PROMOTION & TENURE MAIN DOCUMENT

Wiebke J. Boeing Assistant Professor

Department of Fish, Wildlife and Conservation Ecology College of Agriculture, Consumer and Environmental Sciences

New Mexico State University

Fall 2009

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Table of Contents 1. Cover Letter 2 2. Executive Summary 5 3. Curriculum Vitae 6 General 6

Allocation of Effort 6 Scholarship and Creative Activities 7 Teaching and Advising 19 Outreach 27 Service 29 4. Annual Performance Evaluations 5. Conflict of Interest Form 6. FWCE Mission Statement 7. External Reviews Outside Peers

Dr. Michael Bozek; University of Wisconsin Dr. Carla Cáceres; University of Illinois

Dr. Astrid Kodric-Brown; University of New Mexico Mr. Keel Price; USDA – Animal and Plant Health Inspection Service Dr. Howard Riessen; Buffalo State University Mr. Daniel Shaw; Bosque High School, Albuquerque Dr. Craig Williamson; Miami University NMSU Peers Dr. Tara Gray; The Teaching Academy Dr. April Ulery; Department of Plant and Environmental Sciences Dr. Wayne Van Voorhies; Molecular Biology Program Former Students Virginia Lee; Undergraduate Student Justin Mapula; Undergraduate Student Kristin Swaim; Graduate Student Peer Teaching Evaluations Dr. Pia Albinsson; NMSU, Dept. of Marketing Dr. Nazan Atilla; Louisiana Universities Marine Consortium Dr. David Cowley; NMSU, Dept. of Fishery and Wildlife Sciences Dr. Octavio Ramirez; NMSU, Dept. of Agricultural Economics

Dr. Rossana Sallenave; NMSU, Dept. of Fishery and Wildlife Sciences Dr. April Ulery; NMSU, Dept. of Agronomy and Horticulture

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College of Agriculture, Consumer and Environmental Sciences Department of Fish, Wildlife and Conservation Ecology P.O. Box 30003, MSC 4901 Las Cruces, NM 88003-8003 Tel: 575-646-1544 Fax: 575-646-1281 Email: fwce@nmsu.edu

Wiebke J. Boeing September 30, 2009 Assistant Professor New Mexico State University Department of Fish, Wildlife and Conservation Ecology Las Cruces, NM 88003 Phone (575) 646-1707 Email wboeing@nmsu.edu Application for Promotion and Tenure Dear Promotion and Tenure Reviewer, Since 1997, I have conducted independent research and taught college level classes in fisheries, natural resources and biology. Since August 2004, I have been an Assistant Professor in the Department of Fish, Wildlife and Conservation Ecology (FWCE) at New Mexico State University (NMSU). My official contract is 100% teaching on 9 months but I have a reduced teaching load and also maintain an active research program and provide outreach and service. I strive to serve the New Mexico population through excellence in research of its aquatic resources, teaching to prepare students to become capable Natural Resource managers, outreach and service, supporting the missions of my Department, College and land-grant University. This document has been created to communicate my efforts:

(1) to conduct research that furthers scientific knowledge. (2) to improve my teaching by implementing different teaching methods. (3) to provide useful outreach and service to my Department, College, University and the

Community.

Scholarship Research Scholarship Aligning with the FWCE departmental mission, I regularly publish in the top peer-reviewed aquatic journals (Limnology and Oceanography, Canadian Journal of Fisheries and Aquatic Sciences, and Freshwater Biology). Additionally, I have published in general ecology journals (Oecologia and Ecological Indicators). My articles are regularly cited and to date have been cited over 160 times. Since my arrival at NMSU in 2004, I have published two book chapters, ten peer-reviewed articles, nine technical reports and nine abstracts. Research produced in my

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laboratory group was presented at five conferences of professional societies and featured in multiple popular articles and a radio show. Thirteen more research presentations were held at other venues, which include three invited seminars and one invited symposium. My research efforts have garnered over $ 1 million from federal, state, internal and private sources. Teaching Scholarship In terms of teaching scholarship, I gave one poster presentation at a teaching symposium, was on a committee to organize a teaching symposium and a book chapter is in press. Furthermore, as the main PI, I have obtained an USDA Higher Education Challenge grant ($ 490 K) to place students around New Mexico into internships with Natural Resource Agencies. Our new undergraduate curriculum, which was created with me as the committee chair, now includes a new class (WLSC 393 – Professional Experience) that I teach, which emphasizes the importance of experiential learning. In response to our new class I have also negotiated internship programs with two federal agencies (Bureau of Land Management and USDA Forest Service). Each agency has committed to providing us with 10 internships each for our students each summer. Each program is worth approximately $80,000 per year.

Teaching and Advising Teaching With regard to classroom instruction, I am a passionate and enthusiastic teacher. Although teaching requires an enormous amount of effort, I find it very energizing at the same time. In my opinion, 5% of students will do well in a class and 5% poorly – independent of the quality of the teacher. However, for 90% of the students, we as teachers have significant impact. In my class, I promote an active learning environment and keep students engaged. My goal is for my students to become critical thinkers and develop better oral and communication skills. To achieve this, I promote an interactive classroom environment by keeping my lectures short, having students work in teams, assigning individually developed management plans, which students present it in front of the entire class and leading field trips. Students validate my efforts and consistently rank me in the two highest categories (out of five) with an average score of 84%. Furthermore, I invite professors that have previously won teaching awards to observe my teaching and give me feed-back. Professional development is important to me and I have attended over 240 hours of NMSU Teaching Academy workshops and three teaching conferences/symposia. I also happily help out colleagues in their professional development and am a faculty mentor and a mentor to help colleagues create their own teaching portfolios at the Teaching Academy. Advising I advise about 30 undergraduate students. For advising, I maintain an open-door policy and take as much time to listen and advise students as is needed. I advise students on academic questions (what classes to take), career opportunities (internships, jobs, graduate schools) and personal issues (time management, family problems) and students rate my advising at 88%. To accomplish constructive advising it is my responsibility to be familiar with resources available on campus, in the community, nationally and even internationally and I need to be able to assess when to send a student with emotional issues to our professional counselors. Additionally I

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advise two graduate students at any given time and support them in their research, grant writing, goals, classes and nominate them for awards. I regularly provide students with references.

Outreach and Service Outreach I recruit students by giving lectures and presentations to High School students. Furthermore, I am in the process of implementing a system, in which our undergraduates have to go to local High Schools to give a presentation about their internship experience. In general, undergraduates are better recruiters at High Schools than professors. Also, I lead regular field trips to the Mescalero Tribal Fish Hatchery, which is beneficial to both the students as well as the people that run the hatchery. Service I have served the department on seven different committees/clubs (about three at any given time) and was a member on six graduate student committees. Furthermore, I initiated the contact with Dr. Caiti Steele, who has been teaching a new class (WLSC 450 – GIS for Natural Resources) for the past three years. I was also on one college and was/am on six university committees. Similarly, I am available to the general public and serve the community by providing volunteer work (my own and my students’) with various projects. Additionally, I regularly review manuscripts for more than 20 different journals/funding agencies and since arriving at NMSU have reviewed over 40 manuscripts.

Despite the distinction among research, teaching, outreach and service into different sections, I have always strived to integrate these efforts in my programs. I teach graduate and undergraduate students how to conduct research by including them in my research program. I encourage students to submit their own grant applications (e.g., T&E, Inc., Sigma Xi) and present their results at scientific meetings. Also, I combine teaching with outreach when my 200 level class visits a regional fish hatchery. As the lead PI on an USDA Higher Education Challenge Grant I integrate teaching and outreach, by placing undergraduates in internships at national or international locations. These interns then present about their experiences at local High Schools integrating teaching, outreach and recruitment (service). As chair of the Undergraduate Curriculum Committee of our department, I initiated an internship experience requirement for all of our students (WLSC 393 – Professional Experience). I teach (manage) this class. Thank you very much for considering my application package. Sincerely, Wiebke Boeing

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Executive Summary – Wiebke J. Boeing New Mexico State University (NMSU); 2004-present

Scholarship (since 2004) Research Scholarship Grants: $ 1 million in federal, state, and private funding Publications: ten peer-reviewed journal articles, two book chapters, nine technical reports,

nine abstracts Presentations: Six at professional societies, three invited seminars, one invited symposium,

nine at various venues I actively incorporate undergraduate and graduate students into my research program Teaching Scholarship Grants: USDA Higher Education Challenge ($ 490 K) to place NM students into internships

with Natural Resource Agencies Publications: one book chapter Presentations: one at teaching conference Committee member of the 2008 Western Region Teaching Symposium Internship programs with BLM and USDA FS each for 10 internship/summer (≈$160 K/year) Teaching (since 2004) Classroom Teaching Responsibilities: I teach undergraduate classes on all levels and the graduate seminar; on

average, I teach approximately 10 credit hours a years and advise 30 undergraduate and two graduate students

