student Resources.

VIDEO: What is Purdue Extension?

Resources

The Graduate Student Council (GSC) purpose is to promote coordination and cooperation among the FNR graduate student body as well as share concerns with department leadership.

Graduate Student Council Officers

The Graduate School governs admissions, advisory committee structure, course credit, plan of study, and registration requirements. Graduate School forms (e.g., Plan of Study, Form 8) can be accessed through myPurdue.

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Patti Foster, Graduate Program Administration Specialist
Phone: 765.496.0439
Email: foster43@purdue.edu
FORS 205A
195 Marsteller Drive
West Lafayette, IN 47907

 

Mike Jenkins.


Mike Jenkins, Professor & Graduate Committee Chair
Phone: 765.494.3602
Email: jenkinma@purdue.edu
PFEN 221D
715 W. State Street
West Lafayette, IN 47907