Methods: Application of multiple teaching techniques to create an active learning environment and turn my students into better critical thinkers and develop proficient oral and written communications skills

Student evaluations: 84% average score Twelve peer evaluations who were enthusiastic about my efforts Professional development: >240 hours of NMSU Teaching Academy Teaching Recognition: 2009 “Who’s-Who” Chair of departmental undergraduate curriculum which requires new class (WLSC 393 –

Professional Experience) and mandates that all students get internship experience Advising Responsibilities: I advise about 30 undergraduate students and 3 graduate students each

semester; I am also the advisor for student athletes of our department Students evaluations: 88% average score Outreach and Service (since 2004) Active in recruitment efforts (e.g., presentations for High School students) Recruited Dr. C. Steele to teach GIS class for our department Committees: six graduate student, seven departmental, one college, six university Reviewed over 40 manuscripts for 20 different journals / funding agencies Consultant to the general public Service to the community through volunteer work

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Curriculum Vitae – Wiebke J. Boeing

General

A) Name: Wiebke J. Boeing B) Present Position: Assistant Professor C) Principal Unit: Department of Fish, Wildlife and Conservation Ecology D) College: Agricultural, Consumer and Environmental Sciences

E) Educational Background:

2002: Ph.D., Aquatic Ecology, Louisiana State University 1996: M.Sc. (Diplom), Hydrobiology, Technische Universität Dresden, Germany 1993: B.Sc. (Vordiplom), Biology, Universität Potsdam, Germany

F) Previous Professional Experience:

8/2004 – Present Assistant Professor, New Mexico State University (NMSU) 5/2004 – 8/2004 Post-doctoral Researcher, University of Illinois 9/2002 – 4/2004 Post-doctoral Researcher, National Oceanic and Atmospheric

Administration (NOAA) and University of Washington 8/1997 – 8/2002 Teaching Assistant, Louisiana State University 1/1995 – 12/1996 Research Assistant, Environmental Analytical Institute, Germany 8/1994 – 12/1996 Research Assistant, Technische Universität Dresden, Germany

Allocation of Effort

Allocation of Effort (%) Scholarship

Year Extension Research Teaching

Teaching (Instruction) & Advising

Outreach

Service

Other

2004-present

35

7.5

45

5

7.5

My official contract is 100% Teaching on 9-month. However, I teach three classes a year and advise 30 undergraduates which amounts to 45% teaching. I maintain an active research program, contribute to teaching scholarship and make time to serve the Department, College and University as well as reach out to the general public.

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Scholarship and Creative Activities A) Extension Scholarship and Creative Activities None B) Research Scholarship and Creative Activities 1) Research Philosophy and Program Goals

The light of knowledge is fully capable of destroying the darkness of ignorance.

Sam Veda Scientists create knowledge to shed light on some of the wonders and beauty of our unique, interesting and intriguing planet and universe. My two main research goals are: (1) to understand direct and indirect effects of climate change on predator-prey interactions, life-

history parameters and composition of aquatic communities. (2) potential mitigations of climate change. Our environment is changing at an unprecedented fast pace. Our scientific understanding on how this impacts ecological processes can generate ecological theories as well as provide solutions for mitigations. I view research as a powerful teaching tool and I have directly supervised four graduate students and 17 undergraduate students at NMSU. I encourage all of my students to become independent thinkers and scientists and ask them to submit grant proposals, present at meetings and publish their results. Since 2004, I have brought in $ 997 K in grant support; have published ten journal articles, two book chapters, nine technical reports and nine abstracts. Impacts on Aquatic Communities: The multitude of species found in our ecosystems is

what makes earth so exciting. It is still not fully understood why so many species can co-exist; however, species are going extinct at alarming rates. Values of species include future, existence and cultural value but putting a dollar value on the existence of a species in terms of economical worth is still obscure. We now agree that present rates of species extinctions must be slowed or stopped to prevent serious negative repercussions on our ecosystems. Main causes to species extinction include habitat destruction and fragmentation, pollution, invasive species introduction as well as climate change. My research focuses on effects of climate change (especially increases in temperature, salinity, UV radiation) on aquatic communities and endangered species. I believe that my research efforts provide answers to some of the most pressing ecological questions we face today. I publish in high impact journals and my articles have been cited more than 140 times.

Mitigations of Climate Change: Carbon dioxide is believed to be one of the main culprits

causing global warming, another factor driving species extinction. Carbon dioxide has accumulated in our atmosphere due to increased human energy demand and thus, the burning of fossil fuels. To meet future energy requirements, we will have to find innovative ways to produce energy from renewable resources. My research includes carbon sequestration using

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wave-driven ocean pumps as well as the production of biodiesel using high-lipid microalgae. These research areas have to potential to have huge impacts on the future of mankind.

2) Evidence of Research Scholarship and Creative Activities (a) List of Research Areas, Titles and Sources of Funding * - graduate student ** - undergraduate student Impacts on Aquatic Communities 2009: La Mancha Wetland Project. (Contract – Southwest Environmental Center) ($ 20,000) 2009: Gila River Planning Committee – New Mexico Interstate Stream Commission. (PI) ($

8,533) 2009: Influence of the Environmental Factors on the Toads Spea Multiplicata and Gastrophyrne

Olivacea – T&E, Inc. (co-PI; with N. Harings*) ($ 2,380) 2009: How do fish use UV radiation to hunt? NMSU NSF Undergraduate Research Inititative

(co-PI; with S. Carver**) ($2,500) 2008: NMSU Graduate School (PI; with N. Harings*) ($ 105,100) 2008: NMSU Advance of Minority Participation, Bridge to Doctorate (co-PI; with J. Morel*) ($

80,000) 2008: NMSU Minority Access to Research Careers Program (co-PI; with M. Silva**) ($ 8,500) 2007: The Impacts of Water Loss due to Irrigation on Aquatic Communities in Desert Sinkholes.

USDA National Research Initiative (PI) ($ 100,000) 2007: Managing Native Fish Species and Invertebrates in Desert Sinkholes. NM Game & Fish,

Share with Wildlife (PI; with K. Swaim*) ($ 22,000) 2007: Relating Native Fish Abundance and Condition to Environmental Factors in Sinkholes in

New Mexico. WRRI Grant (co-PI: with K. Swaim*) ($ 5,000) 2007: Relating Native Fish Abundance and Condition to Environmental Factors in Sinkholes in

New Mexico. T&E, Inc. Grant (co-PI ; with V. Greif**) ($ 2,500) 2007: Does UV light facilitate fish predation? NMSU NSF ADVANCE (co-PI ; with V. Greif**)

($ 2,000) 2006: Chemical communication between male and female Daphnia. - NMSU NSF ADVANCE

(co-PI ; with V. Zamora**) ($ 2,000) 2006: Habitat Barriers to dispersal and gene flow in the tree frog (Hyla wrightorum). T & E, Inc.

Grant (co-PI; with J. Jungels*) ($ 1,995) 2005: NMSU Graduate School (PI; with K. Swaim*) ($ 36,000) 2005: Temperature effects on larval development rate and survival of the endangered Rio Grande

Silvery Minnow. T & E, Inc. Grant (PI) ($ 2,500) 2004: NMSU NSF ADVANCE ($ 50,000) 2004: NMSU Start-up funds ($ 50,000) Mitigations of Climate Change 2009: Department of Energy (co-PI; with P. Lammers, W. van Voorhies, S. Deng, N. Khandan,

M. Starbuck & T. Schaub) ($ 1,098,391) – pending

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2009: NM Energy Innovation Fund (co-PI; with P. Lammers, W. van Voorhies & M. Ballyk) ($ 332,129) – awarded by the state but withdrawn by Western Refining (matching fund partner) due to financial hardship

2008: Environmental Factors Determining Lipid Content in Nanochloropsis and Limiting Undesired Organisms - NMSU Internal Research Grant (PI; with P. Lammers & W. Van Voorhies) ($ 44,068)

2007: NM Energy Innovation Fund (co-PI; with P. Lammers & W. Van Voorhies) ($ 150,000) 2006: Evaluation of global ocean nutrient profiles – SATOP/NASA Grant (PI) ($ 4,000) (b) Nature and Scope of Research Areas

Impacts on Aquatic Communities

Upon arriving at NMSU, I discovered Bitter Lake NWR and recognized the potential to conduct high-quality research. Bitter Lake National Wildlife Refuge (BLNWR) is home to unique, cylindrical water bodies called sinkholes. Since 2005, I have been thoroughly studying 40 sinkholes on the refuge together with the help of several students. The range of environmental parameters is enormous. For example, sinkholes range in salinity from 4 (almost fresh) to 120 ppt (four times as salty as ocean water). Other parameters like oxygen, turbidity, nutrients show similar variability. Together with my former graduate student Kristin Swaim (MS 2008) I studied these sinkholes. I successfully nominated Kristin for a ‘Cluster Reasearch Assistant Award’ and secured her salary. She focused on abundance and health of the fish community. Kristin found that Pecos pupfish (Cyprinodon pecosensis) are tolerant to abiotic conditions but poor competitors while the opposite is true for Pecos gambusia (Gambusia nobilis). She presented her research at two national and three local meetings and it was featured in a couple of magazines and several web pages. I focused my efforts on lower trophic levels (zooplankton and phytoplankton). Despite the amazing variation in the environment, diversity for all trophic levels - except algae - is surprisingly low. I also presented my results at several meetings and was invited to three seminars and one symposium to talk about this research. One paper has been published and several others are submitted or in preparation. Kristin received funding for our project from T&E, Inc; WRRI and Sigma Xi with me as a co-PI, while I was the main PI for the funding we obtained from NM Game & Fish. Furthermore I got a federal seed grant from the USDA National Research Initiative.

By the time a species becomes endangered, often little time is left to uncover its life-history and fully understand what is needed for that species’ recovery. My first collaboration at NMSU took place with Dr. David Cowley. However, our joint proposals did not get funded and I only received a small grant from T&E, Inc. I used the money to have an undergraduate student (Justin Mapula) conduct a laboratory experiment to study survival of endangered Rio Grande Silvery Minnow (Hybognathus amarus) larvae at different temperatures and salinity concentrations. We found that salinity lowered survival and a moderate temperature was most conducive. Justin presented the results at a NMSU conference and a scientific meeting, where he won the prize for best student poster. A manuscript is in preparation.

Species that are purposefully or accidentally introduced to a different ecosystem can have devastating effects on the native species community. For example, when introducing a new predator, the native species are naïve and have not been able to evolve effective defenses against such predator. Channel catfish (Ictalurus punctatus) in the San Juan river is and invasive predator and native species such as razorback sucker (Xyrauchen texanus) and Colorado

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pikeminnow (Ptychocheilus lucius) are now endangered. My current graduate student James Morel is a student with the ‘Alliance for Minority Participation – Bridge to Doctorate’ program and he is using a long-term data set to model success of different removal effort methods.

Amphibians are sensitive to environmental parameters and thus ideal indicator species. Two of my graduate students were keen on studying local toad populations. I encouraged their endeavors and supported my former student Jeremy Jungels (MS 2008) on a Teaching Assistantship. I successfully nominated my current PhD student Nicole Harings for a NMSU Graduate Research Assistant Grant, which pays 50% of her salary. The other 50% stems from a match commitment from the Vice President for Research (Dr. Vimal Chaitanya) for an USDA Higher Education Challenge Grant (see 2C – Teaching scholarship and creative activities). Both students were able to get T&E, Inc. grants. Jeremy found that habitat influences gene flow despite near genetic homogeneity in the Great Plains toad (Bufo cognatus). His findings have been submitted to a journal. Nicole is inquiring about the interacting influences of temperature, salinity, pH and ultra-violet radiation on breeding success of various toads on the Jornada Long-Term Experimental Range near Las Cruces.

Providing undergraduate students with small, individual research projects can increase their self-confidence and help them in understanding the scientific method. I regularly hire undergraduate students to conduct laboratory experiments. I help them to develop a research question and come up with the experimental design. Furthermore, I encourage them to apply for small NMSU grants to conduct their individual research projects. Typically I fill out the paper work with them and walk them through the process. If they finish their projects, I have them present their results at local meetings. Some of these projects will lead to peer-reviewed publications. Mitigation of Climate Change

Phil Kithil from Atmocean, Inc. invented wave-driven ocean pumps that bring cold, nutrient-rich water to the surface. This has the potential to (1) mitigate hurricane strength, and (2) enhance algal primary production, which in turn has could (a) increase carbon sequestration and (b) perpetuate through the food web and thus also increase fish production. I collaborated with Mr. Kithil for approximately a year. We presented the idea at scientific meetings but were unable to secure the funding necessary to conduct a large-scale experiment. My collaboration with Mr. Kithil from the private sector was a high-risk, high-potential collaboration. Despite many “almosts” – I almost published a commentary in Science magazine – the collaboration did not bear any immediate fruit (except for a minor SATOP grant I received). However, Mr. Kithil paid for my travels to Hawaii, Bermuda (to try out the ocean pumps on a research vessel) and Woods Hole Oceanographic Institute in Massachusetts (to present the idea). I established many contacts that may prove useful in future. Despite my calculations that the pumps would actually bring more carbon to the surface than what algae could theoretically incorporate into their biomass, the pumps were later featured on the British Discovery Channel.

Currently I am a part of an effort to produce biodiesel from lipid-producing microalgae. This project is spear-headed by Dr. Peter Lammers from the NMSU side and a large collaboration with, for example, the Center of Excellence for Hazardous Materials Management (CEHMM), Sandia National Laboratories and Sapphire. My role is to study the pond ecology and observe potential competitors and predators of the desired algae strain that invade the production ponds. We have collected one year of pond data and a manuscript is currently in preparation. I was able to get support from the NMSU Internal Research Grant as a main-PI.

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This project has been receiving a lot of media attention and the student newspaper “Round up” and National Public Radio conducted interviews with me. (c) List of Research Products and Creative Achievements (achievements before 2004 are in grey; until 2000 I spelled my last name ‘Böing’) * - graduate student ** - undergraduate student

Book Chapters Boeing, W.J. Accepted. Antipredator Defenses: Defensive Avoidance. In: Wood, S., M. Breed

and J. Moore (eds). Encyclopedia of Animal Behavior. Elsevier. (with honorarium) Boeing, W.J., M.H. Martin and J.T. Duffy-Anderson. 2007. Groundfish. In: Spies, R.B. (ed)

Long-term ecological change in the northern Gulf of Alaska. Elsevier, pp 200-311. Proceedings Böing, W.J. 1997. Die Reaktion des Phytoplanktons auf den Frassdruck von Daphnia pulex in

Enclosure Experimenten. DGL-Tagungsband: 544-549. Refereed Journal Articles Swaim, K.M.* and W.J. Boeing. Submitted. Relating fish abundance and condition to

environmental factors in desert sinkholes. Freshwater Biology Jungels, J.M.*, K.L. Griffis-Kyle and W.J. Boeing. In revision. Habitat association and genetic

similarity among populations of the Great Plains Toad (Bufo cognatus) in the Chihuahuan desert. Copeia

Boeing, W.J. and C.W. Ramcharan. In revision. Coexistence of predator and prey – paradox or stabilizing factor? Freshwater Biology

Boeing, W.J., B. Wissel and C.W. Ramcharan. Accepted. Can costs and benefits of Daphnia defense against fish be measured in a field experiment? Fundamental and Applied Limnology

Hylander, S.*, W.J. Boeing, W. Granéli, J. Karlsson, J. von Einem, K. Gutseit and L.-A. Hansson. 2009. Complementary UV protective compounds in zooplankton. Limnology and Oceanography 54: 1883-1893.

Leech, D.M., W.J. Boeing, S. Cooke*, C.E. Williamson and L. Torres**. 2009. UV-enhanced fish predation and the differential migration of zooplankton to UV radiation and fish. Limnology and Oceanography 54: 1152-1161.

Cooke, S.L.*, C.E. Williamson, D.M. Leech, W.J. Boeing and L. Torres**. 2008. Effects of temperature and ultraviolet radiation on diel vertical migration of freshwater zooplankton. Canadian Journal of Fisheries and Aquatic Sciences 65: 1144-1152.

Boeing, W.J. and J.T. Duffy-Anderson. 2008. Ichthyoplankton dynamics and biodiversity in the Gulf of Alaska: responses to environmental change. Ecological Indicators 8: 292-302.

Cáceres C.E., A. Christoff** and W.J. Boeing. 2007.Variation in ephippial buoyancy in Daphnia pulicaria. Freshwater Biology 52: 313-318.

Boeing, W.J., C.W. Ramcharan and H.P. Riessen 2006. Clonal variation in depth distribution of Daphnia pulex in response to predator kairomones. Archiv für Hydrobiologie166: 241-260.

Boeing, W.J., C.W. Ramcharan and H.P. Riessen. 2006. Multiple predator defence strategies in Daphnia pulex and their relation to native habitat. Journal of Plankton Research 28: 571-584.

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Boeing, W.J., B. Wissel and C.W. Ramcharan 2005. Costs and benefits of Daphnia defense against Chaoborus in nature. Canadian Journal of Fisheries and Aquatic Sciences 62: 1286-1294.

Boeing, W.J., C.E. Williamson, D.M. Leech, S. Cooke* and L. Torres**. 2004. Damaging UV radiation and invertebrate predation: Conflicting selective pressures for zooplankton vertical distribution in the water column of low DOC lakes. Oecologia 138: 603-612.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2003. Effects of water color on predation regimes and zooplankton assemblages in freshwater lakes. Limnology and Oceanography 48:1965-1976.

Benndorf J., W. Böing, J. Koop and I. Neubauer. 2002. Top-down control of phytoplankton: the role of time scale, lake depth, and trophic state. Freshwater Biology 47: 2282-2295.

Benndorf. J., B. Wissel, A.F. Sell, U. Hornig, P. Ritter and W. Böing. 2000. Food web manipulation by extreme enhancement of piscivory: an invertebrate predator compensates for the effects of planktivorous fish on a plankton community. Limnologica 30: 235-245. (#7 most often cited for that journal)

Böing, W.J., A. Wagner, H. Voigt, T. Deppe and J. Benndorf. 1998. Phytoplankton responses to grazing by Daphnia galeata in the biomanipulated Bautzen reservoir. Hydrobiologia 389: 101-114.

Kamjunke, N., W. Böing and H. Voigt. 1997. Bacterial and primary production under hypertrophic conditions. Aquatic Microbial Ecology 13: 29-35.

Technical Reports Boeing, W.J. and K.M. Swaim 2009. Impacts of irrigation practices on aquatic communities in

desert sinkholes. USDA National Research Initiative Final Report. 50 pp. Boeing, W.J. and S. Hylander*. 2009. Different UV protective compounds in copepods

occurring in desert sinkholes in response to UVR and fish predation. NM Department of Game and Fish Annual Report. 20 pp.

Swaim, K.M.* and W.J. Boeing. 2008. Relating fish abundance and condition to environmental factors in desert sinkholes. NM Department of Game and Fish Annual Report. 64 pp.

Swaim, K.M.* and W.J. Boeing. 2008. Relating native fish abundance and condition to environmental factors in sinkholes in New Mexico. T&E, Inc. Report, 59 pp.

Boeing, W.J. and K.M. Swaim*. 2007. Managing native fish species and invertebrates in desert sinkholes. NM Department of Game and Fish Annual Report. 9 pp.

Swaim, K.M.* and W.J. Boeing. 2007. Relating native fish abundance and condition to environmental factors in sinkholes in New Mexico. T&E, Inc. Report, 3 pp.

Swaim, K.M.* and W.J. Boeing. 2007. Relating fish abundance and condition to environmental factors in desert sinkholes. WRRI report, 19 pp.

Jungels, J.* and W.J. Boeing. 2006. Habitat barriers to dispersal and gene flow in the mountain tree frog (Hyla wrightorum). T&E, Inc. Report, 3 pp.

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2004. Responses of Ichthyoplankton Biodiversity and Dynamics to Environmental Change. NOAA Quarterly Research Reports 1: 5-6.

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Published Abstracts Mapula, J.A.**, W.J. Boeing and D.E. Cowley. 2008. Temperature and salinity influence egg

hatching rate and survival of Rio Grande silvery minnow. AZ/NM American Fisheries Society meeting, Prescott, AZ.

Boeing, W.J. and K.M. Swaim. 2008. Managing native fishes (Pecos pupfish and Pecos gambusia) in desert sinkholes. AZ/NM American Fisheries Society meeting, Prescott, AZ.

Swaim, KM.* and W.J. Boeing. 2007. Relating fish abundance and condition to environmental factors in desert sinkholes. North American Benthological Society, Columbia, SC.

Boeing, W.J. and K.M. Swaim*. 2007. How environmental variables influence biodiversity in 40 sinkholes in New Mexico. ASLO (American Society for Limnology and Oceanography), Santa Fe, NM.

Swaim, K.M.* and W.J. Boeing. 2006. Favorable environmental conditions for management of native fishes in desert sinkholes. International Center for Arid and Semiarid Land Studies, Lubbock, TX.

Boeing, W.J. and K. Swaim*. 2006. Food web complexity and zooplankton diversity in 40 sinkholes in New Mexico. Deutsche Gesellschaft für Limnologie/Societas Internationalis Limnologicae, Dresden, Germany.

Kithil, P. and W.J. Boeing. 2006. Ocean carbon sequestration concept using wave-driven deep ocean pump system. Ocean Carbon Biogeochemistry Workshop, Woods Hole, MA, USA.

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2004. Ichthyoplankton Dynamics and Diversity: Prospects and Limitations as Ecosystem Indicators. Quantitative Ecosystem Indicators for Fisheries Management, Paris, France.

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2004. Responses of Ichthyoplankton Biodiversity and Dynamics to Environmental Change. Marine Science in Alaska Symposium, Anchorage, AK.

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2003. Responses of Ichthyoplankton Biodiversity and Dynamics to Environmental Change. Larval Fish Conference, Santa Cruz, CA.

Boeing, W.J., J.T. Duffy-Anderson, K.M. Bailey, A.C. Matarese, J.M. Napp, S.J. Picquelle and B.A. Megrey. 2003. New Metrics for Ecosystem Change: Bio-diversity and Dynamics of Ichthyoplankton Assemblages. Steller Sea Lion Symposium, Anchorage.

Boeing, W.J., D.M. Leech and C.E. Williamson. 2002. Sunburn or Risk or Predation: Balancing Conflicting Evils in the Water Column. American Society of Limnology and Oceanography, Victoria, Canada.

Leech, D.M., W.J. Boeing and C.E. Williamson. 2002. The Effects of UV and Fish on Zooplankton Vertical Migration. American Society of Limnology and Oceanography, Victoria, Canada.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. The Stabilizing Role of Prey Defense in a Pelagic Food Web. Ecological Society of America, Madison, WI.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Effects of Water Color on Predation Regimes and Zooplankton Assemblages in Freshwater Lakes. Ecological Society of America, Madison, WI.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. Costs and Benefits of Daphnia Antipredator Behavior toward Fish in Nature. American Society of Limnology and Oceanography, Albuquerque, NM.

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Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Efficiency of Fish Predation at various light levels. American Society of Limnology and Oceanography, Albuquerque, NM.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. Constraints by an invertebrate predator on the antipredator defense of Daphnia. Canadian Conference for Fisheries Research / Society of Canadian Limnologists, Toronto, Canada.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Chaoborus predation on zooplankton along a water color gradient. Canadian Conference for Fisheries Research / Society of Canadian Limnologists, Toronto, Canada.

Boeing, W.J. 2000. Variable behavioral, morphological, and life-history responses of Daphnia to predator kairomone. Aquatic and Marine Science Symposium, LUMCON, Cocodrie, LA.

Böing, W.J. 1996. Struktur und Biomasseänderung des Phytoplanktons in Abhängigkeit des Fraßdrucks (Daphnia spp.) und Nährstoffgehaltes. Deutsche Gesellschaft für Limnologie, Schwedt, Germany.

Popular Articles/Interviews about Research Conducted in my Laboratory Martino, F. 2009. KRWG radio interview with Dr. Wiebke Boeing about biodiesel producing

algae. Hayes, C. 2009. Picky about their (fish) neighbors. Share with Wildlife Update: 3. Nava, D. 2009. Search for alternative fuels brewing in state ponds. Round Up 9: 1. Olmsted, A. 2008. NMSU’s Artesia Center Prepares for commercial demonstration of biodiesel

project. NMSU News Center. Ash, S. 2007. NMSU Graduate Student investigates fish abundance in desert sinkholes. Divining

Rod 30: 10. Swaim, K.M. and W.J. Boeing. 2007. Relating fish abundance and condition to environmental

factors in desert sinkholes. Fish Soup 38: 9-10 Ash, S. 2007. NMSU Graduate Student investigates fish abundance in desert sinkholes. US Fish

& Wildlife Service. ww.fws.gov/.../Fish%20Abundance%20in%20Desert%20Sinkholes.pdf www.fws.gov/southwest/refuges/newmex/bitterlake/docs/Fish%2520Abundance%2520in%2520Desert%2520Sinkholes.pdf+Kristin+Swaim&hl=en&gl=us

Boeing, W. and K. Swaim. 2007. Managing native fish species and invertebrates in desert sinkholes. Share with Wildlife Update. 7.

Swaim, K. and W. Boeing. 2006. Relating fish abundance and condition to environmental factors in desert sinkholes. www.wrri.nmsu.edu/research/rfp/studentgrants06/proposals/Swaim.pdf

Martin, N. 2004. Fisheries Expert joins NMSU College of Agriculture. NMSU CAHE New Center.

Duncan, A. 2004. New fisheries professor to study climate change, exotics. Round Up 106: 6. (d) Papers and / or Posters Presented before Professional Societies (presentations before 2004 are in grey; until 2000 I spelled my last name ‘Böing’)

* - graduate student ** - undergraduate student

Mapula, J.A.**, W.J. Boeing and D.E. Cowley. 2008. Temperature and salinity influence egg

hatching rate and survival of Rio Grande silvery minnow. AZ/NM American Fisheries Society meeting, Prescott, AZ, USA (poster – awarded best student poster).

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Swaim, K.M.* and W.J. Boeing. 2007. Relating fish abundance and condition to environmental factors in desert sinkholes. North American Benthological Society, Columbia, SC, USA.

Boeing, W.J. and K.M. Swaim*. 2007. How environmental variables influence biodiversity in 40 sinkholes in New Mexico. American Society of Limnology and Oceanography, Santa Fe, NM, USA.

Swaim, K.M.* and W.J. Boeing. 2006. Favorable environmental conditions for management of native fishes in desert sinkholes. International Center for Arid and Semiarid Land Studies, Lubbock, TX, USA.

Boeing, W.J. and K.M. Swaim. 2006. Food web complexity and zooplankton diversity in 40 sinkholes in New Mexico. Deutsch Gesellschaft für Limnologie / Societas Internationalis Limnologicae, Dresden, Germany.

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2004. Ichthyoplankton dynamics and diversity: prospects and limitations as ecosystem indicators. Quantitative Ecosystem Indicators for Fisheries Management, Paris, France. (poster)

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2003. Responses of ichthyoplankton biodiversity and dynamics to environmental change. Larval Fish Conference, Santa Cruz, CA, USA.

Boeing, W.J., D.M. Leech and C.E. Williamson. 2002. Sunburn or risk of predation: balancing conflicting evils in the water column. American Society of Limnology and Oceanography, Victoria, Canada.

Leech, D.M., Boeing, W.J. and C.E. Williamson. 2002. The effects of UV and fish on zooplankton vertical migration. American Society of Limnology and Oceanography, Victoria, Canada.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. The stabilizing role of prey defense in a pelagic food web. Ecological Society of America, Madison, WI, USA.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Effects of water color on predation regimes and zooplankton assemblages in freshwater lakes. Ecological Society of America, Madison, WI, USA.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. Costs and benefits of Daphnia antipredator behavior toward fish in nature. American Society of Limnology and Oceanography, Albuquerque, NM, USA.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Efficiency of fish predation at various light levels. American Society of Limnology and Oceanography, Albuquerque, NM, USA.

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2001. Constraints by an invertebrate predator on the antipredator defense of Daphnia. Canadian Conference for Fisheries Research / Society of Canadian Limnologists, Toronto, Canada.

Wissel, B., W.J. Boeing and C.W. Ramcharan. 2001. Chaoborus predation on zooplankton along a water color gradient. Canadian Conference for Fisheries Research / Society of Canadian Limnologists, Toronto, Canada.

Böing, W.J. 1996. Struktur und Biomasseänderung des Phytoplanktons in Abhängigkeit des Fraßdrucks (Daphnia spp.) und Nährstoffgehaltes. Deutsche Gesellschaft für Limnologie / Societas Internationalis Limnologicae, Schwedt, Germany.

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(e) Other Research Presentations (presentations before 2004 are in grey; until 2000 I spelled my last name ‘Böing’)

* - graduate student ** - undergraduate student Silva, M.R.** and W.J. Boeing. 2009. Effects of temperature and turbidity on foraging in

Senegal bichir. NMSU Undergraduate Research and Creative Arts Symposium (URCAS), Las Cruces, NM, USA.

Boeing, W.J. 2009. Environmental influences on the aquatic food web in desert sinkholes. NMSU, Department of Plant and Environmental Sciences, Las Cruces, NM, USA. (invited seminar)

Boeing, W.J., M. de Jong*, P.J. Lammers, V.G. Lee**, J.I. Rhodes**, W. van Voorhies and J. Winkler. 2008. Producing biodiesel: environmental factors determining lipid content in Nannochloropsis and limiting undesired organisms. NMSU University Research Council, Las Cruces, NM, USA.

Lee, V. and W.J. Boeing. 2008. Algae pond dynamics and ecology. Artesia, NM, USA. Greif, V.K.** and W.J. Boeing. 2008. Does UV light facilitate fish predation? NMSU URCAS,

Las Cruces, NM, USA. (poster) Swaim, K.* and W.J. Boeing. 2007. Favorable environmental conditions for management of

native fishes in desert sinkholes. NMSU Graduate Research and Arts Symposium, Las Cruces, NM, USA.

Swaim, K.* and W.J. Boeing. 2007. Relating fish abundance and condition to environmental factors in desert sinkholes. WRRI Symposium, Las Cruces, NM, USA.

Boeing, W.J. 2007. From abiotic factors to fish: What spins the complexity of a food web? Lund University, Lund, Sweden. (invited seminar)

Boeing, W.J. 2007. Food web complexity and diversity – What actually matters? University of Texas El Paso, El Paso, TX, USA. (invited seminar with honorarium)

Mapula, J.A.**, W.J. Boeing and D.E. Cowley. 2007. Temperature and salinity influence egg hatching rate and larval survival of Rio Grande silvery minnow. NMSU URCAS, Las Cruces, NM, USA. (poster)

Boeing, W.J. and K.M. Swaim*. 2006. Favorable environmental conditions for management of native fishes in desert sinkholes. Bitter Lake Symposium, Roswell, NM, USA. (invited speaker)

Boeing, W.J. 2006. Increasing fish production. National Ocean Industries Association, Washington, DC, USA.

Kithil, P. and W.J. Boeing. 2006. Ocean carbon sequestration concept using wave-driven deep ocean pump system. Ocean Carbon Biogeochemistry Workshop, Woods Hole, MA, USA. (poster)

Boeing, W.J. and J.T. Duffy-Anderson. 2004. From patches to ecosystems: the importance of scale in recruitment dynamics. Hatfield Marine Science Center, Newport, OR, USA. (invited seminar)

Boeing, W.J., J.T. Duffy-Anderson and K.M. Bailey. 2004. Responses of ichthyoplankton biodiversity and dynamics to environmental change. Marine Science in Alaska Symposium, Anchorage, AK, USA. (invited speaker)

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Boeing, W.J., J.T. Duffy-Anderson, K.M. Bailey, A.C. Matarese, J.M. Napp, S.J. Picquelle and B.A. Megrey. 2003. New metrics for ecosystem change: biodiversity and dynamics of ichthyoplankton assemblages. Steller Sea Lion Symposium, Anchorage, AK, USA. (poster)

Boeing, W.J. and J.T. Duffy-Anderson. 2003. New metrics for ecosystem change: biodiversity and dynamics of ichthyoplankton assemblages. Symposium on Ecosystem Indicators, Seattle, WA, USA. (invited speaker)

Boeing, W.J. 2002. Consequences of predator-prey interactions for community stability. National Oceanic and Atmospheric Administration (NOAA), Seattle, WA, USA. (invited seminar)

Boeing, W.J. 2002. Antipredator defenses and community stability. Iowa State University, Ames, IA, USA. (invited seminar)

Boeing, W.J. 2002. Costs and benefits of Daphnia antipredator defense and consequences for community stability. Louisiana State University, Baton Rouge, LA, USA. (dissertation defense)

Boeing, W.J., B. Wissel and C.W. Ramcharan. 2000. Costs and benefits of Daphnia antipredator behavior in nature. BioGrads Fall Symposium, Louisiana State University, Baton Rouge, LA, USA.

Boeing, W.J. 2000. Variable behavioral, morphological, and life-history responses of Daphnia to predator kairomone. Aquatic and Marine Science Symposium, LUMCON, Cocodrie, LA, USA.

Böing, W.J. 1996. Die Reaktion des Phytoplanktons auf den Frassdruck von Daphnia pulex in der Talsperre Bautzen und Enclosure Experimenten. University of Technology Dresden, Dresden, Germany. (thesis defense)

Böing, W.J. 1994. Phytoplankton in zwei Braungewässern in Fairbanks, Alaska. University of Technology Dresden, Dresden, Germany.

(f) Invited task forces 2008: Undergraduate Research Task Force (g) Awards and Recognition for Excellence in Research (awards before 2004 are in grey) 2002: American Society for Limnology and Oceanography Travel Award ($ 400) 2002: Louisiana State University BioGrads Travel Award ($ 600) 2001: McDaniel Scholarship for Student Travel Award ($ 450) 2001: Louisiana State University Graduate School Travel Award ($ 300) 2001: Louisiana State University BioGrads Travel Award ($ 200) 2000: Best Presentation, Louisiana State University BioGrads Symposium ($ 200) 2000: Louisiana State University BioGrads Research Award ($ 200) 1999: Louisiana State University BioGrads Research Award ($ 150) 1999: Sigma Xi Graduate Student Research Grant-in-Aid ($ 930) 1999: Association for Women in Science Educational Foundation Predoctoral Fellowship Award

($1,000) 1994: DAAD (German Academic Exchange Program) Travel Award ($ 500)

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C) Teaching Scholarship and Creative Activities 1) Development, Testing and Evaluation of New Teaching Ideas and Products Student enrollment in the Natural Resource Disciplines is declining nationwide while vacancies in resource agencies are projected to increase sharply due to employee retirements. This leaves employers struggling to replace their workforce with qualified and diverse individuals. In part, declines in student enrollment in Natural Resource Disciplines are related to student perceptions and misunderstandings about what Natural Resource-related careers entail. In the meantime, field experiences for students in the Natural Resource Sciences are becoming increasingly rare due to increasing pressure on faculty to publish and acquire research grants combined with a shortage of funds to support student training. However, experiential learning is precisely the type of experiences students need to motivate and excite them about career opportunities. This is especially true for first-generation, rural, minority and non-traditional students. It has been documented that retention increases when field components are included. I believe that internship experiences improve student academic performance by helping students make a stronger connection between their education and future careers. Therefore, I focused my Teaching Scholarship Activities at NMSU on the effectiveness of integrating experiential learning on recruitment and retention of students in the Natural Resource Sciences. This is being achieved by providing undergraduate students with internship experiences (retention). Undergraduates then present about their experiences at local High Schools (recruitment). This model has been implemented by integrating a new, required class into our curriculum: WLSC 393 – Professional Experience. Data about its effectiveness are presently being collected. 2) Evidence of Teaching Scholarship (a) Book Chapters

Boeing, W.J. In press. Sample portfolios across disciplines: Bioscience and biotechnology -

Wiebke J. Boeing, New Mexico State University. In: Seldin, P., C.A. Seldin and J.E. Miller. The teaching portfolio: a practical guide to improved performance and promotion / tenure decisions. 4th edition. Anker Publishing Company, Inc.

(b) Presentations

Boeing, W.J. and M.J. Desmond. 2008. Combining scholarship and teaching with recruitment – how to kill two birds with one stone. Western Region Teaching Symposium, Las Cruces, NM, USA (poster).

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(c) Sources of Funding

2009: Internship agreement with USDA Forest Service for 10 internships / year (value of about $80,000/year)

2008: Student experiential learning in the Natural Resource science through summer internships

and professional mentoring – a joint proposal. USDA Higher Education Challenge Grant (PI; with 10 co-PIs) ($ 490,080)

2007: Internship agreement with Bureau of Land Management (BLM) for 10 internships / year

(value of about $80,000/year)

3) Possible Areas of Teaching Scholarship Together with Dr. Jennifer Frey, I have collected data on student grades in two of our introductory level classes over three years (WLSC 110 and WLSC 255). These classes were taught via distance education and face-to-face. We also collected data on student personalities (conscientiousness, openness, extraversion, agreeableness and neuroticism). We are currently analyzing the data and working on a manuscript. Teaching and Advising A) Teaching and Advising Philosophies

The mind is not a vessel to be filled, but a fire to be ignited. Plutarch (circa 45-125 A.D.)

My primary goal is to spark my students’ interest in the intriguing and exciting world of ecology and science and turn them into capable and thoughtful Natural Resource Managers. Our students obtain jobs all over the country, and thus it is impossible to provide them with all the facts to manage these diverse Natural Resources, especially in the face of an ever-changing environment. A contribution to society at large is to educate students who are able to assess problems pertaining to Natural Resource Management: Students capable of choosing the best option with the most likely positive outcome; students who are able to communicate their analysis with others. Therefore, my focus is on teaching my students critical thinking and effective written and oral communication skills. Encourage Critical Thinking: This is an essential tool for evaluating information and

independently finding solutions. Although some concepts are crucial, critical thinking is more important than memorizing mere facts. A thinking student will often be able to re-construct concepts even after facts and figures have been forgotten. However, teaching an abstract concept is easier said than done and students exhibit different levels of thinking when they attend our classes. My role is to be a facilitator and guide and to provide all students with a comfortable environment and to expose them to various perspectives that are not wrong or right, just different.

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Build Communication Skills: Such skills are necessary to be effective in Natural Resource Management. Even the greatest ideas just stay ideas if they cannot be communicated. Our students need to be able to communicate with Natural Resource stake holders and be able to convincingly convey complex information. They will be required to balance all the issues around the sustainability of the Natural Resource for all entities involved. Beyond national issues, our students also need to be versed in international problems, since Natural Resources extend across borders. Refined communication skills are also key; both oral and written communication is fundamental parts of my classes.

Create a Comfortable Environment: This encourages participation and open dialogue

between students and with me. My intention is to create an environment where any student with the interest to learn can do so. Therefore, it is my responsibility to set the tone and atmosphere in the classroom. I have learned that students are best approached with honesty, respect and a sense of humor. If we as educators invest the time in our students, encourage them to raise their own bar of achievement, they will. Therefore, I make every effort to spend time with them and attempt to connect with them on a personal level. As a result I have seen them excel in my classroom.

Promote Active Advising: The system that supports my teaching also serves as foundation

for my advising. I maintain an open-door policy and take as much time to listen and advise students as they need. I advise students on academic questions (what classes to take), career opportunities (internships, jobs, graduate schools) and personal issues (time management, family problems). To accomplish constructive advising it is my responsibility to be familiar with resources available on campus, in the community, nationally and even internationally and I need to be able to assess when to send a student with emotional issues to our professional counselors. I also review students resumes and application letters and frequently supply them with recommendation letters.

Teaching And Advising Strategies and Methodologies Tell me and I will forget. Show me and I might remember. Involve me and I will understand. Chinese Proverb Research has shown that an active learning environment is key to success, especially with minority and non-traditional students. By using multiple approaches, all students with different learning styles have the chance to grasp important concepts. To implement my teaching objectives (see Teaching Philosophy, page 4), I use a variety of methods in my classes including traditional lectures, team work, assignments, and student presentations. I also incorporate field trips in the curriculum and see it as a very effective method in bringing a more multi-sensory approach to learning. In all classes I use multiple methods to help students learn. Traditional Lectures: I keep my lecturing to 20 minutes or less, which is the time span

students can follow in a concentrated manner. Typically, I have PowerPoint presentations and will frequently switch to the internet to show a short movie etc. I utilize the board for complex concepts. This slows the pace down and gives students more time to process

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information. Throughout my lecture I ask questions to keep the students engaged and challenged.

Team Work: Students within teams develop a bond and sometimes friendships. These

connections provide a support system for each student. It also creates natural competition that challenges students to do their best. The team work pushes the students to evaluate information, listen to different opinions and argue their own side, which promotes critical thinking as well as communication skills. For example, in my WLSC 255 class, I place students into diverse teams of 5-6 students. We choose controversial issues and discuss them in class, whereby I assign what side of the topic each team has to argue. This allows students to argue more freely (since it might not represent their actual opinion). When taking quizzes, students first take the quiz individually and then as a team. This results in students teaching each other.

Assignments and Student Presentations: Students often have to complete homework to

keep them thinking about the subject outside of class. For example, in WLSC 255, as a major class assignment, each student has to develop a management plan. The topic is left intentionally broad so students can work on something they are passionate about, which typically leads to more enthusiasm and a better end product. The format of the management plan follows the professional scientific writing norm and students have to include six citations, four of which have to be peer-reviewed articles. At the end of the semester students present their management plan using PowerPoint. Initial concerns are usually replaced by pride in their achievement.

Field Trips: In my classes all student are required to attend field trips. For example, we go

to the Mescalero Tribal Fish Hatchery for a day and get hands-on experience handling fish and provide needed labor to a fish hatchery that is run by only two people. In subsequent classes we discuss the experience and think about impacts of fish stocking on natural ecosystems.

Independent Research: In addition to working with graduate students, I also support and

advise up to ten undergraduate students in independent research projects. I encourage students to come up with their own ideas for their research or provide them with ideas depending on comfort level. In some cases the undergraduates co-author peer-reviewed publications. All undergraduates that complete their research give a poster presentation at a scientific meeting. My student Justin Mapula won the prize for best student poster at the NM/AZ American Fisheries Society meeting.

Teaching Goals As a teacher I am constantly looking for ways to improve student learning and am seeking ongoing challenges. The four following teaching goals that I am currently pursuing and plan on implementing this year include: Using cards with names and calling on randomly drawn students to repeat important concepts

that were covered that particular lecture.

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Finding other field trip opportunities that offer hands-on experience for my students; in

particular I want to make better connections with the Mesilla Valley Bosque State Park just outside of Las Cruces.

Documenting student learning comparing student test results at the beginning versus the end of the semester using a test with 20 identical questions.

Developing a log in order to identify a successful student advising system. B) Evidence of Teaching and Advising 1) Teaching Responsibilities At NMSU I teach three undergraduate classes each year with approximately 25 students per class. Two are required core classes in Natural Resource Management and one is an elective Ichthyology (Fish Ecology and Taxonomy) class. Two of those classes include a laboratory. In addition, our faculty rotates teaching the undergraduate and the graduate seminar. 2) Teaching Load

Courses taught at NMSU 2005-2009

Class Credits/Frequency Students Average enrollment

Principles of Natural Resource Management (WLSC 255)

3 credit lecture; once a semester

majors & non-majors; required

26

Techniques of Natural Resource Management (WLSC 355)

3 credit lecture/lab; once a year; co-taught

majors, required 24

Ichthyology (WLSC 482) 3 credit lecture/lab; once every other year

majors, elective 27

Undergraduate Seminar (WLSC 402)

1 credit seminar; once every third year

majors, elective 12

Graduate Seminar (WLSC 515)

1 credit seminar; once every third year

majors, elective 10

Furthermore I have supervised 12 credit hours of internship (WLSC 391), 3 credits of problems (WLSC 448), 12 credits of graduate problems (WLSC 548) and over 30 credit hours of thesis credit (WLSC 599).

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3) Teaching performance (a) Peer evaluations

For constructive feedback on my teaching, I regularly invite faculty to observe my classroom. Twelve peers have observed my teaching at NMSU. I purposefully include peers from different disciplines, who have previously won prestigious teaching awards or recognitions. My observers praise my efforts to have students participate and use active learning methods:

Dr. Boeing was extremely well prepared, organized, and delivered a clear and stimulating lecture during the first half of the class period. Dr. Octavio Ramirez (Two Awards as Outstanding Professor of the Year) I thoroughly enjoyed my visit to Wiebke’s class and am pleased to report that she is an excellent teacher and motivator and that her students were fully engaged in learning. Dr. April Ulery (Three Teaching Awards) I found that Wiebke really connected with her students and was able to keep them engaged and interested. Dr. Rossana Sallenave

(b) Student Course Evaluations

Students evaluate instructors at the end of the semester in eight different categories on effectiveness, attitude, and fairness. Overall scoring occurs in 5 ratings, where the lowest rating is ‘unsatisfactory’ (0-20) and the highest is ‘very commendable’ (80-100). I am gratified that students in my classes have consistently placed me in the top two levels and my ratings are always above 78. Below I summarize my scores in my different classes. For WLSC 255, the weighted average of both semesters each year is presented.

Student Teaching Scores Class 2005 2006 2007 2008 2009 Average

WLSC 255

81

85.5

84.5

84

84

83.8

WLSC 355

78

83

79

80

81

80.2

WLSC 402

95

95.0

WLSC 482

86

70

78.0

WLSC 515

92

89

90.5

Weighted Grand Average 83.5

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Typical written remarks from students are: Wow! Overall, the best class I’ve had this semester. I love Dr. Boeing as an instructor; she made me see things differently and

look at things in a new perspective. The discussions really helped me understand more. It made the class more active and enjoyable. Wiebke is a fantastic teacher. She is very knowledgeable, enthusiastic, helpful and wants her student to do well. Very reasonable and fair. Excellent humor.

(c) Self-Improvement Activities The scientific world is fluid and there are constant discoveries and new views to be accepted, questioned, or reinforced. It is my responsibility to stay informed and keeping up to date with the latest peer-reviewed literature and to keep my lecture material current. Similarly, teaching methods need to be tested and re-fined in order to become the most effective teacher possible and to continue my professional growth.

The NMSU Teaching Academy offers many classes regarding professional teaching development. I frequently attend those classes and have participated in three teaching conferences.

Teaching Academy 2009/2010: NMSU Teaching Academy Distinguished Member (61.5 hours to date) 2008/2009: NMSU Teaching Academy Distinguished Member (53 hours) 2007/2008: NMSU Teaching Academy Sustaining Member (35.5 hours) 2006/2007: NMSU Teaching Academy Sustaining Member (31.5 hours) 2005/2006: NMSU Teaching Academy Distinguished Member (40 hours) 2004/2005: NMSU Teaching Academy Sustaining Member (21.5 hours)

Teaching Conferences 2008: Western Region Teaching Symposium; New Mexico State University (2 days) 2006: Sun Conference; Teaching Conference in El Paso, TX (2 days) 2005: Western Region Teaching Symposium; Colorado State University (3 days) Other 2009/2010: Participant of first PRIMOS faculty cohort to advance undergraduate teaching and

learning in STEM fields (with honorarium) 2004-present: Participant of the NMSU NSF ADVANCE mentoring program 2004-2008: 14 hours of professional development with NMSU NSF ADVANCE 2006: Fundraising workshop (2 days) 2006: Proposal writing workshop with Samuel Scheiner from NSF (5 hours) 2005: NM-AGEP / ADVANCE grant proposal development workshop

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2005: NSF/NM EPSCoR week (3 days) 2005: 50th Annual New Mexico Water Conference (3 days) 2005: Bauer seminar “How to Grants” (2 days) 2004: USDA/CSREES Grantmanship Workshop, Tuscon, AZ (1 day)

4) Professional Service to Teaching (a) Guest Lectures (service before 2004 is in grey)

2007: Dr. R. Valdez’s Natural Resource Management class at NMSU (WLSC 110) 2006: Dr. R. Valdez’s Natural Resource Management class at NMSU (WLSC 110) 2006: Dr. K. Griffis-Kyle’s Introductory Biology class at NMSU (BIOL 111) 2006: Dr. Bruce Miller’s Ichthyology class at University of Washington 2001/2001: Several substitute lectures for Drs C. Ramcharan and M. Noor at Louisiana State

University

(b) Committee Memberships Related to Teaching

2008: Western Region Teaching Symposium Planning Committee

(c) Consulting Activities

2009: ADVANCE mentor for Dr. Jin Yao 2009: NMSU Teaching Academy: Teaching Portfolio Mentor (with honorarium)

5) Special Honor, Awards of Excellence in Teaching (awards before 2004 are in grey) 2009: Who’s who among Teachers in America 2001: William H. Gates Award for Excellence in Freshman Instruction 6) Academic Advising I advise approximately 30 undergraduates and two graduate students each semester in both academic and personal issues. I am also the academic advisor for student-athletes of my department. Furthermore, I regularly critique student’s resumes, application letters and provide them with recommendation letters.

Student Advising Scores Class 2005 2006 2007 2008 2009

Undergraduate Advising

93.5

86

79.5

97

Graduate Advising

90

80

80

100

Grand Average 88.3

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7) Other Advising Services to Students Former graduate students Swaim, Kristin M. 2008. Relating fish abundance and condition to environmental factors in

desert sinkholes. NMSU Masters Thesis, 71 pp. Jungels, Jeremy. 2008. Habitat association and genetic similarity among populations of the Great

Plains toad (Bufo cognatus) in the Chihuahuan Desert. NMSU Masters Thesis, 48 pp. Present graduate students Morels, James (MSc) Harings, Nicole (PhD) Former graduate student committees De Jong, Marijn. 2009. Analysis of algae for biodiesel fuel production. NMSU Masters Thesis,

62 pp. (Dean’s representative) Muldoon, Ariel C. 2007. Site fidelity and habitat use of a nonnative predatory fish in a manmade

canal in New Mexico. NMSU Masters Thesis, 29 pp. McShane, Ryan R. 2007. Ecological effects of an invasive detritivorous fish in an intermittent

arid-land system. NMSU Masters Thesis, 70 pp. Present graduate student committees Bisati, Chandana (MSc – Dean’s representative) Martin, Renee (MSc) Former undergraduate student workers Emily Smith (1998-2002), Eric Triche (1998-2001), Jessica Magro (1998-2001), Kenyatta Esters (1999-2002), Christie Yee (1999-2002), Lakisha Brown (2000-2001), Emily Hyfield (summer 2000), Amanda Case (summer 2000), Shannon Adams (summer 2000), Lisette Torres (summer 2001), Anna Christoff (summer 2004), Johnny Tenegra (summer 2004), Cheryl Stanton (summer 2005), Justin Mapula (2005-2006), Victoria Zamora (2005-2006), Tyler Williford (2007), Valerie Greif (2007-2008), Matteo Silva (2007-2009), Shelley Belin (2007-2009), Jesse Bergloff (2007-2009), Raymond Lucero (2008-2009), Virginia Lee (2008-2009), Jordan Hill (2008-2009), Josh Wood (2008-2009), Allyson Rocks (2008-2009), Elena Tsentas (2009)

Present undergraduate student workers Zachary Tiemann (2007-present), Shane Carver (2008-present), Aaron McGuire (2008-present), Brandon Foley (2008-present), Jason Lithgow (2009-present), Kelsey Gaffney (2009-present), David Carrasco (2009-present) Judging Teams (judgings before 2004 are in grey) 2005: Judge for the New Mexico State Science Fair 1999: Judge for the High School Science Fair in Louisiana Student Clubs 2004-present: Advisor of the NMSU Student Chapter of the American Fisheries Society

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Outreach A) Outreach Philosophy As the state’s land-grant university, next to education and research, outreach is an integral part of the mission statements of NMSU, the College of Agricultural, Consumer and Environmental Sciences, as well as the Department of Fish, Wildlife and Conservation Ecology. It is important to me to find creative ways to reach out to the general public and incorporate outreach in my teaching and research. Conservation and Management of Aquatic Resources: Biodiversity is a non-renewable

natural resource. When a species goes extinct, we are unable to recover it. Thereby the option to conduct research on the species and make discoveries as well as being able to admire its uniqueness and beauty are forever lost. Providing valuable information on how to preserve endangered and threatened species and disseminating the research results is an important extension component of my research (see Research on biodiversity, endangered species, invasive species and amphibians). The reports that we have provided to management agencies have been received with gratitude.

Innovative Solutions to Global Problems: Humans have invented amazing advances and technologies. Some of those technologies have caused negative repercussions like global warming. Using similar effort I believe that we will be able to mitigate these adverse effects. I have been involved in research pumping nutrient rich deep ocean water to the surface to enhance algae production and sequester atmospheric carbon. Presently, I am part of a large research effort to produce biodiesel out of microalgae. This has the potential to cover our population’s energy needs in a carbon neutral way without using valuable agricultural lands (see Research on carbon sequestration and biodiesel).

Field Trips: My most successful field trip goes to the Mescalero Tribal Fish Hatchery for a

day once a semester. The students have fun, get hands-on experience on handling fish and learn how a fish hatchery is run while providing much needed labor to a fish hatchery that is run by only two people. I am continuously searching for other field trip opportunities that have a comparable benefit to students and natural resource agency.

Combination of Teaching and Recruitment: Experiential learning is critical to student

success. As the head of the undergraduate curriculum committee I integrated a new required class (WLSC 393 – Professional Experience) into the undergraduate curriculum, which requires each student to get at least one summer of internship experience. Students will then have to present about their internship experience at local High Schools. I tested this model in 2006 when teaching the undergraduate seminar. The undergraduates gave outstanding presentations at the High Schools and the presentations were very well received by students and teachers.

Availability to the General Public: Occasionally I receive phone calls or e-mails posing

questions like “What fish is appropriate for my pond?” “What is the orange scum in my cattle

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pond and how can I get rid of it?” or a request to identify aquatic organisms under the microscope. I always take my time and answer these questions to the best of my ability.

B) Evidence of Outreach 1) Presentations (presentations before 2004 are in grey) Boeing, W.J. 2008. About my (fulfilled) dreams. Career Awareness Speaker to 200 High School

students. Las Cruces, NM, USA. (invited speaker) Boeing, W.J. 2008. Natural Resources. Presentation to 20 High School students from the

Mescalero Apache Tribe. Las Cruces, NM, USA. Boeing, W.J. 2003. Expanding your horizon. Presentation to High School women. American

Association of University Women, Seattle, WA, USA. (invited speaker) 2) Recruitment Activities 2009: Professional experience (WLSC 393) – 12 students went to six High Schools and gave

presentations about their internship experiences. 2009: Southern NM State Fair – created departmental promotional slide show and attended 2009: Sampled sinkholes at Bitter Lake with High School students from the Bosque School in

Albuquerque. 2006: Undergraduate seminar (WLSC 402) – 12 students went to six local High Schools and

gave presentations on fish, wildlife and conservation ecology related issues. 2006: Lecture for Soutwestern Indian Polytech Institute Natural Resource Program (2-year

college) 2006: Lecture for Indian Resource Development / Dream Makers Summer Program (7th and 8th

grade students) 2005: Women Recruitment Fair at NMSU Doña Ana Branch Community College 2004: Aggie Fair at the NMSU Corbett Center 2004: Recruitment at four NM High School Fairs in Albuquerque, NM 2004: Ocean Career Day

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Service A) Service Philosophy In a small department (there are six of us), it is essential that everybody puts in their fair share of service in order to be able to move forward. Since my arrival, our department has been able to increase student enrollment and retention, created and implemented a new undergraduate curriculum, brought in large collaborative grants, expanded and renovated our facilities, created new advertisement material for the department and our faculty is now able to directly supervise PhD candidates in other departments like Biology or Range Sciences (since we do not have a PhD program). All these achievements would not have been possible without everybody pulling some of the weight and making it a true team effort. In our department everybody’s spirit of chipping in and adapt to new challenges is working well. Personally, I have been active in recruitment and retention and am a member on the facilities committee. I also am the primary PI on a large collaborative teaching grant and am a co-PI on a large collaborative research (biodiesel) grant. Furthermore, I was the chair of the undergraduate curriculum committee, which designed the new undergraduate curriculum, for three years. I carry the team spirit that I am experiencing in our department on to the college, university, community, state, nation and professional societies level. B) Evidence of Service 1) Department of Fish, Wildlife and Conservation Ecology 2008-present: Undergraduate Curriculum Committee Member 2006-present: Acting Department Head on several occasions 2004-present: Organizer of ‘Aquatic Laboratory Meetings’ 2004-present: Co-advisor of the NMSU American Fisheries Society student chapter. 2005-present: Facilities Committee Member 2005-2008: Undergraduate Curriculum Committee Chair 2005/2006: Hosted five seminar speakers for the departmental seminar (terminated since) 2006: Presentation to the Departmental Advisory Board about the Undergraduate Curriculum 2005: Distance Education Committee 2005: Departmental Retreat Committee 2004-2005: Undergraduate Curriculum Committee Member 2004-2005: Graduate student journal club 2006: Introduction of our Department to college ambassadors 2005: Representative for the Comprehensive Wildlife Conservation Strategy Forum (NMDGF) 2) College of Agriculture, Consumer and Environmental Sciences) 2008: Western Region Teaching Symposium Planning Committee Member 3) New Mexico State University 2008-present: University National Scholarship Committee

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2008-present: Campus Nomination Committee for the Udall Scholarship 2007-2009: Reviewer for NMSU Alliance for Minority Participation Program – Bridge to

Doctorate Applications 2008: Undergraduate Research Task Force 2007: Moderator for the NMSU ADVANCE Mentoring Orientation 4) Community (Services before 2004 are in grey) 2009-present: Help at the Mescalero Fish Hatchery for a day once a year 2005-2008: Help at the Mescalero Fish Hatchery for a day once a semester 2009: Bitter Lake Fish Bucket Brigade 2007: Levee clean-up with the Consolidated Sportsmen 2005: Levee clean-up with the Consolidated Sportsmen 2003: Volunteer for the Nature Conservancy 5) State 2009: Gila River (NM) Planning Economic Forum committee member 6) Professional 2008: Session Chair, Ocean Sciences Meeting (ASLO, AGU and TOS), Orlando, Florida 2004-present: Reviewed >40 manuscripts. Reviewer: African Journal of Marine Sciences American Midland Naturalist Archiv für Hydrobiologie Behaviour BMC Developmental Biology Canadian Journal of Fisheries and Aquatic Sciences Evolution Hydrobiologia Journal of Plankton Research Limnologica Limnology Limnology and Oceanography Netherlands Organisation for Scientific Research National Science Foundation NMSU Alliance for Minority Participation Program New Mexico Water Resources Research Institute Oecologia Photochemistry and Photobiology SeaGrant Southwestern Naturalist Water, Air & Soil Pollution

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Member: Ecological Society of America Societas Internationalis Limnologicae American Society of Limnology and Oceanography American Fisheries Society Deutsche Gesellschaft für Limnologie Sigma Xi